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 both independent study and classroom instruction with a standards-based course of study. Grace Academy- programming for counseling enriched programming for SPed students, Butler Academic Center and Camp Sweeney- are compulsory educational programs for youth detained in Alameda County's Juvenile Justice Center.|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 25.7% and the Alameda County Juvenile Hall/Court Schools have a stability rate of 2.6%. 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 2025-26 school year, Court Schools revamped their instructional model so that students would have teachers providing instruction for single subjects aligned to their content area credential in Math, History, and English Language Arts. In addition, our Parenting Teen sites doubled the instructional staff to offer a cored instructional model to meet the needs of our learners; such as 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 and math 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.|Met||2026-06-09|2026 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 for 100% 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||2026-06-04|2026 01100170114363|American Indian Public Charter School II|7|AIPCS II monitors equitable access to a broad course of study using multiple local measures aligned with California Education Code and the Local Control and Accountability Plan (LCAP). These measures include student schedules, master scheduling processes, enrollment in standards-based instructional programs, intervention and enrichment opportunities, English Learner services, special education placement, and participation in visual and performing arts, physical education, science, technology, and other enrichment programs. The school reviews enrollment and participation by grade level and student group, including English Learners, socioeconomically disadvantaged students, students with disabilities, foster youth, and other unduplicated student groups. Student Information System (SIS) data, Individualized Education Programs (IEPs), English Learner progress, Student Success Team (SST) documentation, Multi-Tiered System of Supports (MTSS) data, and course participation reports are analyzed to identify trends and potential barriers to equitable access. Educational partner input gathered through the LCAP process, School Site Council (SSC), English Learner Advisory Committee (ELAC), parent meetings, and student support teams also informs decisions regarding instructional programming, intervention services, enrichment opportunities, and resource allocation.|Analysis of local data indicates that students have access to a comprehensive standards-based instructional program that includes English language arts, mathematics, science, history-social science, physical education, visual and performing arts, technology, and designated and integrated English Language Development for multilingual learners. Students also have access to academic intervention, enrichment opportunities, and specialized instructional supports designed to meet individual learning needs. During the 2025–26 school year, the school strengthened equitable access through expanded MTSS systems, improved Student Success Team (SST) processes, enhanced special education supports, and increased coordination between general education, intervention, and special education services. Local measures indicate that students across grade levels have access to core instructional programs and targeted academic supports designed to promote success. Review of enrollment and participation data also indicates continued opportunities to improve equitable participation for English Learners, students with disabilities, and other historically underserved student groups in enrichment opportunities and specialized instructional programs. These findings continue to guide program planning and resource allocation to ensure that all students have access to a broad and engaging educational experience.|Local data and educational partner feedback identified a few barriers that may affect equitable access to a broad course of study. Academic skill gaps, chronic absenteeism, staffing capacity, scheduling constraints, and varying levels of student readiness may limit some students' ability to fully participate in enrichment opportunities and specialized instructional programs. Historically underserved student groups, including English Learners, students with disabilities, and socioeconomically disadvantaged students, may require additional academic, language, behavioral, or specialized supports to fully access the core instructional program and enrichment opportunities. Educational partners also identified the need to strengthen early intervention systems, increase family understanding of available programs and supports, and continue improving coordination between general education and specialized services. The school also recognizes that maintaining highly qualified staff, expanding intervention capacity, and providing sufficient instructional resources remain important factors in ensuring equitable access for every student.|During the 2026–27 school year, AIPCS II will continue expanding equitable access to a comprehensive educational program through the actions identified in the LCAP and the Alameda County Office of Education (ACOE) Memorandum of Understanding (MOU). The school will strengthen its Multi-Tiered System of Supports (MTSS), Student Success Team (SST) processes, and academic progress monitoring to provide timely interventions while maintaining students' access to grade-level instruction. The school will continue implementing its Special Education Improvement Plan by strengthening coordination between general and special education, improving referral and evaluation practices, expanding inclusive instructional practices, and increasing access for students with disabilities, consistent with the ACOE MOU Goal #3. Professional learning will focus on high-quality Tier 1 instruction, differentiated teaching, Universal Design for Learning (UDL), and inclusive instructional strategies. Leadership will continue monitoring participation by student group, reviewing educational partner feedback, and using local data to remove barriers and ensure every student has equitable access to a broad, engaging, and rigorous course of study.|Met||2026-06-12|2026 01100170123968|Community School for Creative Education|7|||||Not Met For Two or More Years|||2026 01100170124172|Yu Ming Charter|7|Yu Ming Charter School tracks access to and enrollment in a broad course of study through several locally selected measures and tools. The Master Schedule documents course offerings across all grade levels and campuses, ensuring that every student in transitional kindergarten through eighth grade has access to the school's universal Visual and Performing Arts programming, fifth grade Design Lab and Coding expansion, and middle school specialized programming. CALPADS course enrollment data is reviewed annually to confirm that 100% of students participate in enrichment or elective courses, with results disaggregated by grade span, by unduplicated student group, including English learners, low-income students, and foster youth, and by students with disabilities. Student Information System enrollment records are reviewed for individual student schedules to confirm participation in core academic subjects, Mandarin Language Program, and grade-level enrichment offerings. The School Accountability Report Card publishes annual course access data. For students with disabilities, IEP records are reviewed to confirm meaningful access to the broad course of study within the least restrictive environment, including participation in the Mandarin immersion program. The Director of Academics, principals, and the Director of Student Support Services review these data sources annually to identify and address any access gaps.|Based on the Master Schedule, CALPADS course enrollment data, Student Information System records, and IEP records, 100% of Yu Ming students in transitional kindergarten through eighth grade have access to and are enrolled in a broad course of study across all four campuses. Every student participates in core academic instruction in English Language Arts, Mandarin, Mathematics, Science, Social Studies, and Physical Education, alongside universal Visual and Performing Arts programming including choral and instrumental music. Fifth grade students access Design Lab and Coding, and middle school students access expanded technology, global citizenship, service learning, and Mandarin specialization coursework including the eighth grade Contemporary China course and Graduate Defense capstone. No differences in access have been identified across the school's four campuses, across grade spans, or across student groups, including English learners, low-income students, foster youth, and students with disabilities. Students with disabilities are meaningfully included in the broad course of study within the least restrictive environment, as documented through IEP records. Yu Ming has sustained 100% student participation in enrichment or elective courses across multiple school years, including 100% in 2023-24, 2024-25, and 2025-26, reflecting consistent organizational commitment to universal access to a comprehensive educational program.|Based on the results of Yu Ming's locally selected measures, including the Master Schedule, CALPADS course enrollment data, Student Information System records, and IEP records, no barriers preventing access to a broad course of study have been identified for the 2025-26 school year. 100% of Yu Ming students in transitional kindergarten through eighth grade have access to and are enrolled in the school's broad course of study, including core academic instruction, universal Visual and Performing Arts programming, fifth grade Design Lab and Coding expansion, and middle school specialized programming in technology, global citizenship, service learning, and Mandarin specialization. This level of universal access has been sustained across multiple school years and across all four of Yu Ming's campuses. Yu Ming's extended school year of 180 instructional days and extended daily schedule provide the instructional time required to deliver the full breadth of the educational program without compromising the integrity of the Mandarin immersion model. Students with disabilities have meaningful access to the broad course of study within the least restrictive environment as documented through IEP records. Yu Ming will continue to monitor access annually to ensure that the broad course of study remains universally available to all students as the school continues to grow.|Because Yu Ming's locally selected measures confirm that 100% of students have access to and are enrolled in a broad course of study, no new actions or revisions are required for the 2026-27 school year to address access barriers. Yu Ming will sustain the structures that have produced this outcome, including universal Visual and Performing Arts programming, fifth grade Design Lab and Coding expansion, middle school specialized programming, the extended school year of 180 instructional days, the extended daily schedule, and the four-campus delivery model that provides students with equitable access to the school's full educational program. The Director of Academics, principals, and the Director of Student Support Services will continue to review Master Schedule, CALPADS, Student Information System, and IEP data annually to confirm sustained universal access and to identify any emerging access concerns. As Yu Ming continues to grow, including planned grade-level expansion at the Carolyn campus and the transition to permanent facilities currently in escrow, the school will monitor course access carefully through each phase of growth to ensure that the broad course of study remains universally available. Educational partner engagement through the LCAP cycle will continue to surface any access concerns that may not be captured through the locally selected measures.|Met||2026-06-11|2026 01100170125567|Urban Montessori Charter|7|||||Not Met|||2026 01100170126748|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 Academic Counselors and the ""College and Career Access Team"" 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) 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. 4) The Linked Learning Coordinator specifically tracks course enrollment in Career Technical Education and monitors students' completion of the CTE Pathway certification."|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, electives, and a Career Technical Education (CTE) digital media pathway, as well as concurrent enrollment in local community colleges. Students with disabilities may receive push-in or pull-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.|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 in the process of developing work experience education classes to provide students with credits for current employment and work|Met||2026-06-18|2026 01100170129403|Epic Charter|7|||||Not Met For Two or More Years|||2026 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, AP Seminar, 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.|In 2025-26, AIA added 2 new AP courses - AP Spanish and AP Seminar to provide additional enrichment opportunities for students. 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||2026-06-25|2026 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||2026-06-10|2026 01100170136101|Connecting Waters Charter - East Bay|7|Connecting Waters Charter School tracks student access to a broad course of study through several locally selected measures. At the secondary level, the school monitors UC/CSU course enrollment and completion rates, CTE pathway participation and completion, and Advanced Placement course enrollment. At all grade levels, individualized Education Plans serve as the primary tracking mechanism, documenting each student's selected courses and learning pathways across core and elective subjects. State assessment participation rates through CAASPP in ELA, Mathematics, and Science provide an additional indicator of whether students are accessing grade-level content across required subject areas. Physical Fitness Test participation rates are tracked at grades 5, 7, and 9. Enrollment data disaggregated by student group, including English Learners, Socioeconomically Disadvantaged students, and Students with Disabilities, is maintained and reported annually to identify any disparities in access across subgroups.|Current data reflects both strengths and gaps in access to a broad course of study. Students across grade levels demonstrate strong participation in physical education, with high rates of engagement in all fitness components at assessed grade levels. At the secondary level, multiple CTE pathways are available, providing students with access to career-focused learning experiences that extend beyond core academic coursework. Advanced Placement courses are offered across multiple subject areas, providing college-level access for academically prepared students. However, gaps remain in college preparatory course completion, with a meaningful portion of graduates not completing all required A-G courses. Disaggregated data indicates that English Learners, Socioeconomically Disadvantaged students, and Students with Disabilities access and succeed in grade-level content at lower rates than their peers, suggesting that additional supports are needed to ensure equitable access to the full breadth of the curriculum across all student groups.|Several barriers to broad course of study access have been identified. The independent study model, while flexible and family-centered, presents structural challenges in ensuring all students consistently access the full range of required coursework. Course selection within individualized learning plans does not always align with college preparatory pathways, which may reflect gaps in academic counseling capacity. Current student-to-counselor ratios limit the frequency and depth of advising available to each student, making it difficult to ensure all students are enrolled in coursework that meets their long-term academic and career goals.|Connecting Waters has implemented and will continue to refine several actions to expand access to a broad course of study for all students. Multiple CTE pathways with internship components provide structured, real-world learning experiences beyond traditional coursework. AP course offerings across subject areas extend college-level access to academically prepared students. Professional development for staff includes curriculum training, use of grade-level state standard checklists, and data-driven instructional planning, ensuring educators are equipped to deliver broad, standards-aligned content across all subject areas. To address gaps in college preparatory course completion, the school will strengthen academic advising supports and ensure individualized Education Plans more consistently incorporate A-G aligned course sequences. Educational Specialists will be intentionally engaged in academic planning conversations to help offset counseling capacity limitations. For English Learners and Students with Disabilities, the school will continue to expand tiered academic supports, including small group instruction, targeted tutoring, and ongoing progress monitoring. Dedicated staff development days each year support continuous improvement in instructional practice, ensuring all students have meaningful access to a broad and rigorous course of study.|Met||2026-06-22|2026 01100170136226|Opportunity Academy|7|"Placement & Assessment: Students take NWEA MAP assessments in math and ELA to determine skill levels and guide teachers' instructional tools. Course assignments consider grade spans, state graduation requirements, and prior high school credits. Curriculum & Pathways: The school offers a 135-credit graduation track with flexible, rigorous A-G approved courses via print and digital formats. New offerings include the school's first AP US History course, Ethnic Studies elective credit, and a self-paced ""Mathematics in the Trades"" course created with Peralta College. English Learners (EL): EL students receive dual support via grade-level English and designated ELD courses to expedite English proficiency reclassification. Two teachers are trained in SIPPS, which will roll out to all sites this school year. Special Education: Teachers receive ""IEPs at a Glance"" to ensure students receiving special education services are properly accommodated in general education classrooms."|Individualized Pathways: Students, families, and teachers collaborate to design custom educational pathways focused on employment, promotions, college prep, and job certification. Curriculum Tracking & Compliance: All course curricula are tracked via a master spreadsheet reviewed by the school board for Williams Act compliance. Course offerings are also publicly documented in the annual School Accountability Report Card (SARC). Teacher Qualifications & Input: Teachers and paraeducators actively participate in curriculum adoption (including Ethnic Studies). All teachers are certified in the Expository Reading and Writing Curriculum (ERWC) to ensure college-readiness. Academic Monitoring: The school tracks students taking at least one A-G approved course while working toward their high school diploma. Network Consistency: While satellite campuses are uniquely designed to serve their specific local communities, they all operate under a shared foundation of educational practices to guarantee quality and consistency.|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, 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.|AOA was unable to fully implement its Ethnic Studies course during the 2025-2026 school year. Over the course of the school year, AOA has selected an Ethnic Studies book, is in the process of designing an Ethnic Studies Google Classroom, and will provide PD over the school year to support the teachers and paraprofessionals.|Met||2026-06-09|2026 01100170137448|Aurum Preparatory Academy|7|||||Not Met|||2026 01100170138867|Hayward Collegiate Charter|7|Hayward Collegiate Charter School 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 California State Standards across grade spans. The rubric is reviewed quarterly by school administrators and support office staff to verify that all content areas are being taught and that instructional time is appropriately allocated. The school also uses student achievement data, subgroup data, classroom observations, and instructional program reviews to monitor access and participation. These measures were selected because they provide ongoing information regarding student access to curriculum, instructional supports, and educational opportunities across all student groups.|The educational program at Hayward Collegiate is designed to ensure all students have access to a broad course of study. Students receive instruction in English Language Arts, Mathematics, Science, Social Studies, Physical Education, and enrichment opportunities, including visual and performing arts. Students who require additional support have access to Literacy Coaches, Math coaching support, Resource Teachers, Special Education Teachers, and Bilingual Instructional Assistants. Core curriculum includes integrated and designated English Language Development and is aligned to California State Standards. Supplemental instructional materials are provided as needed to support students at their instructional level. Based on local measures, no significant differences in access have been identified among student groups, including English learners, socioeconomically disadvantaged students, and students with disabilities.|Based on local data and program reviews, Hayward Collegiate has not identified significant barriers preventing student access to a broad course of study. The school's instructional model is structured to provide equitable access to core academic subjects and enrichment opportunities for all students. Instructional planning, staffing, master scheduling, and support services are organized to ensure that students, including unduplicated pupils and individuals with exceptional needs, can participate fully in the academic program. The school continues to monitor access and participation to proactively identify and address any emerging challenges.|To ensure continued access to a broad course of study, Hayward Collegiate has implemented a variety of strategic supports. The school provides ongoing professional development to strengthen instructional practices across content areas and has invested in Literacy Coaches, Math coaching support, Special Education Teachers, Bilingual Instructional Aides, and other support staff. Targeted training for Integrated and Designated English Language Development has been provided, and supplemental curriculum resources have been adopted to support students who require additional academic assistance. Instructional coaching, regular curriculum reviews, and ongoing monitoring of student performance are used to ensure equitable access and successful participation for all students across grade levels and student groups.|Met||2026-06-15|2026 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||2026-06-09|2026 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||2026-06-09|2026 01316090000000|California School for the Blind (State Special Schl)|7|||||Not Met|||2026 01316170000000|California School for the Deaf-Fremont (State Special Schl)|7|||||Not Met|||2026 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 63% of the pathway enrollment coming from SPED, SED, or ELL, a 3% increase from last year. 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.|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 counseling connectioncampaign 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. This ensures that all students have a basic exposure to that pathway and can make more informed course selection. All CTE teachers also participate in the Open House showcases hosted by the high schools for incoming freshmen and their parents that provides teachers with an opportunity to give students and parents access to their fully-equipped labs and studios.|Met||2026-06-23|2026 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 & 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. Office hours and small group support art offered to learners if there is a demonstrated need or academic area of growth. 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 Dean of Students 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 o|All of our learners have access to a broad course of study. 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, intervention and/or office hours.|Historically, a lack of appropriate facility space and at times staffing has made 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. This upcoming school year we will offer reading intervention for grades K-8, for those learners who demonstrate an elevated need as well as ELD for learners across TK-8.|Nea has included additional office hour/small group time which enables staff to provide some necessary intervention for learners who might need it. We have also implemented a weekly homework club to better engage learners in grades 6-8. Staff professional development will hone in on data informed planning and curriculum design that supports learner academic growth. There will be opportunities for differentiation within professional learning (including meeting and coaching) in order to better meet staff where they are.|Met||2026-06-11|2026 01611190122085|The Academy of Alameda|7|The Academy of Alameda utilizes its master schedule, student information system, course enrollment data, and annual Local Indicator review to monitor access to and participation in a broad course of study. The school also reviews enrollment and participation data for all student groups, including English Learners, socioeconomically disadvantaged students, students with disabilities and other student groups to ensure equitable access to educational opportunities. As a single TK-8 school site operating under a full inclusion model, all students have access to and are enrolled in a broad course of study aligned to California State Standards.|The Academy of Alameda continues to provide all students with access to a broad course of study through its full inclusion model. All students, including unduplicated pupils and students with exceptional needs, have access to grade-level curriculum, enrichment opportunities, intervention supports, electives, technology, social-emotional learning programs and specialized services as appropriate. The school maintains 100% access to a broad course of study for all students, as reflected in its local indicator results and LCAP metrics. Additional opportunities include advanced math pathways through the Advanced Math Program (AMP), Spanish language instruction, visual and performing arts, technology, physical education, after-school enrichment, and targeted intervention programs designed to support student success. No differences in access or enrollment exist among student groups because all students are served within the same inclusive educational program.|There are no barriers preventing the school from providing access to a broad course of study for all students. Through its full inclusion model, all students, including English Learners, students with disabilities, socioeconomically disadvantaged students and other student groups, have equitable access to academic programs, enrichment opportunities, intervention supports and electives. The school continues to monitor enrollment, participation, and access data to ensure equitable opportunities for all students.|The school will continue implementing its full inclusion model to ensure all students maintain access to a broad course of study. The school will continue providing standards-aligned curriculum, intervention supports, technology, enrichment opportunities and expanded learning opportunities to meet the needs of diverse learners. Recent enhancements include the continued expansion of the Advanced Math Program (AMP), implementation of Spanish language instruction, Financial Literacy coursework, literacy intervention supports, and ongoing investments in instructional materials and technology. The school will continue reviewing student participation and access data annually to ensure equitable access and to make adjustments as needed to support student success and engagement.|Met||2026-06-11|2026 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, & IXL), 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 Engage NY, 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 students have access to a broad course of study. 100% of our students 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 students 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 students to complete tasks electronically if for some reason they do not have access at home. Students 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 students, which are smaller study hall periods and this is a chance for learners to keep up with work and have a facilitator to guide them as needed. We are reassigning learners to academies to be part of targeted instruction but the space is limited for effective invention for how many learners can participate at a time.|If a student is not successful after the implementation of class interventions, the facilitator will meet with the learner’s grade level team and form a Facilitator MTSS Team. In the MTSS meeting, facilitators list and discuss interventions and strategies that have been used and have been successful. Facilitators will work as a team to brainstorm the causes of the learner’s challenges and identify set interventions that they will try moving forward. Each individual facilitator tracks data as interventions are implemented. If there is no change after 6-8 weeks, the Coordination of Services Team will review the interventions and data to move forward with a learner success team meeting or small group intervention. It is written into our LCAP that we are targeting learners for intervention based on data collected through multiple measures. The program in place has provided vital time for facilitators to meet and discuss learners, set up Learner Supprt Teams (LSTs), and get suggestions from or make recommendations to the school's counselors or Special Education staff. Through this process, the learners have had more appropriate and effective supports put in place sooner in the school year. Students entering below grade level are assessed upon entry for targeted intervention.|Met||2026-06-11|2026 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, high school college preparatory versus non college preparatory course offerings, and Career Technical Education (CTE) courses.|Students 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. 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. Elementary schools are staffed with a certificated librarian, Physical Education (PE) teacher, art teacher and science teacher to provide specialized instruction for students.|The district ensures all students have access to a broad course of study. By allowing students in grades 6–12 to enroll in up to seven courses, those in English Language Development (ELD) or specialized instruction can still access electives. Additionally, pull-out services for students with disabilities and other specialized instruction held during the school day are strategically scheduled to ensure students never miss core instruction.|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. Elementary schools have implemented a dedicate a “What I Need” (WIN) time when students can be pulled for support services without missing core instruction.|Met||2026-06-18|2026 01611430000000|Berkeley Unified|7|BUSD continues to utilize a comprehensive set of local measures 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. These measures include: K–2 mCLASS with DIBELS, grades 3–10 STAR Reading and STAR Math, the percentage of schools offering courses aligned to Ed Code 51210 and 51220, and the availability of programs and services for unduplicated pupil groups, including low-income students, English Learners, foster youth, and students with disabilities. At the secondary level, BUSD continues to monitor access and outcomes through key indicators such as Advanced Placement participation and performance, A–G completion rates, Career Technical Education (CTE) pathway completion, graduation rates, and College/Career Indicator readiness. The district also tracks reclassification rates for Multilingual Learners. In 2026, the district strengthened its use of these measures through more systematic data cycles and progress monitoring practices aligned to its Multi-Tiered System of Supports (MTSS). This includes increased alignment between assessment data, course access, and intervention support to ensure that all students, particularly focal student groups (3x5 target) have equitable access to rigorous coursework and the supports necessary for success.|BUSD continues to ensure that all students have access to a broad course of study across all school sites, including core academic subjects, Career Technical Education (CTE) pathways, and advanced coursework. Metrics indicate that access to courses remains consistent across sites; however, differences persist in enrollment and successful completion across student groups. For example, while 68.0% of all students meet A–G requirements, rates are lower for African American students (24.8%), English learners (21.7%), and students with disabilities (15.5%). Similarly, while 73% of students are considered prepared for college and career, significantly lower rates are observed for English learners (28.8%) and students with disabilities (29.3%) . At earlier grade levels, literacy and math metrics (DIBELS, Star Reading, and Star Math) show that while overall access to instruction is consistent, focal student groups are less likely to meet benchmark levels, which impacts their long-term access to rigorous coursework. Over time, the district has made progress in expanding program alignment and increasing overall outcomes; however, gaps in participation and success indicate the need for more targeted supports. In response, BUSD continues to strengthen MTSS structures, align college and career pathways, and improve early identification and intervention systems. Educational partner feedback also highlights the need to increase awareness of available programs and supports.|Berkeley Unified School District (BUSD) continues to ensure that all students have access to a broad course of study across grade spans. Based on analysis of local measures, there are no systemic barriers preventing access to core academic programming for students across the district. However, the district has identified an opportunity to further strengthen access within our programming at Berkeley Technology Academy. While students at this site have access to A–G aligned coursework and graduation requirements, they do not currently have the same breadth of course offerings available at the comprehensive high school, including certain Advanced Placement courses and expanded elective pathways.|Analysis of local metrics indicates that while overall outcomes show areas of growth, significant disparities persist across focal student groups. For example, CAASPP ELA performance for all students has increased to 70.7%, yet English learners (10.5%), students with disabilities (25.1%), and African American students (29.8%) remain well below district averages. Similar patterns are evident in mathematics, early literacy (DIBELS), and Star Reading/Math, where focal groups continue to perform below benchmark levels. At the secondary level, disparities are also present in A–G completion, AP success, and college/career readiness indicators. These outcome gaps highlight the need to strengthen how the district seeks and incorporates input from underrepresented families whose students are most impacted. Current data suggests that while engagement structures exist, they are not yet consistently reaching or fully representing families of focal student groups. In response, the LEA will prioritize more targeted and data-informed engagement strategies to ensure that families of students experiencing the greatest disparities are meaningfully included in decision-making processes. This includes aligning outreach and advisory participation with identified student outcome gaps, increasing representation of focal families in advisory committees, and ensuring multilingual and accessible engagement opportunities. Additionally, the district will improve transparency.|Met||2026-06-17|2026 01611500000000|Castro Valley Unified|7|CVUSD continuously monitors access to a broad course of study and post-secondary readiness by analyzing the College/Career Indicator (CCI), grades, CTE enrollment, and A-G fulfillment. Our data-driven approach spans all grade levels: high schools track Honors, AP, and A-G enrollment to ensure high graduation and readiness rates; middle schools regularly update elective offerings to prepare students for high school; and elementary schools provide comprehensive Common Core instruction supplemented by our social-emotional and anti-bias/anti-racism (SEL/ABAR) curriculum.|CVUSD’s data analysis highlights continued positive trends in graduation rates, CTE enrollment, and reduced suspensions, alongside consistent access to a broad core curriculum and visual and performing arts (VAPA) for PreK-5 students. However, significant disparities remain at the high school level. Historically marginalized groups and Long-Term English Learners (LTELs) continue to be underrepresented in Advanced Placement (AP) and A-G courses, and A-G completion rates for students with disabilities still lag considerably behind the district average.|CVUSD is actively working to eliminate systemic barriers that restrict student access to a broad course of study. Currently, strict prerequisites restrict many students from enrollment in Honors and AP courses. While we continue to grow our Honors, AP, Articulated, Dual Enrollment, and Concurrent enrollment participation, we still see opportunity for more eligible students to access such courses. The inclusion of our students with disabilities within general education continues to be an area of opportunity. A lack of UCOP-approved ELD courses prevents Long-Term English Learners (LTELs) from completing A-G college entrance requirements.|CVUSD continues to increase graduation rates and Career Technical Education (CTE) participation across all student demographics. To expand equitable access to a rigorous curriculum, we have added Advanced Placement (AP) sections, eliminated AP summer homework barriers, and maintained Afrocentric Honors courses in English and Social Studies. For Multilingual Learners, we are accelerating reclassification (RFEP) rates to remove A-G barriers through targeted professional development in designated and integrated ELD. Simultaneously, we are expanding general education inclusion for students with disabilities to boost their A-G and CTE access. These secondary efforts are built upon strong foundational programs, including an expanding Spanish Dual Language Immersion (DLI) program and middle school electives like 8th-grade Ethnic Studies.|Met||2026-06-24|2026 01611680000000|Emery Unified|7|The district 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 Statistics. 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 was available in 2025–26. This rotation model allows the district to maintain a diverse set of academic offerings despite staffing and enrollment constraints.|Met||2026-06-24|2026 01611760000000|Fremont Unified|7|Fremont Unified School District (FUSD) uses multiple local measures and tools to track student access to, and enrollment in, a broad course of study across grade spans and student groups. These include Board Policy 6143, articulated TK–12 course sequencing, master schedules, student course enrollment data, graduation progress monitoring, A–G course lists, and Career Technical Education (CTE) pathway participation. At the secondary level, FUSD monitors access to A–G approved courses, CTE pathways, and other graduation-required coursework to ensure students have opportunities aligned to college, career, and adult life readiness. Families and students are supported through annual communication of graduation and A–G requirements, as well as tools such as the California Colleges Guidance Initiative (CCGI), which helps monitor progress toward graduation and postsecondary goals. FUSD also reviews transcript and credit information, including processes for newcomer and out-of-country transcripts, to ensure prior coursework is recognized when appropriate and students are placed in courses that support continued progress. The district pays particular attention to highly mobile students, unduplicated student groups, and individuals with exceptional needs to support course continuity and reduce barriers to graduation. Together, these measures help FUSD evaluate whether students across grade spans and student groups have equitable access to a broad and meaningful course of study.|Based on local graduation, course completion, and college/career readiness measures, FUSD finds that students have broad access to graduation-required coursework, UC/CSU A–G courses, Career Technical Education (CTE) pathways, and programs that support postsecondary preparation. At the same time, the data show differences across student groups in access, completion, and readiness outcomes that require continued attention. FUSD maintains a strong four-year cohort graduation rate of 93.7%. In 2024–25, 68.9% of graduates met UC/CSU requirements, while 63.6% of students in the combined graduation rate met A–G requirements. These results indicate the need to strengthen early course placement, transcript monitoring, and timely supports so more students remain on college-preparatory pathways. EAP-related results also show areas for growth, with 80.07% of students meeting or exceeding the standard in ELA and 66.29% meeting or exceeding the standard in mathematics. Other measures reflect both access and improvement needs. In 2024–25, 22.1% of graduates earned the State Seal of Biliteracy, 57.3% earned the Golden State Seal Merit Diploma, and 20.1% of students in the combined graduation rate completed at least one CTE pathway. FUSD will continue monitoring differences across schools and student groups, including newcomer, highly mobile, unduplicated students, and students with exceptional needs, to improve equitable access, placement, credit recognition, and course completion.|FUSD will continue strengthening engagement of underrepresented families in matters related to the district’s broad course of study through the structured curriculum development and review processes outlined in Board Policy 6141. The district’s curriculum review cycle incorporates analysis of student achievement data disaggregated by student population to ensure that course content, instructional materials, and pathway opportunities remain accessible and aligned to the needs of all learners. The curriculum development process provides opportunities for input from educators, administrators, and, when appropriate, parents/guardians, students, and community representatives. Through this process, the district evaluates curriculum alignment with academic standards, graduation requirements, and postsecondary expectations while considering accessibility for English learners, students with disabilities, highly mobile students, and other historically underrepresented groups. In addition, families are provided clear information regarding graduation requirements, A–G eligibility, and available academic and career pathways to support informed course selection decisions. Through continued implementation of Board policies 6141 and 6143, FUSD aims to ensure equitable access to a comprehensive and sequential course of study for all students.|The following curriculum adoptions have recently been implemented within FUSD. • Advanced Placement (AP) English Language & Composition - AP Language & Composition: The Art of Voice (McGraw) • Advanced Placement (AP) Government - American Government: Stories of a Nation 2e (BFW) • Ethnic Studies Grade 9 - Newsela Ethnic Studies Collection extended for 2 years and class set of Voices (2025 Gibbs-Smith) added • Advanced Placement (AP) World History - AP World: Ways of the World 1200 Modern, 5e (BFW) • typing.com Plus-4 year adoption to the paid Plus version of typing.com for 2-6 • Grades 6-8 Math Adoption of Reveal Math switches to the California aligned version for fall 2026 (McGraw Hill) • Hindi 3 - New Course added for the new world language pathway - Introduction to Hindi Grammar (Berkeley Regents) 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 November 19, 2025. • Introduction to Guitar • Beginning Orchestra • Film Production 2 • Middle School Dance • Engineering Technician Assistant • Hindi 3 • Literature in Film • Science Lab Technician Assistant • Banking Theory and Practice • Spanish for Spanish Speakers 2 • Newcomer ELA 9 • Newcomer ELA 10 • Newcomer ELA 11 • Newcomer ELA 12 • Advanced Language Development|Met||2026-06-24|2026 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||2026-06-16|2026 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||2026-06-24|2026 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, Sociology, as well as Gov/Econ and AP Gov and Politics. English-two AP courses, and various electives. Math-Algebra 1, Algebra 2, Pre-Calculus, Geometry, and 1 AP course Science: Biology, Chemistry, Physics, Honors Physics, Anatomy/Physiology, and 2 AP courses World Languages: Spanish 1, 2, 3, two AP courses, and a ""Seal of Bi-Literacy"" Program. Six College Prep Electives that students can choose to take. We have two pathways which are the business pathway and the CTE Digital Arts Pathway, both through Chabot College. We also offer numerous Concurrent Enrollment courses on campus, which allow access to college level general education courses."|All students have access to a broad course of study, as determined in large part to the Academic Counseling habit of reviewing every student's transcript frequently. However, there are questions and concerns about under-representation and over-representation of different ethnic groups in the LPS coursework. For example: In Advanced Placement classes, there has been an underrepresentation of Black and African American and Latinx Students; while there has been an overrepresentation of AAPI students. In Concurrent Enrollment classes with Chabot College, there has been an underrepresentation of Black and African American and Latinx Students, and an overrepresentation of AAPI students. In Remediation courses and when retaking courses, there has also been an overrepresentation of Latino males, 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 all of our 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 continue 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||2026-06-18|2026 01611920127696|Knowledge Enlightens You (KEY) Academy|7|KEY Academy uses the following locally selected measures to track student access to and enrollment in a broad course of study across our TK–8 program: 1. Synergy Student Information System – used to monitor course enrollment data by grade level and student group, including English Learners, socioeconomically disadvantaged students, and students with exceptional needs, ensuring all students are enrolled in required subject areas. 2. Master Schedule Review – conducted annually by administration to confirm that all students across TK–8 grade spans have scheduled access to the full range of required content areas, including ELA, Mathematics, Science, History-Social Science, Physical Education, Visual and Performing Arts, Health, and ELD. 3. IEP Documentation – reviewed to ensure students with exceptional needs are accessing the broad course of study to the maximum extent appropriate, with accommodations and modifications in place as required. 4. Annual Program Self-Review – conducted by school leadership to assess the breadth and equity of course offerings across grade spans and identify any gaps in access for unduplicated student groups. These measures were selected because they provide both real-time enrollment data and a broader programmatic view of course access, enabling the school to quickly identify and address gaps and ensure equitable access to a well-rounded education for every student.|Based on locally selected measures, KEY Academy provides all TK–8 students with access to and enrollment in a broad course of study. Our master schedule ensures every student receives instruction in ELA, Mathematics, Science, History–Social Science, Physical Education, Visual and Performing Arts, Health, and ELD. As a single-site charter, there are no differences across sites. Synergy enrollment data confirms that all student groups—English Learners, socioeconomically disadvantaged students, and students with exceptional needs—are enrolled in the full range of required content areas. English Learners receive integrated and designated ELD alongside full core instruction. Students with exceptional needs access the broad course of study with IEP-based accommodations and inclusion in general education to the maximum extent appropriate. Our standards-aligned curriculum spans diverse subjects for a well-rounded education across TK–8, with materials available in every classroom and online. KEY Academy monitors enrollment annually to ensure no group is disproportionately missing access, informing scheduling and resource decisions.|All students had access to and were enrolled in a broad course of study supported by skilled teachers. As a small TK–8 charter, KEY Academy faces several structural barriers to offering the full breadth of courses: Staffing and Credential Specialization – With limited staff, employing credentialed specialists in every content area is challenging. Recruiting and retaining qualified teachers in Visual and Performing Arts, World Language, and CTE is an ongoing need, and vacancies can directly affect student access. Career Technical Education – Given our TK–8 span, formalized CTE pathways remain at Beginning Development, since the CTE framework is designed primarily for high school. Resource and Scheduling Constraints – Balancing the master schedule so all students receive adequate time in every required area, while meeting intervention and ELD needs, can limit the depth of exposure in some non-core subjects. Students with Exceptional Needs – All students with IEPs access the broad course of study with appropriate supports, but full, meaningful participation across all content areas requires ongoing coordination among general and special education staff and families. KEY Academy remains committed to addressing these barriers to ensure equitable access for every student.|KEY Academy will continue to ensure all students have access to and are enrolled in a broad course of study supported by skilled teachers. In response to barriers identified through our locally selected measures, we are taking the following actions for all TK–8 students: Staffing and Recruitment – We will prioritize recruiting and retaining credentialed specialists where coverage is most challenging, including Visual and Performing Arts and World Language. When positions cannot be filled immediately, content will be delivered by general education teachers with appropriate subject matter competency. Master Schedule Review – Administration will conduct an annual audit to ensure all students have protected, adequate time in every required content area, examining equity across student groups, including English Learners and students with exceptional needs. Career Technical Education – We will develop CTE appropriate to our TK–8 span, offering foundational exploratory experiences in career awareness and technical skills to prepare students for high school pathways. Special Education Coordination – We will strengthen collaboration so students with IEPs have meaningful access to all content areas, with accommodations embedded consistently across subjects. Ongoing Monitoring – Synergy enrollment data will be reviewed regularly to address access gaps across grade levels and student groups throughout the year.|Met||2026-06-25|2026 01611920127944|Hayward Twin Oaks Montessori|7|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||2026-06-22|2026 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 for 100% 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||2026-06-04|2026 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||2026-06-16|2026 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||2026-06-19|2026 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 some music and art programs using Prop 28 funding. We have implemented data tools to monitor enrollment and pass rates in A-G courses, partnering with CaliforniaColleges.edu to support students in making 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||2026-06-17|2026 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||2026-06-16|2026 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 support 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||2026-06-24|2026 01612590100065|Oakland Unity High|7|ur 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||2026-06-10|2026 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.|Met||2026-06-01|2026 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||2026-06-30|2026 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||2026-06-18|2026 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||2026-06-09|2026 01612590111856|AIMS College Prep High|7|AIMS monitors equitable access to a broad course of study using multiple local measures aligned with California Education Code and the Local Control and Accountability Plan (LCAP). These measures include student schedules, master scheduling processes, enrollment in A–G coursework, Career Technical Education (CTE) pathways, Advanced Placement (AP) and dual enrollment participation, English Learner services, special education placement, intervention and enrichment opportunities, graduation requirements, and course completion data. The school also reviews enrollment patterns by grade level and student group, including English Learners, socioeconomically disadvantaged students, students with disabilities, foster youth, and other unduplicated student groups. Student Information System (SIS) data, counseling records, Individualized Education Programs (IEPs), English Learner progress, MTSS documentation, and course enrollment reports are analyzed to identify participation trends and potential barriers to equitable access. Educational partner input gathered through the LCAP process, School Site Council, ELAC, counseling meetings, and student support teams also informs decisions regarding course offerings, student placement, and program development.|Analysis of local data indicates that students have access to a comprehensive course of study aligned with California content standards and college and career readiness expectations. All students are enrolled in A–G approved courses across all core academic subject areas, visual and performing arts, physical education, world languages, science, mathematics, career exploration, and college preparatory electives. Students also have access to intervention and support courses designed to meet individual learning needs. The school has continued expanding opportunities through dual enrollment partnerships, increased Career Technical Education (CTE) pathways, and additional academic intervention supports. Counseling staff monitor student schedules to ensure progress toward graduation and postsecondary readiness while providing individualized guidance for students requiring additional support. Review of enrollment data indicates that continued attention is needed to ensure equitable participation among some student groups, particularly English Learners, students with disabilities, and other historically underserved students in advanced coursework, dual enrollment opportunities, and specialized academic programs. These findings have informed ongoing efforts to strengthen equitable access while maintaining high expectations for all students.|Local data and educational partner feedback identified a few barriers that may limit equitable access to a broad course of study. Academic skill gaps, chronic absenteeism, staffing challenges, scheduling constraints, and varying levels of student readiness can affect students' ability to fully participate in advanced coursework, dual enrollment, and specialized academic opportunities. Historically underserved student groups—including English Learners, students with disabilities, and socioeconomically disadvantaged students—may require additional academic, language, and counseling supports to successfully access rigorous coursework. Educational partners also identified the need for increased awareness among students and families regarding available academic pathways, college and career opportunities, intervention services, and graduation planning. The school also recognizes that staffing stability and scheduling flexibility influence the ability to expand course offerings while maintaining equitable access for all students.|During the 2026–27 school year, AIMS will continue expanding equitable access to rigorous academic opportunities through several strategic initiatives identified in the LCAP. The implementation of a block schedule will provide greater flexibility for intervention, acceleration, dual enrollment participation, and Career Technical Education (CTE) pathways while increasing instructional time for deeper learning. The school will continue strengthening Multi-Tiered System of Supports (MTSS), counseling services, and academic progress monitoring to ensure students receive timely interventions that allow them to remain on track for graduation and college eligibility. Counseling staff will continue reviewing student schedules and graduation plans to ensure equitable access to A–G coursework, dual enrollment, CTE pathways, English Learner services, and special education supports. Professional learning for teachers will focus on high-quality Tier 1 instruction, differentiated learning, and equitable access for all student groups. The school will continue monitoring course enrollment patterns and educational partner feedback to identify participation gaps and make adjustments that ensure every student has meaningful access to a comprehensive, rigorous, and engaging course of study.|Met||2026-06-12|2026 01612590114363|American Indian Public Charter School II|7|||||Not Met|||2026 01612590114868|Oakland Charter High|7|||||Not Met For Two or More Years|||2026 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||2026-06-04|2026 01612590115238|ARISE High|7|ARISE tracks access to a broad course of study through multiple internal measures, including graduation track audits, A–G completion monitoring, master schedule analysis, pathway enrollment data, and MTSS progress monitoring systems. All students are automatically enrolled in the ARISE graduation track in 9th grade, which includes full A–G coursework aligned to UC/CSU requirements and sequenced Career Technical Education coursework within one of our two pathways: Public Health or Education. Students with IEPs or 504 plans are reviewed through IEP team processes to ensure appropriate access and supports. The default expectation remains enrollment in A–G coursework whenever appropriate, with individualized adjustments made only when determined necessary through team meetings with families, special education providers, and teachers. Graduation track data and course enrollment are disaggregated by grade level, unduplicated pupil status, students with disabilities, and other student groups to monitor equitable access.|An audit of graduation tracks and A–G enrollment shows that 100 percent of the Class of 2026 is on track to graduate under A–G requirements. No students are currently assigned to the California minimum track. Since adopting the 4x4 block schedule, students have increased access to a broader range of courses. The expanded schedule provides opportunities to retake courses within the same academic year, reducing the likelihood that students who fall behind lose access to electives or pathway coursework. Enrollment data shows that all students participate in one of ARISE’s two CTE pathways, and all CTE courses are A–G approved. This ensures that students do not have to choose between college eligibility and career pathway participation. Disaggregated data indicates that students with disabilities, English Learners, and unduplicated students remain enrolled in A–G coursework at rates comparable to the overall student population. The redesigned MTSS model has further strengthened early intervention systems to prevent credit loss and ensure continued access to the full course of study.|While structural barriers have been reduced through the 4x4 schedule, ongoing challenges include: • Students entering below grade level who require intensive academic intervention while remaining enrolled in A–G coursework. • Scheduling complexities as ARISE expands its dual pathway model while maintaining small class sizes. • Balancing graduation requirements, pathway coherence, intervention supports, and enrichment opportunities within limited staffing allocations. Historically, students who struggled in a traditional six-period schedule had limited opportunities to recover credit without sacrificing electives. The shift to a 4x4 model has mitigated this barrier, but continued monitoring is necessary to ensure timely intervention.|ARISE has implemented several key structural revisions: • Adoption of a 4x4 block schedule to expand course access and credit recovery opportunities within the same academic year. • Full A–G approval for all CTE pathway courses to eliminate the tension between college eligibility and career preparation. • Expansion of the Education pathway alongside Public Health, increasing student choice while maintaining college preparatory rigor. • Redesign of the MTSS model and COST structure to ensure earlier academic intervention and prevent students from losing access to the full course of study. • Strengthened transcript and credit audits each semester to proactively identify students at risk of falling off track. Through these actions, ARISE maintains the expectation that all students graduate eligible for UC/CSU admission while also completing a coherent CTE pathway. The LEA will continue monitoring disaggregated enrollment and completion data to ensure equitable access across all student groups and grade levels.|Met||2026-06-09|2026 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||2026-06-09|2026 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||2026-06-18|2026 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 Academic Counselors and the ""College and Career Access Team"" 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) 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. 4) The Linked Learning Coordinator specifically tracks course enrollment in Career Technical Education and monitors students' completion of the CTE Pathway certification."|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, electives, and a Career Technical Education (CTE) digital media pathway, as well as concurrent enrollment in local community colleges. Students with disabilities may receive push-in or pull-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.|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.|Met||2026-06-18|2026 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||2026-06-18|2026 01612590129635|Downtown Charter Academy|7|We monitor student access to a broad course of study through benchmark assessments, state assessment data, report cards, intervention data, student schedules, and educational partner surveys. These measures help us evaluate participation, monitor student progress, and ensure equitable access to standards-aligned instruction and support services for all students, including English Learners, students with disabilities, socioeconomically disadvantaged students, foster youth, and students experiencing homelessness.|All students have access to a comprehensive, standards-aligned curriculum that includes English language arts, mathematics, science, history-social science, physical education, and elective opportunities designed to support academic growth and student interests. Through our Multi-Tiered System of Supports (MTSS), students receive targeted academic interventions, accommodations, and enrichment opportunities based on their individual needs. We also seek student input through surveys and other feedback opportunities to better understand student interests and inform future elective offerings and enrichment activities. Regardless of background or student group, all students have access to rigorous coursework and the academic supports necessary to prepare them for success in high school and beyond.|As a small middle school, enrollment size, staffing, and facility capacity limit the number of elective courses and specialized programs we are able to offer. While these factors present challenges, we remain committed to ensuring all students have equitable access to a rigorous core curriculum supported by intervention, enrichment, and extracurricular opportunities.|We will continue strengthening our Multi-Tiered System of Supports by providing timely academic interventions, enrichment opportunities, and targeted support for students who need additional assistance. We will continue refining our English Learner program to accelerate language acquisition and ensure multilingual learners have full access to grade-level curriculum. We will also explore opportunities to expand elective offerings, student enrichment, and extracurricular programming based on student interest, available resources, and educational partner feedback.|Met||2026-06-11|2026 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, ELPAC, 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. 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 students, 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 push-in support from Instructional Aides or Education Specialists, along with pull-out support during Independent Learning Time.|All students in grades 6-8 are enrolled in the same courses, which includes a broad range of study. 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 bi-weekly to discuss student supports and to implement student success team (SST) processes and services.|There are no barriers preventing EBIA from providing full access to a broad course of study for all students.|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 IXL; use of a school-wide referral tracking system to identify students who need additional support. EBIA will continue to offer additional push-in and pull-out support for students with IEPs and unduplicated pupils.|Met||2026-06-15|2026 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 in an implementation phase 4. Intervention programs for Math in the MS and ELA and Math in the HS program that provide effective small group instruction are being refined and moving forward with this initiative.|"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 5. Sustaining Achieve 3000 at the high school level for ELD intervention 6. Coaching for new and recently credentialed induction teachers."|Met||2026-06-11|2026 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||2026-06-30|2026 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||2026-06-18|2026 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||2026-06-18|2026 01612590132514|Francophone Charter School of Oakland|7|Francophone uses the following tools/measures to track students' access a broad course of study: 1. Enrollment data by grade level, student subgroup, and students with exceptional needs to ensure equitable access to all academic programs and learning opportunities. 2. Master schedule and course offerings to verify that students have access to a comprehensive curriculum that includes English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Art, French, and Social-Emotional Learning. 3. Records and anecdotal participation records from teachers to ensure students, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities, are appropriately enrolled and supported in core and enrichment programs. 4. IEP implementation and service logs and At a Glance Reports to monitor that students with exceptional needs receive the specialized instruction, accommodations, and related services identified in their Individualized Education Programs. 5. Assessment and achievement data disaggregated by grade: proficiency and progress|Based on locally selected measures, the school ensures that all students have equitable access to and are enrolled in a broad course of study aligned with the California Academic Standards. Student enrollment data, master schedules, classroom observations, assessment results, IEP service records, and Professional Learning Community (PLC) data reviews demonstrate that students have access to a comprehensive educational program that includes English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Arts, Social-Emotional Learning, and French as per the French Immersion Model. The school reviews enrollment and participation data by grade level, student subgroup, and students with exceptional needs to monitor equitable access to all instructional programs and support services. Data indicate that there are no significant differences among student groups in access to the core curriculum. English learners, socioeconomically disadvantaged students, and students with disabilities participate in the same rigorous academic program as their peers while receiving the additional services, accommodations, and interventions needed to support their success. Students with exceptional needs receive services outlined in their Individualized Education Programs (IEPs), enabling them to fully participate in grade-level instruction to the greatest extent appropriate.|English learners and students in the Latine student group have been identified as among the most vulnerable populations in our school based on academic performance data. One contributing factor is that these students are assessed in English, even though English is often neither the language of instruction nor the primary language spoken at home. For many of our multilingual learners, English is their third or even fourth language, creating additional challenges in demonstrating their knowledge and skills on English-language assessments. To address these needs, the school will strengthen its English Language Development (ELD) program by enhancing both, Designated and Integrated instruction. Professional development will focus on equipping teachers with effective strategies to accelerate English language acquisition while ensuring students have meaningful access to grade-level academic content across all subject areas. The school will also continue to monitor student progress through formative and summative assessments, analyze data regularly, and provide targeted interventions to support English learners in developing both language proficiency and academic achievement. These efforts are intended to improve educational outcomes for English learners and multilingual students while ensuring equitable access to a rigorous, standards-based curriculum.|To strengthen outcomes for English learners, the school has made a strategic decision to enhance its English Language Development (ELD) program through targeted investments in personnel, instructional resources, and ongoing progress monitoring. A credentialed teacher will provide specialized support for English learners through small-group instruction and by serving as a co-teacher in classrooms to strengthen both Designated and Integrated ELD instruction. In addition, the school is investing in a comprehensive ELD curriculum that is aligned with the California English Language Development Standards and designed to meet the diverse language and academic needs of multilingual learners. Student progress will continue to be monitored through classroom assessments and annual ELPAC results, allowing teachers to adjust instruction and provide timely interventions based on individual student needs. To further support language development and foster a sense of belonging, the school will expand its library collection to include culturally relevant literature and books in students' home languages. These resources will promote literacy, encourage a love of reading, and provide students with opportunities to see their cultures and languages reflected in the curriculum. Through these targeted initiatives, the school aims to strengthen English language acquisition, improve academic achievement, and ensure that English learners have equitable access to rigorous, grade-level instruction.|Met||2026-06-24|2026 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||2026-06-30|2026 01612593030772|Oakland School for the Arts|7|||||Not Met For Two or More Years|||2026 01612596111660|Oakland Charter Academy|7|We monitor student access to a broad course of study through benchmark assessments, state assessment data, report cards, intervention data, student schedules, and educational partner surveys. These measures help us evaluate participation, monitor student progress, and ensure equitable access to standards-aligned instruction and support services for all students, including English Learners, students with disabilities, socioeconomically disadvantaged students, foster youth, and students experiencing homelessness.|All students have access to a comprehensive, standards-aligned curriculum that includes English language arts, mathematics, science, history-social science, physical education, and elective opportunities designed to support academic growth and student interests. Through our Multi-Tiered System of Supports (MTSS), students receive targeted academic interventions, accommodations, and enrichment opportunities based on their individual needs. We also seek student input through surveys and other feedback opportunities to better understand student interests and inform future elective offerings and enrichment activities. Regardless of background or student group, all students have access to rigorous coursework and the academic supports necessary to prepare them for success in high school and beyond.|As a small middle school, enrollment size, staffing, and facility capacity limit the number of elective courses and specialized programs we are able to offer. While these factors present challenges, we remain committed to ensuring all students have equitable access to a rigorous core curriculum supported by intervention, enrichment, and extracurricular opportunities.|OCA has closed at the end of the 25-26 school year.|Met||2026-06-11|2026 01612596113807|AIMS College Prep Middle|7|AIMS Middle School monitors equitable access to a broad course of study using multiple local measures aligned with California Education Code and the Local Control and Accountability Plan (LCAP). These measures include student schedules, master scheduling processes, enrollment in standards-based instructional programs, intervention and enrichment opportunities, English Learner services, special education placement, and participation in visual and performing arts, physical education, science, technology, and other enrichment programs. The school reviews enrollment and participation by grade level and student group, including English Learners, socioeconomically disadvantaged students, students with disabilities, foster youth, and other unduplicated student groups. Student Information System (SIS) data, Individualized Education Programs (IEPs), English Learner progress, Student Success Team (SST) documentation, Multi-Tiered System of Supports (MTSS) data, and course participation reports are analyzed to identify trends and potential barriers to equitable access. Educational partner input gathered through the LCAP process, School Site Council (SSC), English Learner Advisory Committee (ELAC), parent meetings, and student support teams also informs decisions regarding instructional programming, intervention services, enrichment opportunities, and resource allocation.|Analysis of local data indicates that students have access to a comprehensive standards-based instructional program that includes English language arts, mathematics, science, history-social science, physical education, visual and performing arts, technology, and designated and integrated English Language Development for multilingual learners. Students also have access to academic intervention, enrichment opportunities, and specialized instructional supports designed to meet individual learning needs. During the 2025–26 school year, the school strengthened equitable access through expanded MTSS systems, improved Student Success Team (SST) processes, enhanced special education supports, and increased coordination between general education, intervention, and special education services. Local measures indicate that students across grade levels have access to core instructional programs and targeted academic supports designed to promote success. Review of enrollment and participation data also indicates continued opportunities to improve equitable participation for English Learners, students with disabilities, and other historically underserved student groups in enrichment opportunities and specialized instructional programs. These findings continue to guide program planning and resource allocation to ensure that all students have access to a broad and engaging educational experience.|Local data and educational partner feedback identified a few barriers that may affect equitable access to a broad course of study. Academic skill gaps, chronic absenteeism, staffing capacity, scheduling constraints, and varying levels of student readiness may limit some students' ability to fully participate in enrichment opportunities and specialized instructional programs. Historically underserved student groups, including English Learners, students with disabilities, and socioeconomically disadvantaged students, may require additional academic, language, behavioral, or specialized supports to fully access the core instructional program and enrichment opportunities. Educational partners also identified the need to strengthen early intervention systems, increase family understanding of available programs and supports, and continue improving coordination between general education and specialized services. The school also recognizes that maintaining highly qualified staff, expanding intervention capacity, and providing sufficient instructional resources remain important factors in ensuring equitable access for every student.|Beginning in the 2026–27 school year, AIMS Middle School will no longer operate as a separate school following its consolidation with AIPCS II. As part of this transition, students will continue to receive access to a comprehensive standards-based educational program through AIPCS II, including core academic instruction, English Learner services, special education supports, intervention programs, enrichment opportunities, and social-emotional learning. The LEA has developed transition plans to ensure continuity of instructional services, student supports, and educational programming while minimizing disruption for students and families. Future actions related to expanding equitable access to a broad course of study are described in the 2026–27 AIPCS II LCAP and Local Indicator responses, which will guide implementation following consolidation.|Met||2026-06-12|2026 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||2026-06-18|2026 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||2026-06-09|2026 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. Over 98% of students graduated in their four year cohort. The district implemented dual-enrollment opportunities in the 2025-26 school year. Analysis on graduate outcomes included Dataquest data on A-G completion for 2024-25. 92% of all PUSD graduates completed their a-g requirements. This is decline of 4% from 2023-24. For PHS the completion rate was 93.1%. (https://www.ed-data.org/district/Alameda/Piedmont-City-Unified). In reviewing student groups and students with exceptional needs, we find that 76.7% of PHS graduates completed their A-G course requirements in 2024-25 which is a decrease from 2023-24. 83.3% of socio-economically disadvantaged students completed their A-G requirements, improving from 76.9% the previous year.|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. The middle school is exploring offering a zero period in 2026-27 to provide more elective opportunities. 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, the school board voted in October 2025 to change the high school graduation requirement to mirror A-G requirements.|Met||2026-06-17|2026 01612910000000|San Leandro Unified|7|SLUSD uses multiple measures to monitor access to a broad course of study for all students, including unduplicated groups and individuals with exceptional needs. In grades TK–5, this is defined by access to board-approved materials, physical education, arts, and standards-aligned instruction supported by Universal Design for Learning (UDL). Administrators monitor equitable access for English learners and students with disabilities through SARCs and site reviews. In grades 6–12, a broad course of study includes a comprehensive catalog meeting UC/CSU A–G requirements and career pathways such as Sports Medicine, Engineering, and CTE. Partnerships with local colleges provide dual enrollment credits, including a new Early Educator Youth Apprenticeship launching in Fall 2026. The district aims for all students to graduate college and career ready with equitable access to rigorous coursework. To monitor enrollment, SLUSD uses course data, A–G completion rates, and master schedule reviews. Internal dashboards track progress, identify gaps, and increase awareness of recovery options and dual enrollment. Recently, San Leandro Virtual Academy and Lincoln High School expanded UC/CSU-approved offerings to improve equitable access for all students.|SLUSD ensures all students have access to a broad course of study across all grade spans and school sites. At the elementary level, 100% of students access board-adopted, standards-aligned materials in core academics, PE, arts, and enrichment. Administrators regularly monitor schedules and SARCs to ensure equitable access for unduplicated student groups and students with disabilities. Secondary students access a comprehensive course catalog meeting UC/CSU A–G requirements, including AP courses, CTE pathways, world languages, and dual enrollment. Enrollment data confirms broad participation across student groups. Partnerships with Eden Area ROP, Chabot College, and CSU East Bay expand career-connected learning, with Laney College now providing early college opportunities at Lincoln High School. The district has expanded arts education through Proposition 28 funding and will launch an Early Educator Youth Apprenticeship in Fall 2026. Secondary schools have increased AP and UC/CSU-approved offerings at San Leandro Virtual Academy and Lincoln High School to improve equitable access to rigorous coursework. SLUSD continues to monitor internal dashboards and placement data to address disparities. Over time, the district has successfully demonstrated progress in expanding rigorous pathways, arts programming, and dual enrollment to ensure all students, including those with exceptional needs, have meaningful access to an engaging course of study.|Based on locally selected measures, SLUSD has identified specific barriers to an equitable course of study for some student groups. A primary challenge involves scheduling and master schedule limitations, particularly at the San Leandro Virtual Academy and Lincoln High (continuation) School. These constraints can limit student access to certain Advanced Placement (AP), Career Technical Education (CTE), and dual enrollment courses. Additionally, transportation and after-school timing can hinder participation in internships and expanded learning if not hosted on-site. The district also recognizes the need for stronger academic intervention and transition supports to ensure students are prepared for rigorous A–G requirements. English learners, students with disabilities, foster youth, and those with inconsistent attendance often require targeted academic, social-emotional, and counseling services to successfully navigate college and career pathways. Monitoring enrollment data remains essential to addressing disproportionalities in advanced coursework participation. Finally, providing ongoing professional development on inclusive instructional practices is a critical requirement. Creating universally designed learning environments is necessary to ensure that all students, regardless of their background or learning needs, can meaningfully access grade-level curriculum and college readiness opportunities across the district.|In response to locally selected measures, SLUSD continues to expand equitable access to a broad course of study through increased UC/CSU A–G approved courses, Advanced Placement offerings, arts education, CTE pathways, and dual enrollment. The district has strengthened partnerships with Chabot College, Laney College, CSU East Bay, and Eden Area ROP to increase college and career readiness. To ensure all students meaningfully access grade-level curriculum, the district launched a joint SLUSD/SLTA Pathways to Inclusion Project focused on strengthening inclusive learning environments for students with disabilities. Additionally, a Dual Enrollment Project was co-launched to identify barriers and develop implementation plans to expand early college credit opportunities beginning next school year.|Met||2026-06-16|2026 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. Both Arroyo High School and San Lorenzo High School offer 12 AP courses. During the 2025-26 school year, about 25% 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 hundreds of students attending the center throughout the 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 to have access to a broad course of study. All of our HS courses have been vetted through the UC Doorways office, and students have a variety of paths to earn a HS diploma. This is evident by our high graduation rate, which is consistently above 80%. Our ELs have intensive ELD classes and Sheltered subject area classes (Math, Science, and History) that facilitate earning credits toward graduation. Students who need more time, but are close to earning all of the requirements of a HS diploma, are allowed to remain a 5th year in our high schools. Our students with disabilities are placed as dictated by their IEPs and are monitored by case managers to ensure students receive the proper support to earn a HS diploma or, alternatively, a Certificate of Completion. Our district has made agreements with Eden Area ROP for our students to receive subject matter credits (Math, Science, Visual Arts) for courses heavy in those subject areas. The Eden Area ROP works alongside our SPED department when enrolling students with disabilities at the ROP center 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 broad 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||2026-06-16|2026 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||2026-06-04|2026 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||2026-06-04|2026 01740050000000|Tri-Valley ROP|7|||||Not Met|||2026 01740130000000|Eden Area ROP|7|||||Not Met|||2026 01740210000000|Mission Valley ROC/P|7|||||Not Met|||2026 01750930000000|Dublin Unified|7|Master Schedule and Enrollment Data|In response to enrollment and master schedule data, DUSD has taken definitive action to expand access to a broad course of study by pivoting toward a comprehensive full inclusion model for students with disabilities. Recognizing that traditional specialized academic instruction models can inadvertently create scheduling and physical barriers to core elective pathways and advanced coursework, the LEA has implemented full inclusion practices across school sites. Key actions include reorganizing master schedules to prioritize co-taught general education classrooms, providing targeted professional development to general education and special education staff, and deploying instructional aides dynamically. This systemic shift ensures that students with exceptional needs are no longer siloed but are instead fully enrolled in the standard, rigorous curriculum alongside their peers, with the necessary accommodations embedded directly into the general education environment.|NA|NA|Met||2026-06-23|2026 01751010000000|Pleasanton Unified|7|Pleasanton Unified School District provides all students access to a broad course of study aligned to state standards. Elementary students receive instruction in English language arts, mathematics, science, social science, physical education, and the arts. The adopted course of study for grades 7–12 includes English, social sciences, world languages, physical education, science, mathematics, visual and performing arts, applied arts, Career Technical Education (CTE), and dual enrollment courses that provide both high school and college credit. Multiple measures are used to monitor access to and enrollment in a broad course of study, including course enrollment data, A-G completion rates, Advanced Placement (AP) course enrollment and exam participation, CTE pathway participation, and dual enrollment participation. These measures are disaggregated by grade span, race/ethnicity, unduplicated student groups, and students with disabilities to ensure equitable access and participation for all students.|All PUSD school sites provide students access to a broad course of study appropriate to their grade bands. In 2024–25, 80.8% of PUSD students met A-G requirements for admission to the University of California and California State University systems. Completion rates were lower for English Learners (31.9%), low-income students (60.3%), and students with disabilities (41.5%). Among racial and ethnic groups, 87.4% of Asian students, 54.5% of African American students, 69.4% of Hispanic students, and 76.8% of White students met A-G requirements. These data indicate a continued need to ensure equitable access to rigorous coursework and targeted supports so all students can successfully complete a broad course of study.|Analysis of local measures indicates that some student groups continue to face barriers to accessing and succeeding in a broad course of study. English Learners, low-income students, students with disabilities, and some racial and ethnic groups are underrepresented in Honors and Advanced Placement (AP) courses, particularly in mathematics, English, and world languages. Potential barriers include course prerequisites, differences in prior academic preparation, and the need for additional instructional supports such as scaffolding, differentiation, and culturally responsive teaching practices. In mathematics, the district's pathway model may influence students' access to advanced coursework because course placement and progression affect opportunities to enroll in higher-level math courses.|Given the disproportionate representation of students of color, students with disabilities and lowi ncome, English Learners and foster/homeless students in higher level classes, PUSD has developed various actions related to course access. Through its five-year CTE Master Plan, the district focuses on expanding pathway options, increasing A-G alignment, adding capstone courses, and improving student recruitment. PUSD also monitors enrollment and college readiness via the California College Guidance Initiative (CCGI) to actively identify and correct inequities. New to the district, participation in the CSU Direct Admissions Program proactively connects eligible students with university admission and financial aid opportunities while encouraging A-G completion. For language development, the Spanish Dual Language Immersion program is being strengthened through vertical articulation and clear pathways for students to earn the State Seal of Biliteracy. To ensure student success in these rigorous courses, PUSD provides staff professional learning in culturally responsive instruction, restorative practices, and the California ELA/ELD Framework. On-site intervention will continue targeted academic support to students who need it most. Finally, the Coordinator of Accountability and Special Programs leads CCEIS efforts to directly address and eliminate disproportionality in special education identification of Hispanic and African-American students .|Met||2026-06-25|2026 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||2026-06-23|2026 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||2026-06-09|2026 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||2026-06-09|2026 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||2026-06-25|2026 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||2026-06-25|2026 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|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||2026-06-17|2026 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||2026-06-17|2026 03748560000000|Amador County ROP|7|||||Not Met|||2026 04100410000000|Butte County Office of Education|7|Butte County Office of Education uses multiple locally selected measures and tools to monitor the extent to which students have access to, and are enrolled in, a broad course of study across its alternative education and special education programs. These measures include master schedules, student transcripts, course enrollment records, credit accrual reports, graduation plans, IEPs, transition plans, local program records, and review of standards-aligned instructional materials and online learning platforms. BCOE also uses the LEVERS self-assessment tool to monitor progress related to access to a broad course of study at the LEA level. Access is reviewed across grade spans and program settings, including Butte County Community School, Table Mountain School, Special Education, and BASES. For students with disabilities and individuals with exceptional needs, access is further monitored through IEP documentation, service plans, accommodations, modifications, and placement decisions to ensure students receive appropriate access to standards-based instruction and related learning opportunities. For unduplicated student groups, including low-income students, foster youth, and English learners, BCOE reviews student-level records, transition supports, academic planning information, and participation in available coursework and support services. These tools help BCOE monitor course access in settings where enrollment may be short-term and student needs are highly individualized.|BCOE students have access to a broad course of study aligned to the varied purposes of its alternative education and special education programs. Across BCCS, TMS, Special Education, and BASES, students access core academic content, standards-aligned instruction, and individualized supports through adopted curriculum, online learning platforms, direct instruction, credit recovery, transition services, and IEP-based planning. Students with disabilities and individuals with exceptional needs access the general education curriculum when appropriate, an adapted curriculum aligned with California State Standards, and specialized supports through the IEP process. Access varies by site and student need. At BCCS and TMS, access is shaped by short-term enrollment, credit needs, and transition goals. At Special Education and BASES, access is individualized based on disability-related needs, placement, accommodations, and functional or academic goals. BCOE’s LEVERS self-assessment remained at 4 of 14 indicators in 2025–26, showing this remains an area for growth. Local review suggests low-income students, foster youth, English learners, and students with disabilities may need added support to fully access coursework and related opportunities.|Butte County Office of Education has identified several barriers to providing full access to a broad course of study across its alternative education and special education programs. Student access is often affected by short-term enrollment, high mobility, interrupted schooling, credit deficiency, court involvement, and individualized academic, behavioral, and disability-related needs. These conditions can limit the breadth and continuity of coursework compared with traditional settings. Additional barriers include staffing capacity, scheduling constraints, small program size, and the need to balance academic access with intensive social-emotional, behavioral, transition, and specialized supports. For students with disabilities and individuals with exceptional needs, access may also be influenced by adapted curriculum, related services, and placement considerations. Transportation, attendance challenges, and inconsistent engagement can further reduce participation in available coursework and enrichment. BCOE also recognizes a need to strengthen internal monitoring and documentation of broad course access across grade spans, student groups, and programs. Publicly reportable disaggregated data are limited in some cases due to small student populations, making trend analysis more difficult. These barriers highlight the need to continue refining scheduling, instructional delivery, transition planning, and progress-monitoring systems to improve access for all students.|Butte County Office of Education will continue strengthening the systems used to ensure access to a broad course of study across programs. In response to local review and LEVERS results, BCOE will continue using standards-aligned curriculum, online learning platforms, direct instruction, credit recovery, transition supports, and individualized planning to increase access for students in alternative education and special education settings. These efforts address barriers related to mobility, interrupted schooling, disability-related needs, and varied enrollment patterns. BCOE will also continue improving how course access is documented and monitored through transcripts, graduation plans, IEPs, transition plans, and local program records. Staff will use these tools to identify gaps earlier and adjust supports based on student need. In Special Education and BASES, access will continue to be supported through IEP-aligned services, accommodations, modifications, and adapted curriculum as appropriate. In BCCS and TMS, BCOE will continue refining scheduling, credit recovery, transition planning, and postsecondary support to improve access and continuity. For continuous improvement, BCOE will continue reviewing LEVERS data, local records, and Educational Partner input to guide revisions and monitor progress over time. These efforts are intended to strengthen equitable access to coursework and related opportunities for all students.|Met||2026-06-15|2026 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||2026-06-12|2026 04100410134213|Come Back Butte Charter|7|Come Back Butte Charter uses several locally selected measures and tools to monitor the extent to which all students have access to, and are enrolled in, a broad course of study. These measures include the master schedule, student transcripts, course enrollment records, local assessment data, credit-earning data, graduation progress monitoring, and review of student participation in available college and career readiness opportunities, including dual enrollment, HiSET pathways, and career exploration activities. The school also reviews student support plans, including special education records and English learner academic support plans, to help ensure access for students with individualized learning needs. Because CBBC serves students ages 16 and older in grades 9–12 through an independent study model, monitoring focuses on whether students have access to standards-aligned coursework required for graduation, opportunities connected to postsecondary transition, and appropriate individualized supports. Data are reviewed by student group when available, including low-income students, English learners, foster youth/homeless students, and students with disabilities. The school also uses Educational Partner feedback, student progress monitoring, and transition planning information to help identify barriers to access and participation in a broad course of study.|Come Back Butte Charter provides enrolled students with access to standards-aligned coursework needed for high school completion through its independent study model. Students also have access to transition-related opportunities, including dual enrollment, HiSET pathways, career exploration, and selected college- and career-readiness activities. Course access is supported through online curriculum, individualized scheduling, progress monitoring, and student support services designed to help students remain engaged and make progress toward completion. Because CBBC operates as a single-site alternative high school program, there are no differences across school sites. Available local data indicate that students have access to the core course of study needed for graduation or high school equivalency, along with individualized supports based on student need. The school also works to provide access for unduplicated student groups and students with disabilities through academic support plans, special education services, technology access, and transition support. Some student group comparisons are limited by small population size, but CBBC continues to review available data and Educational Partner input to monitor access and participation in a broad course of study.|Barriers to providing full access to a broad course of study for all students at Come Back Butte Charter include varied readiness levels, interrupted educational histories, and significant life circumstances that many students bring when they enroll. Because CBBC serves students ages 16 and older through an independent study model, many students enter with credit deficiencies, inconsistent attendance histories, and competing responsibilities such as work, housing instability, parenting, transportation challenges, or other personal obligations. These factors can limit students’ ability to fully participate in expanded coursework and transition-related opportunities beyond core completion needs. Additional barriers include limited readiness for advanced coursework and the need to prioritize graduation or equivalency completion for students who are significantly behind in credits. Attendance and engagement challenges may also affect access to opportunities such as dual enrollment, career exploration, and other postsecondary preparation supports. CBBC continues to reduce these barriers through individualized planning, access to technology, academic and transition supports, and expanded postsecondary opportunities.|In response to local measures, Come Back Butte Charter will continue refining and expanding supports that improve access to a broad course of study for enrolled students. The school has continued to strengthen individualized academic planning, credit progress monitoring, and transition support so that students can more clearly identify pathways toward diploma completion, equivalency, college, career, and training opportunities. CBBC has also increased attention to postsecondary readiness by expanding career exploration, strengthening dual enrollment access, and continuing development of career-connected and transition-focused experiences. To address barriers to access, the school will continue providing standards-aligned online coursework, technology access, individualized support, and academic interventions for students who need additional assistance. CBBC will also continue implementing transition planning supports, including the RENEW model, to help students identify goals, address barriers, and increase engagement in available learning opportunities. Ongoing review of course access, participation, and student progress data will help staff identify where additional support or adjustments are needed. These efforts are intended to ensure that students ages 16 and older, including adult learners and students with complex educational histories, have meaningful access to coursework and opportunities that support completion and postsecondary transition.|Met||2026-06-15|2026 04100410136820|Achieve Charter High|7|||||Not Met For Two or More Years|||2026 04100410141085|Achieve Charter|7|To track the extent to which all students have access to and are enrolled in a broad course of study, Achieve Charter Schools utilizes a combination of internal student information system (SIS) enrollment audits, master course schedules, and our board-adopted bell schedules. Because Achieve operates two campuses with exactly one classroom per grade level from TK through 8th grade, course access tracking is streamlined but deeply intentional. site leadership reviews master schedules trimesterly to verify that 100% of students—across all grade spans, unduplicated student groups (low-income, English learners, foster youth), and individuals with exceptional needs—are actively enrolled in a full curriculum. This curriculum encompasses English language arts, mathematics, social science, science, visual/performing arts, and physical education. For our students with exceptional needs, Individualized Education Program (IEP) service logs and specialized academic scheduling matrices are cross-referenced directly against the board-adopted bell schedules. This ensures that required services are delivered without compromising a student's core course access or participation in elective enrichment blocks.|Using our locally selected master schedules and bell schedule tracking tools, Achieve Charter Schools confirms 100% access and enrollment in a broad course of study for all students across both the Paradise and Chico campuses. Because each campus features a single-classroom-per-grade-level structure, there are zero discrepancies or differences in course access between school sites, grade levels, or unduplicated student groups. Every student at both locations is enrolled in the identical, comprehensive baseline academic and enrichment framework. A key area of operational progress during this inaugural year under our countywide charter is the successful execution of our full-inclusion special education model. Review of our scheduling tools demonstrates that individuals with exceptional needs maintain full, uninterrupted access to the general education curriculum alongside their peers. Rather than removing students during primary instructional blocks, specialized academic instruction and push-in supports are embedded seamlessly within the standard classroom environment, maintaining absolute equity of course access across all student groups.|Despite achieving 100% equitable enrollment on paper, Achieve faces distinct operational barriers to maintaining a truly uncompromised, broad course of study due to our single-classroom TK-8 design and rigorous full-inclusion model. The primary barrier is scheduling constraints within a fixed instructional day. Because there is only one class per grade level at each campus, there is no structural flexibility to stagger core subjects or offer traditional, multi-tiered pull-out intervention blocks without pulling a student away from another essential subject or enrichment opportunity. For students requiring intensive Tier 3 academic interventions, speech therapy, or specialized counseling, finding open windows that do not conflict with core science, social studies, or arts instruction presents a constant logistical challenge. Additionally, ensuring that general education teachers and specialized personnel have adequate co-planning time to execute the full-inclusion model effectively within the classroom represents an ongoing systemic bottleneck. Without meticulous scheduling safeguards, the delivery of required individual supports inherently risks infringing upon a student's total access to a broad curriculum.|In response to these identified scheduling barriers, Achieve has implemented critical structural decisions to safeguard course access for all students. First, site leadership engineered a highly strategic, standardized scheduling procedure where all pull-out supports are mapped exclusively around non-critical academic windows. Second, there is a dedicated daily Study Hall period embedded into the board-adopted Middle School bell schedule. This Study Hall acts as a protective buffer; it is the designated window where intensive, individual pull-out interventions occur for middle schoolers, completely eliminating the risk of students missing core academic content or elective enrichment. Finally, to support our full-inclusion model in TK-8, Achieve prioritizes weekly co-planning meetings for general education teachers and education specialists. This decision allows accommodations to be built directly into the Tier 1 classroom environment, maximizing student time within the broad course of study and reinforcing our commitment to continuous improvement.|Met||2026-06-02|2026 04100410430090|Hearthstone|7|Hearthstone uses several local measures to track the extent to which all students have access to, and are enrolled in, a broad course of study. These include the master schedule, student course enrollment records, CTE pathway participation data, dual enrollment data, graduation and credit-earning data, and college and career readiness indicators. The school also reviews participation in electives, enrichment opportunities, and career-connected learning experiences. For grades TK-8, Hearthstone reviews access to core academic subjects and enrichment opportunities. For grades 9-12, the school reviews access to core academic coursework, CTE courses, college and career transition services, dual enrollment opportunities, and pathway participation. Enrollment data are used to monitor student participation in available courses and programs. Hearthstone also reviews these data by student group when available, including low-income students, English learners and RFEP students, foster youth/homeless students, and students with disabilities. Because some student groups are very small, public reporting is limited in some cases, but available disaggregated data are reviewed as part of the school’s continuous improvement process.|Hearthstone students across grade spans have access to a broad course of study that includes core academic instruction, college and career transition supports, CTE opportunities, dual enrollment, and enrichment-based learning opportunities. In grades TK-8, students have access to core instruction and school-based enrichment. In grades 9-12, students have access to core academic coursework, college and career planning, CTE pathways, and dual enrollment opportunities. Local data show that student enrollment in these opportunities varies over time. CTE pathway participation increased from 37% in 2023-2024 to 81% in 2024-2025, then declined to 43% in 2025-2026, showing that access is available but enrollment shifts based on student interest and course availability. Dual enrollment opportunities continue to be available, though participation remains limited. Hearthstone reviews available data by student group, including low-income students, English learners and RFEP students, foster youth/homeless students, and students with disabilities. Because some student groups are small, differences are not always publicly reportable. However, the school uses available local data to monitor participation and identify where additional outreach, scheduling support, or student guidance may be needed to support equitable access.|Hearthstone’s local data suggest that the main barriers to access and enrollment in a broad course of study are related to student attendance, scheduling, staffing, transportation, and enrollment patterns in smaller programs. Because Hearthstone is a small school, the number and variety of courses that can be offered at one time are more limited than in a larger comprehensive setting. This can affect student access to electives, CTE pathways, and other expanded course options. Attendance and chronic absenteeism also create barriers to full access, particularly when students are not consistently present to participate in available courses and enrichment opportunities. Transportation can further limit access, especially for students who may benefit from off-campus programs, dual enrollment, field trips, or community-based learning opportunities. In addition, student interest and enrollment patterns can shift from year to year, which can make it difficult to sustain some elective or pathway offerings at levels that support long-term expansion. The school also recognizes that some student groups may require additional outreach, guidance, or support in order to fully access available opportunities. Because some student groups are very small, it is not always possible to publicly report meaningful differences in participation, but available local data are reviewed to identify where additional support may be needed. These barriers continue to inform Hearthstone’s efforts to improv|In response to local data, Hearthstone will continue refining and expanding access to a broad course of study for all students. The school will continue monitoring course enrollment, CTE pathway participation, dual enrollment, graduation and credit-earning trends, and student group participation to guide decisions about scheduling, course offerings, and student support. Hearthstone will continue providing standards-aligned core instruction, access to A-G coursework, online course options, concurrent enrollment opportunities, and CTE pathways. To address barriers related to small enrollment, attendance, and changing participation patterns, the school will continue working with the LEA and local CTE office to strengthen pathway recruitment, refine available course options, and expand college and career transition supports. Student advising and transition services will continue to support appropriate course placement, graduation progress, and postsecondary planning. Hearthstone will also continue reviewing available disaggregated data to identify where additional outreach, guidance, or support may be needed for low-income students, English learners, foster youth/homeless students, and students with disabilities. These revisions and continued actions are intended to improve equitable access and participation over time.|Met||2026-06-15|2026 04613820000000|Bangor Union Elementary|7|Bangor uses four locally selected measures to track access to a broad range of courses of study. First, an annual review of the master schedule and grade-level instructional minutes against Education Code 51210 (grades 1 to 6) and 51220 (grades 7 and 8) confirms that all required subjects are offered at each grade span. Second, the Proposition 28 Annual Report, which documents arts staffing (2 certificated FTE, 1 classified FTE, and 1 teaching aide), program scope (music, visual arts, theater, and dance), and the number of students served at the single TK-8 site. Third, IEP and 504 service tracking, which confirms that students with exceptional needs are enrolled in and accessing the same broad course of study with appropriate accommodations and specialized academic instruction. Fourth, the annual LCAP educational partner consultation cycle, which surfaces any family concerns about course access or enrollment. Together, these measures allow the district to verify access by grade span, unduplicated student groups, and students with exceptional needs.|All TK-8 students enrolled at Bangor's single school site have access to, and are enrolled in, the full set of subjects required under Education Code 51210 and 51220: English language arts, mathematics, science, history-social science, physical education, and health, with visual and performing arts expanded for grades K to 6 under Proposition 28 (music, visual arts, theater, and dance). Because Bangor operates a single site, there are no cross-site differences in access. Within the student population, English learners (approximately 13 percent of enrollment) and unduplicated students (approximately 73 percent) are enrolled in the same broad course of study as the All Students group, with designated and integrated ELD provided inside that program. Students with exceptional needs are enrolled in the general program and receive IEP-driven specialized academic instruction and related services. Over time, the most significant expansion has been the K-6 arts program under Proposition 28, which broadened access to visual and performing arts for all students at the site.|Three barriers emerge from the measures. First, staffing scale. Bangor's certificated team is six full-time teachers plus a part-time teacher who covers TK and serves a half-day in MTSS, all spanning TK through grade 8. Broad-course delivery therefore relies on generalist teachers, frequently in combination classes, with only a small specialist footprint (the Proposition 28 arts staff). Adding or deepening offerings such as World Language, advanced middle-grades science, or distinct grade 7 and 8 electives directly runs counter to this headcount. Second, multi-grade scheduling. Effective PLC structure was missing, and that same constraint limits dedicated subject-specialist time, because teachers must cover multiple grades and subjects within a single day. Third, instructional materials currency. The postponed math adoption means current math materials are aging toward the district's six-year currency threshold, a short-term access-quality risk that will resolve once the adoption is completed.|In response to the measures and barriers outlined above, Bangor will implement the following: First, complete the postponed math curriculum adoption and integrate the new materials into the standards-aligned, semester-to-daily planning architecture so the adoption strengthens coherence rather than disrupting it; this resolves the materials-currency barrier. Second, sustain and document the Proposition 28 K to 8 arts program by tracking enrollment access for unduplicated students, ensuring the arts expansion remains available to all. Third, build an ELD look-fors toolkit (language objectives, structured talk, sentence frames, and vocabulary instruction) so English learners access the full course of study with planned language support, addressing the LCAP-identified gap in EL and ELD professional learning. Fourth, explore Butte County Office of Education supports and digital or shared-course options to expand access to World Language and middle-grades electives without adding to the certificated headcount, thereby responding directly to the staffing-scale barrier. Progress will be reported in the next Self-Reflection cycle and the LCAP Annual Update.|Met||2026-06-18|2026 04614080000000|Biggs Unified|7|All students in the district have access to all Content Standard Curriculum. Students are in diverse groups, in order to provide equal access for all students. Students at varied levels receive differentiated instruction with the use of the appropriate grade level materials. Biggs USD is adopting new History/Social Studies and evaluation new science materials this school year. With the adoption of this curriculum it will allow equal access to Content Standard Curriculum in History/Social Studies. This same process is being followed for the NGSS Science Curriculum.|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||2026-06-24|2026 04614240000000|Chico Unified|7|Briefly identify the locally selected measures or tools that the LEA is using to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.|The percentage of students graduating with college preparatory (a-g) requirements declined for all students to 35.2% in 2024-25 from 38.8% in 2023-2024. The percentage of graduates who passed an Advanced Placement test went from 31.1% in 2023-24 to 29% 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.|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 coursework, and alternative education. Reading teachers are an essential and established support at each elementary school site to support literacy.|Met||2026-06-24|2026 04614240110551|Nord Country|7|Nord Country School currently serves 206 students in grades K–8. As a small school, we are able to closely monitor student enrollment and ensure equitable access to educational opportunities. Our SchoolWise student information system is used to track middle school students' course enrollment and participation. In kindergarten through fifth grade, all students have access to the same instructional program. Staff carefully coordinate intervention services and other pull-out supports to minimize missed classroom instruction and ensure students continue to participate fully in grade-level learning opportunities.|All students at Nord Country School have access to a broad and well-rounded course of study, and enrollment patterns reflect full participation across grade levels. As a single-school site, there are no differences in access across multiple campuses; instead, all students are served within the same instructional structure. In the elementary grades, students consistently receive instruction in Spanish, art, music, and physical education as part of their regular program, ensuring exposure to both core academics and enrichment opportunities. In middle school, students participate in PE, social-emotional learning (SEL), and a dedicated writing class, along with a rotating elective period. Electives vary throughout the year and may include Agriculture, Art, Drama, Archery, Engineering, Pirate School, and Creative Arts, providing students with opportunities to explore interests while engaging in hands-on and creative learning experiences.|The primary barriers to expanding the breadth of courses offered are staffing capacity, available instructional space, and limited financial resources. As a small school, staffing constraints make it challenging to add additional specialized courses without impacting existing core instruction or student support services. In addition, facility limitations restrict the ability to dedicate space for new or expanded programs. Funding also plays a significant role, as many enrichment and elective offerings require materials, training, or additional personnel that are not currently supported within the existing budget.|Based on the needs assessment conducted with staff, the LEA will maintain an instructional aide in the afternoons to support targeted small-group math intervention. This staff member will work in collaboration with classroom teachers and use assessment data to identify student needs, provide focused skill instruction, and reinforce core mathematical concepts. This structure is intended to strengthen academic support while ensuring students continue to have access to the full range of grade-level instructional opportunities.|Met||2026-06-22|2026 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||2026-06-23|2026 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 2024-25 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||2026-06-08|2026 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 2026-2027 school year, 2024-2025 was the first year of implementing the new curriculum and implementation continued in the 2025-2026 school year.|Met||2026-06-18|2026 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||2026-06-08|2026 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 provides a comprehensive blended learning model for middle and high school students (with North Valley specifically serving middle and high school). All students have 24/7 access to a robust online curriculum that includes core subjects, diverse electives, and remediation. To enrich the digital experience, we offer optional site-based workshops, projects, and clubs led by credentialed teachers. While these on-site programs are non-mandatory, they serve as a vital ""Broad Course of Study"" extension. To ensure equitable access, Pivot provides 1:1 technology (laptops) and internet support, removing geographic and socio-economic barriers. Our high school program specifically prioritizes student choice through a ""College-First"" mentality, encouraging and supporting students in concurrent enrollment to broaden their academic horizons beyond the standard high school catalog."|The primary barriers preventing students from accessing a broad course of study are the significant learning gaps many students possess upon enrollment and the high level of executive functioning skills required to succeed in an independent study model. At the middle school level, students often need to dedicate their full focus to intensive remediation in core classes to bridge foundational gaps, which leaves little room in their schedule for elective courses. Similarly, high school students who are credit-deficient must prioritize essential graduation requirements over upper-level math, sciences, or Career Technical Education (CTE) pathways. The demand for advanced self-regulation and time management in a blended environment further complicates this; students who struggle to master these executive functioning skills often prioritize the completion of core credits as a primary survival strategy, which inadvertently limits their ability to engage with a broader, more enriched curriculum.|"By transitioning to a single, rigorous A-G pathway for all students, we have ensured that every graduate has the opportunity to be eligible for four-year university admission, regardless of their starting point. To support this high standard, we have enhanced our support structures through targeted interventions and specialized ""support courses"" designed to help students master core content more efficiently, which in turn creates the necessary space in their schedules for a broader elective load. Furthermore, we have strengthened our partnerships with local community colleges, resulting in a doubling of student participation in concurrent enrollment over the past two years. Finally, we are actively diversifying our curriculum and developing more site-based courses to increase content accessibility and foster the peer connections essential for long-term engagement in a broad course of study."|Met||2026-06-16|2026 04614240141085|Achieve Charter School of Chico|7|||||Not Met|||2026 04614246113773|Chico Country Day|7|Chico Country Day School (CCDS) utilizes a combination of digital tracking systems (Aeries) administrative schedule reviews, and specialized program monitoring revies to ensure all TK–8 students including unduplicated student groups and individuals with exceptional needs have full access to and enrollment in a broad course of study: Student Information System (SIS) & Master Schedule Analysis: CCDS tracks course enrollment and student schedules across grade spans (TK–5 elementary and 6–8 middle school) through our SIS. This guarantees 100% of students are enrolled in state-adopted core content areas (ELA, Math, Science, Social Science) alongside enrichment subjects, including Visual & Performing Arts, Physical Education, and Project-Based Learning (PBL). Special Education & Subgroup Monitoring Tools: To monitor equitable access for unduplicated students (English Learners, socioeconomically disadvantaged students, foster youth) and students with disabilities, leadership cross-references SIS data with Special Education Information System (SEIS) records, IEPs, 504 plans, and EL Master Plan tracking tools. Annual Instructional Audits: School leadership conducts annual schedule and curriculum audits to verify that specialized interventions and support services supplement rather than replace access to core academic content and elective enrichment opportunities.|Based on analysis from our Student Information System (Aeries) and instructional audits, 100% of TK–8 students at Chico Country Day School (CCDS) including unduplicated student groups (English Learners, socioeconomically disadvantaged students, foster youth) and individuals with exceptional needs have full access to and are enrolled in a broad course of study. Broad Course Offerings: All TK–5 elementary students participate daily in standards-aligned core content (ELA, Math, Science, Social Studies) as well as Physical Education, Visual & Performing Arts, and Project-Based Learning (PBL). Middle school students (grades 6–8) receive core subject instruction alongside elective enrichment pathways and PBL opportunities. School Site & Subgroup Comparison: As a single-site charter LEA, there are no differences across school sites. Analysis across student groups confirms zero disparity in course access or enrollment; all unduplicated students and students with disabilities are fully integrated into core and enrichment classes. Equitable Scheduling & Progress Over Time: CCDS has intentionally structured its intervention and support schedules (such as ELD and Special Education services) to be push-in or held during designated support blocks. This ensures specialized interventions supplement rather than replace access to broad course offerings or elective subjects. Over time, this scheduling model has successfully maintained 100% equitable enrollment across all student groups.|Master Schedule Complexity: A primary barrier is the sheer complexity of building a master schedule that meets all mandated instructional minutes for core subjects while protecting dedicated time for physical education, the arts, and Project-Based Learning (PBL). Scheduling inclusive, push-in supports for Special Education and English Language Development (ELD) without pulling students away from essential enrichment classes requires constant, intensive logistical maneuvering. Specialized Staffing Shortages: Consistent with statewide trends, recruiting and retaining highly qualified specialized educators such as credentialed Special Education teachers, and specialized elective instructors remains a persistent challenge. Maintaining our inclusive support model depends heavily on having adequate staffing ratios to serve students with exceptional needs effectively within the general education setting. Resource Allocation for Enrichment: Providing high-quality, diverse enrichment options and hands-on PBL experiences requires significant, sustained funding for specialized materials, updated technology, and dedicated facility space, which consistently strains local charter budgets|CCDS will implement the following actions to ensure continuous, equitable access to a broad course of study: Master Schedule Refinement & Co-Planning: To manage the complexity of scheduling inclusive interventions, CCDS will establish dedicated, structured co-planning time for general education teachers and specialized support staff (Special Education and ELD). This ensures push-in supports are seamlessly integrated into core and enrichment blocks without pulling students away from broader elective offerings. Specialized Staff Retention Initiatives: To combat ongoing staffing shortages, CCDS is revising its recruitment and retention strategies. We will expand targeted professional development, increase mentorship opportunities for new specialized staff, and prioritize budget discussions around competitive compensation to attract and retain highly qualified Special Education and elective instructors. Sustainable Funding & Partnerships for Enrichment: To address resource constraints for the arts and Project-Based Learning (PBL), school leadership will explicitly align upcoming LCAP funding to prioritize sustainable PBL materials and VAPA programs. Additionally, CCDS will actively cultivate local community partnerships and pursue targeted grants to expand hands-on enrichment opportunities without over-burdening the core operational budget. Through these intentional actions, CCDS remains committed to providing a fully inclusive, comprehensive educational program for all students.|Met||2026-06-12|2026 04614246119523|Blue Oak Charter|7|Blue Oak Charter School uses its master schedule, student schedules, enrollment records, attendance data, special education service schedules, and student information systems (Aeries and Google Workspace tools) to monitor access to and participation in a broad course of study. School administration reviews enrollment and participation across grade spans and student groups, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities. Access to core academic instruction, specialty classes, intervention services, and special education services is monitored through classroom schedules, IEP implementation records, and annual program reviews. These measures ensure that all students in grades TK–8 have access to the full educational program aligned with Blue Oak's Waldorf-inspired instructional model.|Blue Oak Charter School is a single-school TK–8 LEA. All students are enrolled in and have access to a broad course of study that includes English language arts, mathematics, science, history-social science, visual and performing arts, movement and physical education, handwork, world language, music, and other specialty subjects consistent with the school's Waldorf-inspired educational program. Student schedules are designed to ensure equitable access across all grade levels and student groups. English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities participate in the same core instructional program as their peers while also receiving supplemental supports and services as appropriate. Students with disabilities have access to the broad course of study through accommodations, modifications, specialized academic instruction, related services, and inclusive classroom practices as identified in their Individualized Education Programs (IEPs). Review of local data indicates that students across all demographic groups have access to the school's full educational program and enrichment opportunities.|Blue Oak's locally selected measures indicate that the primary barriers to full participation in a broad course of study are student absenteeism, chronic absenteeism, and occasional scheduling challenges associated with specialized services. When students miss instructional time, they may have reduced access to portions of the educational program, specialty classes, enrichment activities, and intervention services. Students with disabilities may require carefully coordinated schedules to ensure access to both specialized services and general education instruction. Blue Oak continues to monitor attendance trends and scheduling practices to minimize barriers and maximize student participation in the full educational program.|Blue Oak Charter School will continue implementing attendance improvement strategies, family outreach efforts, and student support practices designed to increase consistent participation in the educational program. The school will maintain scheduling practices that ensure all students, including students with disabilities, English learners, foster youth, and socioeconomically disadvantaged students, have access to the full course of study and enrichment opportunities. Special education and general education staff will continue collaborating to provide accommodations, modifications, and service schedules that support participation in core instruction and specialty classes. The school will regularly review enrollment, attendance, and service data to identify and address any barriers to equitable access.|Met||2026-06-11|2026 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 beginning in the 2024-2025 school year, 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 were unable to access the elective wheel or the year long electives at DIS in previous six period day. The new schedule with and advisory period has allowed all students at DIS to access electives. 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 2026-2027.|The biggest barriers were 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 2026-2027.|Met||2026-06-24|2026 04614570000000|Golden Feather Union Elementary|7|Golden Feather Union Elementary School District uses local tools to monitor the extent to which all students have access to and are enrolled in a broad course of study. These tools include the district’s master schedule, class rosters, Aeries enrollment and course information, teacher assignment information, instructional schedules, intervention schedules, IEP service records, and administrative review. As a small single-school TK–8 district, Golden Feather monitors broad course access by grade span through classroom schedules and student rosters to ensure students receive instruction in required content areas, including English language arts, mathematics, science, history-social science, physical education, visual and performing arts, health, and enrichment opportunities as available. For unduplicated pupils, including socioeconomically disadvantaged students, English learners, and foster youth, the district reviews enrollment, classroom placement, attendance, intervention access, and participation in schoolwide programs to ensure students have access to core instruction, enrichment, and support services. For individuals with exceptional needs, the district reviews IEPs, service schedules, classroom placement, accommodations, and participation in general education activities to ensure access to a broad course of study with appropriate supports and services. SELPA consultation and IEP team processes also support this review.|Using locally selected measures and tools, Golden Feather Union Elementary School District has determined that all students have access to and are enrolled in a broad course of study. As a small single-school TK–8 district, Spring Valley School provides access to required instructional areas, including English language arts, mathematics, science, history-social science, physical education, visual and performing arts, health, technology, intervention, and enrichment opportunities as available. The district monitors access through the master schedule, class rosters, Aeries enrollment data, instructional schedules, teacher assignments, intervention schedules, IEP service records, SELPA consultation, and administrative review. Because Golden Feather operates one school site, there are no differences in access across school sites. Local review indicates that all grade spans and student groups have access to core instruction, intervention, enrichment, expanded learning, field trips, technology, and schoolwide activities. Unduplicated pupils participate in the same schoolwide access model and are not excluded from programs or supports. Students with exceptional needs access the broad course of study through general education participation, IEP services, accommodations, modifications, paraeducator support, and specialized instruction as appropriate. The district will continue monitoring access to ensure all students receive appropriate opportunities.|Based on locally selected measures and administrative review, Golden Feather Union Elementary School District does not identify major barriers preventing students from accessing or enrolling in a broad course of study. As a small single-school TK–8 district, all students are scheduled into core instructional areas and have access to intervention, enrichment, technology, expanded learning, field trips, and schoolwide activities as available. The primary barriers are related to the district’s small size, staffing capacity, rural location, transportation needs, limited facilities, and limited fiscal resources. These factors can affect the frequency or variety of enrichment opportunities, electives, clubs, field trips, arts, athletics, and specialized programs the district is able to offer. For unduplicated pupils, barriers may include attendance, transportation, family schedules, economic need, and access to supports outside the school day. For students with exceptional needs, barriers may include the need for individualized supports, accommodations, specialized instruction, related services, and careful scheduling to ensure access to general education and intervention. The district addresses these barriers through master schedule review, IEP team planning, SELPA consultation, paraeducator support, intervention services, expanded learning opportunities, transportation, technology access, and administrative monitoring.The district will continue reviewing access and participation.|In response to locally selected measures and administrative review, Golden Feather Union Elementary School District will continue actions that ensure all students have access to a broad course of study. The district will review the master schedule, class rosters, Aeries data, intervention schedules, IEP service records, and student participation in enrichment and schoolwide activities. The district will maintain core instructional access for all grade spans and continue providing intervention, technology, expanded learning, field trips, and enrichment opportunities as staffing and resources allow. Broad course access is supported through Goal 1, Action 1.10 Broad Course of Study; Goal 1, Action 1.9 Field Trips and Educational Enrichment Opportunities; Goal 2, Action 2.3 Devices and Chromebooks; and Goal 4, Action 4.1 Learning Center Paraeducator Support. For unduplicated pupils, the district will monitor attendance, intervention access, participation, transportation needs, and other barriers. For students with exceptional needs, the district will use IEP processes, SELPA consultation, accommodations, specialized instruction, and paraeducator support to ensure access. The district does not anticipate a major change in direction, but will continue refining scheduling, staffing, intervention, enrichment, and support systems to ensure all students have meaningful learning opportunities.|Met||2026-06-24|2026 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||2026-06-17|2026 04615070000000|Oroville City Elementary|7|OCESD uses a combination of comprehensive local tracking tools and data systems to monitor student access and enrollment in a broad course of study. Central to this process is the district’s Student Information System (Aeries), which tracks individual master schedules and course completion rates across all campuses. This data is reviewed on a trimester and annual basis to ensure that 100% of students—including all grade spans, unduplicated student groups (English Learners, Socioeconomically Disadvantaged, and Foster/Homeless youth), and individuals with exceptional needs—are enrolled in core subjects (ELA, Math, Science, Social Science) alongside physical education and visual/performing arts. Furthermore, the district integrates its Renaissance DNA Inspect interim assessment platform to cross-reference course enrollment data with localized academic performance metrics in ELA and mathematics. This allows site-level Professional Learning Communities (PLCs) to ensure that academic intervention courses or specialized programs for English Learners and Students with Disabilities (SWD) are structured as supplemental supports rather than restricting access to the core, broad curriculum. Annual course verification reports and master schedule audits serve as our primary local measures to guarantee absolute educational equity.|Based on Oroville City Elementary School District's (OCESD) master schedule monitoring and local audit tools, 100% of students across all campuses maintain equitable enrollment in a broad course of study. Trimester student information system (Aeries) schedule audits verify that all grade spans (TK–8) receive full access to core subject areas—including English Language Arts, Mathematics, Science, and Social Sciences—alongside Physical Education and Visual and Performing Arts (VAPA). Review of enrollment metrics reveals no statistical disparities across unduplicated student groups or special populations. English Learners (EL) and Students with Disabilities (SWD) are fully integrated into the standard core curriculum. To ensure equity, specialized reading intervention labs or English Language Development (ELD) blocks are scheduled strategically as supplemental rotations rather than supplanting primary subject access.|While OCESD maintains 100% enrollment compliance in a broad course of study via its master schedules, the local data reveals substantial operational barriers that impact the quality and consistency of student access, particularly for high-need subgroups. A primary structural barrier is the scheduling friction between core subject participation and necessary intensive academic interventions. For vulnerable subgroups—such as English Learners requiring designated English Language Development (ELD) and Students with Disabilities (SWD) needing specialized academic instruction— finding time for targeted reading or mathematics support without pulling students away from elective, science, or social science blocks presents a persistent logistical challenge. Student attendance data serves as a significant non-academic barrier. High rates of chronic absenteeism among specific student groups—including Foster Youth, Homeless students, and socioeconomically disadvantaged populations—systematically disrupts continuous instruction, preventing these students from fully accessing and engaging with the broad curriculum.|To address identified barriers and ensure equitable access to a broad course of study for all students, OCESD is implementing the following systemic changes and strategic actions: The district is redesigning site-level master schedules to resolve the structural conflict between core subject blocks and intensive tier-2/tier-3 supports. Specialized rotations—such as designated English Language Development (ELD) for English Learners and Specialized Academic Instruction (SAI) for Students with Disabilities—are being procedurally scheduled outside of core elective, science, and social science windows, protecting student access to the full curriculum. To combat chronic absenteeism, OCESD is expanding the role of its site-based family liaisons and Coordination of Services Teams (COST). These teams deploy proactive, data-driven home-school interventions to improve the attendance of Foster Youth, Homeless students, and socioeconomically disadvantaged subgroups, systematically returning chronically absent students to active classroom instruction. Leveraging resources such as site Literacy Coaches, the district will utilize interim assessment data to embed universal tier-1 design strategies directly into core subject blocks. This ensures that foundational reading and math remediation occur within the primary instructional environment, allowing high-need subgroups to catch up academically without being excluded from a broad course of study.|Met||2026-06-24|2026 04615070121509|Ipakanni Early College Charter|7|The LEA uses locally selected measures and tools to monitor student access to and enrollment in a broad course of study. These include master schedule reviews, student enrollment and course participation data, and annual program/course offerings aligned to required subject areas for each grade span. The LEA also reviews student schedules to ensure all students have access to core academic subjects and enrichment opportunities appropriate to their grade level. Given the small student population, data is reviewed at the individual student level to ensure equitable access for all students, including unduplicated student groups and students with exceptional needs.|Using locally selected measures including master schedule review, course enrollment data, and individual student schedules, the LEA has determined that all students have access to and are enrolled in a broad course of study appropriate for their grade level. Due to the small single-school setting, there are no differences across school sites. All students, including those in unduplicated student groups and students with exceptional needs, are provided equitable access to core academic subjects and appropriate grade-level instruction. Over time, the LEA has maintained consistent access to required subject areas and continues to ensure that student schedules are reviewed regularly to support full participation in a broad course of study for all students.|Based on the results of locally selected measures, the LEA does not identify systemic barriers that prevent students from accessing a broad course of study. All students are currently enrolled in core academic subjects appropriate to their grade level, and schedules are structured to ensure equitable access for all students, including unduplicated student groups and students with exceptional needs. Given the small school size, the primary challenge is not access, but rather limited staffing and resources to offer a wider range of elective or enrichment course options compared to larger schools. The LEA continues to work within these constraints to provide meaningful enrichment opportunities and ensure all students have access to a well-rounded educational program.|In response to the results of locally selected measures, the LEA will continue to maintain and refine existing scheduling and enrollment practices to ensure all students have consistent access to a broad course of study. The LEA will regularly review student schedules to confirm equitable access to core academic subjects and grade-level instruction for all students, including unduplicated student groups and students with exceptional needs. To further support a well-rounded educational program, the LEA will continue to explore opportunities to expand enrichment and elective learning experiences within the constraints of a small school setting, including leveraging staff strengths, integrating enrichment into core instruction, and utilizing community or partner-supported learning opportunities when available. These actions are intended to sustain equitable access and strengthen the breadth of learning experiences for all students.|Met||2026-06-22|2026 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||2026-05-19|2026 04615150000000|Oroville Union High|7|OUHSD uses multiple local measures and systems to monitor the extent to which all students have access to and are enrolled in a broad course of study. The district utilizes Aeries to track course enrollment by grade level and student group, including English learners, foster youth, socioeconomically disadvantaged students, and students with disabilities. Enrollment data are reviewed to ensure students have access to core academic courses, Career Technical Education (CTE) pathways, visual and performing arts, physical education, AVID, dual enrollment opportunities, and other elective offerings. The district also monitors A-G completion rates, CTE pathway participation, and graduation progress indicators. Site and district staff conduct master schedule reviews and course access analyses to identify and address potential barriers to participation, with particular attention to equitable access for student groups and individuals with exceptional needs. Through the Future Ready Labs initiative, the district also provides targeted career exploration, work-readiness, and hands-on learning opportunities designed to increase access and engagement for students with disabilities. In addition, OUHSD considers student course requests, family input, and advisory group feedback when developing course offerings and master schedules to ensure programs reflect student interests, postsecondary goals, and graduation requirements.|OUHSD course enrollment data, master schedule reviews, and program participation reports indicate that students across the district have access to a broad course of study that includes core academic subjects, Career Technical Education (CTE), visual and performing arts, physical education, world languages, AVID, dual enrollment, and elective opportunities. Students in grades 9-12 are enrolled in courses that support graduation requirements and postsecondary readiness, including A-G coursework and career pathway options. While access to core courses is consistent across all sites, opportunities such as Advanced Placement, dual enrollment, and specialized CTE pathways vary somewhat by campus based on enrollment, staffing, and community partnerships. Disaggregated enrollment data indicate that English learners, foster youth, and students with disabilities have access to a broad course of study, although some students require additional academic support courses that can limit scheduling flexibility. To address these challenges, the district continues to refine scheduling practices and expand inclusive opportunities that balance intervention needs with access to electives and enrichment courses. Through the Future Ready Labs initiative, OUHSD has increased access to career exploration, work-readiness experiences, and hands-on learning opportunities for students with disabilities, further supporting equitable access to a broad course of study. Over time, the district has continued|OUHSD is committed to ensuring equitable access to a broad course of study; however, several barriers continue to affect student participation in some programs and courses. Staffing limitations in specialized areas such as Career Technical Education (CTE), world languages, Advanced Placement, and dual enrollment can restrict the availability of courses, particularly at smaller school sites. Master schedule constraints also create challenges for students who require academic interventions, English language development services, or special education supports, as these students may have fewer opportunities to enroll in electives or enrichment courses. Geographic location, transportation limitations, and varying program availability across campuses can further impact access to certain pathways and advanced coursework. In addition, foster youth and other highly mobile students may face scheduling challenges related to credit recovery and graduation requirements that reduce flexibility in course selection. Some students and families may also be unaware of available opportunities or lack confidence in pursuing advanced coursework, dual enrollment, or specialized programs. The district continues to monitor these barriers and expand opportunities through strategic scheduling, targeted outreach, inclusive practices, and programs such as Future Ready Labs, which provide additional career exploration and work-readiness opportunities for students with disabilities.|OUHSD continues to implement actions designed to expand equitable access to a broad course of study for all students. The district regularly reviews enrollment data, master schedules, and program participation rates to identify and address barriers to course access. Schools continue to refine scheduling practices to balance academic interventions, English language development services, and special education supports with opportunities for electives, Career Technical Education (CTE), visual and performing arts, and other enrichment courses. The district is also strengthening college and career readiness opportunities through expanded CTE pathways, dual enrollment partnerships, and work-based learning experiences. Through the Future Ready Labs initiative, OUHSD is increasing access to career exploration, employability skills training, and hands-on learning opportunities for students with disabilities, helping ensure these students have meaningful access to postsecondary pathways. Counselors continue to support informed course selection through academic planning meetings and outreach to students and families, while district and site staff monitor enrollment patterns by student group to ensure equitable participation in available programs. These ongoing efforts support continuous improvement and help ensure that all students have access to courses and experiences that prepare them for college, career, and life after high school.|Met||2026-06-24|2026 04615230000000|Palermo Union Elementary|7|School site master schedules and individual student schedules are analyzed at all sites to determine if all students are enrolled in a broad course of study that addresses grade level core curriculum. It was determined that all students are enrolled in: ELA/Reading, Science, Math, History/Social Studies, and Physical Education.|In grades TK-3, students are assigned to self-contained classes. All core subject matter is taught including art, music and physical education. All students participate in physical education and visual arts rotations taught by a subject matter specialist(s). Students with IEPs receive specialized instruction, but spend the majority of the day mainstreamed in the regular education setting. Enrichment and intervention opportunities are provided within the daily schedule and will also be offered after school to all students. In grades 4-5, students are assigned to self-contained classes in which all core subject matter is taught. Students with IEPs receive specialized instruction, but spend the majority of the day mainstreamed in the regular education setting. In addition, enrichment and intervention opportunities are provided for all students within the school day and and are also offered after school to all students. All students participate in physical education, visual arts and music rotations provided by subject matter specialists. In grades 6-8, students are enrolled in departmentalized courses for core academic instruction. In addition, enrichment and intervention opportunities are provided for all students within the school day and are also offered after school to all students. Middle school students have the opportunity to participate in music, art, theater and agriculture during the exploratory period.|The following barriers have been identified in regards to our ability to provide a broad course of study to all students: the length of the instructional day and lack of ongoing funding to support additional subject matter specialists at all sites|In response to these findings, the district continues to research strategies and funding opportunities that will allow us to expand course offerings to all students. We are continuing to expand both academic support and enrichment opportunities both before and after the regular school day and during summer vacation. We have been able to increase student access to those opportunities by providing additional transportation and by offering high interest clubs based on student interest.|Met||2026-06-24|2026 04615310000000|Paradise Unified|7|For the 2026–27 Dashboard update, Paradise Unified School District (PUSD) utilizes the California School Dashboard’s College and Career Indicator (CCI) as its primary tool to monitor student access to and success in a broad course of study. To ensure equitable participation across all grade spans and unduplicated student groups, the district disaggregates data focusing on senior A-G college eligibility, Career Technical Education (CTE) pathway completion, and Advanced Placement (AP) performance. Recent analysis from the 2025–26 school year demonstrates significant progress, with total high school student enrollment or completion in CTE classes rising sharply from 7.16% to 33.59%. Furthermore, the district saw senior A-G eligibility increase from 7.2% to 15.3%, while the AP exam pass rate spiked from 39% to 64%, with the average score improving from 2.0 to 3.0. PUSD specifically tracks these metrics for students with exceptional needs; notably, Students with Disabilities (SWD) moved 17 points closer to ELA standards during this cycle.|For the 2025–26 Dashboard update, Paradise Unified School District (PUSD) utilizes the California School Dashboard’s College and Career Indicator (CCI), senior A-G eligibility, and local enrollment data for Career Technical Education (CTE) and Advanced Placement (AP) courses to monitor student access to a broad course of study. Analysis of the 2025–26 school year reflects significant progress, with total high school student enrollment or completion in CTE classes rising sharply from 7.16% to 33.59%, and senior A-G college eligibility increasing from 7.2% to 15.3%. Furthermore, the AP exam pass rate spiked from 39% to 64%, with a notable shift in equity as low-income students now represent 55.55% of all AP enrollments. These gains are supported by the district’s 1:1 Chromebook infrastructure, which ensures digital instruction parity across all secondary cohorts. However, data identifies divergent outcomes and persistent gaps across school sites. At Paradise eLearning Academy (PELA), while student preparedness on the CCI increased to 9.1%, the graduation rate experienced a concerning decline to 78.3%. Conversely, Ridgeview Continuation High School saw its graduation rate improve to 86.5%, yet its CCI preparedness remained stagnant at 0%, particularly for Socioeconomically Disadvantaged and White student groups.|As Paradise Unified moves from post-fire rebuilding toward long-term growth, recent district data shows we still have important hurdles to clear so every student can thrive. Staffing shortages led to a drop in our fully credentialed teaching staff from 84% to 74%, while budget constraints forced us to reduce specialized secondary support. We also learned that purely online instruction wasn't working for our hands-on Career Technical Education (CTE) programs at Ridgeview High, and graduation rates at Paradise eLearning Academy dropped. Additionally, Students with Disabilities and families in remote areas like Magalia and Stirling City continue to face real attendance and resource barriers. For 2026–27, PUSD is stepping up: we are bringing hands-on, in-person CTE pathways back to Ridgeview, adding intensive credit tracking for online students, and expanding teacher support.|"For the 2026–27 school year, Paradise Unified School District (PUSD) is making thoughtful updates to ensure every single student has equal access to high-quality academic programs. While we celebrated key wins last year, like more seniors qualifying for four-year universities and a strong 64% pass rate on AP exams, we are tackling our remaining challenges head-on. To better serve our students, Ridgeview High is switching from online courses to fully in-person, hands-on Career Technical Education (CTE) pathways with dedicated counselor support. At Paradise eLearning Academy, we’ve implemented proactive credit tracking to help online students graduate on time, while Paradise Junior High is using special grant funds to add 10 new class sections, thereby shrinking class sizes. We are also making smart adjustments to support our hard-working teachers and classrooms. To navigate staffing shortages, our high school is shifting to a ""push-in"" model, placing instructional aides directly inside regular classrooms so students get help right when they need it. We’ve also refocused our expert instructional coaching specifically on grades 7–12 to give secondary teachers the tools they need to accelerate learning. Combined with our ongoing 1:1 Chromebook program, these changes ensure that every PUSD student, regardless of campus or background, has the hands-on support, technology, and guidance needed to thrive."|Met||2026-07-28|2026 04615310110338|Achieve Charter School of Paradise Inc.|7|||||Not Met|||2026 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 These tools allow HomeTech to monitor course enrollment patterns across grade spans and to disaggregate access for unduplicated student groups and students with exceptional needs.|Using locally selected tools such as Aeries enrollment data, CALPADS Civil Rights course enrollment reports, charter metrics, parent and guardian survey data, and WASC self-evaluation processes, HomeTech confirms that all students have access to a broad course of study. This includes students who are identified as unduplicated and students with exceptional needs. As a single-site LEA, there are no differences in access across school sites, and disaggregated enrollment data show no disparities across student groups.|Current barriers to providing a broad course of study include funding and staffing limitations that prevent HomeTech from offering full Career Technical Education pathways. Due to the school’s small size, it is not feasible to staff or sustain full pathways. HomeTech continues to address this barrier within its means by providing students with access to career exploration through elective courses, field trips, guest speakers, and hands-on learning experiences that expose them to a variety of career options.|HomeTech maintains extensive A-G and elective course offerings for a small, non-classroom-based school. As previously noted, HomeTech will continue to strengthen access to career-connected learning by maintaining relevant and engaging elective options and providing students with opportunities such as field trips, guest speakers, and hands-on learning experiences.|Met||2026-06-16|2026 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. 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 is their own LEA for Special Education to allow full-time localized resource teacher to provide access to all students for a broad course of study.|Met||2026-06-11|2026 04615316113765|Children's Community Charter|7|The locally selected measures CCCS is using include the annual student, family, and staff feedback process, the community survey, student focus groups, family feedback sessions, PIC meetings, and the LCAP tracking table for scheduled family and student opportunities. For access to a broad course of study specifically, CCCS is also tracking the number and type of afterschool programs, participation opportunities, family events, and enrichment experiences offered each year, including clubs, athletics, performance opportunities, and family engagement activities. The LCAP also references participation data in afterschool sports and related scholarship opportunities, which helps CCCS monitor whether students are not only offered opportunities but actually able to enroll in them.|Across the documents, CCCS offers a broad and rich set of experiences that extends beyond core academics, especially in enrichment, arts, science, outdoor education, athletics, service learning, and family/community events. The afterschool and family-events list confirms offerings such as Sports Club, Mindful Yoga, Competitive Science, Spanish Club, Creative Writing, Music Club, Basketball, Cross Country, Esports, Track and Field, After School Care, Sewing Club, and Volleyball for girls, along with major family events like PIC meetings, Back to School Night, Family Day, Carnival, Parent-Teacher Conference Week, STEAM Night, Open House, Book Fair, Staff Appreciation Week, Jog-a-thon, Incentive Day, Easter Egg Hunt, and Science Fair. The community feedback summary also shows that families and students value hands-on learning, field trips, outdoor experiences, and a wider set of enrichment spaces, which suggests access is strong but still evolving.|The barriers are mainly structural: facility limitations, staffing capacity, schedule constraints, and the challenge of sustaining small classes while expanding offerings. The SWOT analysis identifies facility constraints, small class sizes under threat, staff morale and sustainability concerns, and inconsistent communication practices as key weaknesses that can limit access to broader opportunities. Student and family feedback also points to the need for more classrooms, a gym, a library, science and art rooms, quiet spaces, and a larger range of electives and field trips, all of which are access barriers tied to physical space and program capacity rather than lack of interest.|CCCS frames this indicator as a strength with broad student access to enrichment, family engagement, and student choice, while noting that the main access gaps are not about absence of programming but about space, scheduling, staffing, and sustaining smaller-group offerings across all grade spans. The clearest evidence from the thread shows a wide menu of afterschool programs, family events, and schoolwide opportunities already in place, along with strong stakeholder demand for even more access to electives, field trips, outdoor learning, and community-based experiences. CCCS is planning several actions that support broader access, including expanding field trips, community service, outdoor learning, differentiated learning tracks, intervention systems, and afterschool enrichment opportunities. The strategic plan also points to improving organizational design, clarifying roles, strengthening family communication, and developing a longer-term facility and financial strategy, all of which would help make broader course-of-study access more stable and equitable over time. In practice, that means CCCS should describe this indicator as an area where the school is offering a strong breadth of experiences now, while continuing to invest in staffing, space, and systems so every student group can participate consistently.|Met||2026-06-02|2026 04615490000000|Thermalito Union Elementary|7|Thermalito Union Elementary School District (TUESD) uses the Aeries student information system, master schedules, student course rosters, intervention schedules, and program participation data to monitor student access to a broad course of study. For students in grades 6-8, the Nelson Middle School Master Schedule is used to track enrollment in core academic classes, intervention courses, and elective offerings. For students in grades TK-5, Aeries is used to assign students to classroom teachers and ensure equitable access to core instruction, art, music, and physical education. The district also reviews student participation in intervention programs, special education services, English Learner supports, after-school enrichment opportunities, and Community Day School programming to ensure all student groups, including English Learners, students with disabilities, foster youth, homeless youth, and low-income students, have access to a broad course of study aligned to California academic standards.|All TK-8 students have access to core academic content areas, including English Language Arts, Mathematics, Science, History-Social Science, and Physical Education. At the elementary level, 100% of students receive art, music, and physical education instruction throughout the school year. At Nelson Middle School, all students have access to core academic courses, and approximately 75-80% of students participate in one or more elective courses, including art, music, leadership, and STEM. Students requiring additional academic support participate in ELD, reading, or math intervention classes designed to improve access to grade-level standards. Approximately 25% of Nelson Middle School students receive intervention services. Through the district's MTSS framework, English Learner supports, and intervention programs, students receive targeted assistance while maintaining access to a broad course of study. During the 2025-26 school year, the district expanded inclusion opportunities through its Supporting Inclusive Practices (SIP) partnership, increasing access to grade-level curriculum and general education settings for students with disabilities. These efforts contributed to Students with Disabilities improving out of the lowest performance bands in academic and climate indicators on the 2025 California School Dashboard. Students also had access to expanded learning opportunities through the district's After School Program, athletics, enrichment activities, field trips, and STEM.|At the middle school level, scheduling constraints, class size considerations, and the need for intervention services can limit access to elective courses for some students. Approximately 25% of Nelson Middle School students currently require ELD, reading, or math intervention, which may reduce the number of elective periods available during the school day. The district also continues to focus on increasing reclassification rates for English Learners (ELs) and Long-Term English Learners (LTELs) to expand future access to electives and advanced learning opportunities. For students with disabilities (SWD), ensuring access to grade-level curriculum while providing appropriate support and services requires ongoing staffing, scheduling, and collaborative planning. At the elementary level, instructional calendars, holidays, and other non-attendance days may occasionally impact the frequency of enrichment opportunities, although all students continue to receive access to art, music, and physical education throughout the year.|LCAP stakeholders, including parents, staff, board members, and administrators, continue to prioritize actions that expand access to a broad course of study for all students. The district will continue strengthening intervention programs, English Learner supports, inclusive practices, and expanded learning opportunities to ensure students can successfully access grade-level standards and elective coursework. Elementary schools continue to partner with the Butte County Office of Education After School Program to provide students access to sports, enrichment activities, STEM opportunities, and academic support without waiting lists. The district also continues to expand inclusive educational practices through its Supporting Inclusive Practices (SIP) partnership, which contributed to Students with Disabilities improving out of the lowest performance bands in academic and climate indicators on the 2025 Dashboard. In addition, the district strengthened Community Day School programming during the 2025-26 school year, serving 36 students and increasing successful transitions back to comprehensive school settings from 20% to 33%. The district will continue reviewing curriculum materials, expanding access to enrichment opportunities, and increasing support that allow all students to participate in a rigorous and well rounded educational program.|Met||2026-06-25|2026 04733790000000|Pioneer Union Elementary|7|As a small, single-school rural district, Pioneer Union Elementary School District uses multiple local measures to ensure all students have access to and are enrolled in a broad course of study. The district maintains a low student-to-staff ratio of approximately 3:1, allowing for close monitoring of student participation, academic progress, and access to educational supports. Local measures include master schedules, student enrollment records, intervention participation data, academic performance data, MTSS progress monitoring, and student support service records. These tools help ensure that all students, including unduplicated student groups and individuals with exceptional needs, have access to state-adopted curriculum in English Language Arts, Mathematics, Science, and Social Studies, as well as enrichment opportunities and support services. In addition to core instruction, all students have access to targeted academic interventions, one-on-one tutoring and support, counseling services, a Wellness Coach, and schoolwide Positive Behavioral Interventions and Supports (PBIS). The district regularly reviews student data and service participation to ensure equitable access to educational opportunities and supports for all students.|Pioneer Union Elementary School District is a single-school district serving approximately 40 students in grades TK–8. As a one-school district, there are no differences in access to a broad course of study across school sites. The district's small size and low student-to-staff ratio of approximately 3:1 allow staff to closely monitor student participation and ensure that all students have equitable access to educational opportunities and support services. Local measures, including enrollment records, master schedules, MTSS data, intervention participation records, and student support service data, indicate that all students are enrolled in and have access to a broad course of study aligned with California state standards. Students receive instruction in English Language Arts, Mathematics, Science, Social Studies, Physical Education, and Music, along with access to supplemental academic and enrichment opportunities. The district also provides comprehensive supports to ensure students can successfully access the curriculum, including targeted interventions, one-on-one tutoring, counseling services, a Wellness Coach, and schoolwide PBIS supports. Due to the district's small enrollment and individualized approach, no significant differences in access to educational programs or support services were identified among student groups, including unduplicated pupils and students with exceptional needs. The district will continue to monitor participation and outcomes to ensure equita|Based on the results of local measures and ongoing data review, Pioneer Union Elementary School District has not identified any significant barriers preventing students from accessing a broad course of study. As a small, single-school district serving approximately 40 students, the district is able to provide all students with access to state-adopted curriculum, academic interventions, enrichment opportunities, counseling services, wellness supports, and individualized assistance. The district's low student-to-staff ratio allows staff to closely monitor student needs and ensure equitable access to instructional programs and support services. Ongoing review of student participation, academic progress, and support service data indicates that all students, including unduplicated pupils and students with exceptional needs, have access to the district's educational program and the resources necessary to support their success.|In response to the results of local measures and ongoing data analysis, Pioneer Union Elementary School District will continue to implement a cycle of continuous improvement to ensure all students have access to a broad course of study. The district will regularly review academic performance data, intervention data, attendance data, student survey results, and MTSS progress monitoring data to identify areas where additional support or resources may be needed. The district will continue to provide access to state-adopted curriculum, targeted interventions, one-on-one tutoring, counseling services, wellness supports, and enrichment opportunities for all students. Through the work of the MTSS Coordinator, staff will use data to monitor student progress, identify learning gaps, and adjust instructional supports to meet individual student needs. The district will also continue to provide professional development for staff, strengthen implementation of MTSS and PBIS practices, and evaluate the effectiveness of academic and behavioral supports. These ongoing efforts will help ensure equitable access to educational opportunities and promote positive academic outcomes for all students.|Met||2026-06-18|2026 04746820000000|Butte County ROP|7|||||Not Met|||2026 04755070000000|Gridley Unified|7|Each year during the monitoring of the Local Control and Accountability Plan, the administrator(s) tasked with monitoring accountability in the district examine the enrollments of students in departmentalized courses based on their belonging to one or more subgroups (English Learner, Special Education, Foster, Homeless, etc.), spotcheck areas noted as past areas of concern for compliance with expected practice, such as ensuring that all English Learners receive their language development services plus equitable access to core instruction. These data are then published in the annual LCAP document for the public, and discussed as items within the administration of the school sites for correction as needed.|Full data are reports in the district LCAP for Goal 2, but the access of students in various subgroups to courses maintains an acceptable level 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, 24-25, and 25-26 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 in the first two years with limited time in the schoolday, but this is was in place for 2024-25 by the end of the year and was fully in place for 25-26. 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 just over two years ago, 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|The complex language and tasks required in advanced or AP classes does appear as an ongoing 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, and was monitored in 25-26 and found to have been still successful. 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 26-27.|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 each fall to ensure that all ELs are receiving an ELD period in their day. Over the past three 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 ongoing and minutes of ELD services have been increased. 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 ability 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 fourth 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 the next two years. 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 was been secured for the start of 25-26 however she was only able to work part time. In 26-27 she is FT.|Met||2026-06-24|2026 05100580000000|Calaveras County Office of Education|7|We annually measure 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 for Grades 1-6 and Grades 7-12, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs. We then report the results to our local governing board at a regularly scheduled meeting and report to educational partners and the public through the Dashboard. To systematically monitor equitable course access, CRA utilizes Infinite Campus, our Student Information System, and Edmentum, our digital curriculum platform. Through Infinite Campus, we use transcript data and student demographic profiles across all grade spans to develop schedules that ensure middle schoolers receive foundational core content and high schoolers are actively enrolled in graduation-track coursework. Infinite Campus allows us to track unduplicated student groups to verify that no structural barriers limit their enrollment in a broad course of study. Furthermore, our School Principal and School Psychologist use Individualized Education Programs (IEPs) and 504 plans to ensure that special needs students have documented, barrier-free access to all general education classes and required electives.|An analysis of data from Infinite Campus and Edmentum demonstrates that 100% of all enrolled students at CRA have full access to, and are actively enrolled in, a broad course of study. There are no disparities or differences in course access across separate school sites or individual student groups. Our unduplicated student groups are systematically assigned to identical, standards-aligned core subjects and electives as their peers. Utilizing digital curriculum allows credit-deficient students to have immediate access to coursework rather than waiting for a traditional semester start.|While CRA successfully maintains a 100% enrollment rate in a broad course of study, our data tools identify two primary operational barriers to sustaining this access: continuous enrollment and small-school staffing constraints. Because our alternative education population is highly mobile, students frequently enroll mid-quarter with severe credit deficiencies, highly irregular transcript histories, and immediate needs for specialized remediation. Reviewing these complex historical records to build immediate, customized schedules can be an administrative challenge. Additionally, unlike a traditional comprehensive high school, CRA lacks the specialized, single-subject departmental staff necessary to offer a wide array of live, seat-time electives or advanced specialized pathways. To overcome these structural barriers, we rely on our Edmentum digital curriculum platform to provide the course variety we cannot staff through traditional methods.|To bypass our staffing constraints and the hurdles of mid-year enrollment, CRA has implemented targeted staffing revisions to protect and expand full course access for our small student population. Our primary action is the strategic integration of a new Intervention Teacher position working alongside our full-time School Counselor/Psychologist. To expand our course offerings, we have broadened our Edmentum digital catalog to include Interplay for career exploration and CTE coursework. The new Intervention Teacher provides intensive, multi-subject monitoring and real-time instructional scaffolding. By leveraging this dedicated small-school team, CRA ensures that every student maintains immediate, barrier-free access to a comprehensive course of study.|Met||2026-06-29|2026 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||2026-06-10|2026 05615560000000|Bret Harte Union High|7|Bret Harte High School is committed to providing a broad and rigorous curriculum. Core subjects, such as English, math, social science, and science, are complemented by a variety of electives, including Career Technical Education (CTE), visual and performing arts (VAPA), and music. Course selection is a personalized process; students meet with administrators to ensure their choices align with their individual academic and career goals. The school actively monitors student enrollment in A-G, CTE, and VAPA courses to ensure accessibility. Furthermore, all students, including those with exceptional needs, receive standards-aligned instruction in the core subject areas. To offer flexibility and expand course options beyond teacher-led classes, an online curriculum is also available.|The district ensures all students, including those with exceptional needs, receive a standards-aligned curriculum in core subjects. To expand student opportunities, the district is committed to increasing the availability of online courses. Academic support is multifaceted, including peer tutoring, after-school teacher-led tutoring, student support classes, and academic advisory periods. Students with exceptional needs have access to specialized supports such as co-teaching in core subjects, Dual Enrollment opportunities, and push-in support for at-risk students.|Bret Harte Union High School District (BHUHSD) is aware of potential challenges in providing varied career pathways to students. These barriers include limitations imposed by the master schedule, lack of available teachers, difficulties in coordinating student schedules, and the sheer size of the available online curriculum.|Equitable access to educational opportunities will be ensured by the District through the provision of online curriculum, Career Technical Education (CTE) dual enrollment, and California College and Career Access Pathways (CCAP) partnerships.|Met||2026-06-01|2026 05615640000000|Calaveras Unified|7|Calaveras Unified School District uses multiple local measures to monitor student access to and enrollment in a broad course of study. These measures include student enrollment and master schedules, course offerings by school site, graduation and A–G completion data, Career Technical Education (CTE) participation, Advanced Placement (AP) and dual enrollment participation, intervention and enrichment opportunities, special education service delivery, English learner program participation, and alternative education options. The district also reviews student information through its student information system, California School Dashboard indicators, CALPADS reporting, and local site data to monitor equitable access across grade spans. Data is disaggregated by student groups, including English learners, foster youth, low-income students, students with disabilities, homeless youth, and racial and ethnic groups, to identify and address disparities in access and participation. School administrators, counselors, special education staff, and district leadership regularly review these data to ensure all students, including individuals with exceptional needs, have equitable access to rigorous academic coursework, Career Technical Education pathways, enrichment opportunities, and the specialized supports necessary to successfully participate in a comprehensive educational program.|Calaveras Unified School District provides students at all grade levels with access to a broad course of study aligned with California State Standards and graduation requirements. Students have opportunities to participate in core academic courses, visual and performing arts, physical education, Career Technical Education (CTE), Advanced Placement (AP), dual enrollment, intervention and enrichment programs, athletics, and extracurricular activities. Students with disabilities, English learners, and other student groups receive appropriate supports and services to ensure meaningful access to the general education curriculum. Analysis of local enrollment data indicates that students across all school sites have access to a comprehensive educational program; however, participation in some advanced coursework, CTE pathways, dual enrollment, and specialized electives varies by school size, grade span, staffing, and student interest. The district continues to monitor enrollment patterns and remove barriers to participation, particularly for English learners, foster youth, low-income students, and students with disabilities. Over time, the district has expanded opportunities for career readiness, intervention supports, and inclusive instructional practices while continuing to review disaggregated data to ensure equitable access. These ongoing efforts help ensure that all students, regardless of background or program eligibility, have opportunities to participate in a broad, rigoro|Calaveras Unified School District has identified several factors that may limit equitable access to a broad course of study for some students. As a rural district, staffing availability, enrollment size, scheduling constraints, and available resources can affect the number and variety of elective, Advanced Placement (AP), Career Technical Education (CTE), dual enrollment, and specialized courses offered at individual school sites. Smaller enrollment at some schools may also limit students' access to certain programs or advanced coursework. The district also recognizes that some student groups, including English learners, foster youth, low-income students, and students with disabilities, may face barriers related to academic readiness, transportation, scheduling conflicts, or the need for additional academic and social-emotional supports. These factors can influence participation in advanced coursework, extracurricular opportunities, and college and career readiness programs. To address these barriers, the district continues to review enrollment and participation data, evaluate course offerings, strengthen inclusive instructional practices, expand career and college readiness opportunities, and provide targeted academic and support services. Ongoing analysis of local data helps ensure resources are allocated to improve equitable access and participation for all students.|In response to local data and ongoing analysis, Calaveras Unified School District will continue to expand equitable access to a broad course of study by reviewing course offerings, enrollment patterns, and participation rates across all student groups. The district will use disaggregated data to identify and address disparities in access to advanced coursework, Career Technical Education (CTE), dual enrollment, electives, intervention programs, and enrichment opportunities. The district will continue strengthening inclusive practices to ensure students with disabilities, English learners, foster youth, and other underserved student groups have meaningful access to rigorous academic programs with appropriate supports. School counselors, administrators, and teachers will collaborate to promote equitable course placement, monitor student progress, and encourage participation in college and career readiness opportunities. Additionally, the district will continue evaluating staffing, scheduling, and program offerings to maximize student access while expanding partnerships with colleges, community organizations, and local businesses to enhance career exploration and postsecondary opportunities. These continuous improvement efforts will help ensure that every student has access to a comprehensive educational program that supports academic achievement and prepares them for success after graduation.|Met||2026-06-25|2026 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).|Based on classroom observations, teacher lesson plans, the adopted curricula, and master schedule review 100% of students have access to a broad course of study.|All students are enrolled in a broad course of study.|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||2026-06-18|2026 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 = 321 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 = 212 NUMBER OF SINGLE SUBJECT: • ENGLISH = 11 • MATH = 9 • SOCIAL SCIENCES = 9 • FOREIGN LANGUAGES = O • PHYSICAL EDUCATION = 8 • SCIENCE = 9 • VISUAL AND PERFORMING ARTS = 4 • 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||2026-06-17|2026 06100660000000|Colusa County Office of Education|7|All SWAA students are equipped in the initial beginning of the year meeting with an Individual Learning Plan (ILP) that drives the courses they take. The use of IXL, and California Standards based text books ensures each student has access and are enrolled in a broad course of study.|All students in SWAA have access to a broad course of study. ILPs drive their course of study that is built with the input of the administration, staff, parent and student.|SWAA is comprised of very few students so every student is able to access a broad course of study. The only barrier is in World Languages because we do not have a teacher who can teach the class. SWAA does have access to World Languages through IXL.|SWAA will continue to look at school schedules and master schedules to eliminate barriers that may develop. This is a conversation that will occur multiple times a year and addressed every spring during the development of the master 2026-27 Local Performance Indicator Self-Reflection for Colusa County Office of Education Page 15 of 17 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||2026-06-17|2026 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 barrier 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||2026-06-22|2026 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 because the student essentially then ends up with one less elective class.|The district no longer offers support classes 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||2026-06-24|2026 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. Physical Education, art and music are provided to the students with credentialed teachers in the content area. English Language Development is integrated into classroom teaching, and workshop time at each grade level has Designated ELD time. Social Emotional Learning Curriculum, Wayfinder, is utilized by the classroom teachers. 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. Social Emotional Learning (SEL) is integrated into the electives using Wayfinder. 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. The district is currently determining how to include the required Financial Literacy course for the 27/28 school year.|Met||2026-06-22|2026 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||2026-06-12|2026 07100740000000|Contra Costa County Office of Education|7|Mt. McKinley uses multiple locally selected measures and data sources to monitor 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. The LEA regularly conducts data reviews that are disaggregated by student subgroup, including English learners, foster youth, socioeconomically disadvantaged students, students with disabilities, and other identified student groups. Measures and tools used include transcript reviews, course enrollment data, Individualized Education Program (IEP) records, attendance data, grades, credit accrual reports, benchmark assessments, ELPAC results, CAASPP results, and suspension data. Staff also review Individual Learning Plans (ILPs), graduation progress, and transition planning data to ensure students have equitable access to academic, career, technical, and postsecondary preparation opportunities. These data sources are analyzed through the LEA’s Multi-Tiered System of Supports (MTSS) process and are used to identify barriers to access, monitor participation in available courses and programs, and inform decisions regarding student placement, interventions, and support services. This ongoing review process helps ensure that all students have equitable access to a broad course of study that supports their academic achievement and postsecondary goals.|Mt. McKinley is a small court school that serves incarcerated youth and operates as a single-school program. Based on local measures, including transcript reviews, course enrollment data, Individualized Education Programs (IEPs), attendance records, credit accrual reports, and academic performance data, all students have access to a broad course of study aligned with state standards and graduation requirements. The LEA continuously monitors student access and participation to ensure equitable opportunities for all student groups, including English learners, foster youth, socioeconomically disadvantaged students, and students with disabilities. Students receive targeted supports and interventions as needed, including Special Education services, English Language Development (ELD) instruction, counseling services, credit recovery opportunities, and individualized academic support. Due to the school's single-site structure and relatively small student population, significant differences in access to a broad course of study across school sites do not exist. Data reviews indicate that students have equitable access to available courses, programs, and support services regardless of subgroup status. The LEA continues to use its Multitiered System of Supports (MTSS) framework and ongoing data monitoring processes to identify and address potential barriers to access and participation. These efforts help ensure that all students are provided with the necessary supports.|There are no barriers that prevent the LEA from providing access to a broad course of study at this time.|In response to local data and ongoing monitoring of student course access, Mt. McKinley will continue to expand and strengthen opportunities for all students to participate in a broad course of study despite the unique operational constraints of a court school setting. Because students are grouped by probation living units, offering a comprehensive in-person master schedule comparable to a traditional high school can be challenging. To address this barrier, the LEA provides students with access to a wide range of courses through the board-adopted Edgenuity online curriculum, as well as supplemental instruction in English Language Arts, English Language Development (ELD), mathematics, science, and history. The LEA regularly reviews transcripts, graduation requirements, credit accrual, assessment data, and Individual Learning Plans to ensure students are enrolled in appropriate courses and remain on track toward graduation. Staff also monitor student progress and provide targeted academic interventions and support services as needed. To further improve access and postsecondary opportunities, Mt. McKinley will continue to ensure that all courses remain aligned to state standards and graduation requirements. Since 2023, all courses and curriculum offered by the LEA have been A-G approved, providing students with increased access to college and career pathways. The LEA will continue to evaluate course offerings, student enrollment patterns, and academic outcomes to ensure access.|Met||2026-06-10|2026 07100740114470|Making Waves Academy|7|All students continue to have access to A-G approved courses, which are part of our graduation requirements. Over 99.5% of our students are enrolled in courses that fulfill local requirements for high school graduation. Because our requirements are closely aligned with A-G Requirements, in 2024-25, 100% of our graduates completed A-G requirements. Students who were designated as seniors at the beginning of the school-year, 87.7% were CSU eligible and (56%) were UC eligible. Our Career and College Center will continue to work closely with each student to ensure they are on track to graduate, to meet A-G requirements, and have developed a post-secondary plan. When creating students’ schedules each year, students with disabilities, English Learners, and socio-economically disadvantaged students are given priority enrollment in courses. Our Advanced Placement (AP) classes are “open enrollment,” so that all students with an interest in the course have potential to enroll, provided they have met any prerequisite courses with at least a C or better. This year 38% of students were enrolled in AP classes. We currently have one CTE pathway, and have seen an increase in the number of CTE pathway completers in the past year; we are exploring adding additional CTE pathways for our students in the future.|All students continue to have access to standards-aligned core classes. Our upper school (high school) courses and graduation requirements are A-G aligned. Students’ advisors, along with the college and career counseling team, work with our upper school students and families directly to ensure that they are on a track to complete all A-G requirements. Because our requirements are closely aligned with A-G Requirements, in 2023-24, 85% of cohort graduates are eligible for UC/ CSU entrance upon graduation. When creating students’ schedules each year, students with disabilities, English Learners, and socio-economically disadvantaged students are given priority enrollment in courses. Our Advanced Placement (AP) classes are “open enrollment,” so that all students with an interest in the course have potential to enroll, provided they have met any prerequisite courses with at least a C or better. Last year 42% of students passed their AP exams (scored a 3 or higher). We currently have one CTE pathway, and have seen an increase in the number of CTE pathway completers in the past year; we are exploring adding additional CTE pathways for our students in the future.|Only having capacity for one CTE teacher this academic year has made it challenging to expand our broad array of CTE courses and to have a visual and performing arts courses.|We continue our search to ensure highly qualified faculty and content experts are available to continue providing students with access to a broad course of study. Staff and student surveys were conducted to identify additional courses that staff are interested in and prepared to teach and courses that students are interested in taking. We will use this information to inform the creation of new courses for next year in the upper school, including ensuring that courses receive A-G and AP designation, where appropriate.|Met||2026-06-15|2026 07100740126805|Richmond Charter Academy|7|We monitor student access to a broad course of study through benchmark assessments, state assessment data, report cards, intervention data, student schedules, and educational partner surveys. These measures allow us to evaluate student participation and ensure equitable access to standards-aligned instruction and support services for all students, including English Learners, students with disabilities, socioeconomically disadvantaged students, foster youth, and students experiencing homelessness.|All students have access to a comprehensive, standards-aligned curriculum that includes English language arts, mathematics, science, history-social science, physical education, and elective opportunities designed to support academic growth and student interests. Through our Multi-Tiered System of Supports (MTSS), students receive targeted academic interventions, accommodations, and enrichment opportunities based on their individual needs. We also seek student input through surveys and other feedback opportunities to better understand student interests and inform future elective offerings and enrichment activities. Regardless of background or student group, all students have access to rigorous coursework and the academic supports necessary to prepare them for success in high school and beyond.|As a small middle school, enrollment size, staffing, and facility capacity limit the number of elective courses and specialized programs we are able to offer. While these factors present challenges, we remain committed to ensuring all students have equitable access to a rigorous core curriculum supported by intervention, enrichment, and extracurricular opportunities.|We will continue strengthening our Multi-Tiered System of Supports by providing timely academic interventions, enrichment opportunities, and targeted support for students who need additional assistance. We will continue refining our English Learner program to accelerate language acquisition and ensure multilingual learners have full access to grade-level curriculum. We will also explore opportunities to expand elective offerings, student enrichment, and extracurricular programming based on student interest, available resources, and educational partner feedback.|Met||2026-06-11|2026 07100740129528|Caliber: Beta Academy|7|All students receive instruction in ELA, Math, Science, and Social Studies. Students also receive elective course instruction in PE, Music, and/or Art. English Learners receive instruction in Integrated and Designated ELD.|In grades K-4, students receive science and social studies alternating on six-week cycles and have additional instructional time for ELA and Math. Electives courses rotate on a quarterly basis. In grades 5-8, all students have daily instruction in ELA, Math, Science, and Social Studies, as well as additional Math and ELA time in an intervention block. In addition, all students have a full year of PE and a semester each of Art and Music.|At times, students in Designated ELD have additional pull out during electives or specials periods.|We are able to run clubs and expanded learning opportunities to amend the course of study in areas of specials, Math and ELA intervention, and ELD.|Met||2026-06-18|2026 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||2026-06-11|2026 07100740134114|Contra Costa School of Performing Arts|7|||||Not Met For Two or More Years|||2026 07100740137026|Invictus Academy of Richmond|7|Invictus Academy of Richmond uses course enrollment, master scheduling, transcript reviews, grade monitoring, and A-G completion tracking to monitor student access to a broad course of study. All students, including English Learners, socioeconomically disadvantaged students, foster youth, and students with exceptional needs, are enrolled in a common sequence of pre-A-G and A-G aligned courses designed to prepare them for college and career success. All students are placed on a pathway to complete A-G requirements by graduation, regardless of subgroup status. Appropriate accommodations, modifications, and supports are provided as needed to ensure students with exceptional needs can fully participate in the general education curriculum. Each spring, the school analyzes student course completion, grades, and projected enrollment to determine course placement and develop the master schedule for the following school year. This process ensures that course offerings align with student needs while maintaining equitable access to rigorous coursework. The primary course selection decision available to students beyond the standard A-G pathway is whether to enroll in one or more Advanced Placement (AP) courses. Through these measures, Invictus monitors and ensures equitable access to a broad course of study for all students.|Invictus Academy of Richmond provides all students with equitable access to a broad course of study through a common college-preparatory program aligned to A-G requirements. All students, including English Learners, socioeconomically disadvantaged students, foster youth, and students with exceptional needs, are enrolled in the same sequence of pre-A-G and A-G courses and are placed on a pathway to complete A-G requirements by graduation. Appropriate accommodations and supports are provided to ensure students with exceptional needs can successfully access the curriculum. The school monitors student enrollment, course completion, grades, transcripts, and progress toward A-G completion to ensure equitable access and participation. Current data indicate there are no significant disparities across student groups in access to or enrollment in the broad course of study. Similarly, there are no identified differences in progress toward A-G completion among student subgroups. As a single-site LEA, there are no differences across school sites. Students may elect to enroll in Advanced Placement (AP) courses in addition to the standard A-G pathway, providing access to additional rigor and college-level coursework. Overall, local measures indicate that all students have access to and are enrolled in a comprehensive course of study that supports college and career readiness.|Local measures indicate that Invictus Academy of Richmond provides broad access to a college-preparatory course of study for all students, and no systemic barriers to access have been identified. However, some students require individualized pathways to graduation based on their prior educational experiences. For example, transfer students who enroll with credit deficiencies or coursework that does not align with A-G requirements, as well as newcomer students who are simultaneously developing English proficiency and adapting to a new educational system, may require modified timelines and individualized academic planning to complete graduation and college entrance requirements. To address these needs, the school monitors transcript data, course completion, and progress toward graduation and A-G eligibility, and provides individualized counseling, scheduling supports, and academic interventions. These supports help ensure that all students, regardless of their starting point, have access to a broad course of study and opportunities to pursue postsecondary options.|n response to local data and educational partner feedback, Invictus Academy of Richmond will continue implementing actions to ensure all students have access to a rigorous, college-preparatory course of study. The school remains committed to enrolling students in an A-G aligned sequence of courses and will continue monitoring course completion, grades, transcripts, and graduation progress to identify students who may need additional support. Transfer students, newcomer students, and students with exceptional needs will receive individualized academic planning, counseling, interventions, and progress monitoring to support graduation and postsecondary success. As part of the 2026–2027 LCAP, Invictus will implement a new mathematics curriculum supported by professional development, coaching, and collaborative planning to strengthen instruction and improve student outcomes. The school will also continue investments in English Language Development services, intervention programs, professional development, and instructional coaching to support equitable access to grade-level content. Additionally, Invictus will maintain opportunities for students to participate in Advanced Placement courses, college visits, college access programming, and enrichment opportunities that prepare students for college, career, and lifelong success.|Met||2026-06-03|2026 07100740730614|Golden Gate Community|7|The LEA utilizes multiple measures and data sources to monitor 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. The LEA regularly conducts data reviews that are disaggregated by student subgroup, including English learners, foster youth, low-income students, students with disabilities, and other identified student groups. Measures reviewed include course enrollment data, transcript audits, credit accrual, graduation progress, attendance rates, assessment results, grades, and student engagement indicators. The LEA also monitors participation in core academic courses, intervention programs, career exploration opportunities, and college and career readiness activities to ensure equitable access to educational opportunities. In addition, school staff review Individualized Education Programs (IEPs), English Learner progress data, and student support plans to ensure students receive appropriate services and accommodations that support access to the full educational program. Educational partner feedback, including input from students, families, staff, School Site Council (SSC), and English Learner Advisory Committee (ELAC), is also considered when evaluating program effectiveness and identifying barriers to access. These measures allow the LEA to identify gaps in participation and achievement and make data-informed decisions to improve equitable access.|Golden Gate serves a diverse population of at-risk students and is committed to ensuring that all students have access to a broad course of study aligned with state standards and graduation requirements. Students have access to core academic courses, English Language Development (ELD) services, Special Education supports, credit recovery opportunities, career exploration activities, and social-emotional learning supports designed to meet their individual needs. Through ongoing reviews of course enrollment, transcripts, credit accrual, attendance, academic performance, and student support data, the LEA has determined that students across all identified subgroups have access to the school's educational program. Students requiring additional support are identified through the Coordination of Services Team (COST) process and are provided targeted academic, behavioral, social-emotional, and intervention services as appropriate. Due to the LEA's small size and alternative education setting, significant disparities in access to courses and services across student groups or school sites were not identified. The LEA continues to monitor participation and outcomes for English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students to ensure equitable access to educational opportunities and supports. These efforts have helped maintain broad access and student progress toward graduation, postsecondary readiness and overall academic success.|There are no barriers that prevent the LEA from providing access to a broad course of study at this time.|In response to local data and ongoing program reviews, Golden Gate has implemented several actions to ensure all students have access to a broad course of study despite the unique challenges associated with serving a small student population across three separate campuses. While the school's size and setting can limit the availability of traditional in-person course offerings, Golden Gate leverages its board-adopted online curriculum, Edgenuity, to provide students with access to a comprehensive range of A-G approved courses. Additional curriculum resources, including Savvas, Reading with Relevance, STEMscopes, and Illustrative Mathematics, further support rigorous and standards-aligned instruction. The LEA regularly reviews transcripts, credit accrual, graduation requirements, and Individual Learning Plans (ILPs) to ensure students are enrolled in the courses necessary to meet graduation and postsecondary goals. To further improve student access and outcomes, Golden Gate revised and strengthened its ILP process during the 2025-26 school year, providing more individualized academic and career planning for students. The LEA also expanded supports for English learners by strengthening both designated and integrated English Language Development (ELD) instruction. Additionally, Golden Gate increased access to college, career, and technical education opportunities through expanded internships, career exploration activities, and workforce readiness experiences.|Met||2026-06-10|2026 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||2026-06-10|2026 07100746118368|Manzanita Middle|7|||||Not Met|||2026 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 the Acalanes Union High School District (AUHSD). Academic department chairs and administrators annually review course offerings, pathways, and student enrollment trends using data extracted from the District's student information system. To ensure equitable access to graduation requirements, UC/CSU A-G approved courses, Advanced Placement (AP), Honors, and Career Technical Education (CTE) pathways, administrators disaggregate enrollment data by grade level, race, ethnicity, gender, and disability status. Beyond baseline enrollment data, the District closely monitors student outcomes within these pathways by tracking semester achievement grades, AP exam pass rates, and required course completion metrics. Course enrollment data and analysis are presented annually to the Governing Board and serve as a foundational component in the development of each school site's School Plan for Student Achievement (SPSA) and the District's Local Control and Accountability Plan (LCAP).|With a four-year cohort graduation rate of 98% for the Class of 2025 and 81.4% of graduates completing the course requirements for UC/CSU eligibility, local indicators confirm that AUHSD provides broad access to college and career pathways. Furthermore, efforts to expand the Advanced Placement (AP) program have been effective, resulting in 64% of students in grades 10–12 passing at least one AP exam with a score of 3 or higher in 2025. While data demonstrates strong access, disaggregated metrics reveal opportunity gaps for specific student subgroups: - Socioeconomically Disadvantaged Students: Demonstrated significant upward progress, with UC/CSU A-G completion rates climbing to 61.5% in 2025 from a 2024 rate of 53%. - Students with Disabilities in the Learning Skills Program: Made gains, increasing their UC/CSU A-G completion rate to 42.2% in 2025, a 10.2 percentage point growth from the 2024 rate of 32%. - Black / African American Students: Maintained a 100% cohort graduation rate, but saw a slight decline in UC/CSU A-G completion to 64.7% in 2025 from 68.8% in 2024. - Hispanic Students: Experienced a slight decline in college readiness with an A-G course completion rate of 69.3% in 2025 from 70.1% in 2024. - English Learners: Only 10.3% of EL students met UC/CSU A-G requirements in 2025, though this represents an increase from 6.3% in 2024. These gaps demonstrate that while overall access remains a district strength, targeted curricular support is still necessary.|"Local longitudinal data confirms that successful completion of an advanced-level mathematics course (specifically Algebra 2 or higher) with a grade of ""C-"" or above remains a critical barrier preventing students from meeting UC/CSU A-G eligibility requirements. For the English Learner (EL) and Long-Term English Learner (LTEL) populations, a critical barrier to accessing a broad course of study is a lack of consistent access to Integrated ELD (English Language Development) across core content areas. This barrier is particularly pronounced for ""dually-identified"" students (ELs with an IEP), who comprise 80% of the district's LTEL population. The District is actively utilizing targeted interventions to refine and strengthen support for English Learners."|"To address opportunity gaps and ensure equitable access to a broad course of study, AUHSD is actively refining and implementing several targeted academic initiatives: - Academic Intervention: Teachers on Special Assignment (TOSAs) at each comprehensive school site coordinate targeted Tier II support during the twice-weekly, 55-minute Academy periods. This process utilizes an online scheduling platform to ""tag"" and direct students into small-group intervention sessions tailored to specific standards they have not yet mastered. - Special Education: The collaborative co-teaching model is being expanded in foundational math (Algebra 1) and English (English 1) classrooms, pairing general education content teachers with Special Education learning specialists to support students with disabilities. - Career Technical Education Expansion: To broaden Career Technical Education pathways despite high school staffing constraints, the District established a new dual-enrollment business pathway partnership with the local community college. - English Learner Support: In partnership with the Contra Costa County Office of Education (CCCOE) Networked Improvement Community, the District is conducting a comprehensive root-cause analysis of barriers to the academic success of English Learners. This process includes empathy interviews with Long-Term English Learners and their families. The goal is to strengthen Designated ELD services and integrate linguistic support across core content areas."|Met||2026-06-03|2026 07616480000000|Antioch Unified|7|Enrollment in a broad course of study in Antioch Unified School District is measured using multiple indicators, including Graduation Rate; Advanced Placement (AP) course enrollment and exam success; attainment of the California State Seal of Biliteracy and the Seal of Civic Engagement; Career Technical Education (CTE) pathway completion; Work-Based Learning participation; and the continued expansion of pathway programs, including opportunities at comprehensive and alternative high school sites. To ensure equitable access for unduplicated student groups and students with exceptional needs, the district provides financial support for exam and industry certification fees, delivers targeted professional learning for educators, and expands inclusive instructional practices such as AVID, Project-Based Learning, and career exploration into middle school grades. These efforts promote early awareness, engagement, and preparation for a wide range of college and career pathways. Students and families utilize the Aeries Student Information System and district-supported college and career planning tools to monitor A-G completion and graduation progress, while exploring opportunities across multiple CTE industry sectors. These systems support transparency, student agency, and equitable access to a comprehensive course of study across grade levels and student groups.|All students in Antioch Unified School District had access to a broad course of study in 2025, including unduplicated student groups and students with exceptional needs. Opportunities included A–G, Advanced Placement (AP), and Career Technical Education (CTE) pathways across school sites. The district maintained an overall graduation rate of 81.7%, consistent with the prior year; however, Foster Youth (52.9%) and students experiencing homelessness (56.8%) remain below the district average, indicating the need for continued targeted support. CTE pathway completion reached 25.8%, with 8.3% of students completing both A–G and CTE requirements, reflecting progress in aligning college and career readiness. AP participation remained stable, with 552 students tested and a pass rate increase to 56% (from 43% the prior year). Additionally, 55 students earned the State Seal of Biliteracy, and 197 earned the Seal of Civic Engagement. A–G completion remains an area for growth at 17.1%. The district continues to prioritize equitable access through targeted strategies, including AP fee waivers, expansion of AVID, and implementation of Project-Based Learning (PBL). Black Diamond Middle School leads with a schoolwide PBL model, while middle schools promote early pathway exposure. CTE access remains consistent at alternative sites, including Live Oak and Bidwell High Schools. Dual enrollment and articulated course offerings expanded through partnerships with Los Medanos College.|Expanding equitable access to a comprehensive course of study remains a priority for Antioch Unified School District. Staffing shortages in Advanced Placement (AP) and specialized Career Technical Education (CTE) programs, along with master schedule and contractual constraints, continue to limit course availability across sites. Student readiness also affects access. Many students enter high school below grade level and require intervention courses that reduce scheduling flexibility. Attendance challenges, including chronic absenteeism, further impact course continuity and participation. Program requirements additionally restrict access for some groups. English Learners must enroll in designated English Language Development (ELD), often limiting access to electives or pathway courses. Variability in student and family understanding of graduation, A–G, and CTE requirements also affects course selection and planning. In response, the district is strengthening systems to support informed decision-making and postsecondary planning. Through the California College Access Program (CAP) and partnerships with Early Academic Outreach Programs (EAOP), students have expanded access to advising and college readiness supports. Professional learning for counselors and site teams is enhancing guidance on A–G completion, CTE pathways, and postsecondary options. These efforts aim to improve access to rigorous coursework and strengthen alignment with college and career goals.|AUSD monitors access to a broad course of study through measures including master schedule reviews, A–G and CTE completion rates, AP and dual enrollment participation, textbook sufficiency, curriculum pacing, and site-based processes such as WASC self-studies. These systems support alignment, oversight, and continuous improvement across sites. Comprehensive high schools offer multiple CTE pathways aligned to college and career readiness, including options that integrate A–G coursework. Middle schools continue expanding elective offerings to support early exposure to career pathways and postsecondary planning. To strengthen access and participation, the district provides ongoing professional learning for counselors and educators focused on A–G completion, CTE sequencing, and postsecondary readiness. Multi-tiered systems of support and academic interventions address learning gaps but may limit access to electives and advanced coursework. The district also provides college advising to support pathway awareness, financial aid access, and postsecondary planning. Dual enrollment and articulated courses have expanded through partnerships with Los Medanos College. These efforts aim to increase access to rigorous coursework, strengthen pathway participation, and expand equitable opportunities for all student groups.|Met||2026-06-17|2026 07616480115063|Antioch Charter Academy II|7|Antioch Charter Academy II staff members, students, and parents participate in a self-study to achieve WASC (Western Association of Schools and Colleges) accreditation. 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 range of courses of study. All students in grades K-8 are taught a curriculum aligned with 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, including but not limited to band, choir, sports, sewing, cooking, and computer coding. 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 settings, with additional support as needed. This allows students who are performing at different skill levels in each subject to learn at the pace and instructional level 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 to provide students with academic and behavioral intervention supports, accommodations for 504s and IEPs, and resource support, ensuring 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||2026-06-18|2026 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||2026-06-11|2026 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||2026-06-18|2026 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 systems (eduCLIMBER and Mastery Connect) 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||2026-06-17|2026 07616630000000|Byron Union Elementary|7|The district uses several 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. The district reviews student access to all courses required by the California Education Code, including opportunities for instruction in core academic subjects and Social-Emotional Learning, which has been adopted by the Governing Board as part of the district’s educational program. At the middle school level, the district reviews the master schedule and elective course offerings to ensure students have access to a variety of enrichment and exploratory learning opportunities that support their interests, strengths, and educational goals. At the elementary level, the district monitors access to enrichment opportunities that complement the core instructional program and provide students with experiences in areas such as the arts, technology, physical education, and other areas that support a well-rounded education. These measures are reviewed to help ensure that all students, regardless of background, program participation, or identified needs, have equitable access to a broad and engaging course of study.|During the 2024–25 school year, all students in grades TK–8, including unduplicated student groups and students with disabilities, had access to a broad course of study aligned with California Education Code requirements. Students in grades TK–6 received instruction in English language arts, mathematics, social science, science, visual and performing arts, health, physical education, and social-emotional learning. Students in grades 7–8 had access to the same core academic subjects and were also provided opportunities to participate in elective courses. All students were enrolled in core academic classes and physical education, and Excelsior Middle School offered elective courses that allowed students to explore a variety of interests and develop additional skills. At the elementary level, all students participated in music and visual arts instruction. Students also had opportunities to engage in hands-on learning experiences through school MakerSpaces, which promote creativity, problem-solving, design thinking, and innovation. A review of district course offerings and enrollment data indicates that students across all school sites have equitable access to the district’s broad course of study. No significant differences were identified among school sites or student groups in access to required courses. Some students receive additional academic interventions or specialized services during portions of the school day to address identified learning needs. While these supports|Based on a review of local measures, the district has identified a small number of barriers that can affect access to a broad course of study for some students. At the middle school level, staffing capacity and student enrollment patterns can impact the number and variety of elective courses offered. As a small district, teachers often teach multiple subject areas, which can limit the ability to expand elective offerings or add specialized courses. In addition, student interest and enrollment levels influence which electives can be offered each year. Another challenge involves scheduling academic interventions and specialized support services. Some students require targeted academic assistance, intervention programs, or specialized services during the school day. As a result, scheduling these supports may occasionally conflict with elective or enrichment opportunities, limiting access to some courses for a small number of students. The district continues to review scheduling practices, staffing resources, and course offerings to maximize student access to both academic supports and enrichment opportunities while maintaining a broad course of study for all students.|At the elementary level, the district established Learning Centers to increase access to grade-level curriculum and specialized support for eligible students with disabilities while maintaining instruction in the least restrictive environment. This model allows students to receive targeted support while remaining connected to the core educational program and learning opportunities available to their peers. At Excelsior Middle School, the district continues to expand elective opportunities to provide students with access to a variety of academic, career-connected, and enrichment experiences. In addition to maintaining a diverse selection of technology, arts, and STEM-related electives, the district implemented a semester-long Health course for eighth-grade students. New elective offerings for the 2024–25 school year include Career Exploration, Coding, and Executive Functioning, providing students with opportunities to develop skills that support future academic and career success. The district has also expanded access to visual and performing arts through the addition of a full-time elementary music teacher, ensuring that all elementary students receive regular music instruction as part of a well-rounded educational experience. In addition, the district continues to analyze course access and enrollment data, including subgroup participation, to identify potential barriers and ensure that all students, including unduplicated pupils and students with disabilities, have equita|Met||2026-06-11|2026 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 STEAM. Vista Oaks also offers onsite/direct instruction classes in math, Language Arts, science, art, electives, and social sciences. 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): 33% of the Class of 2025 successfully were considered ""prepared"" on the CCI. Approximately 95 students successfully completed dual enrollment and/or concurrent enrollment college-level courses in the 25-26 school year. A-G Approved Courses: Vista Oaks was able to effectively implement the actions outlined in the 25-26 LCAP. Approximately 24% of the Class of 2026 graduated meeting a-g requirement with a 93% graduation rate. Career Exploration: High School Students had access to Career Technical Education (CTE) courses, including Robotics, Forensic Science, and many online options."|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 1050 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, Silicon Valley, and Mr. D's Math. 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 2026-2027 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||2026-05-19|2026 07616710000000|Canyon Elementary|7|Canyon Elementary School District monitors access to a broad course of study through student enrollment records, master schedules, instructional staffing assignments, program participation data, and annual review of curriculum and enrichment offerings. The district also reviews participation in intervention services, arts and music programs, environmental education experiences, field studies, and specialized services for students with disabilities. Educational partner feedback collected through surveys, meetings, and the LCAP process is used to evaluate student access to programs and learning opportunities.|All students have access to a broad course of study that includes English Language Arts, mathematics, science, history-social science, physical education, visual and performing arts, health education, technology, environmental education, music, and enrichment opportunities. Students participate in outdoor learning experiences, field studies, and community-based learning opportunities that extend learning beyond the classroom. Students with disabilities receive accommodations, modifications, and specialized services as identified through their IEPs to ensure access to grade-level curriculum and school programs. The district's multi-age instructional model supports individualized learning and access for all students.|As a very small school district, Canyon faces challenges related to staffing capacity, funding limitations, and economies of scale. Limited staffing can restrict the number of specialized programs and elective offerings available during the regular school day. Increasing academic, behavioral, and social-emotional needs also require resources that may limit opportunities for program expansion. Despite these challenges, the district continues to prioritize equitable access to core instruction, enrichment opportunities, and individualized student supports.|The district will continue investing in standards-aligned curriculum, intervention services, enrichment opportunities, and student supports to maintain access to a broad course of study. During 2026–27, the district will implement a new mathematics curriculum to strengthen instructional consistency and improve student outcomes. The district will also continue providing music, environmental education, outdoor learning experiences, field studies, and student leadership opportunities. Educational partner feedback, student outcome data, and program participation data will continue to inform future decisions regarding student access and program offerings.|Met||2026-06-16|2026 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||2026-06-24|2026 07617050000000|Knightsen Elementary|7|The LEA annually measures its progress in the extent to which student have access to, and are enrolled in, a broad course of study that includes the adopted courses of study specified in the California Education Code (EC) for grades TK-8. This includes the programs and service developed and provided to unduplicated students and individual with exceptional needs the LEA then reports the result to its local governing board at a regularly scheduled meeting and reports to educational partners and the public through the Dashboard.|Students across all grade spans within the district have access to a broad course of study. Their course load includes dedicated time for English Language Arts, Mathematics, Social Studies, Science, PE, and Elective time. Both school sites have access to a variety of electives and have offered Art, Drama, Ceramics, Intro to Foreign Language, and Culture, Computer Coding, 3D Printing, Typing, Digital Productions, Public Speaking, Journalism, Personal Finance, Film Studies, Student Government/Leadership and Gardening. The 7th and 8th grade students have access to and Advanced Mathematics course.|No barriers to students accessing a broad course of curriculum to report.|All students are enrolled in a board course of study which includes, ELA, Mathematics, Science, Social Studies, Physical Education, and Elective courses. The district will also institute an intervention period where targeted support will be directed towards student deficits. After school Wednesday homework help time will be instituted across both school sites in 2026-2027. Likewise, in the 2026-2027 school year the district will be undergoing a Math publisher pilot with the Math Adoption Committee. Planned implementation date starting the 2027-2028 school year.|Met||2026-06-24|2026 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, extracurricular opportunities, 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 2025–26 data confirms that all students, including unduplicated pupils and students with disabilities, have access to a broad course of study consistent with the California Education Code. Course offerings remain robust across all sites, and access patterns are equitable. Expanded extracurricular opportunities, including clubs, drama, and after-school athletics, also contributed to broad student engagement and access. No differences in access by site or student group were identified.|No barriers to access were identified for any student groups during the 2025–26 school year. All students have full access to core academic programs, enrichment opportunities, extracurricular activities, 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 and continue expanding opportunities that support student engagement and connection.|Met||2026-06-09|2026 07617210000000|Liberty Union High|7|LUHSD uses multiple local measures to monitor student access to and enrollment in a broad course of study. These measures include annual master schedule and course catalog reviews; enrollment data in A-G courses, Advanced Placement (AP), Career Technical Education (CTE) pathways, dual enrollment opportunities, visual and performing arts, world languages, alternative education, and intervention programs; special education course placements; English Learner program participation; graduation requirement completion; and college and career readiness indicators. The district reviews enrollment and participation data by school site and student group, including English Learners, socioeconomically disadvantaged students, foster youth, homeless youth, Students with Disabilities, and other student groups identified in Education Code 52052. District and site staff analyze these data annually through the LCAP process to ensure equitable access to rigorous coursework, support services, college and career preparation opportunities, and programs designed to meet the needs of all students.|LUHSD students have access to a comprehensive course of study that includes standards-based core academic courses, Advanced Placement courses, Career Technical Education pathways, visual and performing arts, world languages, dual enrollment opportunities, special education services, intervention supports, and alternative education options. Across district schools, students have opportunities to pursue college and career pathways aligned with their interests and postsecondary goals. The district has continued expanding college and career readiness opportunities through CTE pathway development, dual enrollment offerings, and programs that support A-G completion. While all students have access to a broad course of study, participation rates vary among student groups in advanced coursework and college-ready programs. The district continues to monitor enrollment patterns and remove barriers that may limit participation for English Learners, Students with Disabilities, foster youth, homeless youth, and other underrepresented student groups.|The district has identified several factors that can affect equitable access to a broad course of study. These include differences in academic preparedness, attendance patterns, scheduling conflicts, prerequisite requirements, and varying levels of awareness regarding available course options. Some student groups, including English Learners, Students with Disabilities, foster youth, homeless youth, and students experiencing academic challenges, may require additional support to successfully access rigorous coursework and college and career pathways. Staffing availability, facility limitations, and maintaining sufficient enrollment in specialized courses can also affect the ability to offer all desired courses at every site. The district continues to review enrollment and outcome data to identify and address barriers that may limit student participation and success.|In response to local data and educational partner feedback, LUHSD will continue implementing actions designed to expand equitable access to rigorous coursework and career preparation opportunities for all students. The district will continue reviewing course enrollment data by student group, strengthening academic counseling services, supporting A-G completion, expanding access to dual enrollment opportunities, and maintaining robust Career Technical Education pathway offerings. Additional efforts include improving outreach to students and families regarding available course options, monitoring participation in advanced coursework, and providing targeted academic and intervention supports for student groups that may be underrepresented in specific programs. The district will use annual LCAP reviews, course enrollment analyses, and student outcome data to guide continuous improvement and ensure all students have meaningful access to a broad and engaging course of study.|Met||2026-06-17|2026 07617390000000|Martinez Unified|7|MUSD uses multiple locally selected measures and tools to monitor 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 (Priority 7 as defined in Education Code). Key measures and tools include: Graduation Rate (disaggregated by student group) to monitor successful completion of a full course of study A–G Completion Rate to measure access to and completion of college preparatory coursework College and Career Readiness Indicator (CCI), including CTE pathway completion and college credit attainment Course enrollment and pathway participation data were reviewed across grade spans and student groups Co-teaching/inclusion model data, tracking increased access to general education courses for students with disabilities Four-year academic planning process, developed in grades 9–10 and initiated in grade 8 for students with IEPs through transition planning meetings Annual counselor reviews and advising logs, with targeted monitoring of unduplicated students to ensure equitable access to rigorous coursework and postsecondary pathways These measures, combined with input from counselors, teachers, administrators, and alignment with Board Policies and Education Code, enable MUSD to systematically evaluate and ensure equitable access to a broad course of study for all students.|MUSD’s locally selected measures, including graduation rate, A–G completion, College and Career Readiness Indicator (CCI), course enrollment, and inclusion/co-teaching data, indicate that all students TK–12 have access to and are enrolled in a broad course of study. At the elementary level, all students receive core instruction as well as art, music, and physical education. Intervention supports are designed to ensure students do not miss core or enrichment classes. With only four elementary schools, course access is consistent across sites. At the secondary level, students at the district’s middle school, comprehensive high school, and alternative school have equitable access to coursework. Middle school students participate in physical education and an elective wheel, ensuring exposure to multiple content areas and alignment with high school programs. High school students have access to multiple CTE pathways across six industry sectors and a variety of AP courses, supporting college and career readiness. For students with disabilities, the district’s co-teaching model has increased participation in general education courses. Transition planning, counselor support, and four-year plan reviews help ensure equitable access to rigorous coursework for all student groups. Overall, data show consistent access across sites and increased inclusion over time.|Based on locally selected measures and analysis, MUSD has identified minimal systemic barriers to accessing a broad course of study; however, some structural and operational factors may limit access to specific course options. Primary barriers include staffing constraints that affect the number or frequency of courses offered, master scheduling complexities that can limit enrollment in requested classes due to conflicts or limited sections, and course availability limitations within some elective strands, such as Visual and Performing Arts. These barriers do not prevent access to a broad course of study overall but may affect student choice within that course of study. For example, students may have access to a Visual and Performing Arts course but not their preferred course because of scheduling or capacity limitations. MUSD has taken intentional steps to reduce traditional access barriers by eliminating restrictive prerequisites and revising scheduling practices. Site administrators continue to monitor staffing, course offerings, and scheduling practices to mitigate these challenges. Overall, identified barriers are limited in scope and are primarily logistical rather than systemic. The district continues to refine systems to expand both access and choice for all student groups, including unduplicated pupils and students with exceptional needs.|In response to locally selected measures, MUSD has identified revisions and actions to further strengthen access to a broad course of study for all students by addressing structural barriers related to scheduling and course availability. The district will continue refining master scheduling and staffing practices to maximize course availability and reduce conflicts that may limit student choice within a broad course of study. MUSD will continue evaluating and expanding CTE pathways and course offerings to ensure alignment with student interests and postsecondary goals, increasing meaningful access to college- and career-aligned coursework. School sites will examine bell schedules and instructional structures to embed intervention and support within the school day, reducing the need for students, particularly unduplicated students and students with exceptional needs, to miss core instruction or electives. Instructional models will continue to prioritize equitable access to electives and enrichment opportunities by minimizing pull-out practices and ensuring supports occur without removing students from the broad course of study. Collectively, these actions are intended to increase both access and choice, ensuring all students can participate in coursework aligned with their individual goals. Progress will be monitored through course enrollment, pathway participation, and college and career readiness metrics.|Met||2026-06-22|2026 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||2026-06-09|2026 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 Unified provides students with access to a wide range of educational programs and learning opportunities designed to meet diverse interests, strengths, and postsecondary goals. Students have access to in-class instruction, online learning, project-based learning experiences, extended learning opportunities, and independent study options. Elementary students may participate in specialized magnet programs, including STEM, Visual and Performing Arts (VAPA), and Dual Language Immersion programs, as well as International Baccalaureate (IB) programs. At the secondary level, students have access to International Baccalaureate (IB) programs, Career Technical Education (CTE) pathways and coursework, dual enrollment opportunities at comprehensive high schools, and early college programs. Through the District's middle college program, students can earn up to 12 college credits per semester while completing their high school graduation requirements. Credit recovery opportunities are available at all high schools to support students in staying on track for graduation and recovering credits when needed through a variety of flexible learning options.|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, 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 added a metric for CCGI to track student access to the California College Guidance Initiative platform and activities.|Met||2026-06-24|2026 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||2026-06-11|2026 07617546118087|Eagle Peak Montessori|7|Eagle Peak Montessori School’s curriculum director created a matrix which aligns the Common Core Standards and the Montessori Curriculum. The teachers use this matrix for planning lessons for the students. We use a standards based report card to reflect on all students’ progress twice a year. In addition to the standards based report cards we also formally assess our students using a similar format to the Smarter Balanced Assessments. We have used the Renaissance STAR test since 2019. These tests allow us to monitor how students are doing towards annual progress on an individual rate. We can compare the data over time to see consistency or growth in skills. These tests are aligned to the state standards and use a similar format to the state wide assessment model of the Smarter Balanced Assessment.|The Montessori Curriculum which is the foundation of all instruction at Eagle Peak Montessori School, provides a broad course of study for students in grades 1-8. We are continuously examining and expanding the opportunities for our students to participate in experiences both on and off campus which provide curriculum support where needed. Our Renaissance (in house assessment tool), demonstrates growth for our students over time. Due to the stable enrollment, we can see that the students we measure in 8th grade, have been a part of the school for their entire elementary and middle school career. We see over 80% of our 8th grade students performing at grade level, regardless of their incoming academic levels. We belief that this speaks to the strength of the academic program.|This does not apply as we do provide a broad course of study for all students.|Eagle Peak Montessori is currently providing a broad course of study for all students.|Met||2026-06-08|2026 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||2026-06-17|2026 07617700000000|Orinda Union|7|Orinda Union School District ensures that all students have access to a broad course of study through open enrollment and ongoing monitoring of student participation and access. The District utilizes multiple locally selected measures and tools to track enrollment and access for all students, including unduplicated student groups and students with exceptional needs. Measures include the Orinda Intermediate School master schedule, and student course enrollment data; classroom staffing allocations at elementary and middle school sites; schedules for specialist teachers in areas such as art, music, physical education, literacy, mathematics, and English learner support; and Special Education Indicator Reports that monitor student participation in general education and specialized settings. The District also reviews CALPADS, Aeries, and additional internal reports to monitor enrollment, access, and participation for English Learners, students with disabilities, foster youth, and students experiencing homelessness. In addition, the District regularly gathers feedback from parents, staff, principals, and community groups regarding course offerings, intervention supports, enrichment opportunities, and overall student access to programs and services. Through these measures, the District monitors equitable access and works to ensure all students have opportunities to participate in a comprehensive educational program.|Annual review of local data demonstrates that OUSD students have high levels of access to and participation in a broad course of study across all school sites. Analysis of the Orinda Intermediate School master schedule, staffing allocations, specialist schedules, and course enrollment data indicates that students consistently participate in a wide range of academic, enrichment, and elective opportunities. At the middle school level, students have access to advanced math pathways, electives, and world language courses. Approximately 50% of students in grades 6–8 are enrolled in accelerated math courses, and 44% of students participate in a world language course, reflecting increased enrollment from prior years. In addition, 98% of middle school students are enrolled in at least one elective course, while 98% of 7th and 8th grade students participate in two elective offerings. At the elementary level, all students have equitable access to enrichment opportunities through districtwide specialist programs in art, music, and physical education. Intervention specialists, English Language Development teachers, and support staff work closely with classroom teachers to ensure students, including English Learners and students with disabilities, have access to core instruction, intervention, and enrichment opportunities within the general education setting whenever appropriate.|OUSD’s ongoing review of enrollment, intervention, and course access data indicates that most students have strong access to a broad course of study; however, the District continues to identify barriers related to ensuring all students can fully access curriculum, intervention, and enrichment opportunities at the appropriate level of support or acceleration. A key area of focus has been strengthening systems of intervention and support for students who need additional academic assistance while also ensuring students ready for acceleration have access to advanced learning opportunities. To address these needs, Orinda Intermediate School implemented and continues to refine the Academy intervention and enrichment period, which provides embedded academic support, reteaching, and enrichment opportunities during the school day. The program expanded during the 2024–2025 school year and continues to be reviewed and revised to improve effectiveness and student access. The District also recognizes the importance of maintaining aligned and consistent intervention systems across school sites and grade levels. Professional Learning Communities, Curriculum Council, and District Leadership Team regularly review student data, instructional practices, and support systems to identify and address barriers to student success.|In response to ongoing review of local measures and student access data, OUSD has implemented and continues to strengthen several actions to ensure all students have access to a broad and comprehensive course of study. The District has expanded math pathways to increase equitable access to accelerated math opportunities across grade levels. At the middle school level, additional access to world language courses has been implemented, including opportunities for 6th-grade students and expanded Spanish course offerings for 8th-grade students. The District continues to strengthen coordination and collaboration among classroom teachers, specialists, and Special Education staff to support student access to core instruction, intervention, and enrichment opportunities within the general education setting whenever appropriate. Elementary schools have implemented grade-level lead structures to support shared leadership, vertical alignment, and effective Professional Learning Communities focused on student learning and instructional practices. OUSD also continues to prioritize professional development and collaboration time focused on differentiated instruction and meeting the needs of diverse learners within general education classrooms. To strengthen early literacy outcomes and instructional alignment, the District implemented a TK–3 phonics curriculum across elementary schools.|Met||2026-06-08|2026 07617880000000|Pittsburg Unified|7|In order to ensure all students have access to, and are enrolled in, a broad course of study, PUSD uses a variety of methods. For the elementary students, we have a daily schedule of the content that needs to be delivered, broken up by minutes for each content area (English, Math, Phonics, Social Studies, ELD, Science, Arts, Music, PE). The schools and teachers have flexibility in the order, but consistency exists for the minutes spent in each subject across the week, so all students receive the curriculum and instruction in each area. The schools submit their instructional minutes calendars each year for review as well as include descriptions in their SPSAs. For the middle schools, the master schedule ensures all students have access to the course content. For the high schools, the master schedule again ensures the students have access to the course content, including enrolling in the A-G subjects as the default enrollment. District officials, including the Directors of ELL and Sped, reviews the master schedules for consistency and to ensure the students who are English learners and students with disabilities are enrolled in the appropriate courses. The WASC process for both high schools is a tool that is also used to ensure we have outside assessments of our courses of study. The District is also in the 3rd year of using an Equity Walkthrough process and tool to conduct instructional walkthroughs at each school site and those are conducted by both central and site teams.|The overall starting point for all of our PUSD scholars is to have access to a broad course of study. In addition to the previous description, this also includes the arts, as we have a fulltime music teacher in each elementary school so all elementary scholars have instruction in basic music. Prop 28 also ensures all scholars have a variety of arts opportunities. For the core subjects, we look at the discrepancies and gaps in grading outcomes, especially the number of D’s and F’s that keep scholars from achieving the A-G requirements. Along with credit recovery opportunities for all high school students, PUSD started to address the initial root cause of the higher rate of D’s and F’s through professional development in Grading for Equity. Cohorts of secondary teachers have attended p.d. over the last two years and will now work to initiate some of the practices districtwide, by the content department. In terms of progress over time, PUSD is continuing to make positive progress after the initial decline from the impacts of the pandemic. PUSD was previously identified as significantly disproportionate for AA students in OHI and ED and exited out in 2023 and 2024. We have exited both of those designations and continue to remain out of any disproportionate designation for the 2025-2026 school year. We also exited out of Differentiated Assistance. On the dashboard, we made progress in every indicator with the exception of a slight decrease in our graduation rates.|One of the main barriers for PUSD in preventing access for all students is the absentee rate. While we have made improvements, we still have a higher than average absenteeism rate and chronic absenteeism rate, with our African American scholars and Foster Youth having the highest rates of chronic absenteeism. During the 2025-2026 school year, we held some focus groups to try to get a better understanding of the barriers to attendance and also examined our discipline data and its impact on absenteeism. We continue to work on strengthening our Tier 1 practices and alternatives to suspensions. We added additional behavior aides to address behavior challenges in the younger grades that are resulting in missed class time. We partnered with First Five to identify scholars early on as they register for school so we can partner to provide some early intervention services. As our general education population has slightly declined we have had an increase in our percent of students with disabilities and we have struggled to fully staff for the needs on a consistent basis, for teachers and for aides. We are building up our pipeline through our Teacher Residency Program and started more intensive professional development for our instructional and behavior support aides. We continue to focus on Tier I MTSS strategies for our teachers as well as the use of Restorative Practices as a tool for developing the culture and climate in the school and classrooms.|We are increasing access at the secondary level by adding courses to our high school catalog that meet the A-G requirements with high interest for students, providing them more ways to reach the A-G requirements. For example, we have expanded our Ethnic Studies Department by adding AP African American Studies for next year and Chicano Literature, as well as additional sections of Creative Writing. We are expanding our Barbering class, by adding an Advanced Barbering class that both meets the CTE capstone requirement and will be a pathway towards a certification in barbering. We also expanded our dual enrollment and concurrent enrollment classes for both high schools, ensuring our students who are at the continuation high school also have access to those courses. As a result of the data districtwide from our Equity Walkthrough Tool, we are continuing our professional development focus on culturally responsive, effective first teaching (Tier1) across all content areas and grades. This includes an emphasis on more inclusive practices. For the youngest grades, we are implementing time for speech services to occur during the general education class time. We are continuing our intentional scheduling for inclusion with aides in the classroom and some co-teaching at the secondary level. For our Equity Walkthroughs, we focus on the 3 student groups of scholars where we have the largest opportunity gap: Scholars with Disabilities, African American Scholars, and Scholars who are ELLs.|Met||2026-06-17|2026 07617960000000|West Contra Costa Unified|7|WCCUSD utilizes multiple local measures to monitor student access to and enrollment in a broad course of study. The District reviews course enrollment, master schedules, student participation data, PowerSchool reports, CALPADS data, and local dashboards. Data are disaggregated by grade span and student groups, including English learners, foster youth, socioeconomically disadvantaged students, students experiencing homelessness, racial and ethnic groups, and students with disabilities. District staff annually review course offerings and course codes to ensure alignment with state requirements, graduation requirements, and University of California A-G standards. The District's A-G team works with high schools to monitor course access, enrollment patterns, and participation in advanced coursework, Career Technical Education (CTE), dual enrollment, visual and performing arts, world language, and college preparatory pathways. The District also collaborates with school leaders during master schedule development to ensure equitable access to a broad course of study and to monitor participation trends for unduplicated student groups and students with exceptional needs.|WCCUSD provides all students access to a broad course of study aligned to California State Standards and graduation requirements. The District monitors course offerings, master schedules, enrollment data, and A-G approval status to ensure equitable access across schools and student groups. Elementary students have access to core academic subjects, visual and performing arts, physical education, enrichment opportunities, and specialized programs such as Dual Language Immersion. Secondary students have access to A-G approved courses, Career Technical Education (CTE) pathways, dual enrollment, Advanced Placement courses, world languages, arts programs, and electives. Alternative education settings provide access to required coursework with additional academic and social-emotional supports. District data indicate that all student groups have access to a broad course of study. While access is consistent across schools, participation rates in advanced coursework and college and career pathways vary among student groups. The District continues to monitor enrollment patterns and support equitable participation in these opportunities.|While WCCUSD provides all students access to a broad course of study, several factors impact the District's ability to offer the full range of courses and programs at every school site. Fiscal constraints, budget reductions, and declining enrollment require the District to carefully balance course offerings, staffing allocations, and class sizes while maintaining access to required coursework and graduation pathways. Variations in student enrollment can affect the number and type of courses offered at individual schools. Smaller enrollment numbers may limit specialized electives, advanced courses, or low-enrollment programs. Schools address these challenges through districtwide offerings, dual enrollment opportunities, online learning options, and shared programs. Staffing shortages in specialized credential areas, including world languages, career technical education, and advanced academic subjects, may also impact course availability. Additionally, scheduling constraints can limit students' ability to participate in multiple pathways or elective opportunities. The District continues to monitor these factors and prioritize equitable access for all students.|In response to these local measures, WCCUSD will continue to prioritize equitable access to a broad course of study through ongoing monitoring, planning, and resource allocation. The District will annually review course offerings, master schedules, A-G approved courses, and enrollment patterns to ensure students have access to rigorous academic, college, and career readiness opportunities. Educational Services and Business Services will continue to collaborate during the budget development process to balance fiscal realities with instructional priorities. Course and staffing decisions will be guided by enrollment data, graduation requirements, and equity considerations. The District will continue to monitor participation by student group to identify and address disparities in access to advanced coursework, A-G pathways, Career Technical Education programs, dual enrollment opportunities, and electives. School leaders will receive support during the master scheduling process to maximize student access and align resources to student needs. WCCUSD will also continue to strengthen alternative pathways, including dual enrollment, CTE, online learning, and alternative education programs.|Met||2026-06-24|2026 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||2026-06-18|2026 07617960110973|Richmond College Preparatory|7|Richmond College Prep (RCP) provides all students with access to a standards-aligned course of study in English language arts, mathematics, science, history-social science, health, physical education, and social-emotional learning. English learners receive designated and integrated ELD, and students with disabilities receive services outlined in their IEPs. RCP monitors access through student schedules, master schedules, IEP service logs, and participation in intervention and enrichment programs. Academic progress is measured using NWEA MAP Reading and Math, reading fluency assessments, classroom assessments, and state assessments. Teachers engage in cycles of inquiry to analyze data and adjust instruction. The Student Success Team (SST) process provides additional support, and RCP collaborates with West Contra Costa SELPA and related service providers to ensure students with exceptional needs have access to grade-level curriculum and services|All Richmond College Prep students have access to and are enrolled in a broad course of study aligned to California State Standards. There are no differences in access among grade levels or student groups. All students receive instruction in English language arts, mathematics, science, history-social science, health, physical education, and social-emotional learning. English learners receive designated and integrated ELD, and students with disabilities receive appropriate accommodations and services. In addition to core academics, all students participate in enrichment classes throughout the year, including visual arts through MOCHA, music, physical education, and dance, which rotate by grade level. Eighth-grade students have access to Spanish instruction. Students also have access to after-school enrichment opportunities in art, athletics, and life skills, as well as academic intervention and tutoring when needed. Participation and enrollment data indicate that all students have equitable access to the school's academic and enrichment programs.|Richmond College Prep continues to face challenges related to facilities and staffing. Limited classroom space restricts the school's ability to add courses and expand elective offerings. In addition, recruiting and retaining fully credentialed teachers, particularly in specialized subject areas, can limit opportunities to provide additional programs. Despite these challenges, RCP remains committed to ensuring all students have equitable access to a broad and rigorous course of students.|In response to identified needs, Richmond College Prep will continue expanding access to a broad course of study for all students. Beginning in 2026-27, RCP will implement the AVID (Advancement Via Individual Determination) program in middle school to strengthen college and career readiness through writing, inquiry, collaboration, organization, and reading strategies. An AVID elective will be offered to middle school students, and staff will receive training in AVID methodologies. To increase access to enrichment opportunities, RCP plans to hire a STEM elective teacher to provide students with additional opportunities in science, technology, engineering, and mathematics. RCP will continue offering visual arts through MOCHA, music, physical education, and dance, as well as Spanish instruction for eighth-grade students. These actions support equitable access to a broad and rigorous course of study for all students.|Met||2026-06-22|2026 07617960126805|Richmond Charter Academy|7|||||Not Met|||2026 07617960129643|Richmond Charter Elementary-Benito Juarez|7|We monitor student access to a broad course of study through benchmark assessments, classroom assessments, report cards, state assessment data, intervention progress monitoring, and educational partner feedback. These measures help ensure all students have equitable access to grade-level instruction, enrichment opportunities, and appropriate academic supports.|All students participate in a comprehensive, standards-aligned instructional program that includes English language arts, mathematics, science, history-social science, visual and performing arts, physical education, and integrated technology instruction. Students also participate in enrichment activities designed to promote creativity, collaboration, and critical thinking. Through our Multi-Tiered System of Supports, we provide differentiated instruction, targeted interventions, accommodations, and enrichment to meet the diverse academic and social-emotional needs of our students. We regularly monitor student progress to ensure every student has access to the instruction and supports needed to achieve grade-level standards.|As a small elementary school, staffing, scheduling, and available resources may limit opportunities to expand specialized enrichment programs and elective experiences. Despite these challenges, we remain committed to providing all students with equitable access to a well-rounded educational program that supports academic achievement and whole-child development.|We will continue strengthening our instructional program by expanding intervention and enrichment opportunities through our Multi-Tiered System of Supports. We will use student achievement data and educational partner feedback to refine instructional practices and identify additional opportunities for enrichment, including visual and performing arts, STEM experiences, and extracurricular programming. We will also continue strengthening supports for English Learners and students requiring additional academic assistance to ensure every student has access to a broad, engaging, and rigorous course of study that prepares them for future success.|Met||2026-06-11|2026 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||2026-06-18|2026 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||2026-06-18|2026 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||2026-06-11|2026 07617960136903|Voices College-Bound Language Academy at West Contra Costa County|7|Voices WCC uses multiple measures and tools to monitor student access to and participation in a broad course of study. These include daily attendance monitoring, master schedules for grades TK-8, instructional minute trackers, IEP service trackers, and regular classroom walkthroughs conducted by school and network leaders. The school monitors implementation of core academic programs in English Language Arts, Spanish Language Arts, Mathematics, Science, Social Studies, Designated ELD, Physical Education, enrichment, and advisory through curriculum pacing calendars, lesson internalization processes, and instructional observations. Student learning is monitored through weekly data analysis, curriculum-based assessments, benchmark assessments, interim assessments, and state assessment data. Data is regularly reviewed and disaggregated by student group, including English Learners, socioeconomically disadvantaged students, students with disabilities, foster youth, and other student groups, to ensure equitable access to learning opportunities and identify areas requiring additional support.|All students at Voices WCC have access to and are enrolled in a broad course of study aligned to California State Standards. Students participate in English Language Arts, Spanish Language Arts, Mathematics, Science, Social Studies, Physical Education, Designated English Language Development, enrichment opportunities, and advisory at the middle school level. As a dual language immersion school, students also engage in biliteracy instruction designed to support academic achievement in both English and Spanish. Voices WCC implements a full inclusion model and works to ensure students with disabilities have equitable access to grade-level curriculum and appropriate supports and services. English Learners receive designated and integrated English Language Development instruction in addition to core academic content. Review of schedules, instructional minutes, IEP service delivery, attendance data, and assessment participation indicates that students across grade levels, school sites, and student groups have access to the school's educational program. At this time, no significant differences in access to a broad course of study have been identified across student groups or school sites.|Voices WCC has not identified significant barriers preventing students from accessing a broad course of study. All students, including English Learners and students with disabilities, have access to the school's core academic program, enrichment opportunities, and support services. Areas for continued improvement include strengthening instructional consistency across grade levels, ensuring full implementation of curriculum and instructional practices, and providing ongoing professional development to support high-quality instruction for all learners. The school also continues to address barriers related to chronic absenteeism, as missed instructional time can limit students' ability to fully benefit from the broad course of study offered. Voices WCC will continue strengthening Professional Learning Communities, lesson internalization practices, data analysis protocols, and collaborative planning structures to ensure all students have equitable access to rigorous learning opportunities and achieve positive academic outcomes.|In response to local data and ongoing program review, Voices WCC will continue implementing actions to ensure all students have access to a broad course of study. The school will strengthen attendance and belonging initiatives, recognizing that consistent attendance is critical to student access and participation in academic programs, enrichment opportunities, and support services. Voices WCC will also implement a designated character education block to support belonging, leadership, and social-emotional development aligned to the school's values. Voices WCC will strengthen ELA, SLA, ELD, and newcomer supports through Reading Across the Curriculum, Science of Reading-aligned practices, designated English Language Development (ELD) and Spanish Language Development (SLD) instructional blocks, and targeted professional development. The school will also implement a new K-5 science curriculum and continue refining social studies instruction. Additionally, Voices WCC will refine assessment and data systems to identify student needs quickly and provide timely supports. Professional Learning Communities, lesson internalization, and collaborative planning structures will support consistent implementation of the instructional program across grade levels and student groups.|Met||2026-06-24|2026 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 Google Classroom 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||2026-06-16|2026 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||2026-06-08|2026 07743440000000|Contra Costa County ROP|7|||||Not Met|||2026 07773540000000|SBE - John Henry High|7|||||Not Met|||2026 07773540132233|John Henry High|7|We monitor student access to a broad course of study through transcript reviews, course enrollment data, Naviance, college and career readiness indicators, graduation progress, and ongoing student progress monitoring. These measures allow us to evaluate equitable access to rigorous coursework and ensure all students—including English Learners, students with disabilities, socioeconomically disadvantaged students, foster youth, and students experiencing homelessness—have access to the courses and supports needed for college and career readiness.|All students have access to a comprehensive, standards-aligned course of study that includes the full sequence of A-G coursework required for eligibility to California public universities. Students receive appropriate accommodations, targeted interventions, and individualized academic support to ensure equitable access to rigorous coursework and successful progress toward graduation. Student voice is incorporated into course development through surveys and other feedback opportunities that help inform elective offerings and future programming. Students have access to coursework in English language arts, mathematics, science, history-social science, world languages, visual and performing arts, physical education, technology, and personal finance. We also encourage concurrent enrollment opportunities through local community colleges to further expand student access to advanced coursework and college experiences.|As a small high school, enrollment size, staffing, and facility capacity limit the number of specialized electives, Career Technical Education pathways, and advanced courses we are able to offer on campus. While these factors create challenges, we continue exploring innovative partnerships and scheduling options to expand opportunities for students.|We are committed to expanding access to rigorous and engaging coursework by strengthening Career Technical Education pathways, increasing dual enrollment opportunities with local community colleges, and refining our Multi-Tiered System of Supports to provide targeted academic interventions. We will continue enhancing our credit recovery program and strengthening supports for English Learners to ensure all students have equitable opportunities to complete A-G requirements, graduate prepared for college and career, and pursue their postsecondary goals.|Met||2026-06-11|2026 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||2026-06-25|2026 08100820830059|Castle Rock|7|Castle Rock uses multiple locally selected measures and tools to monitor the extent to which all students have access to, and are enrolled in, a broad course of study. These tools include student transcripts, course schedules, master agreements, independent study records, curriculum enrollment reports, graduation credit checks, and student information system data. Access is reviewed by grade span to ensure students are enrolled in appropriate core academic courses, electives, intervention supports, and college and career readiness opportunities. For high school students, Castle Rock monitors progress toward graduation requirements, A–G course access when applicable, CTE pathway opportunities, electives, dual enrollment options, and credit completion. For elementary and middle school students, staff review enrollment in required grade-level content areas, enrichment opportunities, intervention supports, and supplemental learning opportunities. Castle Rock also reviews data for unduplicated students and individuals with exceptional needs to ensure access to courses, supports, services, accommodations, and interventions needed to participate in a broad course of study. Progress is monitored through supervising teacher meetings, MTSS, intervention referrals, IEP/504 meetings, counseling support, and review of work completion and academic progress. These tools help Castle Rock identify barriers, adjust supports, and ensure equitable access for all students.|Using locally selected measures and tools, Castle Rock has determined that all students have access to, and are enrolled in, a broad course of study appropriate to their grade span, program, and individual needs. As a single-site LEA, there are no differences across school sites. Course access and enrollment are monitored through master agreements, student schedules, transcripts, graduation credit checks, independent study records, curriculum platform reports, and student progress monitoring. Elementary and middle school students are enrolled in required grade-level content areas, including English Language Arts, Mathematics, Science, History-Social Science, Physical Education, and enrichment opportunities. High school students have access to required graduation coursework, electives, credit recovery, A–G aligned courses when applicable, CTE pathway opportunities, dual enrollment, and college and career readiness supports. Castle Rock reviews enrollment and progress for all students, including unduplicated students and individuals with exceptional needs, to ensure equitable access to required courses, electives, interventions, accommodations, and support services. Students with IEPs or 504 plans receive appropriate supports as determined by their educational plans. Overall, local measures indicate that students across grade spans and student groups have access to a broad course of study. Castle Rock will continue monitoring enrollment, progress, and credit completion.|Based on locally selected measures, Castle Rock has not identified significant barriers preventing students from accessing a broad course of study. As a single-site independent study LEA, students are enrolled in required grade-level content areas, graduation coursework, electives, intervention supports, and college and career readiness opportunities based on grade span and individual need. Some ongoing challenges may affect student participation or completion within the broad course of study. These include the independent study model, which requires strong student engagement, consistent work completion, and regular communication between students, families, and staff. Some students may also experience barriers related to transportation, scheduling, technology access, academic gaps, or the need for additional support to remain on pace. For unduplicated students and individuals with exceptional needs, Castle Rock continues to monitor access to courses, interventions, accommodations, and support services through supervising teacher meetings, MTSS, counseling, IEP/504 meetings, credit checks, and progress monitoring. When barriers are identified, staff provide individualized support, intervention referrals, adjusted schedules, accommodations, and family outreach to ensure students remain enrolled in and have access to a broad course of study.|In response to locally selected measures, Castle Rock will continue to monitor student schedules, master agreements, transcripts, graduation credit checks, curriculum enrollment reports, and progress data to ensure all students are enrolled in a broad course of study appropriate to their grade span, program, and individual needs. Castle Rock will continue using supervising teacher meetings, MTSS, intervention referrals, counseling support, IEP/504 meetings, and family communication to identify and address barriers that may affect course access, participation, or completion. When barriers are identified, staff will provide individualized support, adjusted schedules, intervention opportunities, accommodations, credit recovery options, and targeted outreach. Castle Rock will also continue reviewing elective offerings, CTE pathway opportunities, dual enrollment options, A–G aligned coursework when applicable, and college and career readiness supports to ensure students have access to meaningful learning opportunities beyond core academic requirements. These actions support equitable access to a broad course of study for all students, including unduplicated students and individuals with exceptional needs.|Met||2026-06-25|2026 08618200000000|Del Norte County Unified|7|DNUSD uses surveys and course registration data to monitor student access to and enrollment in a broad course of study. The district offers twelve CTE Career Pathways and provides secondary students with year-round information events and activities to promote and explain each pathway. Additionally, the AVID program at the comprehensive high school promotes a college-going culture for traditionally underrepresented student groups and provides students and families with information needed for postsecondary success. As was the case last year, A tool that DNUSD is using is an indicator in our student data management system that provides a percentage of time a student is outside of a general education classroom and the time they are in a regular classroom. The Special Education Director, case carriers and each principal review IEP placements routinely throughout the year as well as at each IEP meeting. This helps to ensure the student is placed in the least restrictive environment closest to their general education peers. The ELD coordinator and foster youth director review the placement of students in their programs at least two times a year to ensure students are enrolled in appropriate courses. High school counselors review placements of all EL, economically disadvantaged, and foster students to ensure students are not being denied access to a broad course of study. Additionally, they meet with each unduplicated student each year to make sure they are enrolled appropriately.|Del Norte Unified School District (DNUSD) has one comprehensive high school, and two alternative high schools. Students at the comprehensive high school have access to a broad course of study, which includes access to courses in more than ten career technical education pathways, as well as a wide range of A-G course offerings. Programs such as World Languages, Performing Arts, and advanced science courses are available to any student who wants to participate in them. However, our two alternative high schools do have fewer offerings, as there are fewer students and staff members. Both of these alternative schools are working with District staff and the CDE to offer more programs and course offerings to their students, especially in areas such as A-G course offerings, and CTE pathways. DNUSD also has one comprehensive middle school and two schools that offer TK-8 programs. Each of these schools provide middle school aged students with a variety of elective course offerings, in addition to the core academic program; designed to help all students explore their interests in different academic and vocational areas.|The major barriers that prevent students from accessing a broad course of study are: (1) District and site staff (including teachers, counselors, and administrators) need to put a more concerted effort into ensuring that all students at the high school level have a comprehensive awareness of what their academic and vocational course offerings are, and how their choices can impact their future plans; (2) there needs to be better communication between school sites and families of students (to educate parents and family member s about the different courses and academic options available to all students, and (3) there needs to be clear and focused effort, at the middle and high school levels, educating students on the course choices available to them, and which courses lead to which future options, in terms of specific 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||2026-06-25|2026 08618200137729|Uncharted Shores Academy|7|USA uses 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 students with a disabling condition also have access to the school's 504 and Special Education programs.|All core subjects as well as enrichment courses are taught. USA focuses on project based learning incorporating multiple subject areas with real problem solving for the students. The T/K- 1st grade campus maintains a good student to teacher ratio that facilitates small groups for instruction. The homeschool program serves grades T/K through 8th with supervising teachers that guide families through the selection and implementation of standards based curriculum. The supervising teachers meet the needs of the students by meeting daily and weekly where appropriate. Additionally, the supervising teachers make home visits when necessary. The main campus facilitates 2nd through 8th grade standard based learning.|Some barriers preventing USA from providing access to a broad course of study for all students are lack of funding to provide more teachers and assistants in the delivery of instruction. Also, difficulty in securing credentialed teachers impacts the flow and flexibility of educational programs.|The locally selected measure to assess the extent to which all students have access to the broad course of study is keeping a record of the number of opportunities provided to students, the number of students enrolled in these opportunities according to grade spans, and an estimate of the percent of students from unduplicated groups or individuals with exceptional needs who are enrolled. Students have access to curriculum and instruction in, and are required to engage in, the four core subjects of math, language arts, science, and social science. USA focuses on parent partnerships, project and theme based learning, as well as creating and maintaining a positive working and learning environment. As USA moves forward it is committed to recruiting highly qualified teachers and assistants to improve the student to teacher ratio. In addition to this, students have a broad range of subjects which they may pursue according to their individual interests. Each year, USA offers elective classes, clubs, and educational activities which are open to all students and are instructed by teachers or local area experts. COVID limited many of these, although online classes, clubs, and activities did take place. Beyond the core subjects, students were offered three in-person game clubs building interpersonal skills, critical thinking, and social emotional learning. Additional skills-based activities were offered in sewing, band, piano, choir, leadership, computer coding, and track.|Met||2026-06-09|2026 08743510000000|Del Norte County ROP|7|||||Not Met|||2026 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, the Character-Based Literacy and Reading with Relevance curriculum, the BASE Social Emotional Curriculum, a standards-based PE curriculum, and the individual learning plan, which is used to track usage and ensure all students have access to a broad course of study. The school underwent WASC accreditation in the spring of 2025 and received 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, the students are able to engage daily in their individual learning plan goals. The barriers students face in engaging in a broad course of study include behavioral challenges related to mental health concerns or lack of motivation or desire to complete the individual learning plan goals.|The school has implemented dual enrollment opportunities in partnership with South Lake Tahoe Community College. The school has purchased music production equipment, offers certifications in career fields, and continues to explore ways Career Technical Education can be incorporated into the school program so students are exposed to additional career opportunities while placed in the Juvenile Treatment Facility.|Met||2026-06-16|2026 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 now appropriately place students, develop individual plans to address skill gaps, and use class and course-wide data to guide instruction.|All students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and student needs, including special needs students. There is no difference across school sites and/or student groups with regard to access to, and enrollment in, a broad course of study. Locally used measures and/or tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study include but are not limited to the following: individual intake meetings with students and families, review of coursework to date, iReady or CAASPP Dashboard data as an initial assessment tool, and teacher/administrative observations, grades, and tracking.|Because the school program is a hybrid (non-classroom based) program where students attend two times per week, the main barrier that can at times limit access to the course of study is for students who may exhibit poor attendance.|Instructional staff are teaching to the State standards, and all students are provided with appropriate textbooks and/or approved materials. Staff continues to receive professional development associated with the State standards as well as newly adopted instructional materials. Training on CAASPP Dashboard results and/or iReady assessment training is ongoing, and these assessments are used by instructional staff to appropriately place students, develop individual plans to address skill gaps and use data to guide instruction.|Met||2026-06-16|2026 09100900136036|John Adams Academy - El Dorado Hills|7|John Adams Academy - El Dorado Hills utilizes multiple locally selected measures and tools to monitor scholar access to and participation in a broad course of study across grade spans and student groups, including unduplicated scholars and scholars with exceptional needs. The Academy reviews course enrollment data, master schedules, scholar transcripts, participation data, and local assessment results to monitor access to core academics, leadership courses, visual and performing arts, physical education, electives, honors courses, intervention supports, and enrichment opportunities. The Academy’s Scholar Information System (SIS) is used to track scholar schedules, course completion, academic progress, intervention participation, and graduation requirements. Data is reviewed across student groups, including English Learners, socioeconomically disadvantaged scholars, foster youth, and scholars with disabilities, to help ensure equitable access to programs, services, and coursework. The Academy also utilizes SST processes, MTSS systems, IEPs, and 504 Plans to support scholar access to curriculum and instructional accommodations.|John Adams Academy - El Dorado Hills continues to provide scholars with access to a broad and well-rounded course of study aligned to the Academy’s classical education and leadership model. Scholars participate in core academic subjects including English Language Arts, mathematics, science, history-social science, physical education, leadership instruction, visual and performing arts, and world language opportunities at the secondary level. The Academy emphasizes both academic rigor and character development through leadership instruction, classical literature, civic education, and the humanities. Secondary scholars also have access to honors coursework and college preparatory learning opportunities. Enrollment and participation data are reviewed to monitor equitable access across scholar groups. English Learners, scholars with disabilities, and scholars requiring additional academic support receive targeted services and accommodations through intervention programs, MTSS supports, SST processes, IEPs, and 504 Plans. Local data and educational partner feedback reflect appreciation for the Academy’s academic rigor, values-centered approach, and commitment to scholar growth and support.|While John Adams Academy - El Dorado Hills remains committed to equitable access to a broad course of study, analysis of local data and educational partner feedback identified several ongoing challenges. As the Academy continues to grow, maintaining staffing capacity, classroom space, and scheduling flexibility remains an area of focus. Families expressed interest in expanded intervention resources, additional academic support opportunities, and increased access to specialized programs and electives, particularly at the secondary level. Educational partner feedback also reflected a desire for continued strengthening of support systems for scholars with diverse learning needs, including English Learners and scholars with disabilities. While intervention systems and accommodations are in place, some families expressed interest in increased individualized support and stronger communication regarding available interventions and services. Scheduling limitations, staffing availability, and balancing academic rigor with individualized scholar support continue to require ongoing planning, collaboration, and professional learning to ensure all scholars have meaningful access to educational opportunities.|John Adams Academy - El Dorado Hills will continue implementing actions designed to strengthen equitable access to a broad and inclusive course of study for all scholars. The Academy will continue refining intervention systems and academic support structures through ongoing implementation of MTSS processes, SST collaboration, progress monitoring, and targeted supports for scholars requiring additional assistance. Staff collaboration among general education teachers, intervention staff, and special education staff will continue supporting individualized scholar needs and access to rigorous coursework. The Academy will also continue reviewing course offerings, enrollment trends, assessment data, and stakeholder feedback to identify opportunities for program improvement and expanded scholar support. During the 2026-27 school year, the Academy will transition to a new Scholar Information System (SIS) to strengthen data management, family communication, progress monitoring, and intervention tracking systems. The new platform will support more effective monitoring of course participation, scholar progress, and academic supports across scholar groups. Additionally, staff will continue professional learning focused on differentiated instruction, intervention strategies, and support for scholars with diverse learning needs.|Met||2026-06-04|2026 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 students with special needs. 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 on the State standards and all adopted instructional materials. With IXL 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 students with special needs. There is no difference across school sites and/or student groups in 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 as well as students who do not engage in school work when they are not in school.|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||2026-06-16|2026 09100900930131|Rite of Passage|7|As students are enrolled at ROPCHS, a very individualized and thorough review of their transcripts and educational journey is reviewed. With the student present, a team of educators and secure-care staff determine what courses and other activities need to be provided for the student so that a diploma is attainable and post-secondary options are maximized. Following this meeting, an academic plan is made for the student that can be used to monitor their progress towards graduation, any CTE certifications they are working towards, and any credit recovery they are engaged in. This academic plan couples with a student's transition plan to create a comprehensive path for the student while enrolled at ROPCHS.|Based on a review of student records, because every student at ROPCHS experiences this process, all are enrolled in a broad course of study based on grade spans, unduplicated student groups, and whether or not he/she has exceptional needs. This holds true at both sites of ROPCHS, as the CTE certification programs and other such curriculum expansions are made available to both Sierra Ridge and Qualifying House.|The only barrier identified in terms of students completing these courses is if he/she is unexpectedly removed from the program. When this happens (which is beyond the control of the school), every effort is made to ensure that necessary information regarding course completion is shared with the student’s transition school so that the student can continue on the path to obtaining a diploma. Communication with Rite of Passage case management is maintained to keep abreast of any planned exits, or any factors that may cause a student to exit suddenly.|In the 25-26 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 enabled infrastructure to be put in place to extend these services to Qualifying House students. 100% of current SRA students have received ServSafe Food Handler certifications, and 100% of current students have earned ServSafe Food Allergens 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||2026-06-16|2026 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||2026-06-24|2026 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||2026-06-24|2026 09618380111724|California Montessori Project-Shingle Springs Campus|7|As a Montessori public school, CMP's teachers are Montessori trained across English Language Arts, Math, Science, Social Studies, Geography, and more. All classrooms are equipped with the full suite of Montessori materials, exposing students to a broad course of study. CMP's Curriculum Guides, aligned to California State Standards, outline content areas across grade spans and ensure consistent curricular access network-wide. The Montessori Instruction and Innovation Department (MIID) maintains a scope and sequence ensuring all students — including unduplicated groups and individuals with exceptional needs — receive grade-level instruction across content areas. To measure progress, CMP employs multiple assessments: i-Ready diagnostics in reading and math, CAASPP for grade-level proficiency, and mCLASS DIBELS 8 (implemented in 2025-26) to screen for early literacy difficulties in grades K-3. In Mathematics, CMP will implement Thinking Math! from Innovamat for grades 3-6 in 2026-27 as a Tier 1 program complementing Montessori Math. Grades 7-8 will field test Thinking Math! and have access to advanced coursework, including Cyber High's Integrated Math 1, ensuring pathways for accelerated learners. CMP continues expanding access to enrichment programs including sports, physical education, standards-aligned field trips, visual and performing arts, and STEM.|All CMP students have access to a broad course of study built on Montessori curriculum aligned to California State Standards, delivered by California Credentialed and Montessori-trained teachers. Low student-to-teacher ratios support personalized instruction, and all classrooms are equipped with Montessori materials and standards-aligned resources, including NGSS-aligned science materials. CMP provides personalized reading and math instruction through i-Ready. Beginning in 2026-27, CMP will implement Thinking Math! from Innovamat as a Tier 1 math program for grades 3-6, complementing Montessori Math. Students in grades 7-8 will have access to advanced mathematics pathways. CMP has fully implemented an RTI model, adopted PBIS network-wide supported by a Restorative Practices Coordinator, and provides Second Step SEL to all students. mCLASS DIBELS 8 will serve as a universal K-8 reading difficulties screener beginning in 2026-27. CAASPP monitors ELA and Math proficiency across all student groups. The MIID maintains a network-wide scope and sequence ensuring consistent curricular access across all campuses, grade spans, unduplicated groups, and students with exceptional needs. CMP continues expanding enrichment including sports, PE, field trips, visual and performing arts, and STEM. Educational partner feedback reflected strong interest in growing music, athletics, and arts offerings, which CMP will explore in 2026-27.|Funding limitations and hiring barriers remain the primary obstacles preventing CMP from expanding access to a broader course of study for all students. Recruiting and retaining qualified Montessori-credentialed teachers who also hold California State credentials continues to present a unique challenge. These staffing constraints can limit CMP's ability to expand specialist positions in areas such as music, visual and performing arts, and athletics — programs that educational partners identified as high priorities in the 2025-26 feedback process. Additionally, resource limitations create variability in the availability of enrichment programming available to students. CMP will continue to explore funding opportunities and staffing strategies to address these barriers and expand access to a broad course of study for all students across the network.|In response to locally selected measure results, CMP has taken several actions to strengthen broad course of study access for all students. In early literacy, CMP transitioned to mCLASS DIBELS 8 in 2025-26 to screen for reading difficulties, with full K-8 implementation planned for 2026-27. The MIID Team will support staff in using mCLASS data to inform instruction and early intervention. In Mathematics, CMP will implement Thinking Math! from Innovamat as a Tier 1 program for grades 3-6 beginning in 2026-27, providing a structured, standards-aligned complement to Montessori Math. The MIID Team will lead professional development and implementation support network-wide. CMP has implemented Parsec as a data management tool to improve collection and use of student data. The MIID Team supports staff in meaningfully using data from Parsec, i-Ready, CAASPP, and mCLASS to drive instructional planning and ensure equitable curriculum access across all student groups. Professional development remains a key strategy across all initiatives. CMP will continue investing in training aligned to new curriculum adoptions, assessment tools, and data systems. CMP will continue working to secure adequate funding to hire staff and expand enrichment offerings in music, visual and performing arts, and athletics in response to educational partner feedback.|Met||2026-06-22|2026 09618380129965|Rising Sun Montessori|7|Montessori methodology requires a full complement of Montessori Materials, adequate shelf space, adequate classroom space, a Montessori trained lead and an assistant teacher working together in the classroom to ensure that the full scope and sequence of the curriculum is being implemented. RSMS' curriculum coordinator has weekly meetings with grade-level classrooms to discuss progress, changes, and modifications for individual students in each classroom as well as to ensure that all teachers are guiding their classrooms in a manner that is consistent across environments and classrooms. This year RSMS was also selected for Williams Monitoring by El Dorado County Office of Education, and received exemplary feedback from the visitation group.|Each RSMS classroom follows state standards for Science, Math, reading, language arts, health education, PE and the arts. We place an emphasis on the Montessori scope and sequence for how and when those lessons are delivered over the course of each trimester. RSMS uses a system to track lessons which are given which automatically cross-references the lessons presented with CA state standards to ensure accountability. Our students are routinely some of the best performers in the area on state CAASPP testing each spring.|None at this time|None at this time|Met||2026-06-23|2026 09618380136200|Clarksville Charter|7|Clarksville Charter School uses a variety of locally selected measures and tools to monitor the extent to which all students have access to and are enrolled in a broad course of study. Enrollment reports, course participation data, curriculum alignment reviews, and assessment systems such as CAASPP, Renaissance, and NWEA are used to monitor student access, participation, and progress across grade spans, including unduplicated pupils and students with disabilities. The school provides standards-aligned curriculum and flexible instructional options supported by Curriculum Coordinators who oversee curriculum implementation and alignment. Access to learning is supported through 1:1 Chromebooks, WiFi hotspots, instructional funds, and a variety of standards-aligned instructional resources, including Subject.com, Bright Thinker, Edgenuity Imagine, Edmentum, Reading Eggs, Math Seeds, and other supplemental programs. Students with disabilities are supported through specialized services, IEP progress monitoring tools, Goalbook, Ablespace, SST processes, MTSS supports, and Section 504 accommodations. English Learner progress is monitored through ELPAC results, ELD instruction, EL Coordinators, and ongoing family engagement opportunities, including ELAC. Additional measures include participation in intervention programs, Lexia, college and career readiness opportunities, dual enrollment, Career Technical Education (CTE) pathways, and the College Awareness and Advancement Program.|Using locally selected measures such as enrollment reports, course participation data, assessment results, and program participation records, Clarksville Charter School has determined that students across all grade spans and student groups have access to and are enrolled in a broad course of study. Students participate in standards-aligned coursework and have access to academic, enrichment, intervention, college and career readiness, and Career Technical Education (CTE) opportunities designed to meet a variety of learning needs and interests. All students have access to standards-aligned curriculum, 1:1 Chromebooks, WiFi hotspots, instructional funds, and supplemental instructional resources that support engagement and achievement. Students with disabilities receive specialized instruction, accommodations, and progress monitoring through individualized supports and special education services. English Learners receive designated English Language Development instruction, language supports, and ongoing monitoring of progress toward English proficiency. Additional opportunities include intervention programs, Lexia, dual enrollment, college and career readiness activities, CTE pathways, and the College Awareness and Advancement Program (CAAP). Data reviewed across student groups indicate that students have equitable access to these programs and services. While no significant differences in access have been identified, the school continues to monitor participation and outcomes.|Clarksville Charter School is committed to ensuring all students have equitable access to a broad course of study. Analysis of locally selected measures indicates that students across grade spans and student groups have access to standards-aligned curriculum, intervention services, college and career readiness opportunities, and specialized supports. While no significant barriers to access have been identified, the school recognizes the importance of continuously monitoring participation and outcomes to address emerging needs. Potential challenges include ensuring that all students are aware of available programs and support services, providing timely interventions for students experiencing academic difficulties, and maintaining equitable access to enrichment, college and career readiness, and specialized support opportunities. The school also recognizes the importance of providing ongoing support for English Learners, students with disabilities, foster youth, homeless youth, and other students who may require additional academic, social-emotional, or behavioral supports. Clarksville Charter School will continue using enrollment data, participation data, assessment results, and educational partner feedback to identify potential barriers and ensure all students have meaningful access to the programs, services, and resources necessary for success.|In response to locally selected measures and educational partner feedback, Clarksville Charter School has implemented several actions to strengthen access to a broad course of study for all students. The school is expanding academic intervention services through the implementation of a new screening process, increased use of student data to guide intervention placement, additional intervention staff, expanded intervention opportunities for younger students, and individualized support designed to address learning gaps and accelerate achievement. Clarksville continues to invest in standards-aligned curriculum, instructional resources, and technology to ensure students have access to high-quality learning opportunities. All students have access to 1:1 Chromebooks, WiFi hotspots, instructional funds, and a variety of supplemental programs that support academic growth and engagement. Additional actions include strengthening supports for English Learners through designated English Language Development services, individualized tutoring opportunities, and ongoing progress monitoring. Students with disabilities continue to receive specialized services, accommodations, and individualized supports aligned to their needs. The school is also expanding college and career readiness opportunities through the College Awareness and Advancement Program (CAAP), dual enrollment, Career Technical Education (CTE) pathways, college exploration activities, and partnerships that support postsecond|Met||2026-06-11|2026 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||2026-06-24|2026 09618380139006|Cottonwood|7|The Cottonwood School uses multiple data sources to monitor student access to and enrollment in a broad course of study across all grade spans and student groups, including unduplicated pupils and students with exceptional needs. These measures include Master Agreements, Assignment Work Records, Individualized Education Programs (IEPs), English Learner documentation, Independent Study Agreements, course catalogs, report cards, transcripts, and Individual Graduation Plans (IGPs). These tools are used to review course selection, participation, and completion and ensure alignment with California Education Code requirements. They allow the school to systematically monitor equitable access to and enrollment in all required subject areas, including English, mathematics, science, social sciences, physical education, visual and performing arts, world language, and career technical education.|All students at The Cottonwood School, TK through grade 12, have access to a comprehensive and standards aligned course of study. Instruction is delivered through a combination of independent study, direct instruction programs, and targeted supports. Programs such as TK Explorers, BOOST (K to 6), RISE (7 to 8), and CVHS (9 to 12) provide structured access to core academic content. Additional supports, including differentiated instruction, supplemental curriculum, and integrated English Language Development, ensure that students receive appropriate academic support based on individual needs. Students with exceptional needs receive services through IEPs, ensuring full access to the curriculum. Ongoing review of enrollment and participation data indicates no significant disparities in access to or enrollment in a broad course of study across grade spans, programs, or student groups. The school continues to monitor data to ensure equitable participation and address any emerging gaps.|Based on the results of locally selected measures, no systemic barriers have been identified that prevent students from accessing a broad course of study. Review of enrollment, participation, and support data indicates that students across grade spans, including English learners and students with exceptional needs, have access to required academic subjects and instructional supports. Potential barriers, such as gaps in academic support, access to instructional resources, or student engagement, are monitored through ongoing data review, staff collaboration, and targeted interventions. This proactive approach helps ensure that emerging barriers are identified and addressed before they impact student access or outcomes.|The Cottonwood School continues to implement and refine practices that support equitable access to a comprehensive course of study for all students. Based on the results of locally selected measures, the school has determined that current systems provide broad access to academic programs and supports; therefore, efforts are focused on strengthening instructional quality, student engagement, and targeted supports. Key actions include ongoing professional development for teachers to strengthen instructional delivery, expanded use of supplemental curriculum aligned with state standards, and targeted academic supports for students who require additional assistance. English Language Development resources and training have been enhanced to support English Learners better. In addition, social-emotional learning resources have been implemented schoolwide to support student engagement and overall success. The school will continue to monitor outcomes, refine supports, and ensure that all students remain fully engaged in a rigorous and well-rounded academic program.|Met||2026-06-23|2026 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 in Camino Union School District are provided access to a broad course of study and equitable opportunities to participate in academic and enrichment programs. As a small rural district, some limitations exist regarding the breadth of course offerings that can be provided through credentialed specialty teachers. Historically, this has impacted the availability of standalone middle school courses in areas such as world languages, visual arts, and music. To address these challenges and expand student opportunities, the district recently implemented a middle school elective program that provides students with increased access to art, career technical education (CTE), and language exploration experiences. These electives have broadened the educational opportunities available to students while helping expose them to a wider range of interests and potential career pathways. While the district continues to face challenges in staffing specialized programs, particularly in music and certain elective areas, efforts are underway to leverage available resources, community partnerships, and innovative scheduling to increase student access to enrichment opportunities. The district remains committed to ensuring that all students have equitable access to engaging, relevant, and well-rounded educational experiences that support both academic growth and the development of individual talents and interests.|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||2026-06-18|2026 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 in Camino Union School District are provided access to a broad course of study and equitable opportunities to participate in academic and enrichment programs. As a small rural district, some limitations exist regarding the breadth of course offerings that can be provided through credentialed specialty teachers. Historically, this has impacted the availability of standalone middle school courses in areas such as world languages, visual arts, and music. To address these challenges and expand student opportunities, the district recently implemented a middle school elective program that provides students with increased access to art, career technical education (CTE), and language exploration experiences. These electives have broadened the educational opportunities available to students while helping expose them to a wider range of interests and potential career pathways. While the district continues to face challenges in staffing specialized programs, particularly in music and certain elective areas, efforts are underway to leverage available resources, community partnerships, and innovative scheduling to increase student access to enrichment opportunities. The district remains committed to ensuring that all students have equitable access to engaging, relevant, and well-rounded educational experiences that support both academic growth and the development of individual talents and interests.|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||2026-06-18|2026 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 and requirements. 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 13 Career Technical Education (CTE) pathways, 48 different CTE courses, and 26 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 participate in an Alternative Pathway to the Diploma 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||2026-06-11|2026 09618530930214|Pacific Crest Academy|7|acific 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. In these presentations, we will be including more college and career exploration and interest inventories available thorugh California Colleges. We will also start offering a Photography course on our campus to meet the Visual and Performing Arts (VAPA) subject area. 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||2026-06-11|2026 09618790000000|Gold Oak Union Elementary|7|Gold Oak Union School District monitors access to a broad course of study through master schedules, course offerings, student enrollment data, IEP reviews, and administrative monitoring. The district reviews participation in core academic programs, electives, athletics, arts programs, leadership opportunities, clubs, and enrichment activities to ensure equitable access for all students, including English Learners, Foster Youth, Socioeconomically Disadvantaged students, and Students with Disabilities. Access to the general education curriculum for students with exceptional needs is monitored through the IEP process, service delivery reviews, and collaboration with special education staff. These measures help ensure that all students have access to a broad and well-rounded educational program.|Gold Oak Union School District provides all students access to a broad course of study aligned with California State Standards. Students at both school sites receive instruction in English Language Arts, Mathematics, Science, History-Social Science, Physical Education, and technology. Students also have access to visual and performing arts, library services, athletics, leadership opportunities, clubs, and enrichment activities. During the 2025–26 school year, the district expanded middle school elective offerings and established garden clubs at both school sites to increase student engagement and access to enrichment opportunities. Students with Disabilities, English Learners, Foster Youth, and Socioeconomically Disadvantaged students have access to the same core curriculum and enrichment opportunities as their peers, with additional supports provided as needed through the MTSS and special education processes. There were no significant differences in access to a broad course of study among student groups. Access varies slightly by school site due to grade span and scheduling differences, with Pleasant Valley Middle School offering elective courses and additional leadership opportunities that are developmentally appropriate for secondary students. The district continues to monitor enrollment and participation to ensure equitable access to academic and enrichment opportunities for all students.|Gold Oak Union School District has generally been successful in providing all students access to a broad course of study. However, barriers include limited staffing, scheduling constraints associated with a small rural district, and budget limitations that can affect the number and variety of elective and enrichment opportunities available. Additionally, providing specialized supports and services while maintaining access to the general education curriculum for Students with Disabilities can present scheduling challenges. The district continues to address these barriers through strategic staffing decisions, expanded enrichment opportunities, MTSS supports, and ongoing review of student participation and course offerings to ensure equitable access for all students.|In response to the results of the local measures, Gold Oak Union School District has implemented several actions to expand and maintain access to a broad course of study for all students. During the 2025–26 school year, the district expanded middle school elective offerings, increased student leadership opportunities, established garden clubs at both school sites, and continued access to athletics, arts programs, clubs, and enrichment activities. The district also strengthened supports through MTSS, intervention services, and special education programs to ensure students with disabilities and other student groups can access the general education curriculum and participate in enrichment opportunities. Moving forward, the district will continue to monitor student participation, course offerings, and scheduling practices to ensure equitable access to a broad and engaging educational program for all students.|Met||2026-06-18|2026 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. This school year we removed the non-band elective and all 6th graders took band.|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||2026-06-10|2026 09618950000000|Indian Diggings Elementary|7|With an ADA of 10 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 10 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 10 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||2026-04-08|2026 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). Evidence-based, culturally, and linguistically appropriate reading difficulty screeners were 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 facilitating 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 students’ progression through grade levels due to retention & placement in intervention courses, potentially limiting access to higher-level & elective courses. Chronic absenteeism analysis during 24-27 LCAP development identified: K rates increased the most from 13.7% in 18-19 (pre-COVID) to 41.5% in 22-23 (post-COVID); 9-12 rate was 28.0% in 18-19 (highest) & 44.0% in 22-23. TK/K dropped from 41.5% in 22-23 to 28.9% in 23-24, 9-12 had the highest rate in 23-24 at 42.0%. Excluding 7-8, 24-25 rates dropped overall & across all grade spans by at least 2.2 percentage points; 24-25 rates were 24.5% TK/K, 18.7% 1-3, 22.0% 4-6, 43.2% 7-8, & 37.1% 9-12. 9-12 dropped from 42.0% in 23-24 to 37.1% in 24-25 and below grades 7-8. 7-8 rose from 40.5% in 23-24 to 43.2% in 24-25; highest rate of all grade spans. Rates declined in 24-25 overall and for all student groups except homeless. Highest rates were homeless 65.3%, foster youth 64.7%, low income 36.4%, & students with disabilities 29.6%. 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. Absenteeism is associated with lower levels of educational engagement, SEL development, & executive functioning. Students cannot access programs/supports when chronically absent, reducing the likelihood of improving overall achievement and outcomes.|LTUSD offers a broad course of study to all students. Chronically absent students are at greater risk of being held back, repeating classes, and placement in intervention courses. This may limit their access to higher level and elective courses. Barriers to student attendance include a lack of engaging curriculum, instruction, and learning environments; a lack of 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 students’ in-person classroom attendance, provide professional development opportunities on engaging instructional strategies, monitor students’ 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, SEL Intervention Teachers, Wellness Coaches, McKinney-Vento/foster youth student support staff, and ongoing implementation of SEL practices districtwide.|Met||2026-06-25|2026 09619110000000|Latrobe|7|Following a comprehensive review of LCAP survey data, the district will prioritize and allocate funding to expand enrichment opportunities such as music instruction, robotics, drama, and foreign language programs.|The Latrobe School District is committed to ensuring all students have access to a broad and well-rounded course of study. In addition to the core academic subjects required by the Education Code, our schools provide a range of enriching elective opportunities, including foreign language, sign language, drama, and culinary arts. For students in grades TK–3, leveled reading groups are used to provide targeted enrichment and intervention based on individual learning needs. All TK–5 students also participate in fine arts instruction, ensuring early and consistent exposure to the arts. In addition, TK–3 students take part in garden-based classes, where they explore concepts related to ecosystems, plant biology, soil science, and environmental stewardship. To support advanced academic pathways, high-achieving 8th-grade students may enroll in Algebra I in place of the standard Course 3 curriculum. This advanced course is offered online and facilitated by the middle school math teacher, providing a rigorous yet flexible learning option.|The district recently adopted a new science curriculum, and teachers have been actively working to deepen their understanding and strengthen instructional practices. By utilizing online resources and incorporating hands-on materials, staff are building proficiency in effectively implementing the program. Ongoing professional development will remain a key focus to ensure full and effective use of the curriculum. In addition, the district has adopted a new standards-aligned math program for implementation in the 2026–27 school year. Staff are beginning preparatory work to support a successful rollout, including familiarization with materials and instructional planning.|To ensure all students have access to a broad and well-rounded course of study, the LEA has formally adopted a new standards-aligned math curriculum, with full implementation scheduled for the upcoming school year. This program is designed to better address the diverse learning needs of students while aligning with updated state standards, representing a significant advancement for the district. Successful implementation will be supported through ongoing, targeted professional development and training to ensure teachers across all grade levels and content areas are well prepared. In addition, the LEA remains committed to expanding enrichment opportunities for students. The district will continue the Fine Arts Mini Experience Program, providing students with hands-on exposure to a variety of fine arts disciplines. At the middle school level, the existing drama elective will continue to offer students meaningful opportunities to engage in the performing arts. To further extend learning beyond the school day, Expanded Learning Opportunities Program (ELOP) funds will be used to provide a wide range of after-school classes. These offerings may include enrichment in areas such as music, dance, physical fitness, robotics, forensic science, and other STEAM-focused subjects. Collectively, these efforts support a comprehensive and inclusive educational program that ensures all students have access to diverse and enriching learning experiences.|Met||2026-07-16|2026 09619290000000|Mother Lode Union Elementary|7|The LEA monitors student access to and enrollment in a broad course of study through multiple locally selected measures, including course enrollment data, master schedule reviews, student information system reports, and annual program participation analyses. These tools are used to evaluate access across grade spans and among unduplicated student groups, including English learners, foster youth, and low-income students, as well as students with exceptional needs. The LEA reviews participation in core academic subjects, enrichment opportunities, intervention supports, and specialized programs to identify and address barriers to equitable access. Findings are used to inform scheduling, staffing, resource allocation, and program development to ensure all students have meaningful access to a comprehensive educational program aligned with state standards and local priorities.|Using course enrollment data, master schedule reviews, program participation reports, and student information system data, the LEA has determined that all students have access to a broad course of study aligned with California State Standards. Students across all grade spans have opportunities to participate in core academic instruction, enrichment programs, intervention supports, technology-integrated learning, and specialized services designed to meet diverse learning needs. Data reviews indicate that access is generally consistent across school sites, with no significant disparities in enrollment patterns among student groups. The LEA continues to monitor participation among unduplicated student groups, including English learners, foster youth, and low-income students, as well as students with exceptional needs, to ensure equitable access and address any emerging barriers. Over time, the LEA has expanded instructional supports and enrichment opportunities, resulting in increased access to comprehensive educational experiences for all students.|Based on the results of locally selected measures, the LEA has identified few significant barriers to student access to a broad course of study. However, challenges such as staffing shortages, limited fiscal resources, scheduling constraints, and the need to provide specialized supports in a small district setting can affect the availability of certain programs and enrichment opportunities. The LEA also continues to monitor participation among unduplicated student groups and students with exceptional needs to ensure equitable access and address any barriers related to transportation, academic support needs, or program availability. Ongoing review of enrollment and participation data helps the LEA identify and mitigate barriers to ensure all students have meaningful access to a comprehensive educational program.|In response to the results of locally selected measures, the LEA will continue to strengthen equitable access to a broad course of study through ongoing review of course enrollment, program participation, and student outcome data. The LEA will refine scheduling practices, allocate resources strategically, and maintain staffing and professional learning supports to ensure students have access to core academic programs, interventions, enrichment opportunities, and specialized services. Additional efforts will focus on monitoring participation among unduplicated student groups and students with exceptional needs to identify and address any emerging barriers. The LEA will also continue to expand opportunities for student engagement, provide targeted academic supports, and evaluate program effectiveness to ensure all students have meaningful access to a comprehensive and challenging course of study.|Met||2026-06-10|2026 09619450000000|Pioneer Union|7|Pioneer Union School District provides students with access to a broad course of study, as demonstrated through Aeries class enrollment data, Williams Act compliance data, CDE DataQuest reports, and parent, staff, and student survey results.|PUSD provides a music program to all students in grades Pre-5. Middle school instrumental band is available as well as a small variety of other elective course offerings.|Given the small size of our school district, single-subject credentialing requirements make it challenging to offer a wide range of middle school electives. This constraint limits our ability to provide 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||2026-06-18|2026 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 and declining enrollment.|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.|Met||2026-06-12|2026 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 allow the district to assess the 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 regarding 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 Grades1-6 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 challenge 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 has an art program where students receive regular visual arts instruction throughout the year.|Met||2026-06-10|2026 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||2026-06-16|2026 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. The District currently does not offer Career Technical Education in grades 7 and 8 but offers exposure to CTE pathways through fieldtrips and guest speakers.|Budgetary constraint, space and credentialing are barriers the District has identified for providing a broad course of study for all students.|The district is in the process of purchasing new math 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||2026-06-10|2026 09737830000000|Black Oak Mine Unified|7|Black Oak Mine USD remains dedicated to ensuring that every student regardless of background, neighborhood, or learning needs, has equitable access to a comprehensive, well-rounded education. To effectively track progress under Local Control Funding Formula (LCFF) Priority 7, our district implements an integrated data monitoring system. The foundation of our monitoring infrastructure relies on our Aeries Student Information System (SIS), which synchronizes directly with the California Longitudinal Pupil Achievement Data System (CalPADS). These platforms function as our primary tools for auditing master schedules and tracking live student enrollment data. This framework allows us to evaluate course access and enrollment patterns across all grade spans, unduplicated student groups, and individuals with exceptional needs. By combining automated data engines with targeted counseling protocols, we actively work to identify and eliminate systemic barriers to student success.|Our findings indicate that 100% of elementary students across all school sites have full access to the mandated instructional minutes and curriculum fields specified in Education Code Section 51210. At the secondary level (grades 7–12), 100% of all students are actively enrolled in a broad course of study meeting graduation and A-G prerequisites. While overall access remains high, there are some structrual challenges at Golden Sierra that pose a particular challenge. The district has utilized this data to implement systemic scheduling corrections, demonstrating measurable progress over a three-year longitudinal timeline.|The Black Oak Mine Unified School District conducts an annual comprehensive evaluation to measure the extent to which all students at Golden Sierra Junior/Senior High School have access to, and are enrolled in, a broad course of study. Operating in a distant, rural setting in El Dorado County, Golden Sierra serves approximately 450 students across grades 7–12. While the district remains committed to providing an equitable, comprehensive curriculum, our data analysis reveals distinct systemic bottlenecks that prevent 100% access. By tracking data through the Aeries Student Information System (SIS) and the Special Education Information System (SEIS), administration has isolated three critical operational barriers: master schedule, regional teacher credentialing shortages, and the unique resource limitations inherent to a small, rural secondary school. Despite these structural challenges, longitudinal data indicates measurable progress in expanding elective, college preparatory (A-G), and Career Technical Education (CTE) pathways for our unduplicated student groups and individuals with exceptional needs.|Golden Sierra operates on an intensive 4x4 block schedule format, where students complete four immersive classes each semester rather than tracking six periods year-round. The district made the strategic decision to leverage this framework specifically to expand curricular access. Because of the semester rotation, the 4x4 structure provides students with 8 instructional periods per fiscal year compared to the traditional 6-period model. This structural layout creates two additional open scheduling slots annually.This extra capacity allows the school to expand its total course offerings. Students have the room to participate in a rich variety of Career Technical Education (CTE) pathways, Visual and Performing Arts (VAPA), and world languages without sacrificing core academic disciplines.|Met||2026-06-18|2026 09737830121566|American River Charter|7|We are a Homeschool/ IS school. We trach purchases of curriculum. Credentialed teachers select curriculum 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. Each student develops an individualized course of study in conjunction with their Supervising Teacher and Education Specialist if they have an IEP.|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 using the school's wifi.|"""Hotspots"" were given to families to access the online curriculum. This has been marginally successful. All students have appropriate curriculum available to them in other formats."|Met||2026-06-18|2026 09743770000000|Central Sierra ROP|7|||||Not Met|||2026 10101080000000|Fresno County Office of Education|7|The LEA leverages student information system (SIS) data to monitor enrollment patterns and ensure that all students, including unduplicated populations and students with exceptional needs, have equitable access to a comprehensive course of study. This analysis covers all grade levels and core academic areas, including English, mathematics, science, and social sciences, as well as physical education, visual and performing arts, world languages, applied arts, and Career Technical Education (CTE). Locally selected metrics include disaggregated enrollment data by student group, course completion records, and access to A–G coursework, dual enrollment opportunities, and online learning platforms. Upon enrollment, students participate in orientation and individualized credit analysis sessions to align course placement with their academic and career goals. The LEA also ensures equitable participation in CTE programs, such as Welding and Environmental Horticulture Science. All eligible students, including low-income students, English Learners, and foster youth, are supported in earning CTE credits. Notably, 30% of students in the welding pathway achieved industry-recognized certification, reflecting a 17% increase from the baseline 2022–23 school year. To further expand access and learning opportunities, all students are provided with one-to-one laptops, enabling participation in digital curricula and online courses, fostering both academic growth and digital literacy skills.|All students have access to a comprehensive course of study aligned with California content standards. The LEA monitors enrollment, course participation, and disaggregated student data through its student information system to ensure equitable access for English Learners, foster youth, low-income students, and students with exceptional needs. Alice M. Worsley School, located on the Juvenile Justice Campus, serves approximately 100–120 students and offers in-person Career Technical Education (CTE) and Regional Occupational Program (ROP) courses, including Welding and Environmental Horticulture Science. These programs provide industry-recognized certifications and practical college and career skills. Violet Heintz Education Academy (VHEA) enrolls approximately 30–40 seat-based students and 25–30 Independent Study students. To address staffing limitations, CTE courses are delivered online, while digital platforms support credit recovery and specialized courses, including world languages, when credentialed teachers are unavailable. The LEA partners with the State Center Community College District to provide dual enrollment opportunities and support postsecondary enrollment. Professional learning through the FCSS Curriculum and Instruction Department emphasizes Universal Design for Learning (UDL), Multi-Tiered Systems of Support (MTSS), and inclusive instructional practices. Data-driven systems guide targeted academic and behavioral supports, ensuring equitable access to courses.|Declining enrollment due to alternatives to incarceration and expulsions has created challenges in maintaining on-site CTE and ROP instructors at each school site, which has reduced opportunities for in-person CTE and ROP instruction across all locations. Additionally, the variable length of student enrollment in court and community school settings continues to pose a barrier to achieving higher CTE completion rates. Violet Heintz Education Academy (VHEA) is actively evaluating staffing resources to expand dual enrollment offerings for eligible high school students. VHEA is also in the initial phase of submitting online courses for A–G approval through the UC High School Articulation process, ensuring that its online curriculum meets college eligibility requirements and broadens academic opportunities for students. In addition, VHEA is in the implementation phase of an after-school CTE program, offering Welding and Forklift certification courses to provide students with hands-on technical training and industry-recognized credentials.|The LEA continues to prioritize equitable access to a comprehensive course of study that includes Career Technical Education (CTE) and Regional Occupational Program (ROP) opportunities. These programs provide students with industry-recognized certifications, essential employability skills such as resume development and interview preparation, and exposure to career pathways and planning to support postsecondary success. To further strengthen these offerings, the LEA will explore opportunities to expand CTE access at both Alice M. Worsley School and Violet Heintz Education Academy (VHEA). In addition, VHEA has implemented an after-school CTE program offering Welding and Forklift Certification courses and is preparing to expand opportunities through an Aviation Construction and Maintenance pathway beginning in 2026–2027.|Met||2026-06-18|2026 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 2025-26 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 some participation in intervention courses 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 an increase in participation in CTE courses over the past few years. Additional information about course enrollment and the number of courses offered in various subjects at schools can be found on the California Department of Education DataQuest web page.|Met||2026-05-28|2026 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 provides all students access to a broad course of study through credentialed teachers, classroom aides, SPED staff and a school counselor. All K–8 students, including students with disabilities, are enrolled in the full recommended course of study. Multi-grade classrooms support differentiated instruction, allowing students to access enrichment or additional support based on individual needs. Special education staff and the counselor regularly support students in general education classrooms. College and career readiness instruction is intentionally integrated into K–8 programs, and staff collaborate through articulation meetings to review student progress, interventions, accommodations, and support needs. For grades 9–12, all students have access to both a general education and college preparatory course sequence. The counselor meets with students at least twice annually to review progress, goals, and course selection. Teachers, the counselor, and special education staff collaborate regularly to support all students. While dedicated AP, applied arts, and comprehensive CTE programs are not offered due to the school's size, funding, location, facilities, and staffing limitations, students may access AP preparation resources and testing opportunities. All students also participate in an individualized Career Training Program coordinated by the school counselor. As a single-site charter school, HLCS reports no differences in access among school sites or student groups.|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||2026-06-22|2026 10101080119628|Big Picture Educational Academy|7|BPEA utilizes master schedules, student course schedules, teacher credential assignments, and student information system reports to monitor access to and enrollment in a broad course of study. These measures are reviewed across grade spans and student groups, including English learners, socioeconomically disadvantaged students, students with disabilities, and other unduplicated pupils. The LEA also reviews Individualized Education Programs (IEPs), support service schedules, and program participation data to ensure students with exceptional needs have equitable access to core academic subjects, electives, college and career readiness opportunities, and enrichment programs aligned with their educational goals.|Local measures indicate that students across all grade spans have access to a comprehensive course of study that includes core academic subjects, Visual and Performing Arts, college preparatory coursework, and enrichment opportunities. High school students have access to A-G aligned courses and dual enrollment opportunities, while students with exceptional needs receive supports that promote participation in the general education program. Educational partner feedback reflects appreciation for the variety of learning opportunities available to students. The primary area for growth continues to be expanding course offerings and specialized programs as staffing and facility capacity allow.|We are limited in our course offerings by physical space and staffing capacity limitations.|In response to ongoing review of course access and enrollment data, Big Picture Educational Academy will continue to expand opportunities that support a broad and engaging course of study for all students. The LEA has increased access to world language instruction, dual enrollment opportunities, and career-connected learning experiences, while continuing to strengthen supports for students with exceptional needs. Efforts will also focus on expanding Career Technical Education (CTE) pathways and enrichment opportunities as staffing and resources allow. These actions are intended to increase student access to college and career readiness experiences while maintaining equitable access across all student groups.|Met||2026-06-19|2026 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. 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 reviews local measures to identify barriers to ensuring all students have access to a broad course of study. The primary barrier is low attendance and high chronic absenteeism among identified students. A second barrier is the need to strengthen students’ sense of belonging and relationships with peers. The third barrier is low academic achievement among students performing well below grade level. To improve attendance, the school will promote a culture of daily, on-time attendance through incentives, recognition, and awards. It will also implement its Attendance Policy through parent phone calls, meetings, attendance contracts, letters, home visits, and a prioritized system to identify and support chronically absent students based on attendance data. To strengthen school connectedness, the Charter School will expand student recognition programs, implement a social-emotional learning program, and foster a positive school climate that builds school pride and students’ sense of purpose. To address academic needs, the school will provide targeted ELA and Math interventions during the school day and through after-school tutoring while ensuring teachers use effective, evidence-based instructional strategies.|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||2026-06-17|2026 10101080136291|Career Technical Education Charter|7|CTEC uses multiple locally developed measures to ensure all students, including unduplicated student groups and students with exceptional needs, have equitable access to and are enrolled in a broad course of study. Annual master schedule reviews and course enrollment analyses verify student access to core academic courses, Career Technical Education (CTE) pathways, dual enrollment opportunities, and college- and career-ready electives. Student enrollment, credit completion, and participation in advanced and pathway coursework are monitored through the student information system. Counselors and academic advisors conduct individual credit checks and academic planning meetings to ensure students remain on track for graduation while accessing rigorous coursework, including CTE pathways and Fresno City College dual enrollment courses. For students with exceptional needs, Individualized Education Program (IEP) teams collaborate with teachers and counselors to ensure appropriate accommodations and full participation in available courses. CTEC also reviews enrollment data for unduplicated student groups to identify and address potential barriers to advanced coursework and pathway participation. These practices help ensure equitable access to a comprehensive course of study for all students.|As a single-school LEA, CTEC provides all students access to a broad course of study that includes English, Social Science, Mathematics, Science, Physical Education, World Language, and Career Technical Education (CTE) pathways. Master schedule reviews, course enrollment analyses, credit checks, and student information system reports are used to monitor enrollment and ensure equitable access across grade levels and student groups. Enrollment data indicates that all students, including unduplicated student groups and students with exceptional needs, participate in the school’s academic and CTE programs. Students engage in industry-aligned pathways that integrate academic instruction with career preparation and have access to dual enrollment courses through Fresno City College, allowing them to earn college credit and work toward an Associate of Science degree while completing high school requirements. Counselors conduct regular academic planning meetings and credit reviews to support graduation progress, while special education staff collaborate with teachers and counselors to ensure appropriate supports. As a single-site school, there are no site-to-site differences in access, and enrollment data shows no significant disparities among student groups. Monitoring indicates continued equitable participation in academic and career pathway coursework.|While CTEC provides all students access to a broad course of study that includes core academics, Career Technical Education (CTE) pathways, and dual enrollment opportunities, several barriers affect the school’s ability to expand access to all program components. A primary challenge is the limited availability of internship and work-based learning placements aligned to the school’s career pathways. As enrollment grows, securing sufficient high-quality industry placements that match students’ interests, skill levels, and pathway goals becomes increasingly difficult. Transportation and scheduling constraints can also limit participation in off-campus work-based learning opportunities, particularly for students with limited access to reliable transportation. In addition, coordinating dual enrollment coursework with college schedules and high school graduation requirements can create logistical challenges for students balancing pathway coursework, academic requirements, and college classes. CTEC continues to address these barriers by strengthening partnerships with local industry partners, Fresno City College, and community organizations; expanding internship opportunities; and exploring flexible career-connected learning experiences. These efforts support equitable access to the school’s comprehensive course of study and help ensure students can fully participate in academic, college, and career readiness opportunities.|CTEC continues implementing strategies to ensure equitable access to a broad and rigorous course of study. The LEA is expanding partnerships with industry leaders, community organizations, and Fresno City College to increase internship and work-based learning opportunities aligned to CTE pathways. CTEC will continue refining dual enrollment offerings to support workforce needs, progress toward an Associate of Science degree, and accessibility for all student groups, including English learners and students with exceptional needs. The LEA has strengthened academic advising and progress monitoring through regular credit checks, individualized planning meetings, and pathway guidance. CTEC will also continue working with industry advisors to review pathway curricula and expand career-connected learning opportunities. These efforts are intended to reduce barriers, align coursework with industry standards, and ensure all students benefit from a comprehensive, future-focused course of study.|Met||2026-06-09|2026 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. Students in a non dual-immersion setting receive Spanish as a world language four times a week.|All students have access to the same, broad course of study. Students in the 50-50 Dual Immersion Program receive English Language Arts and Spanish Language Arts integrated with Science and History/Social Studies, , Math, Global Cultures with Art, and PE. Students in the non dual immersion setting have access to the same broad course of study except they receive Spanish as a World Language instead of Spanish Language Arts.|We do not have barriers to access of a broad course of study at Clovis Global Academy.|Each year, we will be opening a new grade level and developing a new Master Schedule to plan for the staffing needs that will sustain the broad course of study we committed to when we developed our charter school's design. We designed for a broad course of study, and are implementing the same. In the future, we must simply continue adjusting for the needs of the additional grade level added, until we reach the TK- 8th grade school we envisioned.|Met||2026-06-29|2026 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 2026-27 Local Performance Indicator Self-Reflection for Edison-Bethune Charter Academy Page 15 of 17 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||2026-06-18|2026 10619940000000|Alvina Elementary|7|The Alvina Elementary Charter School District operates as a single-school district serving transitional kindergarten through eighth grade (TK–8), utilizing a model of one self-contained classroom per grade level. To monitor and guarantee that all students have equitable access to a broad course of study, the district utilizes its curricular master schedule as the locally identified metric, in strict alignment with the Local Control and Accountability Plan (LCAP). This master schedule explicitly defines the rigorous academic courses and core curriculum designated for each grade level, a framework that is systematically verified through the ongoing administrative review of weekly teacher lesson plans. Through this structured monitoring system, the district ensures that 100% of enrolled students, including unduplicated student groups such as English Learners and low-income students, as well as students with exceptional needs, maintain full, unimpeded access to a comprehensive instructional program and all state-adopted, district-approved core instructional materials.|Based on an evaluation of the curricular master schedule and the annual School Accountability Report Card (SARC), the Alvina Elementary Charter School District rigorously verifies that 100% of enrolled students across all grade levels are provided full access to a comprehensive and equitable instructional program. This includes all core academic disciplines, specifically English Language Arts (ELA), Mathematics, Social Studies, and Science, as formally documented and reported in the district's yearly SARC. Furthermore, the district is committed to cultivating a well-rounded educational experience that extends beyond core academics. Through this structured schedule, all students, including unduplicated student groups such as English Learners and low-income students, as well as students with exceptional needs, receive regular instruction in technology, physical education, visual arts, character development, and digital citizenship, alongside state-mandated sexual health education specifically designated for seventh-grade students. This comprehensive course of study underscores the district's dedication to academic excellence, technological literacy, and the holistic development of every learner.|The Alvina Elementary Charter School District encounters unique operational and fiscal constraints inherent to its small geographic footprint and compact student enrollment population. Due to these distinct demographic realities, the enrollment capacity within individual grade levels does not provide the economy of scale necessary to financially sustain the hiring of additional specialized, credentialed personnel or the expansion of standalone elective course offerings. Despite these structural challenges, the district remains strategically focused on maximizing existing resources and creatively integrating enrichment opportunities within its single-classroom model to ensure students receive a comprehensive, high-quality educational experience without compromising fiscal solvency or compliance with state staffing standards.|In alignment with the strategic goals outlined in the Local Control and Accountability Plan (LCAP), the Alvina Elementary Charter School District continues to expand its multi-tiered systems of support by investing in additional qualified instructional support staff to drive academic acceleration and targeted intervention. To bridge learning gaps and address specific student needs, the district provides structured, small-group tutoring during extended after-school hours, allowing educators to deliver precise remediation tailored to individual student profiles. Furthermore, the district has successfully scaled its out-of-school-time initiatives by maintaining a robust summer school program and introducing enrichment-focused Saturday camps. These comprehensive extended learning opportunities have yielded measurable gains in student performance metrics, successfully cultivating academic growth, preventing seasonal learning loss, and providing students with innovative pathways to achieve long-term educational success.|Met||2026-06-25|2026 10619946005730|Alvina Elementary Charter|7|The Alvina Elementary Charter School District operates as a single-school district serving transitional kindergarten through eighth grade (TK–8), utilizing a model of one self-contained classroom per grade level. To monitor and guarantee that all students have equitable access to a broad course of study, the district utilizes its curricular master schedule as the locally identified metric, in strict alignment with the Local Control and Accountability Plan (LCAP). This master schedule explicitly defines the rigorous academic courses and core curriculum designated for each grade level, a framework that is systematically verified through the ongoing administrative review of weekly teacher lesson plans. Through this structured monitoring system, the district ensures that 100% of enrolled students, including unduplicated student groups such as English Learners and low-income students, as well as students with exceptional needs, maintain full, unimpeded access to a comprehensive instructional program and all state-adopted, district-approved core instructional materials.|Based on an evaluation of the curricular master schedule and the annual School Accountability Report Card (SARC), the Alvina Elementary Charter School District rigorously verifies that 100% of enrolled students across all grade levels are provided full access to a comprehensive and equitable instructional program. This includes all core academic disciplines, specifically English Language Arts (ELA), Mathematics, Social Studies, and Science, as formally documented and reported in the district's yearly SARC. Furthermore, the district is committed to cultivating a well-rounded educational experience that extends beyond core academics. Through this structured schedule, all students, including unduplicated student groups such as English Learners and low-income students, as well as students with exceptional needs, receive regular instruction in technology, physical education, visual arts, character development, and digital citizenship, alongside state-mandated sexual health education specifically designated for seventh-grade students. This comprehensive course of study underscores the district's dedication to academic excellence, technological literacy, and the holistic development of every learner.|The Alvina Elementary Charter School District encounters unique operational and fiscal constraints inherent to its small geographic footprint and compact student enrollment population. Due to these distinct demographic realities, the enrollment capacity within individual grade levels does not provide the economy of scale necessary to financially sustain the hiring of additional specialized, credentialed personnel or the expansion of standalone elective course offerings. Despite these structural challenges, the district remains strategically focused on maximizing existing resources and creatively integrating enrichment opportunities within its single-classroom model to ensure students receive a comprehensive, high-quality educational experience without compromising fiscal solvency or compliance with state staffing standards.|In alignment with the strategic goals outlined in the Local Control and Accountability Plan (LCAP), the Alvina Elementary Charter School District continues to expand its multi-tiered systems of support by investing in additional qualified instructional support staff to drive academic acceleration and targeted intervention. To bridge learning gaps and address specific student needs, the district provides structured, small-group tutoring during extended after-school hours, allowing educators to deliver precise remediation tailored to individual student profiles. Furthermore, the district has successfully scaled its out-of-school-time initiatives by maintaining a robust summer school program and introducing enrichment-focused Saturday camps. These comprehensive extended learning opportunities have yielded measurable gains in student performance metrics, successfully cultivating academic growth, preventing seasonal learning loss, and providing students with innovative pathways to achieve long-term educational success.|Met||2026-06-25|2026 10620260000000|Big Creek Elementary|7|Students are offered activities that extend the school day both before school and after. Activities include: music, drama, woodworking, rock climbing, archery, organized sports, swimming and robotics. Attendance is taken and analyzed to determine which, if any, students need additional supports to attend or participate. Homework labs and intervention programs are offered as well based on need and grade level. These offerings are based on teacher recommendation resulting from formative assessment data and overall progress toward grade level standards.|As stated above, attendance is taken in all course offerings and then analyzed by school administration to ensure all students have access and do participate in offerings. Administration works with classroom teachers and school staff to identify barriers and mitigate difficulties that may work to prevent students from access to programs or course studies.|The size of the district staff is an identified barrier as the district consists of only 12 individuals. Each staff member teaches or is an advisor to extended activities or broad course offerings. Electives are also on a rotation based on every staff member teaching or advising.|Library hours (times during the day that students can access the school library) will be extended this coming year from 30 minutes twice a week to daily access, some as a class and some as individual students to access books and reference materials.|Met||2026-06-09|2026 10620420000000|Burrel Union Elementary|7|Burrel Union Elementary School District is a single-site, small rural TK–8 district. The District utilizes multiple measures to monitor student access to and enrollment in a broad course of study, including state assessments (CAASPP/SBAC, ELPAC, and Physical Fitness Test), NWEA MAP Growth assessments, MAP Accelerator, local standards-based benchmark assessments, and CAASPP Interim Assessments. Teachers submit weekly lesson plans aligned to California Content Standards and the District’s instructional expectations. Administration conducts regular classroom walkthroughs and observations to monitor implementation of the adopted curriculum and ensure students receive instruction across all required content areas. All students, including English Learners, students with disabilities, and unduplicated pupils, have access to grade-level core instruction. Students with Individualized Education Programs (IEPs) receive services through push-in and/or pull-out support based on individual needs. English Learners receive designated and integrated English Language Development daily. Additional opportunities for enrichment and intervention are monitored through student participation data, parent/student surveys, and Extended Learning Program (ELP) enrollment. The District also uses teacher evaluations, student conferences, and parent conferences to monitor student progress and access to learning opportunities.|As a single-site district, there are no differences in access to a broad course of study across school sites. All student groups, including English Learners, students with disabilities, and unduplicated pupils, have access to grade-level standards-aligned instruction and enrichment opportunities. Due to the District’s small enrollment and rural location, visual and performing arts opportunities are provided through a combination of classroom-based instruction, contracted services, and enrichment activities rather than through separate full-time specialty positions. Teachers incorporate art instruction regularly, and students have opportunities to participate in additional activities such as guitar lessons for grades 4–8, STEAM activities, educational field trips, college visits, and career exploration experiences. Students in grades 6–8 participate in electives that include Spanish instruction, college and career exploration, and enrichment opportunities. The Extended Learning Program serves approximately 90% of enrolled students and provides intervention, homework support, and enrichment opportunities, including art, dance, photography, and science activities. The District continues to evaluate student, staff, and family feedback to identify additional opportunities to expand access to enrichment and broad course offerings|The primary barriers impacting the District’s ability to expand access to a broad course of study are related to the District’s small enrollment, rural location, availability of specialized personnel, and limited funding resources. These factors make it challenging to provide dedicated full-time specialty teachers in areas such as visual and performing arts, world languages, and additional elective offerings. To address these barriers, the District continues to seek innovative solutions, including partnerships, contracted services, and technology-based learning opportunities. The District has implemented college and career exploration activities that allow students to explore various career pathways and gain exposure to potential future opportunities. The District will continue expanding opportunities through guest speakers, career exploration activities, STEAM experiences, and increased access to music and arts instruction. These efforts support equitable access to enrichment opportunities for all TK–8 students regardless of student group.|In response to locally collected data and ongoing monitoring of student access, the District will continue implementing strategies to expand opportunities within the broad course of study. Actions include utilizing contracted online programs and instructional resources to provide additional access to visual and performing arts and music instruction for TK–8 students. The District will continue building teacher capacity by providing resources and professional learning opportunities that support classroom-based art and music instruction. Additional enrichment opportunities, including Family Art Nights and participation in community events such as the Peach Blossom Festival, will continue to provide students opportunities to engage in visual and performing arts. The District is also exploring expanded opportunities for Spanish language instruction, including literacy development in addition to conversational skills. Supporting bilingualism and biliteracy will provide students with opportunities to strengthen their language skills and connect classroom learning with their cultural and linguistic backgrounds. Through these actions, the District will continue working to ensure all students have access to a broad, equitable, and standards-aligned course of study.|Met||2026-06-23|2026 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. In 2025 - 2026 99% 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. In 2025 - 2026 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||2026-06-09|2026 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 to explore lessons and activities tied to career and college opportunities. -Annual new course proposal and adoption process|To address identified 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: -Additional social-emotional support personnel to assist with social-emotional needs -Counselors to reduce caseloads to provide additional academic & social-emotional support -IMPACT 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||2026-06-10|2026 10621170118018|Clovis Online Charter|7|Clovis Online Charter School utilizes multiple strategies to ensure that all students have equitable access to a wide range of courses aligned with their grade levels, individual needs, and student demographics, including those requiring additional support. Across all K–12 campuses, the Q Web system is used to develop student schedules and ensure access to a comprehensive course of study. School counselors and Impact Team members work collaboratively with students to increase awareness of available courses and support the enrollment process. Impact Team members specifically provide targeted support for unduplicated student groups to help ensure equitable access to educational opportunities. In addition, master schedule reviews are conducted to verify that all student populations, including those with exceptional needs, are appropriately represented in a broad and balanced curriculum.|To address the 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||2026-06-10|2026 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 broken down into unduplicated student groups (7-12), as well as, enrollment in Advanced Placement (AP) and Dual Enrollment courses broken down by unduplicated student groups (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 true for the past 5 years of data collection in this priority. For the 2023/24 school year, our locally selected measures reported 93% of students in grade 6-12 are enrolled in electives, which had to be corrected to 73.8% due to a miscalculation. For the 2024-2025 school year, our locally selected measures reported 63.4% of students in grades 6-12 are enrolled in electives. 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 in 2024-2025 a 9.47% participation in AP courses, a drop of 0.9%, and a 33.8% participation rate in dual enrollment courses, an increase of 6.9%, for our 9-12 grade students.|Given our results, CHUSD has not identified barriers in providing access to a broad course of study. However, we have identified a need to not only expand our education and information regarding Advanced Placement courses to families and students in grades 9-12, but also evaluate the instruction being provided within those courses to determine the need for teacher training and program design in an effort 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 electives, advanced placement, and dual enrollment courses prior to each school year starting so we can correct and adjust any discrepancies or barriers immediately.|Met||2026-06-23|2026 10621580000000|Fowler Unified|7|Under the Goal #1 In the 2025-26 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.|To ensure equitable access to a broad course of study for all students, Fowler Unified continues to evaluate course enrollment and participation data disaggregated by student demographic groups, including Low-Income students, English Learners, Foster Youth, students experiencing homelessness, and students with exceptional needs. Reviewing data by student group allows the District to identify potential barriers to access and ensure that all students have opportunities to participate in rigorous, enriching, and college- and career-preparatory coursework. The District remains committed to offering the broadest possible array of courses and programs while exploring innovative strategies to expand access and participation. Through ongoing analysis of student participation patterns and outcomes, the District works to ensure that course offerings are accessible and responsive to the needs of all learners. As part of its LCAP, Fowler Unified continues to provide acceleration and enrichment opportunities through summer learning programs, after-school programs, and targeted academic support services. These opportunities, combined with efforts to remove barriers and expand student access, help ensure that all students can successfully participate in a comprehensive educational program and pursue pathways aligned with their interests, strengths, and future goals.|Met||2026-06-24|2026 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 tools and reports within 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, 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 standard secondary course offerings and equitable initial core course placement guidelines, ensuring that students are placed in a broad course of study. The districtwide initial course placement 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 have access to a broad course of study through the ULS curriculum. Each comprehensive middle school offers high school credit-bearing Math and Spanish courses, as well as music offerings. FUSD encourages all students to complete a course of study that meets the A-G subject requirements, ensuring minimum UC/CSU eligibility. Newcomer EL students have opportunities to advance through ELD courses that are paired with core courses like their non-EL peers. Students receiving SPED services can enroll in general education courses, providing them with access to A-G eligible content courses, with the support of a SPED credentialed teacher.|FUSD ensures that all students have access to a broad course of study through staffing parameters, master scheduling tools, course sequencing, and graduation requirements. However, the credit recovery plan for students enrolled in Alternative Education and the Individualized Education Plan (IEP) for students receiving special education services may impact their access to a broad variety of courses. 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. Some newcomer and Long-Term English Learner students have less access to elective courses due to enrolling in Designated ELD 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. 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/or 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. All high schools offer Dual Enrollment opportunities with local institutions of Higher Education. In addition, in the fourth year of the program, FUSD added two additional high schools (for a total of five) that have Dual Enrollment programs with HBCU’s. The district has also increased access to Advanced Placement courses by paying all test fees and has an open access enrollment policy for all advanced coursework. FUSD's Extended Learning Office offers Winter and Summer School options to support students in remediating coursework. In order to improve some Long-Term English Learner students’ access to electives, the district is piloting specialized A-G English classes that provide the mandated ELD instruction in lieu of a stand-alone elective.|Met||2026-06-17|2026 10621660106740|Aspen Valley Prep Academy|7|AVPA monitors access to and enrollment in a broad course of study under Education Code section 51210 through the following locally selected measures and tools, disaggregated by grade span, unduplicated student groups (English Learners, socioeconomically disadvantaged students, foster youth), and Students with Disabilities: (1) Master schedule review confirming that all students in grades TK through 6 receive instruction in ELA, Mathematics, Science, Social Studies, Physical Education, Visual Art, and Music aligned to California-adopted standards; (2) Aeries Student Information System enrollment and course participation data disaggregated by student group; (3) Quarterly instructional walkthroughs documenting Tier 1 access across all classrooms; (4) IEP review confirming that Students with Disabilities access grade-level core curriculum with appropriate accommodations rather than reduced-rigor replacements; (5) ELD program review confirming that English Learners receive both designated and integrated ELD alongside core content; (6) ELOP participation data documenting access to expanded learning opportunities for unduplicated students; and (7) Annual Williams Settlement compliance review confirming sufficient instructional materials in core subjects under Education Code section 60119. These measures support AVPA's Priority 7 (Course Access) reporting and inform the LCAP annual update cycle.|Based on the locally selected measures, 100% of AVPA students in grades TK through 6 have access to and are enrolled in a broad course of study under Education Code section 51210, including ELA, Mathematics, Science, Social Studies, Physical Education, Visual Art, and Music. Master schedule review and Aeries enrollment data confirm universal enrollment across all student groups, with no differences identified between unduplicated student groups (English Learners, socioeconomically disadvantaged students, foster youth) or Students with Disabilities. As a single-site charter school, AVPA does not report cross-site differences. Students with Disabilities access grade-level core curriculum through the inclusion model with appropriate accommodations and modifications, supported by Universal Design for Learning embedded in Tier 1. English Learners receive both designated and integrated English Language Development alongside core content aligned to the California ELD Standards. Unduplicated students receive prioritized access to the Expanded Learning Opportunities Program (ELOP) for extended learning beyond the regular school day. Progress over time reflects continued universal access. AVPA expanded its broad course of study through Visual Art and Music staffing investments and integration of academic intervention within Arts instruction beginning January 2025. The 2026-27 cycle adds Positive Prevention Plus health curriculum for grades 4 through 6.|Based on the results of the locally selected measures, AVPA has not identified barriers preventing universal access to a broad course of study for students in grades TK through 6. Master schedule review, Aeries enrollment data, IEP review, ELD program review, and quarterly instructional walkthroughs confirm that all students are enrolled in and accessing instruction across ELA, Mathematics, Science, Social Studies, Physical Education, Visual Art, and Music aligned to California-adopted standards under Education Code section 51210. AVPA does, however, recognize ongoing conditions that affect the depth and quality of access for unduplicated students and Students with Disabilities, though these conditions do not constitute formal barriers to enrollment. These conditions include attendance disruption due to chronic absenteeism, which limits instructional time particularly for student groups in Red on the 2025 Dashboard Chronic Absenteeism Indicator; behavioral escalation that draws instructional time away from teaching and learning; community trauma exposure including school lockdowns, housing instability, and law enforcement presence; and the wide range of foundational skill gaps in incoming students, with approximately 50% of currently enrolled students reading at least two years below grade level. AVPA's 2026-27 LCAP actions across all three goals address these conditions through coordinated, evidence-based interventions.|VPA does not have any barriers to broad course of study. All students in grades TK through 6 have universal access to and are enrolled in instruction across ELA, Mathematics, Science, Social Studies, Physical Education, Visual Art, and Music aligned to California-adopted standards under Education Code section 51210. Although no barriers have been identified, AVPA continues to refine its actions to strengthen the depth and quality of access for all students, particularly unduplicated students and Students with Disabilities. Decisions and new actions for the 2026-27 LCAP cycle include: (1) Adoption of Innovamat as the new Mathematics curriculum for grades K through 5, supported by a new Math Instructional Coach; (2) Adoption of OpenSciEd for grades K through 6 with all-teacher coaching and CER framework integration; (3) Adoption of Amplify mCLASS as the K through 2 reading difficulties screener under Education Code section 53008; (4) Adoption of Positive Prevention Plus health curriculum for grades 4 through 6 under the California Healthy Youth Act; (5) Universal Design for Learning embedded in Tier 1 across all content areas; (6) Daily integrated and designated ELD with explicit language objectives; (7) Quarterly IEP implementation audits and monthly ELD walkthroughs; (8) Discontinuation of contracted math tutoring services determined ineffective; and (9) Prioritized ELOP access for unduplicated students.|Met||2026-06-09|2026 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 teachers, the 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 includes enrollment procedures that provide students an opportunity to meet with school counselors to discuss their course options and areas of interest.|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||2026-06-18|2026 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||2026-06-01|2026 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||2026-06-16|2026 10621660133942|Aspen Meadow Public|7|Aspen Meadow Public School (AMPS) uses the following locally selected measures and tools to track student access to and enrollment in a broad course of study during the 2026-27 school year. AMPS reviews master schedule and class roster data in the Infinite Campus Student Information System to confirm that every student in grades TK through 6 is enrolled in English Language Arts, Mathematics, Science, Social Studies, Physical Education, Visual Arts, and Music. Enrollment data is disaggregated by grade span (TK through 4 and 5 through 6), by unduplicated student group (Socioeconomically Disadvantaged, English Learners, Foster Youth, and Homeless Youth), and by individuals with exceptional needs (Students with Disabilities) to confirm equitable access across all student populations. AMPS also reviews participation data for the after-school ceramics extension, the Band and Choir programs in grades 5 and 6, the Expanded Learning Opportunities Program (ELOP), and field trip and academic enrichment activities. The data is reviewed by the school leader at the end of each semester to identify any access gaps and to inform corrective action. Findings are reported annually through the School Accountability Report Card (SARC) and the Local Indicators Report.|Based on Infinite Campus enrollment and master schedule data for the 2025-26 school year, all students at Aspen Meadow Public School (AMPS) in grades TK through 6 are enrolled in English Language Arts, Mathematics, Science, Social Studies, Physical Education, Visual Arts, and Music. Students in grades 5 and 6 are also enrolled in the Band and Choir sequence that follows the foundational music program in grades TK through 4. No access gaps were identified across grade spans, unduplicated student groups (Socioeconomically Disadvantaged students, English Learners, Foster Youth, and Homeless Youth), or Students with Disabilities. Every numerically significant student group has full access to the broad course of study. Participation data for extended learning opportunities was also reviewed. English Learner students received priority access to the after-school Tier 2 Reading Intervention, and during 2025-26, sixteen EL students in grades 4 through 6 participated four times per week. The Expanded Learning Opportunities Program (ELOP) served 240 students during the year, including students across all unduplicated student groups. After-school ceramics and academic enrichment programming remained available to all upper-grade students. AMPS will continue to monitor access by grade span and student group during the 2026-27 school year to sustain equitable participation across the broad course of study.|Based on the analysis of Infinite Campus enrollment and master schedule data, the participation data for the after-school ceramics extension, the Band and Choir programs in grades 5 and 6, the Expanded Learning Opportunities Program (ELOP), and academic enrichment programming, Aspen Meadow Public School (AMPS) has not identified any barriers preventing students from accessing the broad course of study. All courses and programs offered at AMPS are open to all students. Every student in grades TK through 6 is enrolled in English Language Arts, Mathematics, Science, Social Studies, Physical Education, Visual Arts, and Music as part of the regular school day. Students in grades 5 and 6 advance to the Band and Choir sequence following the foundational music program. Extended learning opportunities, including the after-school ceramics extension and the ELOP program, remain available to all eligible students. AMPS will continue to monitor enrollment and participation data by grade span, unduplicated student group, and Students with Disabilities during the 2026-27 school year to confirm that all students continue to have equitable access to the broad course of study and to identify and remove any barriers that may emerge.|Because the analysis of Infinite Campus enrollment data, master schedule data, and extended learning participation data did not identify any barriers preventing students from accessing the broad course of study during the 2025-26 school year, Aspen Meadow Public School (AMPS) will continue its current practices for the 2026-27 school year while strengthening monitoring and review. AMPS will continue to enroll every student in grades TK through 6 in English Language Arts, Mathematics, Science, Social Studies, Physical Education, Visual Arts, and Music, and will continue to provide the Band and Choir sequence in grades 5 and 6, the after-school ceramics extension, the Expanded Learning Opportunities Program (ELOP), and academic enrichment programming. To support continuous improvement, the school leader will review Infinite Campus enrollment and participation data at the end of each semester to confirm equitable access by grade span, unduplicated student group (Socioeconomically Disadvantaged, English Learners, Foster Youth, and Homeless Youth), and Students with Disabilities. If any disparities emerge in enrollment or extended learning participation, the school will take immediate corrective action and report findings annually through the School Accountability Report Card (SARC) and the Local Indicators Report.|Met||2026-06-09|2026 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||2026-06-16|2026 10621660140764|Golden Charter Academy|7|Golden Charter Academy utilizes curriculum audits, master scheduling reviews, enrollment and participation data, Individualized Education Program (IEP) service records, MTSS intervention data, classroom observations, and student achievement data to monitor access to a broad course of study. Students receive instruction in English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Social-Emotional Learning, environmental education, agricultural education, and civic learning through the school's place-based learning model. Standards-aligned instructional programs including Amplify ELA, Amplify Science, SWUN Math, i-Ready, and Renaissance support access to grade-level content and intervention services. The school monitors participation and access for English learners, students with disabilities, foster youth, socioeconomically disadvantaged students, and other unduplicated student groups to ensure equitable access to academic programs, enrichment opportunities, leadership experiences, and support services.|Review of master schedules, enrollment records, IEP service logs, MTSS participation records, and classroom observations indicates that all students have access to a broad course of study aligned to California State Standards. In addition to core academic subjects, students participate in environmental education, agricultural education, zoo-based learning, civic stewardship projects, leadership development opportunities, and place-based learning experiences. Through partnerships with the Fresno Chaffee Zoo and community organizations, students engage in authentic learning experiences that promote environmental literacy, stewardship, and community engagement. Available data did not identify significant disparities in access among English learners, students with disabilities, foster youth, socioeconomically disadvantaged students, or other student groups. Ongoing monitoring through MTSS, curriculum reviews, and student achievement cycles supports equitable access across programs and services.|Golden Charter Academy has not identified significant barriers preventing students from accessing a broad course of study. Current reviews of scheduling practices, participation data, service records, and program implementation indicate that students have access to core academic instruction, intervention services, enrichment opportunities, environmental learning experiences, and leadership development opportunities. As the school expands programming and transitions to a new campus, the primary focus is ensuring consistent implementation of instructional programs, intervention supports, environmental learning experiences, and civic engagement opportunities. The school will continue monitoring enrollment, staffing, scheduling, achievement data, and stakeholder feedback to proactively identify and address any emerging barriers.|During the 2026-2027 school year, Golden Charter Academy will implement a comprehensive Curriculum and Instruction Framework that aligns academic standards, instructional practices, assessment systems, intervention structures, environmental literacy, civic stewardship, and enrichment opportunities across grade levels. The academy is expanding environmental education, agricultural education, zoo-based learning, civic engagement opportunities, and place-based instructional experiences through partnerships with the Fresno Chaffee Zoo and community organizations. Students will participate in environmental investigations, stewardship projects, leadership development experiences, and civic action opportunities that connect learning to community impact. The school will continue strengthening its MTSS framework to ensure all students receive the academic, behavioral, and social-emotional supports necessary to access grade-level curriculum, enrichment opportunities, and leadership experiences. These efforts support the development of critical thinkers, engaged citizens, environmental stewards, and future leaders.|Met||2026-06-18|2026 10621660140806|Aspen Ridge Public|7|Aspen Ridge Public School (ARPS) uses several locally selected measures and tools to track the extent to which all students, including students disaggregated by grade span (grades 7-8 and grades 9-12), unduplicated student groups (Hispanic, Socioeconomically Disadvantaged, English Learner, Long-Term English Learner, foster youth, and students experiencing homelessness), and individuals with exceptional needs (Students with Disabilities), have access to and are enrolled in a broad course of study. The Infinite Campus student information system provides course enrollment data disaggregated by student group, grade level, and IEP status, and is the primary tool for monitoring enrollment patterns in A-G courses, elective offerings, dual enrollment, UC Scout coursework, and the planned 2026-27 Financial Literacy course. CALPADS data are used to verify course enrollment for state reporting and to monitor A-G completion rates. The Academic Counselor maintains individualized A-G course plans and monitors graduation and college eligibility progress for all high school students. Master schedule reviews are conducted to confirm equitable access to electives, dual enrollment, and intervention courses across student groups, with particular attention to whether intervention placement preserves access to broad course of study opportunities.|Aspen Ridge Public School (ARPS) is a single-site charter school serving grades 7-12, so the analysis below applies schoolwide rather than across multiple school sites. All ARPS students have access to a broad course of study that exceeds minimum state requirements. Middle school students access Art, Leadership, Service Learning, and SEL/Health electives. High school students access A-G approved courses aligned to UC and CSU entrance requirements, UC Scout online courses, elective offerings including Art, Ceramics, Leadership, and Service Learning, and dual enrollment through Fresno City College. Beginning in 2026-27, a semester-long Financial Literacy course will be added. The inaugural Class of 2025 graduated at 100% with all graduates applying to post-secondary institutions. Approximately 66% of high school students (90 students) currently participate in dual enrollment, demonstrating strong engagement in early college opportunities. ARPS monitors dual enrollment participation by student group to confirm equitable access for English Learner, SED, and Students with Disabilities student groups. Master schedule reviews ensure that intervention course placement (English Success, Math Success, Self-Directed Learning) does not constrain elective or A-G access. Progress over time reflects sustained access to A-G coursework and expanded dual enrollment participation, with continued monitoring for equity across student groups.|Aspen Ridge Public School (ARPS) has identified the following barriers that may limit access to a broad course of study for some students based on master schedule reviews and Infinite Campus enrollment data analysis. Scheduling constraints associated with intervention course placement present the primary barrier. Students placed in English Success, Math Success, or Self-Directed Learning intervention courses may face limited elective access due to the number of required intervention periods needed to address academic gaps. This barrier disproportionately affects English Learner, Long-Term English Learner, Hispanic, and Socioeconomically Disadvantaged students, who are most likely to require Tier 2 and Tier 3 intervention placement based on Dashboard performance and local diagnostic data. Staffing capacity also limits the range of elective courses ARPS can offer. As a single-site charter school of approximately 301 students, ARPS relies on UC Scout online coursework and dual enrollment partnerships with Fresno City College to expand course access beyond what internal staffing can support directly. Dual enrollment access depends on Fresno City College registration timing, course availability, and student readiness, and some students experience coordination challenges accessing high-demand college courses. ARPS continues to refine systems coordination to address this barrier.|Aspen Ridge Public School (ARPS) has identified and is implementing the following revisions, decisions, and actions in response to the barriers identified through master schedule reviews and enrollment data analysis. For 2026-27, ARPS will introduce a semester-long Financial Literacy course for high school students, expanding career-readiness coursework available to all students. Master schedule refinements will optimize scheduling and resource allocation to increase student access to available courses, with attention to ensuring that intervention placement (English Success, Math Success, Self-Directed Learning) preserves elective and A-G access for unduplicated pupils. ARPS will continue to expand dual enrollment opportunities through partnerships with Fresno City College and Fresno State, including the Bulldog Bound program, and will increase availability of college coursework through online and in-person options. UC Scout online courses will continue to expand A-G access. Systems coordination refinements will address enrollment, scheduling, and communication challenges identified through mid-year implementation data. Dual enrollment participation and elective enrollment will be monitored by student group to confirm equitable access for Hispanic, SED, EL, LTEL, and Students with Disabilities student groups, with adjustments made if disparities are identified.|Met||2026-06-09|2026 10621661030642|School of Unlimited Learning|7|The School of Unlimited Learning (SOUL) utilizes the Youth Truth Student, Family, and Staff Surveys as primary locally selected measures to monitor the extent to which all students have access to and are enrolled in a broad course of study. Administered annually, these surveys capture perceptions across key indicators related to course access and educational breadth, including Academic Challenge, College and Career Readiness, Engagement, and access to supports. The 2026 administration achieved high participation rates (98% students, 81% families, and 100% staff), ensuring representative data. Survey results are disaggregated by key student groups, including English Learners (ELL), socioeconomically disadvantaged students, and students with disabilities, allowing SOUL to monitor access and participation across populations and grade levels. Measures within the College & Career Readiness and Academic Challenge themes provide insight into access to rigorous coursework, post-secondary preparation, and career-connected learning opportunities. In addition, SOUL uses survey items related to participation in academic supports, counseling services, and extracurricular activities to assess access to a broad range of educational experiences. Survey data are supplemented with local student information systems and course enrollment data, including graduation progress and college and career readiness pathways, to ensure equitable access for all students.|As a single-site LEA, SOUL does not have cross-site differences to report. SOUL provides a highly personalized educational program in which each student’s course of study is designed to meet individual needs, supported through ongoing collaboration between students, families, and credentialed staff. This includes access to standards-aligned curriculum, A–G approved courses, academic supports, and enrichment opportunities. Analysis of 2026 survey data indicates that while students have broad access to academic and co-curricular opportunities, differences exist in how students experience and benefit from these offerings. Access and perceived benefit tend to increase in upper grades, while younger students report lower levels of engagement and connection. English Learner (ELL) families also report slightly lower access to resources and college and career preparation supports. Over time, SOUL has maintained strong access to college and career readiness opportunities, with continued focus on ensuring all students, particularly underrepresented groups have equitable access to and are fully supported in a broad course of study.|SOUL provides a personalized learning model designed to ensure all students have access to a broad course of study. However, analysis of 2026 local data identifies several factors that may impact students’ ability to fully access and benefit from these opportunities. Key barriers include social-emotional and mental health needs, home and family circumstances, and socioeconomic factors that may affect consistent participation in coursework and school activities. In addition, language and communication barriers may limit access to information and resources for English Learner (ELL) families. SOUL continues to address these barriers through its personalized approach, targeted supports, and ongoing efforts to ensure all students and families have equitable access to the full range of educational opportunities.|SOUL continues to provide access to a broad course of study through core academics and a range of electives aligned to students’ personalized learning goals. Course offerings are regularly reviewed and adjusted based on student needs and feedback. To further support equitable access, SOUL will expand college and career readiness opportunities, including dual enrollment and online coursework, and strengthen support for students in earlier grade levels. The school will also continue to refine supports and communication for underrepresented groups, including English Learners (ELL), and monitor course access and participation to ensure all students can fully engage in the educational program.|Met||2026-05-12|2026 10621661030840|Carter G. Woodson Public Charter|7|Student access to a broad course of study is monitored through Aeries, Edgenuity, and master schedules. 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.|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: Patient Care, Business Management, 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. 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 continue to be 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||2026-06-29|2026 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||2026-06-08|2026 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||2026-06-08|2026 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||2026-06-08|2026 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||2026-06-08|2026 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||2026-06-08|2026 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||2026-06-08|2026 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||2026-06-08|2026 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||2026-06-08|2026 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 the need for classes, and discussions are held 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 2025-26 school year, Kingsburg High School students had access to 9 AP classes (with 15 sections), 4 honor classes (with 7 sections), 18 fine/performing arts classes (with 24 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 2025-26 school year, Oasis High School students had access to all state- required courses and had access to 1 ROP class on campus. During the 2025-26 school year, Kingsburg Independent Study High School students had access to all state-required courses, including A-G courses. Students in good standing are able to take courses (both electives and core classes) on the KHS campus.|KJUHSD strives to provide access to a broad course of study for all students. The district continues to look for new classes to offer students to help prepare them for college and career. The largest barrier to KJUHSD is the size of the student population and the ability of the district to offer more AP and CTE classes without taking away from other elective classes. Engagement partners want the district to explore the possibility of more academic dual-enrolled classes, but a barrier is having qualified teachers to teach dual-enrolled classes. The district has had meetings with local colleges to see if there is a possibility to add one or two academic dual enrollment classes and will continue to explore these avenues.|The district continues to explore and expand course options for students. During the 2025–26 school year, students had the opportunity to enroll in an additional course, ROP Advanced Graphic Design. Looking ahead to the 2026–27 school year, Kingsburg High School will be adding a new Advanced Placement course, AP Psychology. In addition, Oasis will introduce a new CTE course in the medical field. The district is also actively exploring opportunities to expand dual enrollment offerings to provide students with increased access to college-level coursework.|Met||2026-06-22|2026 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 and academic intervention, when needed. KCUSD is actively exploring ways to provide these students with more enriching experiences and a broader range of courses through integrated language development support and elective options outside the traditional school day. 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.|Despite our commitment to a comprehensive curriculum, challenges persist in guaranteeing equitable course access for all students as outlined in Ed. Code 51220. One continuous 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) and English learners. It can be difficult to integrate the broadest possible course offerings into their schedules while still meeting the specific requirements of their IEPs and/or support language development needs. 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 and electives.|KCUSD remains dedicated to evaluating and improving its K-12 course catalog and master schedules to foster a more inclusive curriculum. By reviewing current offerings, the district will prioritize pathways that enhance career readiness and provide all learners with comprehensive educational opportunities. To increase accessibility, the district will continue to align state and federal resources to expand career exploration courses for both elementary and middle school students as well as in alternative education programs. Additionally, KCUSD is investigating new ways to support language development for English learners and provide targeted interventions for students requiring extra support, ensuring every student is prepared for success in college and their future careers. Based on continuous evaluation of existing courses and master schedule, KCUSD will prioritize course options that pave the most effective paths toward college and career preparedness. Finally, the district will continue to explore creative options for students with IEPs and English learners to access elective and enrichment courses before and after the traditional school day.|Met||2026-06-23|2026 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||2026-06-23|2026 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 Reedley College’s 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||2026-06-23|2026 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. The District is partnering with Caruthers USD to offer secondary students dual enrollment opportunities through a local community college.|Met||2026-06-24|2026 10623310000000|Orange Center|7|The District will maintain an Instructional Technology Coordinator and an FCSS Technology Technician. The Technology Coordinator will provide teachers and students with the skills needed to utilize digital learning tools and technology-based curriculum in the classroom and at home to promote 21st-century skills such as problem-solving, critical thinking, and digital literacy. The FCSS Technology Technician will ensure staff, students, and parents can access reliable technology and the internet, providing support as needed. All K-8th-grade 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 allow students 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, specifically for this purpose. The district will purchase materials and supplies to support lessons and create STEAM learning labs (K-8), makerspaces (K-8), and allow students to extend their learning past the school day through the Chromebook checkout system.|The Technology Coordinator will provide teachers and students with the skills needed to utilize digital learning tools and technology-based curriculum in the classroom and at home to promote 21st-century skills such as problem-solving, critical thinking, and digital literacy. The FCSS technology technician will ensure staff, students, and parents can access reliable technology and the internet, providing support as needed. All K-8th-grade 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 allow students 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, specifically for this purpose. The district will purchase materials and supplies to support lessons and create STEAM learning labs (K-8), makerspaces (K-8), and allow students to extend their learning past the school day through the Chromebook checkout system.|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 subject credentialed teachers are providing opportunities for students to have a broad course of study. When reviewing data for all students at Orange Center, the data indicate 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 the learning gaps and strengths of each student, which requires the ability to use learning data in a meaningful and skilled way. Through a pre-planning of the scope and sequence of the standards, educators can be assured that content and assessments target foundational skills, loop learning cycles, and create continuity across the system in a way that supports equity for all students. To increase academic achievement, the District will contract services to disaggregate data and assist with data analysis and review to target specific foundational skills. Through the skilled and purposeful use of student learning data, educators will be better able to target the learning needs of each student and differentiate needs accordingly. The District will provide an instructional technology coordinator and contract with an FCSS technology technician who will provide the identified students with increased opportunities to use technology.|Met||2026-06-24|2026 10623310137661|California Virtual Academy at Fresno|7|The school uses multiple local measures and data systems to monitor 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. Individualized Learning Plans (ILPs) and graduation plans are used to track student course enrollment, progress, and alignment to grade-level expectations and graduation requirements. PowerSchool and Canvas reports are regularly reviewed to monitor course enrollment, participation, and completion across grade spans and student groups. Administrative teams and counselors conduct semi-annual course reviews to ensure students are appropriately placed in core and elective courses, including A-G requirements at the high school level. Additionally, student group data is disaggregated to monitor equitable access to courses such as Career Technical Education (CTE), electives, and advanced coursework. For students with Individualized Education Programs (IEPs), service plans and course placements are reviewed through IEP meetings and progress monitoring to ensure access to both general education and alternate courses of study, as appropriate.|In each review period, at the TK–8 level, 100% of students are enrolled in core subjects, including 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 Technical Education (CTE) programs at both the middle and high school levels. Students across all grade levels enroll in electives in addition to their core coursework, supporting a well-rounded educational experience. Data reviews indicate consistent access across student groups, with no significant disparities in enrollment in core courses. Ongoing monitoring of elective, CTE, and advanced course participation supports efforts to maintain equitable access and identify areas for continued growth.|Barriers to access and enrollment in a broad course of study include limited access to reliable Wi-Fi and school materials, particularly for students experiencing homelessness, students in foster care, and those from socioeconomically disadvantaged backgrounds. These challenges can impact consistent participation in core and elective courses. Additionally, platforms that require multiple student logins create barriers, especially for younger students who may need increased support to navigate systems and access course content. An additional barrier during this school year has been the implementation of the new online learning platform, Canvas. Technical issues at times limited seamless access to courses, affecting student participation. The transition also required a significant learning curve for staff, families, and students, which temporarily impacted the ability to fully access and engage in the full course of study.|In response to the results of locally selected measures, the school has implemented and will continue to refine actions to ensure access to a broad course of study for all students. To support access, the school provides Internet Service Provider (ISP) reimbursement, mobile hotspots, school supplies, and Advanced Placement (AP) exam fee reimbursements for eligible students. The school is also implementing single sign-on (SSO) systems to reduce barriers caused by multiple student logins. The school continues to expand course access by increasing Career Technical Education (CTE) pathway offerings, including Engineering and Architecture and Public Safety, and by encouraging enrollment in A-G approved coursework. Middle school students participate in Career Explorations courses, and qualifying students have access to high school CTE courses. Ethnic Studies and Personal Finance courses have been added, and the Advanced Placement program has expanded to include AP Seminar. To support equitable access, after-hours instructional sessions with credentialed teachers are provided for English Learners, students experiencing housing instability, and other students needing additional support to ensure participation in A-G coursework. Math and Literacy Lab courses continue to support 9th and 10th grade students in building foundational skills in Algebra, Geometry, and English language arts, while teachers and leaders regularly analyze data and refine course materials to improve implementing|Met||2026-06-10|2026 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||2026-06-30|2026 10623640000000|Parlier Unified|7|Parlier Unified School District (PUSD) utilizes a comprehensive combination of data systems, site schedules, and progress-monitoring tools to track and ensure that all students across all grade spans, unduplicated student groups (English Learners, Foster/Unhoused Youth, Socioeconomically Disadvantaged), and individuals with exceptional needs have full access to and enrollment in a broad course of study. Locally Selected Measures & Tracking Tools • Aeries Student Information System (SIS) & Master Schedules: PUSD uses Aeries SIS as its primary monitoring tool to audit course placement, master schedules, and enrollment metrics across elementary, middle, and high school levels. Aeries enables real-time tracking to ensure zero scheduling conflicts prevent access to core academics, electives, Career Technical Education (CTE) pathways, and intervention courses. • CALPADS & LCAP Unduplicated Group Audits: District data teams conduct quarterly audits using CALPADS and internal reporting dashboards to disaggregate enrollment rates specifically for English Learners, low-income students, and foster youth. This ensures unduplicated groups are equitably represented in advanced coursework (AP/Dual Enrollment), CTE pathways, and enrichment programs (visual/performing arts, physical education, and STEM). • IEP & 504 Plan Academic Audits (SEIS): To guarantee full access for individuals with exceptional needs, PUSD utilizes the Special Education Information System (SEIS) alongside routine admin|Using Aeries SIS, CALPADS, SEIS, and A-G tracking dashboards, PUSD systematically evaluated access to and enrollment in a broad course of study across grade spans, sites, and student groups. 1. Overall Extent of Access & Enrollment PUSD ensures 100% of TK–12 students have access to a broad course of study. Elementary (TK–6): Schedules guarantee equitable minutes in core subjects (ELA/ELD, Math, Science, Social Studies), PE, and visual/performing arts. Secondary (Grades 7–12): All students enroll in core academics plus electives, CTE, AP, Dual Enrollment, and PE. 2. Site-Level & Student Group Differences Site Differences: Parlier High offers full CTE and Dual Enrollment; junior high sites focus on foundational elective rotations (STEM, arts). English Learners (ELs): Designated ELD requirements occasionally create scheduling constraints for additional electives. Students with Exceptional Needs: SEIS audits confirm IEP students participate in general education (LRE), though advanced elective/AP enrollment remains lower. Socioeconomically Disadvantaged & Migrant: Universal funding eliminates fee barriers, yielding high participation across CTE and electives. 3. Progress Over Time Over three LCAP cycles, PUSD expanded course access by: Expanding Dual Enrollment and CTE pathways at Parlier High. Implementing A-G auto-enrollment for unduplicated students. Strengthening co-teaching and push-in support models for students with disabilities.|Analysis of data from Aeries SIS, CALPADS, SEIS, and A-G tracking dashboards reveals that while PUSD provides universal access to core curricula, systemic operational, structural, and linguistic barriers continue to impact equitable course enrollment and pathway completion. Identified Barriers to Broad Course Access • Scheduling Constraints for Designated ELD Requirements: Secondary English Learners must be scheduled into daily Designated ELD courses to build English proficiency. Because these core language blocks occupy fixed periods in high school master schedules, EL students face significant conflict options when trying to fit multi-period CTE pathways, AP/Dual Enrollment courses, or visual and performing arts electives into their daily schedules. • Course Scheduling & Service Delivery Conflicts for Special Education: Students receiving Special Education services requiring Specialized Academic Instruction (SAI) or related speech/occupational services often experience master-schedule overlap. Pull-out interventions during elective periods or fixed SAI blocks can limit opportunities for students with IEPs to participate in higher-level electives, CTE, or A-G honors courses. • Linguistic and Systemic Barriers to Higher-Level Course Tracking: Historically, unduplicated students (English Learners and low-income youth) faced systemic barriers due to self-selection processes or prerequisites for honors and dual-enrollment classes. To overcome this, PUSD is transitioning from vol|In response to local data from Aeries SIS, CALPADS, SEIS, and A-G tracking dashboards, and to address identified scheduling and staffing barriers, PUSD has implemented and planned key strategic actions to guarantee equitable course access for all students: Revisions, Decisions, and New Actions • Transition to A-G Default Enrollment & Transcript Audits: In PUSD, Instead of leaving it up to students to choose whether they sign up for college-prep classes, Parlier High School now automatically places all students into the classes required for college admission. School counselors check student records twice a year in the student system to make sure everyone—especially English Learners, foster youth, and low-income students—stays on track for college and future careers. • Co-Teaching Expansion & Inclusive LRE Scheduling: PUSD expanded co-teaching and push-in support models in general education classrooms. Supported by SEIS tracking, this decision minimizes pull-out interventions during elective times, enabling students with IEPs to access high-level electives, CTE, and honors courses alongside general education peers. • CTE Pathway Expansion & CTE/A-G Alignment: PUSD aligned all secondary Career Technical Education (CTE) pathways with UC/CSU A-G requirements. PUSD also established dual-enrollment partnerships with local community colleges to offer co-taught, college-credit courses on campus, expanding advanced coursework options despite rural staffing constraints.|Met||2026-06-23|2026 10623720000000|Pine Ridge Elementary|7|Pine Ridge Elementary School District uses multiple local measures to monitor student access to a broad course of study. These measures include the annual master schedule, student class schedules, enrollment data, instructional program offerings, and administrative reviews to ensure all students have equitable access to California State Standards-based instruction across all required subject areas. The district also reviews Individualized Education Programs (IEPs), Section 504 plans, English learner supports, intervention schedules, and student achievement data to ensure students with exceptional needs and other student groups receive appropriate access to the core curriculum and necessary supports. Ongoing monitoring by school administration and staff helps ensure that all students have access to a comprehensive educational program that meets state requirements and addresses individual student needs.|Pine Ridge Elementary School District has one school site and provides all students with equitable access to a broad course of study aligned to the California State Standards. Local measures indicate that all students are enrolled in the full core curriculum, including English language arts, mathematics, science, history-social science, physical education, visual and performing arts, and other required instructional areas. Students also have access to intervention and enrichment opportunities designed to meet individual learning needs. Students with disabilities receive appropriate accommodations, modifications, and specialized instruction as identified through their Individualized Education Programs (IEPs), while additional supports are provided for students requiring academic intervention. Due to the district's single-school structure and small enrollment, there are no significant differences in access to a broad course of study across student groups. The district continues to monitor enrollment, instructional schedules, and student support services to ensure equitable access and participation for all students.|Based on the district's local measures, Pine Ridge Elementary School District has not identified significant barriers preventing students from accessing a broad course of study. However, as a small rural district, challenges include limited staffing, financial resources, and enrollment, which can affect the number of elective and enrichment opportunities available. The district addresses these challenges by maximizing available resources, utilizing multi-grade instructional models when appropriate, partnering with outside organizations to expand student opportunities, and providing targeted academic and intervention supports to meet individual student needs. The district will continue to monitor student access and adjust programs and services to ensure all students have equitable opportunities to participate in a comprehensive educational program.|Pine Ridge Elementary School District will continue to ensure equitable access to a broad course of study by maintaining standards-aligned instructional programs, monitoring student enrollment and participation, and providing academic interventions and enrichment opportunities based on individual student needs. The district will continue expanding elective and enrichment opportunities, strengthen instructional practices through ongoing professional development, and utilize data to identify and address learning gaps. Students with disabilities and other students requiring additional support will continue to receive appropriate services through Individualized Education Programs (IEPs), intervention programs, and differentiated instruction. The district will also continue collaborating with educational partners and community organizations to enhance learning opportunities and ensure all students have access to a comprehensive educational program that prepares them for future success.|Met||2026-06-11|2026 10623800000000|Raisin City Elementary|7|The LEA uses locally selected measures and tools to monitor student access to a broad course of study, including a review of the Raisin City Elementary School master schedule, instructional schedules, student enrollment information, program participation, and LCAP-related data. Through this review, the LEA examined whether all students, including low-income students, unduplicated student groups, and students with exceptional needs, have access to required instructional areas and enrichment opportunities. The review found that there are no significant gaps between the access low-income students have to the broad course of study and the access provided to the overall student population. No current limitations were identified in offering a broad course of study. In addition, as part of the LCAP, the District continues to provide opportunities for acceleration, enrichment, and academic support through summer and afterschool programs. These opportunities help expand student access to learning experiences beyond the regular instructional day and support continued improvement for all student groups.|Using the locally selected measures and tools, including the review of the Raisin City Elementary School instructional schedule, master schedule, student enrollment information, and LCAP program supports, the LEA determined that all students have access to, and are enrolled in, a broad course of study. The review found that students, including low-income students, unduplicated student groups, and students with exceptional needs, have access to the required instructional areas and academic supports. No significant gaps were identified between the access provided to low-income students and the access provided to the overall student population. Additionally, no limitations were noted in the LEA’s ability to offer a broad course of study. Across the school site, students are provided access to core instruction and additional opportunities that support academic growth. The District continues to expand access through LCAP actions, including summer learning, afterschool programs, acceleration, enrichment, and increased academic supports. These programs provide students with additional opportunities to strengthen learning and participate in a broader range of educational experiences. Overall, the LEA has maintained equitable access to a broad course of study for all student groups. The LEA will continue to monitor schedules, enrollment, program participation, and student needs to ensure that access remains consistent and that additional supports are provided when needed.|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||2026-06-04|2026 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 2025-26 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, drivers' education, 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 intervention courses 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 an increase in participation in CTE courses over the past few years. Additional information about course enrollment and the number of courses offered in various subjects at schools can be found on the California Department of Education DataQuest web page.|Met||2026-05-28|2026 10624140000000|Sanger Unified|7|At Sanger Unified School District, multiple locally developed tools are used to monitor student access to and enrollment in a broad course of study across grade spans and student groups. For grades 1–6, the district uses course matrix schedules to ensure all students have access to standards-based instruction, including core content areas, physical education, and visual and performing arts (VAPA). For grades 7–8, course matrices and enrollment tracking spreadsheets are used to monitor student access to electives, including VAPA and exploratory courses, ensuring equitable participation across unduplicated student groups. For grades 9–12, the district utilizes course matrices, student enrollment reports, and transcript analysis to monitor access to A–G courses, Career Technical Education (CTE) pathways, electives, and graduation requirements. These tools allow for disaggregation by student groups, including English Learners, low-income students, foster youth, and students with exceptional needs, to ensure equitable access and identify gaps in participation. These measures support ongoing monitoring and adjustment to ensure all students have access to a comprehensive and rigorous course of study.|All students across Sanger Unified School District in grades 1–6 are enrolled in a broad course of study that includes English, mathematics, social science, science, visual and performing arts (VAPA), health, and physical education, with consistent access across school sites. In grades 7–12, all students, including unduplicated student groups and students with disabilities, are enrolled in core academic courses (English, mathematics, social science, science, health, and physical education). Most students also enroll in additional courses such as Career Technical Education (CTE), VAPA, and world language. Analysis of enrollment data indicates that while access to these courses is available across sites, differences in enrollment persist. English Learners and students with disabilities are underrepresented in world language, VAPA, and some CTE pathways, often due to scheduling constraints, support needs, or course sequencing requirements. However, all students participate in at least one enrichment area (CTE, VAPA, or world language) during the 7–12 grade span. Over time, the district has increased access to CTE and elective offerings; however, continued efforts are needed to ensure more equitable enrollment across all student groups.|Analysis of locally selected measures indicates that while access to a broad course of study is available across grades 7–12, barriers exist that limit equitable enrollment for certain student groups, particularly English Learners (ELs) and students with disabilities. The primary barrier is master schedule constraints, as these students often require multiple support courses (e.g., ELD, intervention, or specialized services), which reduces flexibility to enroll in electives such as world language, visual and performing arts (VAPA), and Career Technical Education (CTE) courses. Additional barriers include course sequencing requirements (e.g., prerequisites for world language or CTE pathways), limited availability of certain electives at smaller sites, and the need for targeted academic and language support, which can further restrict access to a full range of elective options. While students do participate in at least one enrichment area during the 7–12 grade span, these factors limit consistent and equitable access to a comprehensive sequence of courses. Addressing scheduling structures, expanding course offerings, and integrating supports within elective pathways will be critical to reducing these barriers.|In response to the identified barriers, Sanger Unified School District has implemented and will continue to refine strategies to increase equitable access to a broad course of study for all students. The district is working to increase flexibility within the master schedule by developing alternative scheduling models and support structures that allow students, including English Learners and students with disabilities, to participate more consistently in elective courses such as world language, VAPA, and CTE. The district has expanded before- and after-school academic support and tutoring opportunities to reduce the need for multiple intervention courses during the school day. Additionally, online and personalized learning options have been implemented to provide students with more flexible pathways to meet graduation and course requirements. Sanger Unified is also exploring ways to integrate academic and language supports within elective and CTE courses, allowing students to access rigorous and engaging coursework while receiving necessary supports. Ongoing monitoring of enrollment data will guide adjustments to ensure improved access and participation across all student groups.|Met||2026-06-23|2026 10624146117865|Quail Lake Environmental Charter|7|At Sanger Unified School District, multiple locally developed tools are used to monitor student access to and enrollment in a broad course of study across grade spans and student groups. For grades 1–6, the district uses course matrix schedules to ensure all students have access to standards-based instruction, including core content areas, physical education, and visual and performing arts (VAPA). For grades 7–8, course matrices and enrollment tracking spreadsheets are used to monitor student access to electives, including VAPA and exploratory courses, ensuring equitable participation across unduplicated student groups. For grades 9–12, the district utilizes course matrices, student enrollment reports, and transcript analysis to monitor access to A–G courses, Career Technical Education (CTE) pathways, electives, and graduation requirements. These tools allow for disaggregation by student groups, including English Learners, low-income students, foster youth, and students with exceptional needs, to ensure equitable access and identify gaps in participation. These measures support ongoing monitoring and adjustment to ensure all students have access to a comprehensive and rigorous course of study.|All students across Sanger Unified School District in grades 1–6 are enrolled in a broad course of study that includes English, mathematics, social science, science, visual and performing arts (VAPA), health, and physical education, with consistent access across school sites. In grades 7–12, all students, including unduplicated student groups and students with disabilities, are enrolled in core academic courses (English, mathematics, social science, science, health, and physical education). Most students also enroll in additional courses such as Career Technical Education (CTE), VAPA, and world language. Analysis of enrollment data indicates that while access to these courses is available across sites, differences in enrollment persist. English Learners and students with disabilities are underrepresented in world language, VAPA, and some CTE pathways, often due to scheduling constraints, support needs, or course sequencing requirements. However, all students participate in at least one enrichment area (CTE, VAPA, or world language) during the 7–12 grade span. Over time, the district has increased access to CTE and elective offerings; however, continued efforts are needed to ensure more equitable enrollment across all student groups.|Analysis of locally selected measures indicates that while access to a broad course of study is available across grades 7–12, barriers exist that limit equitable enrollment for certain student groups, particularly English Learners (ELs) and students with disabilities. The primary barrier is master schedule constraints, as these students often require multiple support courses (e.g., ELD, intervention, or specialized services), which reduces flexibility to enroll in electives such as world language, visual and performing arts (VAPA), and Career Technical Education (CTE) courses. Additional barriers include course sequencing requirements (e.g., prerequisites for world language or CTE pathways), limited availability of certain electives at smaller sites, and the need for targeted academic and language support, which can further restrict access to a full range of elective options. While students do participate in at least one enrichment area during the 7–12 grade span, these factors limit consistent and equitable access to a comprehensive sequence of courses. Addressing scheduling structures, expanding course offerings, and integrating supports within elective pathways will be critical to reducing these barriers.|In response to the identified barriers, Sanger Unified School District has implemented and will continue to refine strategies to increase equitable access to a broad course of study for all students. The district is working to increase flexibility within the master schedule by developing alternative scheduling models and support structures that allow students, including English Learners and students with disabilities, to participate more consistently in elective courses such as world language, VAPA, and CTE. The district has expanded before- and after-school academic support and tutoring opportunities to reduce the need for multiple intervention courses during the school day. Additionally, online and personalized learning options have been implemented to provide students with more flexible pathways to meet graduation and course requirements. Sanger Unified is also exploring ways to integrate academic and language supports within elective and CTE courses, allowing students to access rigorous and engaging coursework while receiving necessary supports. Ongoing monitoring of enrollment data will guide adjustments to ensure improved access and participation across all student groups.|Met||2026-06-23|2026 10624146117873|Sanger Academy Charter|7|At Sanger Unified School District, multiple locally developed tools are used to monitor student access to and enrollment in a broad course of study across grade spans and student groups. For grades 1–6, the district uses course matrix schedules to ensure all students have access to standards-based instruction, including core content areas, physical education, and visual and performing arts (VAPA). For grades 7–8, course matrices and enrollment tracking spreadsheets are used to monitor student access to electives, including VAPA and exploratory courses, ensuring equitable participation across unduplicated student groups. For grades 9–12, the district utilizes course matrices, student enrollment reports, and transcript analysis to monitor access to A–G courses, Career Technical Education (CTE) pathways, electives, and graduation requirements. These tools allow for disaggregation by student groups, including English Learners, low-income students, foster youth, and students with exceptional needs, to ensure equitable access and identify gaps in participation. These measures support ongoing monitoring and adjustment to ensure all students have access to a comprehensive and rigorous course of study.|All students across Sanger Unified School District in grades 1–6 are enrolled in a broad course of study that includes English, mathematics, social science, science, visual and performing arts (VAPA), health, and physical education, with consistent access across school sites. In grades 7–12, all students, including unduplicated student groups and students with disabilities, are enrolled in core academic courses (English, mathematics, social science, science, health, and physical education). Most students also enroll in additional courses such as Career Technical Education (CTE), VAPA, and world language. Analysis of enrollment data indicates that while access to these courses is available across sites, differences in enrollment persist. English Learners and students with disabilities are underrepresented in world language, VAPA, and some CTE pathways, often due to scheduling constraints, support needs, or course sequencing requirements. However, all students participate in at least one enrichment area (CTE, VAPA, or world language) during the 7–12 grade span. Over time, the district has increased access to CTE and elective offerings; however, continued efforts are needed to ensure more equitable enrollment across all student groups.|Analysis of locally selected measures indicates that while access to a broad course of study is available across grades 7–12, barriers exist that limit equitable enrollment for certain student groups, particularly English Learners (ELs) and students with disabilities. The primary barrier is master schedule constraints, as these students often require multiple support courses (e.g., ELD, intervention, or specialized services), which reduces flexibility to enroll in electives such as world language, visual and performing arts (VAPA), and Career Technical Education (CTE) courses. Additional barriers include course sequencing requirements (e.g., prerequisites for world language or CTE pathways), limited availability of certain electives at smaller sites, and the need for targeted academic and language support, which can further restrict access to a full range of elective options. While students do participate in at least one enrichment area during the 7–12 grade span, these factors limit consistent and equitable access to a comprehensive sequence of courses. Addressing scheduling structures, expanding course offerings, and integrating supports within elective pathways will be critical to reducing these barriers.|In response to the identified barriers, Sanger Unified School District has implemented and will continue to refine strategies to increase equitable access to a broad course of study for all students. The district is working to increase flexibility within the master schedule by developing alternative scheduling models and support structures that allow students, including English Learners and students with disabilities, to participate more consistently in elective courses such as world language, VAPA, and CTE. The district has expanded before- and after-school academic support and tutoring opportunities to reduce the need for multiple intervention courses during the school day. Additionally, online and personalized learning options have been implemented to provide students with more flexible pathways to meet graduation and course requirements. Sanger Unified is also exploring ways to integrate academic and language supports within elective and CTE courses, allowing students to access rigorous and engaging coursework while receiving necessary supports. Ongoing monitoring of enrollment data will guide adjustments to ensure improved access and participation across all student groups.|Met||2026-06-23|2026 10624300000000|Selma Unified|7|The locally selected measures for Broad Course of Study include: Arts Education participation rate, Number of students enrolled in Dual Language Immersion Classes (elementary, K-5), and number of students enrolled in AVID (grades 7-12).|Elementary students have access to both vocal and instrumental music programs, with current offerings in grades 4, 5, and 6. In grades TK-3rd, students participate in Arts Education through a partnership with the Fresno Arts Council. Students in grades 7–12 have access to comprehensive vocal and instrumental music programs at both the middle and high school levels. Both schools also offer competitive Percussion and Color Guard teams. Visual and performing arts offerings were expanded by adding two new courses focused on keyboard and guitar instruction. The AVID program is available at both sites to support college and career readiness. Over time, we have expanded access to Career Technical Education (CTE) through Valley ROP, and currently offer multiple distinct pathways. Our Dual Language Immersion program is offered for students in grades TK–4, with plans to expand the program to include 5th grade in the 2026–2027 school year.|Selma Unified strategically allocates available resources to provide high-quality educational opportunities that support student success. Although rural districts often face recruitment and retention challenges, Selma Unified has built a strong reputation that has enabled the district to attract and hire highly qualified employees who want to be part of our team. This growing interest in working for Selma Unified has strengthened our capacity to support students and expand educational opportunities. Selma Unified continues to explore opportunities to strengthen our college and career pathways and increase equitable access to a broad course of study while addressing resource and geographic constraints.|Selma Unified continued to expand educational opportunities during the year. The Dual Language Immersion (DLI) program grew to include 4th grade and is scheduled to expand to 5th grade during the 2026–2027 school year. The district's 4th-grade recorder program increased student participation and engagement in arts education, providing foundational music experiences for elementary students. In grades TK-3rd, students participate in Arts Education through a partnership with the Fresno Arts Council. The preschool program continued to deliver high-quality early learning while also supporting career exploration through hands-on early childhood education experiences for VROP high school students. Our CTE offerings at the secondary level have greatly increased, allowing students to participate in pathways that align with their area of interest. Additionally, the district's multilingual language programs in Punjabi and Spanish supported students in developing language proficiency toward biliteracy.|Met||2026-06-23|2026 10625130000000|Washington Colony Elementary|7|Washington Colony's uses the Master Schedule as a selected local measures to identify the access to a broad course study for grades TK-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) 2024-25 and Published on 2025-26 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; TK-5 Math Adopted Curriculum “Classroom Mathematics California by i-Ready” 2026 and 6th-8th Math Nation California Curriculum Adopted 2026; - 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 selected measures including the Master Schedule to provide Subject Area Core Access to all students. The district SARC report indicates that all student groups are provided with the ELA/MATH/SCIENCE & SOCIAL SCIENCE Core Curriculum Areas. With the addition of a Full Time Physical Education and Music Teachers, all students received a quality PE and Visual and Performing Arts programs throughout the school year.|Based on the results of the locally selected measures, there may be opportunities to add few Electives for 6th – 8th grade students in the areas of Foreign Language, Applied Arts, and CTE; However, Small School districts face barriers that include staff capacity and credential restrictions and limited supplemental authorization for these types of elective courses.|Over the years and based on the evaluation of the access to a broad course of study offerings, and as indicated in the CA PE framework; Physical Education contributes significantly to every student’s health and well-being; Therefore, the district will continue to explore the addition of Health Education by adding supplemental materials to the PE classes in order develop the awareness of a healthy lifestyle. As stated on the 2026-27 LCAP Goal 1 Action 1.4. Supplemental Resources Supporting Standards Aligned Instruction, the district will also explore the integration of applied arts and CTE. The district has added a STEM elective class that includes Robotics with coding education. Since, we are in a K-8 Elementary School setting, further research of resources to offer a Foreign Language including Bilingual Authorized credentialed staff and resources will be explored in the upcoming years.|Met||2026-06-30|2026 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 2026-27, the district will provide a reading coach, an EL Coordinator, 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||2026-06-23|2026 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 2026-27, 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||2026-06-23|2026 10625470000000|Westside Elementary|7|The LEA continues to ensure a broad course of study is available and accessible to unduplicated student groups and individuals with exceptional needs, as well as all other student groups. 100% of students have access to instruction in state standards, music instruction, and participation in sports and field trips.|The LEA continues to increase access to all student groups and grade spans in enrolling and offering a broad course of study. The LEA continues to strengthen its arts education, music education, and athletic participation for all students and grade spans.|The LEA is still dealing with a need for an instructor to give full-time instruction to the students in either/or music or arts instruction. The LEA is also dealing with declining enrollment, which inhibits the district from at times fulfilling athletic teams, resulting in less participation among students.|The LEA will continue to strive to provide all students with more arts education and music education. The LEA will also look into different pathways to achieve this broad course of study. The LEA will continue to search for an arts/music instructor.|Met||2026-06-23|2026 10625470135103|Yosemite Valley Charter|7|Yosemite Valley Charter uses locally selected measures to ensure all students have equitable access to a broad course of study aligned with California standards and individual needs. Measures include review of student enrollment, course participation, and program access across grade levels, student groups, and specialized programs. Staff monitor course offerings and enrollment trends to ensure access to standards-aligned curriculum, electives, intervention supports, CTE pathways, A–G coursework, dual enrollment, visual and performing arts, world language courses, and college and career readiness programs. The school reviews disaggregated data for English Learners, socioeconomically disadvantaged students, foster youth, homeless youth, and students with disabilities to identify and address barriers to participation. Special education staff, administrators, and Independent Study Teachers monitor IEPs, 504 Plans, accommodations, and specialized supports to ensure meaningful access to curriculum. Additional measures include student and parent surveys, learning period meetings, academic progress monitoring, and feedback through ELAC, DELAC, and PAC. The school also monitors technology access, virtual learning participation, and enrichment engagement to support student access regardless of location. These measures support ongoing evaluation of access, participation, and equity across instructional programs and educational opportunities.|Based on locally selected measures and ongoing program monitoring, Yosemite Valley Charter provides students with broad access to academic and enrichment opportunities across grade spans and student groups. Students have access to standards-aligned curriculum, CTE pathways, dual enrollment, intervention supports, visual and performing arts, world language courses, college and career readiness programs, and virtual and in-person enrichment opportunities. Enrollment and participation data indicate students can access diverse academic offerings regardless of geographic location or instructional setting. Independent study, Virtual Academy programs, and flexible instructional options support varied academic goals, learning styles, and student needs. Disaggregated data reviews support equitable access for English Learners, socioeconomically disadvantaged students, foster youth, homeless youth, and students with disabilities. Administrators, Independent Study Teachers, counselors, and special education staff collaborate to provide accommodations, intervention services, and individualized supports. Educational partner feedback and enrollment trends indicate continued progress in maintaining inclusive practices and reducing barriers to access. Yosemite Valley Charter remains committed to monitoring participation data, gathering stakeholder input, and refining instructional offerings to ensure equitable access for all students.|Based on locally selected measures, enrollment reviews, and educational partner feedback, Yosemite Valley Charter has identified limited barriers to student access within its broad course of study. Independent study, virtual learning opportunities, intervention programs, and flexible scheduling support equitable access across grade spans and geographic regions. Potential barriers include technology access, transportation to optional in-person events, language barriers, and familiarity with college and career readiness opportunities. The school addresses these challenges through technology support, multilingual communication, translated materials, virtual participation options, and individualized guidance from staff and counselors. Collaboration among general education staff, special education teams, counselors, EL Coordinators, and intervention programs helps ensure students receive accommodations, intervention services, and support needed to access instructional opportunities. Reviews of enrollment, participation, achievement data, and stakeholder feedback have not identified significant disparities in access to coursework, CTE pathways, dual enrollment, intervention supports, or enrichment programs. The school will continue monitoring data and feedback to identify and address emerging barriers.|Based on local measures and stakeholder feedback, Yosemite Valley Charter continues implementing actions to ensure equitable access to a broad course of study. The school supports A–G completion through college preparatory coursework, academic counseling, graduation planning, and progress monitoring. Staff provide guidance regarding graduation requirements, college readiness, and postsecondary opportunities. The school has expanded CTE pathways and dual enrollment opportunities through partnerships with local colleges and the Fresno/Madera K–16 Collaborative Virtual Dual Enrollment Hub. Informational meetings, workshops, resources, and individualized support promote participation in college credit and career pathway programs. Yosemite Valley Charter continues supporting English learners, students with disabilities, and students requiring intervention through differentiated instruction, flexible scheduling, virtual learning options, targeted support, and appropriate accommodations. Additional actions include professional development, Seal of Biliteracy promotion, college and career exploration, and student engagement activities to support postsecondary success for all student groups.|Met||2026-06-18|2026 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 2025-26 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.|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 Driver’s Ed. EL students had low participation in Drivers' Education courses. In addition, Foster Youth students had low enrollment in Career Technical Education (CTE) courses, 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 intervention courses 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 an increase in participation in CTE courses over the past few years. Additional information about course enrollment and the number of courses offered in various subjects at schools can be found on the California Department of Education DataQuest web page.|Met||2026-05-28|2026 10738090000000|Firebaugh-Las Deltas Unified|7|FLDUSD uses a local measure to report out the number of classes by subject for SY 2025-2026. 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 = 61; math = 48; ELD = 16; science = 46; History/Social Science = 45; Foreign Language = 14; Fine Arts = 44; PE = 38; Other = 147 (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 over 1400 in 25-26. 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 from local assessment tools, FLDUSD will continue to promote equity and balance across all instructional areas, including academics, enrichment, and physical activity. The District’s focus has shifted from the development phase to the long-term sustainability of its Visual and Performing Arts (VAPA) pathway, while also enhancing technology systems to better support a diverse range of VAPA courses, electives, and school programs. FLDUSD anticipates continued growth in student achievement, attendance, engagement, and parent participation, while maintaining its strong graduation rate. These findings align with LCAP Goal 4, which emphasizes ensuring that all students graduate college and career ready and reinforces “Access to a Broad Course of Study” as a district priority.|Met||2026-06-11|2026 10739650000000|Central Unified|7|Central Unified School District uses multiple measures to monitor student access to and enrollment in a broad course of study for all students, including unduplicated student groups and students with disabilities. For Transitional Kindergarten through Grade 6, the district reviews instructional schedules, classroom timetables, annual bell schedules, and instructional minute requirements to ensure access to English Language Arts, Mathematics, Science, Social Science, Visual and Performing Arts (VAPA), Health, and Physical Education. District and site administrators monitor implementation through classroom observations and schedule reviews. At the secondary level, the district reviews master schedules, course enrollment, student transcripts, and counselor recommendations to monitor access to core academic courses, Career Technical Education pathways, VAPA, world languages, Advanced Placement, dual enrollment, and elective courses. Enrollment data is disaggregated by grade span, student group, and students with disabilities to identify and address disparities in access or participation. District and site leaders collaborate with counselors and special education staff to review student placement, course requests, and enrollment patterns. Ongoing roster reviews, schedule audits, and data analysis help ensure all students have equitable access to a comprehensive, rigorous course of study that supports college, career, and life readiness.|Based on reviews of course schedules, enrollment data, student placement, and program offerings, Central Unified School District has determined that the vast majority of students have access to and are enrolled in a broad course of study. Elementary students receive instruction in English Language Arts, Mathematics, Science, Social Science, Physical Education, and Visual and Performing Arts (VAPA), although science and social science instructional time may vary by site and grade level. Secondary students have access to core academic courses, Career Technical Education pathways, VAPA, world languages, Advanced Placement, dual enrollment, and electives aligned with graduation and college and career readiness requirements. Analysis of enrollment data identified some differences in access. At the middle school level, scheduling constraints may limit elective opportunities for some students. Students in home-hospital, independent study, or alternative education programs may have reduced access to courses such as VAPA, applied arts, Physical Education, and world languages due to program structure. Driver's Education is not currently offered in grades 9–12. The district continues to monitor participation across student groups, including English Learners, low-income students, foster youth, and students with disabilities. Students needing additional academic support receive interventions through the district's Multi-Tiered System of Supports (MTSS) to maintain access to a rigorous cou|Central Unified School District has identified several barriers that can limit full access to a broad course of study for some students. At the middle school level, master schedule constraints may reduce elective opportunities and limit flexibility in course selection. At the secondary level, students who are credit deficient or experiencing academic challenges may have fewer opportunities to enroll in elective courses while completing graduation requirements. Students enrolled in home-hospital, independent study, or alternative education programs may also have reduced access to Visual and Performing Arts, world languages, applied arts, and some extracurricular activities due to program structure and staffing. Staffing shortages, credentialing requirements, course demand, and staffing allocations can also affect the availability of specialized electives at some school sites. Additional barriers include academic performance, attendance concerns, and the need for intervention services, which may affect students' ability to remain on track for graduation while participating in enrichment opportunities. Central USD addresses these barriers through ongoing schedule reviews, staffing analyses, academic interventions, credit recovery, summer learning opportunities, and individualized student supports designed to increase equitable access to a comprehensive course of study for all students.|Central Unified School District has identified several barriers that can limit full access to a broad course of study for some students. At the middle school level, master schedule constraints may reduce elective opportunities and limit flexibility in course selection. At the secondary level, students who are credit deficient or experiencing academic challenges may have fewer opportunities to enroll in elective courses while completing graduation requirements. Students enrolled in home-hospital, independent study, or alternative education programs may also have reduced access to Visual and Performing Arts, world languages, applied arts, and some extracurricular activities due to program structure and staffing. Staffing shortages, credentialing requirements, course demand, and staffing allocations can also affect the availability of specialized electives at some school sites. Additional barriers include academic performance, attendance concerns, and the need for intervention services, which may affect students' ability to remain on track for graduation while participating in enrichment opportunities. Central USD addresses these barriers through ongoing schedule reviews, staffing analyses, academic interventions, credit recovery, summer learning opportunities, and individualized student supports designed to increase equitable access to a comprehensive course of study for all students.|Met||2026-06-23|2026 10739990000000|Kerman Unified|7|Kerman Unified School District uses multiple locally selected measures and tools to ensure all students have access to and are enrolled in a broad course of study across grade levels, including unduplicated student groups and students with exceptional needs. These tools include teacher master schedules, which are reviewed to ensure equitable course offerings and appropriate student placement; Career Technical Education (CTE) and Regional Occupational Program (ROP) enrollment data reviewed through Fresno County Superintendent of Schools (FCSS) ROP Advisory meetings; course description handbooks outlining academic, CTE, and Visual and Performing Arts (VAPA) offerings; and student report cards that provide ongoing information on course completion and academic progress. At the secondary level, school counselors play a key role in promoting equitable access by providing targeted guidance and support to English Learners, Low-Income students, Foster Youth, and Students with Disabilities, ensuring they are informed about available courses and encouraged to enroll in CTE/ROP pathways, VAPA, and other college- and career-preparatory opportunities. Through these systems, the district monitors access, identifies participation gaps, and supports equitable enrollment in a broad and rigorous course of study for all students.|The District uses master schedules, enrollment data, course catalogs, and transcripts to monitor student access to a broad course of study across all grades and student groups, ensuring equity and alignment with graduation requirements and state standards. At the elementary level, all K–6 students receive a consistent standards-based program with core instruction, designated ELD, PE, and enrichment such as band and choir in grades 5–6. At middle school, students take core courses and select two electives from options including visual arts, band, journalism, computer applications, humanities, agriculture/FFA, and a CTE Exploration course. At the comprehensive high school, students have broad access to academic and elective offerings including CTE/ROP pathways, VAPA, world languages, agriculture, and PE to support college and career readiness. At the continuation high school, students complete core requirements with limited electives but may access additional courses at the comprehensive site, while the K–12 online school provides a standards-aligned curriculum with a full range of core and elective options. Overall, all students have access to a broad course of study, though elective access is more limited in continuation settings, and the District continues to monitor data and strengthen supports to improve equitable access to CTE/ROP and VAPA pathways, especially for unduplicated students and those with exceptional needs.|The District has identified several barriers affecting equitable access to a broad course of study. At the continuation high school, students may access CTE/ROP and VAPA courses at the comprehensive site, but travel between campuses can create logistical challenges and reduce participation. At the elementary level, limited staffing across sites reduces instructional time and limits consistent access to arts education. Overall, these barriers are primarily related to scheduling, staffing, and logistical constraints, and the District continues working to improve equitable access to enrichment and elective opportunities for all students while maintaining required supports and services.|In response to locally selected measures, Kerman Unified School District has implemented and continues to refine actions to ensure equitable access to a broad course of study for all students. At the elementary level, the District prioritizes timely reclassification of English Learners and continues integrated ELD professional development for teachers so language development is embedded throughout instruction. Additional training and tools are also provided to instructional staff to better support English Learners and Students with Disabilities in accessing grade-level content. At the secondary level, the CTE/ROP coordinator collaborates with school counselors and the Director of Pupil Personnel Services to improve access for Students with Disabilities to CTE/ROP pathways and strengthen equitable enrollment in career and technical programs. To expand Visual and Performing Arts access, elementary music teachers provide more consistent, site-based instruction across schools, increasing instructional time and equity in arts education. Through these coordinated efforts, KUSD continues working to reduce barriers and expand equitable access to a rigorous, well-rounded course of study for all students.|Met||2026-06-18|2026 10741530000000|Valley ROP|7|||||Not Met|||2026 10742600000000|Fresno ROP|7|||||Not Met|||2026 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||2026-06-17|2026 10752340000000|Golden Plains Unified|7|GPUSD uses several metrics that can track the extent all students are enrolled in a broad course of study. Metric 1.1 Implementation of Standards monitors how teachers plan for and instruct for a broad course of study. Metric 1.4 Access to a Broad Course of Study monitors students to ensure they get access to all required courses. Metric 1.5 Monitoring Systems indicates if students are enrolled in a broad course of study and checks their progress. Metric 1.14 Instructional Rounds, in addition to instruction, this measure monitors when teachers instruct for a broad course. Teacher schedules should be posted on the classroom wall. All students including those with special needs are provided access to a broad course of study.|GPUSD can report that all high school students including low-income, English Learner, and Students with Special Needs have access to a broad course of study. At the middle school and elementary level, only Cantua Elementary students have access to music and art during the school day. GPUSD has faced challenges hiring an elementary music teacher. GPUSD plans to provide professional development to elementary and middle school teachers so they can increase access to art and music.|The main barrier is the lack of music and art teachers who are highly qualified in the Fresno metropolitan area. Another barrier is distance. GPUSD is 40 miles from a metropolitan area where a large number of possible teachers reside. During the 2025-2026 school year, GPUSD applied for a waiver which would allow the district to use Prop 28 funds to engage the services of outside vendors. Doing so will increase student access to art, music, and drama.|GPUSD initiated an LCAP action (Goal 2, Action 8) devoted to Visual and Performing Arts. GPUSD will try to hire an elementary music teacher; however, it plans to provide professional development to the teachers we currently have, so they can provide music and art instruction to elementary students.|Met||2026-06-09|2026 10752750000000|Sierra Unified|7|The LEA uses multiple data sources to monitor student access and enrollment in a broad course of study, including master schedules, course enrollment reports, Aeries student information system data, CTE pathway participation data, and student transcripts. The LEA also reviews data by grade span, unduplicated student groups, English Learners, students with disabilities, and other identified student populations to ensure equitable access. Feedback from students, families, and staff surveys is also used to evaluate student experiences and opportunities.|The LEA provides students across all grade levels access to a broad course of study aligned with state standards, graduation requirements, and college and career readiness pathways. Students have access to core academic courses, electives, Career Technical Education (CTE), enrichment opportunities, and alternative learning options. Enrollment data indicates continued expansion of CTE pathways and student opportunities, including increased access to career exploration and postsecondary preparation. The LEA continues to monitor participation among student groups to identify and address any differences in access or engagement.|The LEA has identified scheduling limitations and the challenges of providing a wide range of courses in a smaller rural district as potential barriers to expanding course offerings. Some specialized courses and pathways may be limited by enrollment numbers, available credentialed staff, and student scheduling conflicts. The LEA continues to explore innovative solutions, including partnerships, dual enrollment opportunities, and alternative learning models to increase access.|The LEA will continue expanding opportunities through CTE pathway development, dual enrollment partnerships, and alternative learning options to increase student access. The district will monitor course enrollment patterns and student group participation to ensure equitable access to programs and pathways. Additional collaboration with staff, students, families, and community partners will guide future course development and scheduling decisions. These actions will support continuous improvement and ensure all students have meaningful opportunities for college and career readiness.|Met||2026-06-22|2026 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 2026-2027 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. 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 2026-2027 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 2026-2027 school year.|Met||2026-06-24|2026 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.|Using locally selected measures and tools, including high school course enrollment data, master schedules, access to A-G core classes, honors and Advanced Placement courses, CTE/ROP classes, electives, and elementary weekly instructional schedules, the LEA determined that students generally have access to and are enrolled in a broad course of study. For 2025–26, high school data showed no significant gaps in access for low-income students, foster youth, and students with exceptional needs when compared to the overall student population. Elementary schedules were also reviewed and showed that students receive instruction across required content areas. One difference identified was that English learner students may have somewhat limited access to some electives because they are enrolled in courses that support English language acquisition. Across sites, Caruthers High School, Caruthers Elementary, and Monroe Elementary are limited in the number of elective and CTE offerings due to small and declining student populations. For example, additional arts or specialized courses may not be feasible when enrollment does not support the cost of a credentialed teacher. Through the LCAP, the District continues to provide acceleration and enrichment opportunities through summer and afterschool programs, along with increased academic supports, to expand student access to a broader range of courses over time.|Based on the results of locally selected measures, the LEA did not identify significant barriers preventing low-income students, foster youth, or students with exceptional needs from accessing a broad course of study when compared to the overall student population. The main barriers identified are related to the District’s small and declining student enrollment. Caruthers High School, Caruthers Elementary, and Monroe Elementary have limitations in the number of elective, arts, and CTE/ROP courses that can be offered because there may not be enough student enrollment to support the cost of additional sections or credentialed staff. This can limit the variety of course options available to students, particularly in specialized elective areas. Another barrier is the scheduling needs of English learner students. Some English learners have somewhat limited access to electives because they are enrolled in courses that support English language acquisition. While these courses are necessary to support language development, they may reduce room in student schedules for additional electives. The LEA will continue to monitor course access, enrollment, staffing, and scheduling to reduce barriers where possible and expand opportunities through summer school, afterschool enrichment, academic supports, and LCAP-funded programs.|In response to the results of locally selected measures, the LEA will continue to monitor master schedules, student enrollment patterns, course access, and weekly instructional schedules to ensure all students have access to a broad course of study. No significant gaps were identified for low-income students, foster youth, or students with exceptional needs; therefore, the LEA will continue current practices that support equitable access while making adjustments as student needs arise. The LEA will continue to review English learner schedules to ensure students receive necessary English language development support while still having access to electives and other course opportunities when possible. Site and district staff will also continue to explore ways to expand elective, enrichment, arts, and CTE/ROP opportunities within the limitations of small and declining enrollment. As part of the LCAP, the District will continue providing acceleration, intervention, and enrichment opportunities through summer school, afterschool programs, and academic support services. These actions are intended to broaden student access to learning opportunities beyond the regular school day and support continued progress toward ensuring all students have access to a broad course of study.|Met||2026-06-22|2026 10767780000000|Washington Unified|7|Washington Unified utilizes our student information system to ensure all students have access to a broad course of study.|All students have access to a broad course of study throughout the district.|There are no barriers for Washington Unified in providing a broad course of study for all students.|Washington Unified ensures all students have access to a broad course of study and will not need to make any revisions for the 2026-27 school year.|Met||2026-06-24|2026 10767781030774|W.E.B. DuBois Public Charter|7|Student access to a broad course of study is monitored through Aeries, Edgenuity, master schedules, 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, Edgenuity is 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 students learning English and those with disabilities.|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 all 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. The school also continues to 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||2026-06-29|2026 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||2026-06-26|2026 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 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||2026-05-26|2026 11101160130724|Success One!|7|Success One! Charter School utilizes several locally selected measures and tools to monitor student access to and enrollment in a broad course of study. These include CASAS Reading and Mathematics assessments administered at enrollment and throughout the year, credit evaluations, transcript reviews, course completion data, graduation progress monitoring, and individualized learning plans developed collaboratively by students, teachers, and the school counselor. The school tracks student enrollment and participation in high school diploma coursework, UC/CSU A-G approved courses, Career Technical Education (CTE) pathways, college and career readiness activities, and English 2026-27 Local Performance Indicator Self-Reflection for Glenn County Office of Education - Success One! Charter School Page 15 of 19 Language Development (ELD) services. Student progress is reviewed regularly to ensure access to appropriate coursework and support services. Unduplicated pupils, including English Learners, foster youth, homeless students, and socioeconomically disadvantaged students, receive additional academic, counseling, translation, and intervention supports to promote success. Students with exceptional needs receive services and accommodations through their Individualized Education Programs (IEPs), with support from special education staff and related service providers. These measures help ensure all students have access to a broad course of study aligned with their educational goals.|Locally selected measures indicate that all students enrolled at Success One! have access to a broad course of study aligned with California State Standards and graduation requirements. Students have access to coursework in English, mathematics, science, social science, physical education, world language, visual and performing arts, Career Technical Education (CTE), and college and career readiness activities. Students may also enroll in A-G approved courses and CTE pathways based on their individual educational goals. No significant differences in access to coursework were identified among student groups. English Learners, foster youth, homeless students, socioeconomically disadvantaged students, and students with disabilities have access to the same courses and programs as all other students. Additional supports, including English Language Development services, academic counseling, tutoring, translation services, special education services, and individualized interventions, are provided to help students successfully participate in and complete coursework. Success One!'s flexible independent study model allows students to access courses and support services based on their individual needs and educational plans. Ongoing monitoring of enrollment, course completion, credit attainment, and student progress indicates that students continue to have equitable access to a broad course of study that supports graduation, college and career readiness, and workforce preparation.|Success One! provides all students with access to a broad course of study and has not identified significant institutional barriers that limit access to coursework, programs, or support services. However, many students face personal and external barriers that can affect participation and successful completion of coursework. These barriers may include employment obligations, family responsibilities, transportation challenges, childcare needs, language barriers, interrupted educational experiences, credit deficiencies, and limited time available to complete graduation requirements. To address these challenges, Success One! utilizes a flexible independent study model, individualized academic planning, counseling services, tutoring, English Learner supports, translation services, and connections to community resources. The school will continue monitoring student participation and course completion data to identify and address barriers that may impact student success and access to educational opportunities.|In response to local data and educational partner feedback, Success One! will continue implementing strategies designed to ensure all students have access to a broad course of study and the supports necessary for success. The school will continue providing individualized academic planning, credit monitoring, academic counseling, tutoring, English Learner services, special education services, and college and career readiness activities. Students will also continue to have access to UC/CSU A-G approved coursework, Career Technical Education (CTE) opportunities, and workforce preparation experiences. Success One! will continue utilizing local assessment data, including CASAS Reading and Mathematics assessments, course completion data, and student progress monitoring to identify learning needs and provide targeted interventions. The school will also maintain partnerships with Glenn County Office of Education programs and community agencies to expand access to academic, social-emotional, and transition supports. These efforts will help ensure equitable access to educational opportunities and support successful outcomes for all students.|Met||2026-06-26|2026 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. The data of all of these quantitative and qualitative metrics indicate a significant student population below grade level due to a variety of root causes.|In grades k - 12 all students have access to bi-monthly teacher support during personalized learning meetings as well as daily access to the learning center on campus to receive academic support. In grades k - 3 students have access to literacy support during the elementary homeroom held synchronously online and on campus as assigned with their teacher. 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 personalized learning supports provided including individual tutoring both online and on campus 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, and consistent internet access in remote areas where many of our families reside.|"Additional support, coaching and accountability for the adult ""home educators"" has been identified as a need. Rubrics for self-assessment for families will be utilized at the bi-monthly meetings in order to identify issues with instruction, curriculum and assessment practices occurring in the home learning environment."|Met||2026-06-25|2026 11625540000000|Capay Joint Union Elementary|7|Capay School uses a variety of locally selected measures to monitor and ensure that all students have access to, and are enrolled in, a broad course of study. These measures include enrollment data, class schedules, student participation records, academic progress monitoring, and annual review of instructional programs and services. Data is reviewed by grade span, unduplicated student groups, and individuals with exceptional needs to ensure equitable access to core academic instruction, intervention supports, enrichment opportunities, and specialized services. Teachers and administrators regularly monitor student participation in standards-based instruction across all subject areas, including English language arts, mathematics, science, social studies, physical education, visual and performing arts, and social-emotional learning opportunities. Capay School also reviews Individualized Education Program (IEP) implementation, English learner supports, intervention placement, and access to technology and instructional materials to ensure students receive appropriate educational opportunities. Through ongoing staff collaboration, parent communication, and data review processes, Capay School identifies and addresses barriers to access and participation for all student groups and continues to refine programs and supports to meet student needs.|Capay School regularly reviews data for unduplicated student groups, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities, to ensure equitable participation in academic programs, supports, and enrichment opportunities. Students with exceptional needs receive accommodations, specialized instruction, and related services through implementation of Individualized Education Programs (IEPs), ensuring continued access to the full educational program. Ongoing review of student data, teacher collaboration, and parent communication indicate that students continue to maintain equitable access to instructional programs and supports.|At this time, there is no other barrier but time and staffing.|All students on our campus have equal access to a broad course of study.|Met||2026-06-25|2026 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 TK-8, we utilize the following to measure access and enrollment: The SARC report, teacher planners, Williams Uniform Complaint quarterly reports, and informal observations.|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 TK-8, we utilize the following to measure access and enrollment: The SARC report, teacher planners, Williams Uniform Complaint quarterly reports, and informal observations.|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. However, this year we hired a .25FTE band/music teacher in February.|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||2026-06-24|2026 11625960139550|Lake View Charter|7|Lake View Charter School uses a variety of locally selected measures and tools to monitor the extent to which all students, including unduplicated pupils and students with disabilities, have access to and are enrolled in a broad course of study. These measures include student enrollment records, course completion data, instructional fund utilization, participation in intervention and enrichment programs, Individualized Education Program (IEP) records, Section 504 plans, and student support data collected through MTSS and SST processes. The school reviews student participation and achievement data through CAASPP, NWEA, Renaissance, ELPAC, local benchmark assessments, graduation data, and College and Career Indicator data to evaluate access and outcomes across grade spans and student groups. Curriculum Coordinators monitor implementation and alignment of standards-based curriculum and educational programs to ensure equitable access to learning opportunities. Access to a broad course of study is supported through TK–8 standards-based curriculum, High School Virtual Academy, intervention classes, Career Technical Education pathways, dual enrollment opportunities, Advanced Placement coursework, and college and career readiness programs. Students also have access to instructional technology through 1:1 Chromebooks, WiFi hotspots, and instructional funds.|Using locally selected measures such as course enrollment data, program participation records, assessment results, ELPAC data, IEP progress monitoring, and student support records, Lake View Charter School has determined that students across all grade spans have access to and are enrolled in a broad course of study aligned to state standards and individual student needs. Students have access to TK–8 standards-based curriculum, High School Virtual Academy courses, intervention classes, Career Technical Education pathways, dual enrollment opportunities, Advanced Placement coursework, college and career readiness activities, enrichment programs, and social-emotional learning supports. Students also have access to instructional technology through 1:1 Chromebooks, WiFi hotspots, and instructional funds that support personalized learning opportunities. Data indicate that access to educational programs is available across student groups, including English learners, socioeconomically disadvantaged students, foster youth, homeless youth, and students with disabilities. Targeted supports such as ELD instruction, intervention services, MTSS, SST, Section 504 supports, and IEP services help ensure equitable participation and access. Students with disabilities have access to specialized curriculum, accommodations, modifications, and progress monitoring systems designed to support participation in the general education curriculum.|While Lake View Charter School provides broad access to educational programs and services, several barriers continue to impact the extent to which all students fully access and benefit from a comprehensive course of study. Academic performance data indicate that some student groups, including English learners, socioeconomically disadvantaged students, and students with disabilities, continue to experience lower academic outcomes than their peers. These achievement gaps highlight the need for continued intervention services, targeted academic supports, differentiated instruction, and individualized learning opportunities. As an independent study charter school serving students across a large geographic area, the school also recognizes that some students and families may experience barriers related to participation in enrichment activities, intervention services, college and career readiness opportunities, and school-sponsored events. Scheduling challenges, transportation limitations, and varying levels of family availability can impact participation in programs designed to enhance student learning and engagement. Additionally, some students require more intensive academic, language acquisition, social-emotional, behavioral, or special education supports to fully access grade-level curriculum and achieve success.|In response to locally selected measures and educational partner feedback, Lake View Charter School will continue implementing and refining actions designed to ensure all students have access to a broad, rigorous, and inclusive course of study. The school will continue strengthening standards-based curriculum alignment across grade spans through Curriculum Coordinators, instructional staff, and aligned digital and print curriculum resources. Expanded intervention services, enhanced use of assessment data, and targeted academic supports will help address achievement gaps and improve access to grade-level content. Lake View will maintain access to technology through 1:1 Chromebooks, WiFi hotspots, instructional funds, and family support for digital learning tools. The school will also continue providing specialized supports for students with disabilities through IEP services, specialized curriculum, Goalbook, Ablespace, accommodations, and progress monitoring systems. English learners will continue receiving support through EL Coordinators, ELD instruction, ELPAC monitoring, supplemental language development resources, and family engagement supports. The school will also expand college and career readiness through CAAP, dual enrollment, AP coursework, High School Virtual Academy, CaliforniaColleges.edu, and new CTE pathway opportunities. These actions support equitable access, personalized learning, and preparation for college, career, and future success.|Met||2026-06-10|2026 11626380000000|Plaza Elementary|7|Plaza School District s a small, rural TK-8 district with 223 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 TK-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.|The District will maintain a broad course of study to the extent feasible. The District did hire a band/music teacher in February, 2026.|Met||2026-06-25|2026 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.|Princeton Joint Unified School District uses locally selected measures, including course enrollment data and Aeries, to monitor student access to a broad course of study. Enrollment data show that students across all grade spans have access to core academic subjects, physical education, and enrichment opportunities. At **Princeton Elementary School**, students receive a comprehensive core curriculum that includes art, physical education, and social-emotional learning. At **Princeton Junior High School**, students participate in a common course of study that is adjusted annually to meet student needs. **Princeton High School** offers a wide range of courses, including Agriculture and Career Technical Education (CTE) pathways. Data indicate that access to courses is available to all student groups. Socioeconomically disadvantaged students have access to academic and support programs, including intervention and tutoring services. English learners participate in a broad course of study and are supported through sheltered instruction and bilingual resources to promote success in rigorous coursework. Students with disabilities access grade-level curriculum through their Individualized Education Programs (IEPs), with support provided through inclusion practices, specialized instruction, and resource services as appropriate. Overall, local measures demonstrate that students throughout the district have equitable access to a broad course of study aligned with state priorities.|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||2026-06-25|2026 11626530000000|Stony Creek Joint Unified|7|SCJUSD uses multiple local tools and data sources to track the extent to which students have access to and are enrolled in a broad course of study. These include master schedules, course enrollment records, student transcripts, graduation progress monitoring, A–G course alignment review, CTE pathway enrollment, dual enrollment participation, and academic counseling records. At the elementary and intermediate levels, the district reviews schedules, curriculum implementation, iReady diagnostic data, grades, intervention participation, and teacher feedback to monitor access to core instruction, academic support, enrichment, and intervention. At the high school level, the district uses transcript reviews, course completion data, graduation requirement tracking, CTE pathway participation, dual enrollment enrollment, and counselor meetings to monitor whether students are accessing college- and career-ready coursework. For students with exceptional needs, the district reviews IEPs, service minutes, course placement, accommodations, progress data, and participation in general education coursework to ensure access to appropriate instruction and supports. The district also reviews attendance, student performance, and educational partner feedback to identify barriers and adjust supports. These measures help SCJUSD monitor access by grade span, student group, and individual need while supporting equitable access to a broad and inclusive course of study.|SCJUSD provides students access to a broad course of study across grade spans, including core instruction in ELA, mathematics, science, history/social science, physical education, visual/performing arts, career-connected learning, and intervention supports. At the elementary and intermediate levels, students have access to core curriculum, iReady diagnostic and personalized instruction, reading intervention, SPARK afterschool programming, summer learning, and enrichment opportunities. At the high school level, students have access to A–G aligned coursework, academic counseling, dual enrollment, CTE pathways, agriculture/FFA programming, credit recovery, and online course options when needed to expand access. The district continues to monitor graduation progress, course enrollment, CTE pathway participation, and dual enrollment opportunities to support college and career readiness. Because SCJUSD is a small rural district, course offerings may vary by site and grade span. The high school has more access to advanced, CTE, and college-connected coursework, while younger students have broader access to foundational instruction, intervention, and enrichment. Students with exceptional needs are supported through IEP review, accommodations, service delivery, and access to general education coursework as appropriate. Overall, students have access to a broad course of study, but the district continues to monitor staffing, scheduling, transportation, and student support needs to ens|Based on local measures and educational partner input, the primary barriers to providing full access to a broad course of study are related to SCJUSD’s small size, rural location, staffing limitations, transportation, and scheduling. As a small rural district, SCJUSD has limited staffing capacity, which can make it challenging to offer a wide range of specialized courses, electives, advanced coursework, and CTE options on site. Recruiting and retaining fully credentialed teachers in specialized subject areas continues to be difficult and may affect course availability. Geographic distance and transportation also create barriers for students and families. Students live across remote communities, which can limit participation in before-school, after-school, extracurricular, and enrichment opportunities. Connectivity and access to online learning options can also be inconsistent for some families. Scheduling is another challenge, particularly at the high school level, where small enrollment and limited staff require students to balance graduation requirements, A–G coursework, CTE pathways, dual enrollment, intervention, and credit recovery within a limited master schedule. Students with exceptional needs may require additional accommodations, supports, or service coordination to fully access the general education curriculum and broader course options. SCJUSD will continue monitoring these barriers and adjusting supports to improve equitable access.|In response to local data and educational partner input, SCJUSD will continue improving access to a broad course of study by strengthening staffing, scheduling, counseling, intervention, and expanded course options. The district will continue efforts to recruit and retain qualified teachers through competitive compensation, professional development, and support for staff. SCJUSD will also continue using academic counseling and transcript review to monitor graduation progress, A–G access, CTE pathway participation, dual enrollment, credit recovery, and postsecondary planning. To expand course access, the district will continue offering dual enrollment, CTE pathways, agriculture/FFA opportunities, online coursework, and credit recovery options. The district will also continue developing shop/makerspace and career-connected learning opportunities to increase student engagement and provide more hands-on pathways. For students needing additional support, SCJUSD will continue using iReady diagnostics, personalized instruction, reading intervention, small class sizes, SPARK, summer learning, and MTSS supports. Students with exceptional needs will continue to receive accommodations, services, and IEP-based supports to access the general education curriculum. The district will also continue monitoring transportation, attendance, connectivity, and scheduling barriers. These actions support SCJUSD’s goal of ensuring all students have meaningful access to a broad, inclusive, and coll|Met||2026-06-25|2026 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 in-class 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, and grade/content scope and sequences 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 access to a broad course of study aligned with their interests, needs, and postsecondary goals through individualized academic planning, inclusive scheduling, and diverse program offerings. Student outcomes continue to improve, with the percentage of students rated ""Prepared"" on the College/Career Indicator increasing from 32.3% in 2023–24 to 64.6% in 2024–25. The percentage of students passing an Advanced Placement exam also increased by approximately 6.5%, while Career Technical Education (CTE) completers increased from 60 to 70 students. Participation in dual enrollment also grew from 256 students (60.5%) in 2024–25 to 264 students (63.0%) in 2025–26. Although access to courses is generally equitable, enrollment data indicate that some unduplicated student groups, including English learners and low-income students, remain underrepresented in AP and CTE pathways. WUSD is reviewing subgroup enrollment patterns and expanding targeted counseling, academic planning, and program awareness to improve participation. Through the Community Schools initiative, the district will continue aligning academic and enrichment opportunities with student interests and needs to ensure all students have equitable access to engaging, rigorous, and inclusive learning opportunities."|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 science, 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, we are also exploring shared staffing models to enhance access to a broader array of academic and enrichment opportunities across all schools.|As a small, rural district, Willows Unified School District (WUSD) provides students access to a broad course of study through individualized academic planning, course catalogs, master schedules, counseling, curriculum analysis, and programs designed to meet students' interests, needs, and graduation requirements. Students have opportunities to enroll in courses that support college, career, and postsecondary goals. The district recognizes barriers to expanding course offerings, including limited staffing and teacher credentials, scheduling conflicts, funding constraints, limited facilities and equipment, and enrollment sizes that make some courses difficult to offer. To expand student access, WUSD will continue reviewing curriculum and student needs, exploring additional electives and Career Technical Education (CTE) pathways, and using student survey results and WASC findings to guide future course offerings. The district will continue aligning schedules across sites to maximize staff expertise, partner with local community colleges to increase dual enrollment opportunities, and support teachers in obtaining additional credentials that expand available course offerings. These efforts will help ensure all students have equitable access to a rigorous, relevant, and engaging broad course of study.|Met||2026-06-25|2026 11743850000000|Glenn County ROP|7|||||Not Met|||2026 11754810000000|Orland Joint Unified|7|The Local Educational Agency (LEA) has identified several locally selected measures. 1. Course Enrollment Data The LEA collects and analyzes course enrollment data to monitor student participation across various grade levels and demographic groups. This data provides insights into the availability of a wide range of courses, ensuring equitable opportunities for all students. 2. Student Schedules: The LEA reviews individual student schedules to confirm that they reflect a broad course of study. By examining these schedules, the LEA can verify whether students are enrolled in diverse subjects across different disciplines, thus meeting the requirements and recommendations for their grade levels. 3. Elective Course Offerings: The LEA evaluates the availability and variety of elective courses provided to students across different grade levels and student groups. This assessment ensures that students have access to a diverse range of elective options, allowing them to explore their interests beyond the core curriculum. 4. Participation Data: The LEA tracks student participation in extracurricular activities, clubs, and enrichment programs to measure their engagement in a broad course of study beyond regular classroom instruction. This data is instrumental in assessing the overall breadth of educational opportunities available to students. By utilizing these selected measures, the LEA aims to ensure that all students have access to a well-rounded educational experience.|Students have the opportunity to select and enroll in courses that align with their needs, interests, and graduation requirements. To better understand their preferences, students were surveyed to determine which classes they would like to see offered. Overall, the Local Education Agency (LEA) has made significant progress in ensuring that students have access to a broad range of study options. Efforts have been made to offer diverse elective courses and extracurricular activities, allowing students to explore various subjects and pursue their interests beyond the core curriculum. Data shows that the availability of elective courses and enrichment programs has increased over time.|Based on the results of the locally selected measures and tools, several barriers have been identified that prevent the Local Education Agency (LEA) from providing access to a broad course of study for all students. These barriers include: 1. Resource Constraints: Limited resources, such as funding, staffing, and facilities, create obstacles to offering a wide range of courses. Schools with fewer resources may struggle to provide diverse elective options or advanced courses, which restricts the breadth of the curriculum available to students. 2. 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 prevent students from accessing certain subjects or electives that align with their interests or academic goals. 3. Lack of Qualified Staff: An insufficient number of qualified teachers or staff can affect the availability of specialized courses or electives. A shortage of educators in specific subject areas limits the range of courses offered and impedes students' access to pursue diverse academic interests.|The Local Education Agency (LEA) has implemented or plans to implement several revisions, decisions, and new actions to ensure that all students have access to a broad course of study. Resource Allocation:The LEA has revised its resource allocation process to ensure that resources are distributed equitably across schools. This includes allocating funds, staffing, and facilities based on student needs, with a particular focus on addressing disparities and providing equal access to a wide range of courses. Course Expansion and Diversification The LEA has taken steps to expand and diversify its course offerings. This effort includes adding new elective courses and specialized programs to give students a broader range of academic options. The course offerings are aligned with student interests, career pathways, and college readiness. Scheduling Flexibility:The LEA has adjusted its scheduling practices to maximize access to a broad course of study. This may involve revising scheduling methods, creating alternative schedules, or using technology platforms to offer more flexible course options, especially 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 offered to enhance educators' skills in delivering delivering a broad course of study. These initiatives aim to ensure all students receive a comprehensive education.|Met||2026-06-25|2026 11765620000000|Hamilton Unified|7|Hamilton Unified School District (HUSD) uses multiple measures to monitor student access to a broad course of study across grade spans and student groups. The District utilizes Aeries data, master schedule reviews, course enrollment reports, intervention rosters, and IEP/504 reviews to track participation in core academics, Career Technical Education (CTE), Dual Immersion, visual and performing arts, Advanced Placement/dual enrollment, intervention services, and enrichment programs. Data are regularly disaggregated by English Learner status, socioeconomic status, foster youth status, and special education eligibility to support equitable access. Feedback from the 2025–2026 Strategic Planning and LCAP survey also guides program development and course access decisions. Stakeholders expressed interest in expanding Agricultural and Medical Career Training, Financial Literacy, college credit opportunities, tutoring, arts programs, STEM, engineering, journalism, business education, honors courses, electives, extracurricular activities, and social-emotional supports. HUSD continues partnering with Butte College, Glenn County Office of Education, and community organizations to expand college and career pathways while supporting equitable access to curriculum, enrichment opportunities, and academic supports for all students.|Using data from Aeries, master schedule reviews, course enrollment reports, IEP reviews, and feedback from the 2025–2026 Strategic Planning and LCAP survey, Hamilton Unified School District (HUSD) determined that students generally have access to a broad course of study across grade levels and student groups. Elementary students receive instruction in core academics, physical education, science, social studies, arts integration, intervention supports, and Dual Immersion opportunities. Secondary students have access to electives and pathways in agriculture, Career Technical Education (CTE), visual and performing arts, dual enrollment, athletics, intervention classes, and college and career readiness programs. Survey data reflected interest in expanding Agricultural and Medical Career Training, Financial Literacy, life skills, arts, engineering, STEM, journalism, business education, child development pathways, college credit opportunities, and after-school tutoring. Families and staff also expressed interest in additional honors courses, electives, and extracurricular activities. While access is generally equitable, Ella Barkley High School has fewer elective opportunities due to staffing and scheduling limitations. Feedback from English Learner families and families of students with disabilities also identified a need for expanded academic supports and increased access to rigorous coursework.|Based on analysis of the 2025–2026 Strategic Planning and LCAP survey data, enrollment reviews, and scheduling data, Hamilton Unified School District (HUSD) identified barriers impacting equitable access to a broad course of study. Due to the District’s small rural size, staffing limitations, and scheduling constraints, the variety of electives, AP/honors, visual and performing arts, and Career Technical Education (CTE) courses remains limited across sites. These challenges are especially evident at Ella Barkley High School, where smaller enrollment reduces elective flexibility and program availability. Survey feedback also showed interest in expanding engineering, STEM, journalism, business, child development, arts, life skills, dual enrollment, and additional college and career pathways, indicating current offerings do not fully meet student interests. English Learners and students with disabilities may face additional barriers due to intervention schedules, support service needs, and limited staffing for specialized programs. Transportation and the District’s rural location may also limit participation in off-site college courses, internships, and vocational programs. To address these barriers, HUSD continues expanding partnerships with Butte College and Glenn County Office of Education, exploring online and dual enrollment opportunities, strengthening inclusive scheduling practices, and evaluating future program expansions aligned with student and family feedback.|In response to the 2025–2026 Strategic Planning and LCAP survey results, enrollment analysis, and course access reviews, Hamilton Unified School District (HUSD) is implementing actions to expand access to a broad course of study for all students. Based on stakeholder feedback, the District will continue evaluating and expanding offerings in engineering, STEM, journalism, business education, visual and performing arts, life skills, dual enrollment, and Career Technical Education (CTE) pathways aligned with student interests and workforce readiness needs. HUSD continues strengthening partnerships with Butte College, Glenn County Office of Education, and community organizations to expand dual enrollment, college credit opportunities, career pathways, and work-based learning experiences, particularly in agriculture, medical pathways, and career readiness programs. The District is also exploring expanded virtual learning and online electives to increase access for students at smaller sites, including Ella Barkley High School. To improve equitable access for English Learners, foster youth, and students with disabilities, HUSD will continue refining schedules to reduce conflicts between intervention services and electives while strengthening inclusive practices and differentiated instruction. Staff collaboration through Professional Learning Communities (PLCs) and ongoing stakeholder feedback will continue guiding program development and continuous improvement efforts.|Met||2026-06-24|2026 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 2026-27 Local Performance Indicator Self-Reflection for Humboldt County Office of Education Page 16 of 19 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.|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, Trails, 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.|Met||2026-06-10|2026 12101240134163|Northcoast Preparatory and Performing Arts Academy|7|The IB Middle Years Programme is the framework used for grades 6-10. This program is also aligned with the state standards for each individual discipline that students study. Students in grades 11-12 are enrolled in the IB Diploma Programme which includes multiple pathways of study. This includes options within the humanities, social sciences, sciences, and arts. Every student receives individualized counselling to ensure that he or she is supported in choosing a successful plan of study within the broad course of study available to all students. Students identified with exceptional needs receive individual support from faculty and our resource specialist to ensure they have full access to the course of study that is offered.|All students 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 to 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 available to all students. The school will continue to monitor student interest in the programs that are offered. If a need or area of weakness is identified, the school will work to modify the course of study.|Met||2026-06-18|2026 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||2026-06-30|2026 12101246008221|Agnes J. Johnson Charter|7|||||Not Met|||2026 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 2025/2026 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 selfcontained 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||2026-06-18|2026 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||2026-06-17|2026 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||2026-06-17|2026 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||2026-06-24|2026 12626796120562|Coastal Grove Charter|7|All students are enrolled in the same program at our school.|All students have access to and are enrolled in a broad course of study including the full range of academic subjects, art, music, P.E. and Spanish.|There are no current barriers identified.|We have created a new English Learner program which will continue to insure all students have access to a broad course of study.|Met||2026-06-22|2026 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 Student, Family, and Staff Engagement 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, and because the enrollment at Arcata is significantly larger they have more sections, allowing for more options for students. McKinleyville has ceramics, which is unique to its campus. Additionally, McKinleyville houses a regional therapeutic learning classroom meant to serve students with IEPs and significant barriers to learning.|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. This year we added two dual-enrollment classes, US History Honors and Western Civilization Honors to begin working toward the Vision 2030 goal of students having access to 12 college credits by the time they graduate. We will increase our offerings in the coming year to include Spanish 3 & 4 Honors and American Popular Music.|Met||2026-06-16|2026 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 School (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 is 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 and instructional aides provides 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||2026-06-16|2026 12626870124263|Laurel Tree Charter|7|We use Jupiter Ed to track what classes students are enrolled in and to track their classes on transcripts. All students are enrolled in a broad course of study. We have very small classes (15-18 per grade) and we focus on offering a rich and rigorous education for all our students. There isn't a different set of classes where students get a less exciting or less rigorous education. All students are supported in accessing the curriculum, and that curriculum includes core subjects as well as swimming, theater, Edible Education, Forest School Fridays, and travel.|All students in our one school have 100% access to a broad course of study, every year.|none|We'll keep doing what we're doing.|Met||2026-06-25|2026 12626950000000|Big Lagoon Union Elementary|7|The District uses the Master Schedule to ensure that all students have access to and are enrolled in a broad course of study.|All students are provided the adopted curriculum that accompanies a broad course of study including math, English language arts, social studies, science and physical and health education.|The District does not have any current barriers based on the results of our locally selected measures. Big Lagoon enjoys small class sizes which allow teachers to know the needs of their students and meet them immediately. If necessary the school coordinates services and access for each student as needed.|The District is in the process of adopting a new math curriculum that addresses the new math framework, and that works well in our multi-grade classrooms.|Met||2026-06-12|2026 12627030000000|Blue Lake Union Elementary|7|Blue Lake Union Elementary School District is a one-school TK–8 district. Grades TK–5 are primarily self-contained classrooms, while students in grades 6–8 have homeroom teachers and rotate among teachers for core subjects. The District tracks access to a broad course of study through review of course offerings, class schedules, school schedules, teacher assignments, student information system enrollment reports, and student support plans. These tools help the District monitor whether students have access to required areas of study across grade spans, including unduplicated student groups and students with exceptional needs. Students who qualify for additional supports, including intervention, 504 Plans, or IEP services, receive support based on individual need. Supports are reviewed at the beginning of the year, during conferences, through annual meetings, and as needed throughout the school year. Plans may include accommodations, modifications, intervention, and access to general education through a push-in model when appropriate. Based on local review of schedules, enrollment, and student support plans, Blue Lake Union Elementary School District provides all students access to a broad course of study consistent with California Education Code sections 51210 and 51220.|Blue Lake Union Elementary School District is a one-school TK–8 district; therefore, there are no differences in access across school sites. Based on review of schedules, course offerings, enrollment information, and student support plans, all students have access to and are enrolled in a broad course of study. Students receive instruction in core academic areas, including English language arts, mathematics, science, history-social science, health, and physical education. Students also have access to music, visual arts, performing arts, Spanish, environmental education, cultural learning opportunities, field trips, student leadership, and enrichment activities. The District continues to provide opportunities that support the whole child, including gardening and zero waste education, environmental fairs, outdoor learning experiences, cultural activities, student performances, Calypso Steel Pan Band, Student Council, GATE, and after-school programming. Academic supports are also available through reading and math intervention, after-school tutoring, and classroom-based supports. Students with exceptional needs, students with 504 Plans, unduplicated students, and students needing additional academic or behavioral support receive services based on individual need. Supports may include intervention, accommodations, modifications, resource support, special day class services, and access to general education settings when appropriate.|Based on local review of schedules, course offerings, enrollment information, and student support plans, Blue Lake Union Elementary School District provides all students access to a broad course of study. As a one-school TK–8 district, there are no differences in access across school sites. The primary barriers are not related to student enrollment or access, but to expanding the number and variety of opportunities beyond what is currently offered. As a small district, limitations include instructional time, staffing, funding, transportation, scheduling, and available resources. These factors can affect the District’s ability to add additional enrichment, elective, intervention, and expanded learning opportunities. Even with these barriers, the District has a dedicated staff and strong community partnerships that help provide students with a wide range of academic, enrichment, intervention, arts, environmental, cultural, and extracurricular opportunities. The District will continue to monitor access and look for ways to strengthen and expand opportunities for students while maintaining a broad course of study for all students.|Blue Lake Union Elementary School District will continue to review enrollment, schedules, course offerings, student support plans, and educational partner input to ensure all students have access to a broad course of study. This regular review helps the District make decisions about instructional programs, enrichment opportunities, intervention supports, staffing, scheduling, and the use of LCAP Supplemental and Concentration funds to support LCFF Priority 7. The District will continue to maintain access to core academic instruction, arts, music, physical education, environmental education, cultural learning opportunities, student leadership, intervention, special education supports, and expanded learning opportunities. When local data identifies a need, the District will adjust supports, explore additional partnerships, and use available resources to strengthen access for students, including unduplicated students and students with exceptional needs. The District’s continued focus is to protect and expand meaningful learning opportunities while ensuring that all students have access to a well-rounded TK–8 educational program.|Met||2026-06-25|2026 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.|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 field trips 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||2026-06-17|2026 12627370000000|Cuddeback Union Elementary|7|Summarized below.|Summarized below.|Summarized below.|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 challenge to offering more courses lies in the availability of qualified instructors, and also in maintaining a sufficient number of interested students to offer a course option. The district recently re-implemented an elective program that offers a more broad option of courses especially designed for the 3-8th grade levels, ranging from VPA, world language, CTE, and more.|Met||2026-06-24|2026 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||2026-06-23|2026 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 generates 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||2026-06-08|2026 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||2026-06-10|2026 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||2026-06-15|2026 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 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||2026-06-15|2026 12628360000000|Garfield Elementary|7|Garfield School District has created a Metric in our Local Control Accountability Plan to ensure that students have access to a broad course of study to include art, music, dramatic arts and outdoor education.|100% of students have access to a broad course of study at Garfield Elementary School|There are no barriers to preventing Garfield School District from providing access to a broad course of study for all students|Garfield School District will continue to use our LCAP metric/evaluation tool to ensure that all students have access to a broad course of study.|Met||2026-06-12|2026 12628510000000|Green Point Elementary|7|||||Not Met|||2026 12628850000000|Hydesville Elementary|7|The LEA utilizes a number of locally selected measures and tools to track the extent to which all students have access to, and are enrolled in, a broad course of study. These measures include report cards at the end of each trimester, adopted curriculum for all subject areas, and daily schedules. Because the LEA is a single school district these measures apply to all student groups.|All students in the LEA have access to and are enrolled in a broad course of study. As we are a single school district, there are no differences across school sites and all students have access to the same programs and services.|No barriers were identified. As the LEA is a small single school district, all student groups are offered the same services and access.|As no barriers were identified there are no revisions to be made. Making sure that all students have access to a broad course of study is also a metric in Goal #1 of the LCAP annual update.|Met||2026-06-09|2026 12628930000000|Jacoby Creek Elementary|7|As a small, single-school district, Jacoby Creek School uses course enrollment to track the extent to which all students have access to, and enrolled in, a broad course of study based upon grades, grade spans, unduplicated student groups, and students with exceptional needs.|For the 2025-2026 school year, 100% of students in grades TK-8th are enrolled in a broad course of studies. These studies include math, language arts, social science, science, visual and performing arts, physical education and health. Given the results of the tool or locally selected measures, identify the barriers preventing the LEA from providing access to a broad course of study for all students. There have been no barriers to providing a broad course of subject to our students this year.|There have been no barriers to providing a broad course of subject to our students this year.|The district will continue to offer a broad course of study to students by retaining qualified instructors along with encouraging current staff to expand their abilities to teach more and broader subjects. Daily and weekly schedules, along with the allocation of school minutes, will be continually refined and revised to maximize the courses that students can access. Our 6th-8th grade students have expressed their appreciation to have an elective portion in their weekly academic rotation.. Every year, we look to provide an option for an elective course that students are interested in learning about. We will also continue to offer foreign language for seventh and eighth grade students.|Met||2026-06-08|2026 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||2026-06-26|2026 12629190000000|Kneeland Elementary|7|Consistent investigation into CA standards and adopted curriculum coupled with ongoing monitoring of curriculum used in each classroom allows the LEA to maintain a broad course of study that is aligned with the CA state standards.|As a necessary small school, it is easy to monitor and maintain accessibility to a board course of study for all students. Any modifications and adaptations can be made promptly and efficiently with such a small class size.|The largest obstacle for the LEA is finding appropriate instructional materials for classes that teach 4 grade levels in one classroom. Curriculum designed for a multiple grade classroom does not exist.|The LEA will be trying new TK based curriculum for the primary grades' classroom now that the TK requirements have decreased to age 4. California is releasing new curriculum for TK and the LEA is gathering samples and attending symposiums to investigate the new materials.|Met||2026-06-18|2026 12629270000000|Loleta Union Elementary|7|||||Not Met|||2026 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||2026-06-15|2026 12629500000000|McKinleyville Union Elementary|7|MUSD uses Aeries student information system to develop student schedules to ensure that all students are assigned the appropriate courses. Site principals and instructional staff develop the master schedule which is audited annually to ensure access to a broad course of study.|MUSD consists of only two school sites: one site houses our TK-3rd grade, the other houses our 4th-8th grade. As a result there is no discrepancy in access.|No barriers are identified.|The district will continue to audit our master schedule and report cards to ensure all students have access to a broad course of study.|Met||2026-06-08|2026 12629680000000|Orick Elementary|7|Orick School District uses staff surveys, staff collaboration, LCAP goals and actions to ensure all students, including students with disabilities, have access to the full array of subjects identified in Ed. Code appropriate for their grade.|The process of adopting new materials is ongoing, with the updates to content standard frameworks and our focus on the Science of Reading. We have been reviewing Open Education Resources for NGSS this year. HSS (history/social science is next with adoption and implementation in the 24/25 school year. Using the LCRS grant and planning, we will be continuing to refine our ELA program in grades TK-3 with a foundation in the Science of Reading, the UFLI curriculum and related supports and assessment. Incorporating CTE (career technical) and foreign language will continue in our expanded learning program. Health, PE, art and music are in full implementation with our regular education teachers continuing to source open educational resources and specialists of presentations/lessons for these content areas.|The biggest barrier is the nature of a small school with multi-graded classrooms. As well as budget constraints.|Our focus is continuous improvement. We will work with HCOE to access Open Educational Resources and instructional materials to support multi-graded classrooms. Implementing foreign language and CTE will continue with web based programs and experiential learning.|Met||2026-06-11|2026 12629760000000|Pacific Union Elementary|7|The District 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 District 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 District 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 District 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||2026-06-11|2026 12629760115154|Trillium Charter|7|"Each Fall, Trillium participates in a Williams Settlement review and site visit from HCOE employees who verify that students have sufficient access to state-aligned instructional materials, safe facilities, and appropriately assigned teachers. This inspection includes a review of curriculum adoptions, school site safety, and complaint procedures as well as a visit into the classrooms. Trillium's 25-26 William's Inspection Report shows sufficiency in each review area and ""no findings""."|Trillium provides free & equitable access for all students, including site-based, NCBIS, and those with exceptional needs to state-aligned curriculum, classroom materials & supplies, field trips, free school meals, field trips, and extracurricular activities. No-cost ELO-P programs are provided for before and after school care and during school closures. All programs include healthy snacks, art, music, and STEM workshops or projects, and academic components designed to support classroom instruction.|The main identified barriers to access are those that prevent attendance, which are: student illness, single-parent household illness, transportation issues, high gas prices, or lack of online communication as identified through attendance tracking and parent/family surveys. Additionally, we are legally required to exclude some NCBIS students from school-related spaces due to vaccine regulations.|Trillium has adopted and purchased new school-wide math & social studies curriculum and purchased/renewed online subscriptions for Science, Math, Typing, and Google for Education, and to assure all students have equal access to a broad course of study. Trillium partnered with the Artists in School program in collaboration with HCOE and the Ink People Center for the Arts. 3 local artists taught a series at Trillium through this program.|Met||2026-06-05|2026 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||2026-06-09|2026 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 hired an Art teacher for the 2025-2026 school year to enhance and enrich current academics that are already being offered and the students really enjoyed this class along with music being offered.|Met||2026-06-25|2026 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 offered middle school students instruction in world language courses as part of its electives program.|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 will continue performing arts opportunities . The LEA will also continue with a music facilitator in the 2026-2027 school year.|Met||2026-06-18|2026 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||2026-06-18|2026 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||2026-06-30|2026 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||2026-06-18|2026 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||2026-06-26|2026 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||2026-06-22|2026 12743930000000|Humboldt County ROP|7|||||Not Met|||2026 12753740000000|Ferndale Unified|7|We have an LEA-wide academic counselor who ensures our students meet their 7th/8th grade credits along with a focus on our high school students meeting their A-G eligibility. Ferndale High School offers dual enrollment courses and CTE pathways in health and agriculture. Even though FHS has an enrollment of approximately 140 students, at least 2 electives are offered every period of the day. 7th/8th students are able to join FFA, attend leadership classes and participate in art classes.|All FUSD have access to a broad course of study. Students with disabilities also have access to a built-in Core Support period as well as access to a broad course of study.|Our limited enrollment at the high school limits the Broad Course of Study we can offer to our high school students.|FUSD will continue to use Expanded Learning Program to improve enrichment activities for students in TK-8th grade. This summer we are offering a robust offering of enrichment classes for students. At the high school our TPP program works to include all students with disabilities and we are offering additional CTE and Dual Enrollment courses including a new Computer and Engineering Pathway.|Met||2026-06-10|2026 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 decisions and 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||2026-06-24|2026 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 are prepared to experience success in a global society through multiple pathways, including access to visual and performing arts, CTE, and AVID classes. ECS also offers music starting in 4th grade. All students, including unduplicated students and students with exceptional needs, will have access to a broad course of study as prescribed by 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. m. Adequate|Met||2026-06-25|2026 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.|Using a range of locally selected tools, Pacific View Charter School 2.0 ensures that all students have access to and are enrolled in a broad course of study aligned to California content standards. SchoolWise is utilized as the central Student Information System, supporting real-time grade tracking, parent-teacher communication, and digital gradebooks accessible to families and staff. All students are provided with Chromebooks and have full access to digital learning platforms, including Renaissance Learning, 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.|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.|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. 2. 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. 3. 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||2026-06-09|2026 12768020000000|Fortuna Elementary|7|The District monitors enrollment and participation data for all student groups, including English learners, students with disabilities, socioeconomically disadvantaged students, foster youth, and students from diverse racial and ethnic backgrounds, to identify and address any disparities in access to educational opportunities. For students with exceptional needs, the District reviews Individualized Education Programs (IEPs) to ensure students have access to appropriate supports, services, accommodations, and inclusive educational settings. The District also gathers student feedback through surveys, including the California Healthy Kids Survey and local student engagement activities, to better understand student experiences, perceptions of access, and potential barriers to participation. These measures help the District evaluate equitable access to a broad course of study and guide continuous improvement efforts to ensure all students have opportunities to participate in a comprehensive educational program.|Local measures indicate that students across all schools have access to a broad course of study. Differences between school sites are primarily related to grade-level configurations rather than inequitable access. While some variation may exist among student groups, the District works to ensure all students, including English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students, have equitable opportunities to participate in educational programs and services. The District continues to support equitable access through inclusive practices, targeted interventions, student support services, and ongoing review of student participation data. Local data do not indicate significant barriers to access; however, the District remains committed to monitoring outcomes, identifying areas for improvement, and ensuring all students have opportunities to engage in a comprehensive educational program.|The District has identified several potential barriers to equitable access to a broad course of study. These include challenges in recruiting and retaining qualified teachers, particularly in middle school mathematics and science, as well as socioeconomic, cultural, and language-related factors that may affect student participation and engagement. The District works to allocate resources equitably across all schools while considering the needs of unduplicated pupil groups. To address barriers, the District provides professional development, student support services, inclusive practices, and targeted interventions designed to increase access and participation for all students. The District will continue monitoring local data and implementing strategies to ensure every student has access to a comprehensive and well-rounded educational program.|The District monitors student achievement and access to a broad course of study through local and state assessment data, including STAR Reading, STAR Mathematics, and CAASPP results. Student progress is reviewed regularly to identify areas of strength and need and to guide instructional decisions. Each year, the Board certifies that all students have access to a broad course of study and that sufficient instructional materials are available in all schools and grade levels. This certification applies to all student groups, including English learners, students with disabilities, socioeconomically disadvantaged students, foster youth, and homeless youth. All students receive instruction using standards-aligned materials in core subject areas. The District regularly reviews curriculum and instructional materials and continues to evaluate programs through initiatives such as the Amplify Desmos Mathematics pilot and exploration of Amplify's Core Knowledge Language Arts (CKLA) & ELA pilot. To further support student access and achievement, the District will continue investing in teacher onboarding, professional development, staff support, and retention efforts.|Met||2026-06-11|2026 12768020124164|Redwood Preparatory Charter|7|To evaluate curriculum equity, the LEA actively monitors multiple local measures, including our student information system, budget expenditures, classroom observations/peer coaching, and stakeholder surveys. Together, these tools allow us to effectively track the extent to which all students have access to, and are enrolled in, a broad course of study. We regularly analyze this collected data across all grade spans, with a strict focus on ensuring equitable participation for our unduplicated student groups and individuals with exceptional needs.|Due to our distinct structure as a small school with one class per grade level, 100% of our student population maintains full, equitable enrollment in a broad course of study, eliminating any school-site disparities. Our comprehensive curriculum strictly aligns with the Common Core State Standards, Next Generation Science Standards (NGSS), and the California frameworks for Social Studies, Physical Education, Health, and Visual and Performing Arts. To enhance this core framework, all students participate in weekly STEAM classes, project-based learning experiences, and PE taught by a credentialed instructor. For our unduplicated student groups and individuals with exceptional needs, access is guaranteed through a highly inclusive push-in/pull-out model. Driven by IEPs, 504 plans, and ELPAC results, targeted accommodations, modifications, and language integrations are delivered directly within the general education classroom, ensuring all learners thrive within the same rigorous academic environment.|Based on the results of our local measures, the LEA has identified no systemic barriers preventing access to a broad course of study for any student group.|In response to local measures, the LEA has implemented several strategic actions to ensure equitable access to a broad course of study. We are maintaining an active partnership with Open Access to provide continuous professional development focused on Universal Design for Learning (UDL), which equips our teachers to design inclusive instruction that removes barriers for all learners. Additionally, we increased opportunities for after-school intervention and summer school intervention to provide targeted academic support. The LEA will also maintain the dedicated art teacher position originally hired through grant funds to guarantee ongoing, stable access to arts education for our 7th and 8th-grade students. Together, these decisions support student achievement while successfully preserving a well-rounded, comprehensive curriculum for all students.|Met||2026-06-17|2026 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 and comprehensive course of study. This includes Mathematics, Social Science, Science, Visual and Performing Arts, Health, Physical Education, Career Technical Education (CTE), and elective courses. Our Counselor utilizes students’ incoming transcripts, Measures of Academic Progress (MAP) data, and state assessment results to develop individualized academic achievement plans that support student success and graduation pathways. Student academic progress is monitored on an ongoing basis, and all high school students have access to credit recovery opportunities as needed. In addition, ICOE Valley Academy has established a Memorandum of Understanding (MOU) with the local community college to provide dual enrollment opportunities, allowing eligible students to earn both high school and college credit while expanding access to postsecondary education pathways. This partnership strengthens college and career readiness and provides students with meaningful opportunities to advance their academic goals.|All students have access to and are enrolled in a broad course of study designed to support academic achievement, graduation, and postsecondary readiness. Secondary students have access to all required core academic subjects, Career Technical Education (CTE) courses, and elective offerings necessary to meet high school graduation requirements. To expand opportunities for advanced learning, Honors and Advanced Placement (AP) courses are available through Edmentum in all core subject areas. Enrollment in Honors and AP coursework is based on student and/or parent request, ensuring equitable access to rigorous academic opportunities. Additionally, through a partnership with the local community college, eligible students have access to dual enrollment courses that allow them to earn both high school and college credit, further strengthening college and career readiness pathways.|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 state academic and career technical education standards to promote student achievement. Teachers will continue to participate in professional development opportunities that strengthen instructional practices and ensure student access to all core academic, career technical education, and intervention courses. All CTE courses are A-G approved, and the Patient Care pathway is approved as an A-G Honors course. The HVAC and Arts and Media CTE pathways are also articulated with Imperial Valley College. In support of expanding college and career readiness opportunities, the administration met with Imperial Valley College to establish an MOU to strengthen Dual Enrollment opportunities for our students. This collaboration provided students with access to college-level coursework while enrolled in high school, allowing them to earn college credit, explore career pathways, and increase their readiness for postsecondary education.|Met||2026-06-22|2026 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||2026-06-08|2026 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, graphic design, agriculture, culinary arts, makerspace, Spanish 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. BESD continues to support well-rounded educational opportunities through VAPA, including music and dance opportunities aligned to the district’s co-teaching initiative. These experiences support student engagement and creativity while allowing co-teaching teams time to collaborate around inclusive instructional practices. Music is also provided to grades 5–6. Middle school students access a variety of electives including art, music, graphic design, agriculture, culinary arts, makerspace, Spanish and leadership. BESD is expanding its Dual Language Immersion (DLI) program to serve TK–5th grade in 2026–27 and is actively recruiting new students. Spanish is also offered in afterschool programs at elementary sites. BESD will implement a new mathematics curriculum aligned with the 2023 Mathematics Framework during 2026–27 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.|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–4th grade and will expand to TK–5th grade in 2026–27, limiting access for middle school students. At the middle schools, some students enrolled in English Language Development (ELD) or intervention classes have limited access to electives due to scheduling conflicts. English Learner (EL) Mentors support reclassification efforts at all sites and BESD regularly gathers feedback from families and students to inform improvements. After-school programs offer 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 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 which supports students with disabilities in general education classrooms. BESD provides music and dance opportunities at the elementary level through specialist teachers as part of the district’s VAPA program and co-teaching collaboration model. Recognizing the importance of biliteracy, BESD is expanding the Dual Language Immersion (DLI) program to TK–5th grade in 2026–27 to increase access for more elementary students. At middle schools, we are improving scheduling to increase access to electives including art, music, graphic design, agriculture, culinary arts, makerspace, Spanish, leadership, and 8th period electives to broaden course options. To support English Learners, BESD continues to provide EL Mentors who offer personalized support focused on language development, academic progress, and reclassification. 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||2026-06-30|2026 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||2026-06-24|2026 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, Music, 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. The dual immersion program added a new cohort, expanding the program to two TK, two first-grade and two second classrooms with a new TK cohort expected for the next school year.|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. Key barriers include improving communication with students and parents and fully implementing CCGI at secondary sites. Refining a new 4-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. Other barriers include a need for health and VAPA curriculum and training, greater use of project-based learning, and challenges related to teacher transfers between sites.. 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. Multiple data sources will be used to anticipate students’ needs and create optimal learning conditions by addressing non-academic barriers such as income, transportation, language, family engagement, special education needs, and other local factors. The District will strengthen language acquisition supports for English learners, ensuring continuous progress in English proficiency through Tier 2 interventions. Professional development and coaching will be provided on instructional strategies and digital learning. The Senior Director of College and Career Readiness will monitor implementation of the Synergy 4-Year Plan system and CCGI to ensure equitable access to rigorous academic pathways and diverse career options, preparing all students for post-secondary success in college and careers. The District strives to increase enrollment in AP, CTE, and dual enrollment courses by using data to guide professional learning, developing equitable college and career pathways aligned with the Portrait of a Graduate, and strengthening parent communication. AVID instructional strategies and digital learning will continue to be supported through ongoing training and coaching for staff. In addition, case management services will be provided for foster youth, homeless, migrant, and recently arrived immigrant students to ensure comprehensive support.|Met||2026-06-25|2026 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. California School Dashboard Graduation Rate Indicator - Fall 2025 -CUSD - Green, 93.8% -English Learners-No Performance Color, 100% -Hispanic - Green, 94.1% -Socio-Economic Disadvantaged - Green, 92.9% CUSD Local Data 2024-2025 Gr 12 CCI UC/CSU and CTE Rates Both the CTE Pathway and the UC/CSU course requirement Completers - 50.66% CALPADS 1.22 Graduates and Completers Count 2024-2025 Graduates and Completers  Total Graduates and Completers (Unduplicated): 68 Students Regular HS Diploma Graduates, 63 Students Graduates meeting all UC/CSU Requirements, 28 Students Graduates with Golden State Seal Merit Diploma, 19 Students Graduates with Seal of Biliteracy, 11 Students|In Fall 2025, Calipatria Unified School District proudly recognized meaningful progress in strengthening basic services and conditions for students by improving the recruitment and retention of qualified, experienced educators. These staffing gains have increased the district’s capacity to provide consistent instructional support, particularly for students with disabilities, and reflect CUSD’s ongoing commitment to equitable access, inclusive practices, and improved student outcomes. While this progress represents a significant step forward, the district continues to identify leadership stability at the high school level as a critical area for improvement. Over the past three years, the high school has experienced three different principals. This turnover has disrupted the continuity necessary to sustain instructional initiatives, build trusting relationships with staff, students, and families, and establish a cohesive school culture focused on high expectations, student connectedness, and academic growth. CUSD recognizes that stable site leadership is essential to advancing the district’s goals related to school climate, family engagement, implementation of academic standards, and access to a broad course of study. Consistent administrative leadership supports stronger alignment of instructional practices, more effective use of data, improved staff collaboration, and deeper engagement with families and community partners. It also creates the conditions needed for students|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 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||2026-06-22|2026 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. Our CTE Coordinator has worked with our counselors to ensure that we are providing access to as many students as possible (particularly those from unduplicated populations) through the practice of placing students who have not participated in a CTE pathway first. 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 and 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. Through coteaching opportunities, we are making some headway in opening up student schedules for opportunities in additional course offerings. We have added additional instructional support to some CTE classes to ensure that safety and language needs are supported in these classrooms to ensure that students are not excluded. We are adjusting our placement method to ensure that students who have not participated in CTE pathway get access prior to other students taking on a second pathway through a waitlist process. Percentage of total number of students enrolled in visual and performing arts courses: Students with IEPs: 47.3%, ELs: 26.8%, Foster Youth: 37.04%, Homeless: 24.05% Percentage of students prepared for College/Career as evidenced by the 2025 Dashboard: All Students – 51.9% (up 6.2% from previous year) English Learners – 26.3% (up 3.5% from previous year) LTELS – 23.1% (up 3% from previous year) Homeless – 30.2% (down 0.8% from previous year) SWD - 7% (up 13.5% from previous year) We are making mixed gains in enrollment in a broad course of study for all students. This year, we did better in placing more students in CTE, but we saw some decreases in VAPA placements.|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 their 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, has piloted utilization of CTE for language development to ensure accessibility for our EL students; we will analyze data to determine the impact that this methodology has had on student language proficiency. Access issues are 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. While additional courses might be added to the Master Schedule with additional staff being hired, we do not have the facilities to expand at this time. We are, however, ensuring that first time CTE students get priority in placement before other student|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/designated 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 strategies were taught and shared with all teachers in the 22-23 school year. This work has continued through trainings offered throughout the last few school years in the ELD standards, four domains of language, and constructive conversations in 26-27 to increase discourse in classrooms. Additionally, training for supporting students with disabilities has been a focus of our professional learning with teachers being trained to be coteachers, case managers being trained in support for and placement of students, etc. 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 make adjustments as necessary to include all students and set classes at most appropriate times.|Met||2026-06-23|2026 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 nee|Elementary 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||2026-06-16|2026 13631230118455|Ballington Academy for the Arts and Sciences|7|School schedules include a broad course of study for students of all grade levels. All students are scheduled into classes including art, science, industrial arts, and media arts.|All students have access to all courses and participate in these courses with material that is appropriate to their grade level.|There are no identified barriers. We offer a broad course of study and all students have access. All students participate in the courses and activities.|All students will continue to be enrolled and participate in the broad course of study offerings. Access to these courses are ongoing and open to all enrolled students.|Met||2026-05-26|2026 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||2026-06-16|2026 13631310000000|Heber Elementary|7|HESD uses multiple locally selected measures to monitor student access to a broad course of study. These include review of master schedules, course offerings, student enrollment and participation data, instructional program implementation, student surveys, educational partner feedback, and staff credentialing. Student input is gathered through organizations such as ASB, Leadership, Circle of Friends, and Student Voice Council to better understand student interests and ensure programs reflect student needs. District leadership reviews these measures annually to evaluate equitable access for all students, including unduplicated student groups and students with exceptional needs.|"HESD provides students with access to a comprehensive educational program that extends beyond core academic instruction. Students have opportunities to participate in visual and performing arts, STEM and STEAM learning, physical education, health, multilingual programs, counseling and wellness services, technology integration, academic intervention, enrichment activities, library services, leadership opportunities, and expanded learning experiences. The District continues to evaluate participation across programs to ensure students from all backgrounds have equitable access to high-quality learning opportunities. At HESD, ""ALL means ALL,"" and the District remains committed to providing every student with a well-rounded educational experience that supports both academic success and whole-child development."|HESD recognizes that providing both targeted academic intervention and a broad course of study requires thoughtful planning and resource allocation. Scheduling constraints, staffing availability, and balancing intervention services with enrichment opportunities can create challenges in providing every student with access to every program. The District also continues to monitor participation data to identify barriers that may disproportionately impact unduplicated student groups or students with exceptional needs. These ongoing reviews help ensure that resources are aligned with student needs and that opportunities remain equitable across the District.|HESD will continue strengthening access to a broad course of study through ongoing review of student needs, course offerings, master schedules, staffing, and educational partner feedback. The District will use participation data and local measures to evaluate the effectiveness of current programs, identify opportunities to expand access, and align resources with student needs. As new opportunities become available, HESD will continue refining instructional programs, expanding enrichment experiences, and supporting innovative learning opportunities that ensure every student has access to a comprehensive, engaging, and meaningful educational program.|Met||2026-06-22|2026 13631490000000|Holtville Unified|7|HUSD utilizes a variety of locally selected measures and tools to monitor equitable access to a broad course of study across grade spans, student groups, and individuals with exceptional needs. These include student information systems and course enrollment data to track participation in core academic programs, Career Technical Education (CTE), Advanced Placement (AP), dual enrollment, visual and performing arts, and intervention/enrichment opportunities. The LEA also reviews disaggregated data by unduplicated pupil groups (English learners, low-income students, and foster youth) and students with disabilities to ensure equitable access and identify gaps. Master schedules, counselor reports, and graduation requirement tracking tools are used to monitor course pathways and ensure students remain on track. Additionally, feedback from surveys, parent input, and counseling meetings helps assess student awareness and access to available programs. Ongoing review of participation rates and outcomes supports continuous improvement and informed decision-making to expand opportunities and remove barriers for all student groups.|Using locally selected measures such as course enrollment data, master schedules, counselor reports, and disaggregated student information system data, HUSD finds that most students have access to a broad course of study, including core academics, CTE pathways, visual and performing arts, and intervention/enrichment opportunities. Overall, enrollment patterns show steady participation across grade spans, with continued progress in expanding access to college and career readiness programs. However, differences persist among student groups and sites. Unduplicated pupils and students with disabilities are less frequently enrolled in advanced coursework (such as AP or dual enrollment) and are more often represented in intervention-based courses, indicating a need for increased access and support for rigorous pathways. Variability between school sites also exists, particularly in the availability of specialized electives, CTE courses, and enrichment opportunities. Over time, HUSD has made progress in increasing course offerings and improving access, but ongoing efforts are needed to close participation gaps and ensure equitable enrollment for all student groups.|Based on the analysis of locally selected measures, several barriers limit HUSD’s ability to provide equitable access to a broad course of study for all students: Limited availability of advanced and specialized courses at some school sites, including AP, dual enrollment, and certain CTE pathways, creates uneven access across campuses. Scheduling and staffing constraints, which can restrict the number and variety of electives, enrichment opportunities, and intervention supports offered. Disparities in enrollment among student groups, with unduplicated pupils and students with disabilities less frequently participating in advanced or college-preparatory courses, often due to placement in intervention classes or lack of targeted support. Gaps in academic readiness and prerequisite skills, which can prevent some students from accessing rigorous coursework without additional scaffolds or preparation. Limited awareness among students and families about available course options, pathways, and long-term benefits, particularly for underrepresented groups. Resource limitations in after-school and enrichment programs, which can impact access to extended learning opportunities that complement the core curriculum. Addressing these barriers will support more equitable access and participation in a comprehensive course of study for all students.|In response to the identified barriers, HUSD will implement several key actions to ensure equitable access to a broad course of study for all students. HUSD will expand course offerings, including additional CTE pathways, advanced coursework, and enrichment opportunities across school sites to reduce disparities in access. Efforts will be made to improve master scheduling and allocate staffing strategically to support a wider variety of courses. HUSD will also strengthen academic preparation and supports—such as targeted tutoring, intervention programs, and scaffolding—to help underrepresented students successfully access rigorous coursework. Counselors will increase proactive outreach and guidance to students and families, ensuring greater awareness of available programs, graduation requirements, and postsecondary pathways. Additionally, HUSD will monitor enrollment data more closely by student group to identify and address gaps, while enhancing family communication and engagement to support informed decision-making. These actions reflect a commitment to removing barriers and promoting equitable participation in a comprehensive and rigorous educational program for all students.|Met||2026-06-17|2026 13631640000000|Imperial Unified|7|To track student access and enrollment, the District utilizes our student information system, Synergy, to manage master schedules alongside regular classroom walk-throughs that ensure equitable standards implementation. We verify compliance through the annual Williams Report and monitor student achievement using Smarter Balanced Assessment data. Additionally, we incorporate qualitative feedback from our annual student surveys to assess student sentiment regarding learning materials and course offerings. Finally, we rely on a county-provided implementation tool to track our plans and ensure consistent data collection across school years.|"Arts & Music Expansion We significantly expanded arts and music access across elementary and middle schools, filling a previous gap. High and middle schools also added a dance teacher, ensuring a more diverse educational experience. Dual Immersion Imperial Cross remains the sole elementary offering K-5 Dual Immersion. Ben Hulse and TL Waggoner students may request intra-district transfers to attend. Frank Wright Middle School To enhance offerings and climate, the master schedule was diversified: Replaced the ELA block with a single English period to add an advisory period. Added electives, including Spanish. Implemented a CTE exploratory wheel. Launched the ""Where Everybody Belongs"" (WEB) program. CTE & Student Support Imperial USD established successful CTE programs supporting career readiness: Pathways: Agriculture, Health, Public Safety, Hospitality, and Media Arts. Support: Counselors assist with academic planning and postsecondary transitions. Partnerships: Ties with Imperial Valley College and industry for certifications. Funding: Leveraged CTEIG, Perkins, and LCAP funds to remove barriers (e.g., transportation, equipment). Special Education Frank Wright MS continues co-taught math and ELA courses. Imperial HS also implemented co-teaching, improving access to grade-level core curricula in the least restrictive environment."|Based on the results of the locally selected measures, there are some barriers at each of the grade-level groups. Across the elementary school sites, there are inconsistencies in the implemented math, science, and designated ELD curricula. In the last school year, a kindergarten team met to align practices and assessment. In the upcoming year, a first grade district team will come together to also align practices. We will work to unify our goals regarding implementation of designated ELD. Additionally, professional development will be provided in the upcoming year by our county office of education. At our middle school, students now have an advisory period and a six-period day. OUr 7th and 8th grades generally allow for a broad range of courses, however, their access to electives is restricted with a six-period day. Our counselors and administrators will continue to work with the master schedule to look for ways in which students can have access to more courses. Our high school also has a six period day that continues to restrict our 9th grade students and English learners from accessing electives other than the ones assigned to them. Ninth grade students are required to take comprehensive health and English learners are required to take English Language Development (ELD). High school administrators and counselors will need to create structures for ongoing revision of master schedule planning practices to allow for strategic flexible scheduling.|The District will implement the following actions for the 2026-2027 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 and implementation of standards. |Met||2026-06-25|2026 13631720000000|Magnolia Union Elementary|7|The district reviewed the following: total instructional minutes by grade level as well as the master schedule of classes for each grade level, the curriculum used for each grade level, as well as teacher lesson plans. Additionally, the district reviewed the RSP teacher's schedule and the speech teachers schedule, and all current IEPs. The grade level of students listed as free and reduced eligible, and EL's were reviewed.|All students at the school have access to and are enrolled in a broad course of study that meets the CDE requirements for each grade level.|"Students on IEPs that require 'pull out' puts the most pressure on the district being able to provide a broad course of study and make sure each student receives a broad course of study equitably. The district is attempting to serve those students on IEPs within the regular classroom setting as much as possible using a push in service when applicable. The district is limited by its small size. Students receiving ""pull out"" services are still receiving a broad course of study but it may differ based upon students' needs listed in the IEP. Access to foreign language for our 7/8 grade has been difficult due to time constraints and the small combination class, currently it is offered as an online learning component."|"The district is moving forward with using a ""co-teaching"" model to better serve our students on IEPs when applicable and meets the LRE requirement. The district is investing in an online curriculum for foreign language for our 7/8 grade students to better serve them in a broad course of study."|Met||2026-06-23|2026 13631800000000|McCabe Union Elementary|7|As a TK–8 single-school district, McCabe Union Elementary School District ensures all students have access to a broad course of study that includes the subject areas required under Education Code Sections 51210 and 51220. The district monitors access through student enrollment records, master schedules, student information system reports, classroom schedules, course participation data, assessment results, and annual review of programs and services. All students have access to standards-aligned instruction in English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Visual and Performing Arts, and Technology. Students in grades 7 and 8 participate in Career Technical Education (CTE) Exploration courses that support career awareness and college readiness. Additional opportunities include music, band, athletics, student leadership, counseling services, and enrichment activities. The district reviews participation and access data for all student groups, including English Learners, Long-Term English Learners, socioeconomically disadvantaged students, foster youth, students with disabilities, and other unduplicated pupils. Access is further supported through Integrated and Designated ELD, MTSS, intervention services, counseling programs, inclusion practices, and ongoing professional learning for staff.|McCabe Union Elementary School District serves students on a single TK–8 campus, providing equitable access to educational programs and services for all students. Students across all grade levels have access to core academic subjects, visual and performing arts, physical education, technology integration, counseling services, leadership opportunities, intervention supports, and enrichment programs. The district has expanded opportunities for students through Career Technical Education (CTE) Exploration for grades 7 and 8, music and performing arts programs, athletics, counseling services, and MTSS supports designed to meet the academic, behavioral, and social-emotional needs of all learners. English Learners, Long-Term English Learners, students with disabilities, and other unduplicated student groups participate in the same broad course of study while receiving additional supports to ensure equitable access. The primary area of limited access continues to be a world language course for grades 7 and 8. Due to staffing and scheduling limitations common to small rural districts, the district has not yet implemented a foreign language program. The district continues to explore options for expanding access in future years while maintaining current opportunities for students.|As a small rural TK–8 school district, McCabe Union Elementary School District faces challenges related to staffing, scheduling flexibility, and available funding when expanding course offerings. The primary barrier to providing a fully comprehensive broad course of study is securing appropriately credentialed staff and sustainable funding for additional elective offerings, particularly a world language program for grades 7 and 8. Other challenges include balancing instructional time, intervention services, enrichment opportunities, and support programs within the school day while ensuring all students receive access to core academic instruction. Transportation, scheduling conflicts, and participation in extracurricular activities may also limit some students' ability to participate in before- or after-school enrichment opportunities. Despite these challenges, the district continues to expand student access through CTE Exploration, music, athletics, counseling services, intervention programs, leadership opportunities, and MTSS supports designed to meet the needs of all learners.|McCabe Union Elementary School District will continue to review enrollment, participation, and student outcome data to evaluate access to a broad course of study for all student groups. The district will maintain investments in Career Technical Education Exploration, music and performing arts opportunities, athletics, counseling services, MTSS supports, intervention programs, and enrichment opportunities. The district will continue exploring options to expand elective offerings, including future world language opportunities for junior high students, as staffing and funding permit. Through the LCAP, the district will continue supporting programs and services that increase student engagement, academic achievement, career awareness, leadership development, and social-emotional well-being. Annual review of course offerings, educational partner feedback, and student participation data will be used to guide future decisions and ensure equitable access to a broad and engaging course of study for all students.|Met||2026-06-22|2026 13631980000000|Meadows Union|7|Meadows Union School District utilizes multiple measures to monitor student access to a broad course of study, including student enrollment records, master schedules, classroom assignments, course offerings, intervention schedules, special education service plans (IEPs), English Learner program participation, and state and local assessment data. The district also reviews unduplicated pupil, English Learner, foster youth, low-income, and special education enrollment data to ensure equitable access to core academic programs, enrichment opportunities, intervention services, technology resources, and extracurricular activities. Educational partner feedback gathered through the LCAP process is also used to evaluate access and participation across student groups.|As a single-school TK–8 district, Meadows Union School District provides equitable access to a broad course of study for all students. Students receive instruction aligned to California State Standards in English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Visual and Performing Arts, and designated and integrated English Language Development. Additional opportunities are provided through technology integration, enrichment programs, expanded learning opportunities, and social-emotional learning supports. Review of enrollment, scheduling, and program participation data indicates that students, including English Learners, low-income students, foster youth, and students with disabilities, have access to the same core curriculum and educational opportunities as their peers. Students with exceptional needs receive additional supports and services through their Individualized Education Programs (IEPs) to ensure access to grade-level curriculum in the least restrictive environment. No significant disparities in access to a broad course of study were identified among student groups.|As a small rural school district, Meadows Union School District faces challenges related to limited staffing, declining enrollment, and financial constraints that may impact the expansion of elective offerings and specialized programs. Recruiting and retaining highly qualified staff in specialized areas can be difficult due to the district's size and geographic location. Additionally, limited economies of scale may restrict the number of courses and enrichment opportunities available compared to larger districts. Despite these challenges, the district continues to leverage community partnerships, technology resources, expanded learning programs, and county support services to broaden educational opportunities for students.|Meadows Union School District will continue to monitor student enrollment, program participation, and access data to ensure equitable educational opportunities for all students. The district will maintain access to standards-aligned curriculum, intervention supports, English Learner services, special education programs, and expanded learning opportunities. Through the Community Schools Grant, Expanded Learning Opportunities Program (ELOP), educational technology initiatives, and partnerships with the Imperial County Office of Education and community organizations, the district will continue expanding enrichment opportunities and student supports. Additionally, the district will explore innovative approaches to providing supplemental learning experiences, career exploration, and enrichment opportunities that address the unique needs of a small rural district while ensuring all students have access to a comprehensive educational program.|Met||2026-06-23|2026 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 free and reduced lunch were all reviewed to insure all students are receiving the core curriculum. All students at Mulberry receive 100% full access to the broad course of study.|The tools showed that all students at Mulberry receive 100% access to a broad course of study, including those students who are on IEPs and receive 'pull out' services. Mulberry will continue to monitor and use the tools to ensure that all of our students continue to receive full access to a broad course of study.|Students on IEPs that require 'pull out' is the most difficult barrier in providing access to the complete broad course of study. The district is attempting to serve those students on IEPs within the regular classroom setting as much as possible. The district is limited by its small size as to the variations available in the 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 26-27 school year, to increase the access our students have to fine arts.|Met||2026-06-10|2026 13632140000000|San Pasqual Valley Unified|7|San Pasqual Valley Unified School District monitors student access to a broad course of study through multiple locally selected measures, including the master schedule, student course enrollment data, graduation requirement progress, A–G completion data, College and Career Indicator (CCI) data, CTE pathway participation and completion, dual enrollment/college credit participation, IEP and 504 plan reviews, English Learner progress monitoring, counselor transcript reviews, and student academic planning meetings. The district also uses Synergy grade and transcript data, credit checks, course request information, and student/family input to monitor whether students are enrolled in required and elective courses aligned to graduation, college, and career readiness. Data is reviewed by counselors, administration, and instructional teams to identify gaps in access for unduplicated students, English Learners, Students with Disabilities, Native American students, and students who are credit deficient or at risk of not graduating.|Based on local measures, including Synergy and master schedule reviews, all students are enrolled in a broad course of study including core subjects and electives. Unduplicated student groups and students with exceptional needs have access to required courses and supports. No significant differences in core access are evident; however, elective access varies due to scheduling and staffing in a small school setting.|Barriers to access include the school’s small size, rural location, limited staffing, and difficulty recruiting and retaining appropriately credentialed teachers in specialized subject areas. These factors limit the number of sections, electives, advanced courses, and pathway options that can be offered each year. Student-level barriers also impact access. Some students enter high school or return to school credit deficient, making it difficult to fit A–G, electives, CTE, dual enrollment, and intervention courses into their schedules. Students with Disabilities and English Learners may need additional support to access grade-level curriculum while receiving appropriate services. Transportation, attendance, and technology access also affect participation in after-school supports, dual enrollment, and extended learning opportunities. Additionally, college credit participation remains an area for improvement, and some students require more structured guidance to understand course options, pathway sequencing, graduation requirements, and postsecondary readiness opportunities.|In response to identified barriers, the LEA has refined master scheduling to ensure all students are enrolled in core courses while balancing supports such as ELD, RTI, and special education. Staffing is aligned to credential areas to maintain course offerings, including mixed-grade electives. The school uses Synergy data to monitor access and address gaps, while attendance efforts support consistent participation in a full course of study. The LEA will continue implementing and refining actions designed to ensure all students have equitable access to a broad course of study. To improve access and participation, the LEA will continue to expand intervention and enrichment opportunities during and after the school day, including academic support, culturally relevant activities, social-emotional learning opportunities, and student leadership experiences.|Met||2026-06-23|2026 13632220000000|Seeley Union Elementary|7|Seeley Union School District uses several locally selected measures and tools to monitor the extent to which all students have access to and are enrolled in a broad course of study. These measures include student enrollment and scheduling data, classroom master schedules, student information system reports, Individualized Education Program (IEP) records, English Learner program participation data, and curriculum implementation reviews. The district reviews enrollment and participation data by grade span and student group, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities, to ensure equitable access to core academic subjects, enrichment opportunities, intervention services, physical education, visual and performing arts, and other educational programs. IEP reviews and service logs are used to monitor access for students with exceptional needs and to ensure they receive instruction aligned with grade-level standards in the least restrictive environment appropriate to their needs. Additional tools include classroom observations, instructional program reviews, and stakeholder feedback to verify that students are provided meaningful access to a comprehensive educational program. These measures help the district identify potential barriers to participation and ensure all students have opportunities to engage in a broad and balanced course of study that supports academic success and college and career readiness.|As a single-school district serving students in grades TK–8, Seeley Union School District provides equitable access to core academic subjects, including English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Health Education, and Visual and Performing Arts. Students also have access to enrichment opportunities, intervention services, technology-based learning experiences, and expanded learning programs designed to support academic achievement and student engagement. A review of enrollment and participation data indicates that students from unduplicated pupil groups, including English learners and socioeconomically disadvantaged students, have access to the same standards-based curriculum and educational opportunities as their peers. Students with disabilities receive access to grade-level curriculum and a broad course of study through individualized supports and services identified in their Individualized Education Programs (IEPs), ensuring participation in the least restrictive environment appropriate to their needs. The district regularly monitors enrollment and participation data to identify and address potential barriers to access. Current data show no significant disparities among student groups in access to core academic courses or district educational programs. Continued monitoring has also demonstrated progress in expanding instructional supports, enrichment opportunities, and intervention services.|Based on the review of local data and educational partner input, Seeley Union School District has identified several barriers that may impact the extent to which all students fully access and participate in a broad course of study. As a small TK–8 school district, limited staffing can affect the variety of elective and specialized course offerings available compared to larger districts. The district must balance available resources while ensuring students receive access to all required academic content areas and enrichment opportunities. Additional barriers include varying levels of student academic readiness and attendance challenges. To address these barriers, Seeley Union School District continues to leverage state and local resources, provide targeted academic and social-emotional supports, expand intervention and enrichment opportunities, and engage educational partners in identifying solutions that promote equitable access to a broad course of study for all students.|To expand learning opportunities, the district will continue to provide enrichment programs, intervention services, visual and performing arts instruction, technology-integrated learning experiences, and Expanded Learning Opportunities Program (ELOP) offerings. The district will also strengthen efforts to provide differentiated instructional supports and academic interventions that enable all students to successfully access grade-level curriculum. Additionally, the district will continue reviewing master schedules, instructional programs, and resource allocation processes to ensure equitable access across all grade levels. Professional development opportunities will be provided to support teachers in implementing inclusive instructional practices and meeting the diverse needs of learners. The district will also maintain collaboration with families, staff, and community partners to gather feedback regarding program effectiveness and student needs. Information gathered through these processes will be used to make ongoing adjustments to programs and services, ensuring continuous improvement and equitable access to a comprehensive educational experience for all students. Through these actions, Seeley Union School District will continue to strengthen access, participation, and success for all students in a broad course of study aligned with California's academic standards and local educational priorities.|Met||2026-06-23|2026 13632300000000|Westmorland Union Elementary|7|The LEA uses multiple locally selected measures and tools to monitor student access to and enrollment in a broad course of study across all grade levels, including unduplicated student groups and students with exceptional needs. Key tools include master schedules and student schedules, which are reviewed to ensure all students have equitable access to core instruction and available enrichment opportunities. The district also uses student enrollment and demographic reports to disaggregate access and participation by student group, including English learners, low-income students, and students with disabilities. Additional monitoring tools include IEP documentation and service tracking to ensure students with exceptional needs receive appropriate placement and related services, as well as ELPAC and English learner progress data to confirm access to designated and integrated English language development supports. The LEA also reviews program participation data such as ASES, ELOP, tutoring, and intervention rosters to ensure students are accessing academic supports that expand learning opportunities. Site administrators conduct classroom walkthroughs and instructional observations to verify implementation of a broad course of study and equitable access to instruction. Together, these measures provide ongoing monitoring of equity, access, and participation across all student groups and support continuous improvement of educational opportunities.|Using locally selected measures including master schedules, enrollment data, program participation reports (ASES, ELOP, tutoring/intervention), IEP documentation, EL progress data, and walkthroughs, the LEA ensures access to a broad course of study. Students across all grade levels have access to core subjects (ELA, math, science, social studies) and enrichment opportunities. Through ELOP and ASES, students participate in dance, art, music, flags, and cheer. The district also provides art in literacy through the block grant, expanding arts integration. Unduplicated students (English learners, low-income students, and foster youth where applicable) participate in enrichment and support programs at comparable or strong levels, supporting equitable access. Students with exceptional needs access a broad course of study through IEP services and least restrictive placement. English learners receive designated and integrated ELD supports. Access to core instruction is consistent across sites, though junior high students have slightly more structured enrichment and leadership opportunities. The district continues to expand opportunities at all grade levels. The LEA does not offer World Languages due to staffing limitations and does not currently offer GATE services. Overall, data shows improving access to enrichment and intervention supports through expanded learning programs and grant-funded opportunities, with continued focus on equity and expansion.|Based on locally selected measures including master schedules, program participation data (ASES, ELOP, tutoring/intervention), IEP and EL data, and staffing information, the LEA identified barriers to full access to a broad course of study. A primary barrier is staffing limitations, which prevent the district from offering World Languages and GATE programs. This limits opportunities for expanded and advanced coursework. Another barrier is limited staffing and scheduling capacity for enrichment and electives, especially at the elementary level. While ASES and ELOP provide enrichment such as art, music, dance, flags, and cheer, access depends on staffing and scheduling availability. The district also faces time and scheduling constraints, which limit expansion of additional course offerings beyond core instruction and required interventions. In addition, variable student attendance and participation in after-school programs can limit consistent access to enrichment opportunities. Overall, the main barriers are staffing, scheduling, and resource constraints, which the district is addressing through expanded learning and grant-funded programs.|In response to locally selected measures, including master schedules, program participation data (ASES, ELOP, tutoring/intervention), IEP and EL data, and staffing analysis, the LEA is implementing actions to improve access to a broad course of study for all students. The district is expanding enrichment opportunities through ELOP and ASES, including art, music, dance, flags, and cheer, with efforts to ensure equitable and consistent access for all student groups. The LEA continues to experience staffing limitations due to small district size (approximately 315 students) and budget constraints, which impact the ability to offer additional programs such as World Languages and GATE. The district continues to explore feasible long-term options to expand offerings within available resources. The district is refining master scheduling practices to maximize access to core instruction, intervention supports, and enrichment within existing staffing and time constraints. In addition, the LEA is strengthening targeted academic supports and intervention programs, including tutoring and expanded learning opportunities, to ensure students receive support to access grade-level content. Overall, these actions focus on expanding enrichment opportunities, improving scheduling efficiency, and addressing structural staffing and budget constraints to support equitable access to a broad course of study.|Met||2026-06-24|2026 13744010000000|Imperial Valley ROP|7|||||Not Met|||2026 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. Our tools and strategies for providing access to a broad range of courses have not changed. JKBS monitors how well students have access to and are enrolled in a variety of courses by evaluating transcripts and individual course plans, reviewing the Aeries course scheduling report, and referencing Edgenuity's California Course List. When students are enrolled at JKBS, they participate in the intake process, and school staff collaborates with parents to develop a tailored plan that addresses each student's individual needs and goals. This includes considerations for both unduplicated students and those with exceptional needs, aiming to facilitate their return to the Page 15 of 19 2026-27 Local Performance Indicator Self-Reflection for Inyo County Office of Education 2026-27 Local Performance Indicator Self-Reflection for Inyo County Office of Education Page 16 of 19 district of residence. This plan is regularly monitored by both students and school staff to ensure that each student remains 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 disparities in enrollment among different groups. We emphasize inclusivity, providing additional support to English Learner (EL) students and addressing the needs of students with exceptionalities. At JKBS, our small size allows us to develop personalized education plans tailored to each student's needs. 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 teacher and instructional aide offers one-on-one support for students with disabilities. This unified approach ensures equitable access to a wide 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 6-12. 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. In addition, we have implemented a targeted intervention curriculum called Aztec that provides critical assessment data to identify and address learning gaps. Our low student-to-teacher ratios enable us to provide essential one-onone support. A dedicated case manager from the district supports students with exceptional needs by focusing on IEP goals through a pullout model, while collaboration between the case manager and the teacher enhances curriculum modifications. Moreover, our teacher and instructional aide provide individualized support to low-income students, students with disabilities, English learners, and other underserved populations, ensuring they receive the assistance they need 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 that are unique to 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 2026-27 Local Performance Indicator Self-Reflection for Inyo County Office of Education Page 17 of 19 monitor each student's individual course plan. Additionally, we will continue using Edgenuity and a myriad of other curriculum and supplemental materials, which allow students to explore a diverse range of courses and programs. The LEA has also created a Career and Technical Education (CTE) pathway, options for college and career exploration, and exposure to Workplace Readiness Skills (WRS). Students can participate in an entrepreneurshipfocused course that involves running a coffee cart business and/or growing, harvesting, and selling produce through a farm the ICOE has developed and operates as part of a program called Inyo Farm@School. This program provides valuable Work-Based Learning (WBL) and WRS experiences. Moreover, students participate in weekly guitar lessons and art projects led by a local arts council. Our programs also include outdoor activities such as hiking, technical climbing, bouldering, fly fishing, and community service projects. WRS and college and career exploration are essential components of the JKBS Culinary/Food Service and Hospitality program; however, staffing has hindered the consistent implementation.|Met||2026-06-15|2026 14101400117994|YouthBuild Charter School of California|7|Our 2026-27 LCAP survey is used to measure and track this information.|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. More than 3/4 of students and 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 15-20 students enrolled, and there are not as many courses offered at those sites.|YCSC is looking into ways that smaller sites with fewer students enrolled can collaborate with one another to offer a broader course of study to their students. We have also started pursuing 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. This includes new partnerships with Pierce College and LA Trade Tech.|Met||2026-06-16|2026 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 worked on approval of computer science, women’s literature, and our sound recording CTE courses which will be submitted in September. 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. We also had 25 students complete a concurrent enrollment course with LA City College and will take the lessons learned from that experience to expand our concurrent enrollment offerings. 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.|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."|This year, we had some of our teachers build out specialty advanced courses taught online through Zoom or Edgenuity. This allowed 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||2026-06-19|2026 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 worked on approval of computer science, women’s literature, and our sound recording CTE courses which will be submitted in September. 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. We also had 25 students complete a concurrent enrollment course with LA City College and will take the lessons learned from that experience to expand our concurrent enrollment offerings. 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.|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."|This year, we had some of our teachers build out specialty advanced courses taught online through Zoom, Google Classroom, or Edgenuity. This allowed 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||2026-06-19|2026 14632480000000|Big Pine Unified|7|The district maintains a 100% graduation rate where all students have access to and graduate having the opportunity to have 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 with the opportunity to have 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, electives, and AA through concurrent enrollment at Cerro Coso Community College.|Met||2026-06-01|2026 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||2026-06-04|2026 14632890000000|Lone Pine Unified|7|Lone Pine Unified School District uses multiple measures to ensure all students have access to a broad course of study regardless of grade level, student group, or individual need. Student enrollment, course completion, graduation requirements, and scheduling are monitored through the district's student information system and reviewed regularly by site and district administrators. Master schedules are developed to provide equitable access to core academic courses, Career Technical Education (CTE), Dual Enrollment opportunities, intervention and enrichment programs, athletics, visual and performing arts, and extracurricular activities. Student achievement data, graduation progress, attendance, assessment results, Individualized Education Programs (IEPs), English Learner progress, and counselor reviews are used to identify barriers to access and ensure appropriate supports are provided for unduplicated pupils and students with exceptional needs. Educational partner input gathered through the LCAP process, advisory groups, and parent engagement activities also informs decisions regarding course offerings and program development. These measures allow the district to evaluate student participation, identify gaps in access, and continuously expand opportunities that prepare all students for college, career, and life.|Lone Pine Unified School District continues expanding opportunities that provide students with multiple pathways toward college, career, and life readiness. Students have access to rigorous academic coursework, Career Technical Education pathways, Dual Enrollment courses through Cerro Coso Community College, Agriculture education, athletics, fine arts, and expanded extracurricular opportunities. During the 2025-26 school year, the district continued increasing opportunities through the addition of new athletic programs, expanded Career Technical Education experiences, and continued exploration of additional academic pathways. Despite the challenges faced by a small rural district, the district remains committed to ensuring every student has meaningful opportunities aligned with their interests and future goals.|As a small rural district, enrollment size and staffing continue to limit the number of elective courses that can be offered each year. The district addresses these challenges through creative scheduling, partnerships with local colleges, online learning opportunities, and continued exploration of additional program offerings.|The district will continue expanding academic and extracurricular opportunities while strengthening college and career readiness. Future efforts include improving instructional alignment, expanding Dual Enrollment participation, strengthening Career Technical Education pathways, supporting intervention programs, and pursuing grant funding that increases educational opportunities for all students.|Met||2026-06-30|2026 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||2026-06-02|2026 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||2026-06-10|2026 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||2026-06-11|2026 15101570000000|Kern County Office of Education|7|The Alternative Education program utilizes Aeries as its student information system, enabling staff to track course enrollment, academic credit attainment, and eligibility for specific services, such as English learner support and special education. Students are assigned courses and curriculum based on their grade level, credit needs, and any additional services for which they qualify.|All students enrolled in the Alternative Education program participate in a broad course of study. In addition, students at each school site earn academic credit across a variety of courses through Edmentum, the program’s online curriculum, which includes both CTE and a-g approved courses. The program currently offers the following CTE programs and pathways: • CTE Construction and EV Auto Pathway • Culinary Pathway • Ag/Forestry Pathway • Welding Students also have the opportunity to participate in the JobsPlus! work-based learning program. English learners receive both integrated and designated ELD instruction throughout the school day. Reclassified English learners are monitored biannually to ensure appropriate classification, placement, and support, as needed. Students receiving special education services are supported by a special education teacher and paraprofessional to help them meet the goals outlined in their IEPs.|Through curriculum aligned to the Common Core State Standards, including a-g approved courses and a range of CTE offerings, students have access to multiple pathways to meet their individual educational needs. The program ensures that all students are enrolled in coursework aligned to their grade level and credit requirements. One ongoing challenge is the short duration of enrollment in both Court and Community Schools, which can limit students’ ability to fully access and benefit from the breadth of educational opportunities available.|Through Edmentum, all students have access to standards-aligned curriculum that is updated annually. The Alternative Education program also implements RULER curriculum to support students’ social emotional needs. Additional CTE pathway programs have been proposed for implementation in future years, pending approval of grant funding.|Met||2026-06-09|2026 15101570119669|Wonderful College Prep Academy|7|100% of students at Wonderful College Prep Academy (WCPA) have access to and are enrolled in a broad course of study, including dual enrollment at no cost through the school's cornerstone partnership with Bakersfield College. WCPA uses 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: Master Schedule and Course Enrollment Verification. Annual review of the master schedule and student transcripts verifies enrollment in ELA, Mathematics, Science, Social Studies, Visual and Performing Arts (VAPA), Spanish, Physical Education, and dual enrollment. Aeries Student Information System Reports. Aeries enrollment reports are disaggregated by grade span (TK-6 and 7-12) and by student group (English Learners, LTELs, SED, Foster Youth, Hispanic) to monitor equitable access. A-G Completion and Dual Enrollment Tracking. A-G completion rates, dual enrollment participation, and Associate's degree progress are tracked through Aeries, Naviance, and Bakersfield College records. IEP and Section 504 Plan Review. For students with exceptional needs, IEP and 504 Plan teams confirm access to the broad course of study, including general education enrollment, Specialized Academic Instruction minutes, and supported access to dual enrollment. Williams Sufficiency Reviews. Annual Williams reviews confirm sufficient standards-aligned instructional materials across all classrooms.|Aeries enrollment reports, master schedule reviews, A-G and dual enrollment tracking, IEP/504 Plan reviews, and Williams sufficiency findings confirm that 100% of WCPA students across the TK-6 elementary and 7-12 secondary divisions have access to and are enrolled in a broad course of study aligned to California Education Code Section 51210 and 51220. TK-6 Elementary. All students access ELA, Mathematics, Science, Social Studies, VAPA (Art, Music, Readers Theater), Physical Education, and STEM/Robotics. 7-12 Secondary. All students access ELA, Mathematics, Science, Social Studies, VAPA, Spanish, PE, Robotics/STEM, and dual enrollment through Bakersfield College in one of three pathways (Agricultural Business, Teaching and Learning, Health Sciences). Unduplicated Student Groups. EL, LTEL, SED, Foster Youth, and Hispanic students access the broad course of study at the same rate as all students. EL and LTEL students receive Designated and Integrated ELD without removal from core content. Reclassification rates and ELPI progress (Green 2025) indicate continued progress. Students with Disabilities. SWDs access the broad course of study through inclusion, with Specialized Academic Instruction provided in the least restrictive environment per IEP. SWD dual enrollment participation continues to grow. Progress. A-G completion, dual enrollment participation, and Associate's degrees earned have increased annually; 2024 and 2026 CDE recognition affirms this progress.|Wonderful College Prep Academy (WCPA) provides 100% of students with access to a broad course of study; however, the school has identified the following barriers that affect the depth and consistency of broad course of study access for some student groups: Rural Geographic Context. As a TK-12 charter school in Delano, WCPA operates in a rural Central Valley community with limited access to community-based enrichment, arts, and STEM programming. WCPA mitigates this barrier through partnerships with Bakersfield College, Taft College, and Cal Poly San Luis Obispo, and through after-school enrichment funded by the CCSPP Implementation Grant and ELO-P. Educator Recruitment in High-Need Subject Areas. Recruitment of credentialed teachers in Mathematics, Science, Special Education, and bilingual instruction remains challenging, occasionally requiring reliance on long-term substitutes. The LMU Teacher Residency Program mitigates this barrier through a sustained educator pipeline. Language Access for English Learners and LTELs. EL and LTEL students require Designated and Integrated ELD scaffolds to fully access content-area coursework. WCPA addresses this through Ellevation, EL Achieve, and ELD professional learning. Specialized Services for SWDs. Some SWDs require additional support to access dual enrollment and elective coursework. WCPA addresses this through expanded Special Education staffing and Williams Education Strategies coaching.|Wonderful College Prep Academy (WCPA) provides 100% of students with access to a broad course of study; however, the school has identified the following barriers that affect the depth and consistency of broad course of study access for some student groups: Rural Geographic Context. As a TK-12 charter school in Delano, WCPA operates in a rural Central Valley community with limited access to community-based enrichment, arts, and STEM programming. WCPA mitigates this barrier through partnerships with Bakersfield College, Taft College, and Cal Poly San Luis Obispo, and through after-school enrichment funded by the CCSPP Implementation Grant and ELO-P. Educator Recruitment in High-Need Subject Areas. Recruitment of credentialed teachers in Mathematics, Science, Special Education, and bilingual instruction remains challenging, occasionally requiring reliance on long-term substitutes. The LMU Teacher Residency Program mitigates this barrier through a sustained educator pipeline. Language Access for English Learners and LTELs. EL and LTEL students require Designated and Integrated ELD scaffolds to fully access content-area coursework. WCPA addresses this through Ellevation, EL Achieve, and ELD professional learning. Specialized Services for SWDs. Some SWDs require additional support to access dual enrollment and elective coursework. WCPA addresses this through expanded Special Education staffing and Williams Education Strategies coaching.|Met||2026-06-18|2026 15101570124040|Grow Academy Arvin|7|||||Not Met|||2026 15101570135467|Wonderful College Prep Academy - Lost Hills|7|Wonderful College Prep Academy - Lost Hills (WCPA-Lost Hills) uses multiple locally selected measures and tools to track the extent to which all students (100%) have access to, and are enrolled in, a broad course of study across grade spans, unduplicated student groups, and individuals with exceptional needs. Tools include the Aeries Student Information System for course enrollment, scheduling, and master schedule analysis disaggregated by grade span, English Learner status, Long-Term English Learner status, Socioeconomically Disadvantaged status, Foster Youth status, and Students with Disabilities; the California Longitudinal Pupil Achievement Data System (CALPADS) for state-reported course enrollment data; annual master schedule reviews conducted by school leadership and the Curriculum and Instruction Team; A-G completion and dual enrollment participation tracking through Naviance and Bakersfield College partnership reports; Individualized Education Program (IEP) reviews verifying course access for Students with Disabilities; English Learner Master Plan monitoring through Ellevation; classroom walkthrough evidence; and educational partner feedback from ELAC, DELAC, EL-PAC, PAC, the Student Advisory Committee, and the School-Based Leadership Team. All high school students access dual enrollment through Bakersfield College at no cost to the student.|Based on the locally selected measures and tools, 100% of WCPA-Lost Hills students in grades TK-12 have access to and are enrolled in a broad course of study, with no differences in access across grade spans or student groups, including English Learners, Long-Term English Learners, Socioeconomically Disadvantaged students, Foster Youth, Hispanic students, and Students with Disabilities. The broad course of study includes English Language Arts, Mathematics, Science, Social Studies, Physical Education, Visual and Performing Arts (Art, Music including Band, Mariachi, and Music Appreciation, and Visual Art), Readers Theater, Robotics and STEM, and Spanish. All high school students have equitable access to dual enrollment coursework through Bakersfield College at no cost, with three pathways available in Agricultural Business, Teaching and Learning, and Health Sciences. Aeries and CALPADS data confirm that course enrollment patterns are equivalent across student groups, and IEP reviews confirm that Students with Disabilities have access to the same broad course of study with appropriate accommodations and supports. Progress over time reflects sustained 100% access through annual master schedule reviews, with expanded enrichment opportunities added through the California Community Schools Partnership Program Implementation Grant. The California Department of Education recognized WCPA-Lost Hills as an Exemplary Dual Enrollment School in 2024 and 2026.|Based on the results of the locally selected measures and tools, WCPA-Lost Hills has not identified any barriers preventing students from accessing a broad course of study. 100% of students across all grade spans (TK-12) and across all student groups, including English Learners, Long-Term English Learners, Socioeconomically Disadvantaged students, Foster Youth, Hispanic students, and Students with Disabilities, have access to and are enrolled in a broad course of study. All high school students have access to dual enrollment through Bakersfield College at no cost, removing financial barriers that have historically limited access to early college coursework for unduplicated students in rural agricultural communities. WCPA-Lost Hills will continue to monitor for emerging barriers through Aeries enrollment data, CALPADS reporting, IEP reviews, Ellevation English Learner monitoring, annual master schedule reviews, and educational partner feedback. The school will also continue refining secondary master scheduling processes to ensure that scheduling does not become a barrier as elective, enrichment, and intervention offerings expand. Should any barrier emerge, the school will deploy MTSS and DBDM processes to address it promptly and maintain 100% student access to the broad course of study.|In response to the results of the locally selected measures and tools and given that 100% of WCPA-Lost Hills students currently have access to a broad course of study, the school will implement the following actions during the 2026-27 school year to sustain and strengthen this access. WCPA-Lost Hills will continue refining secondary master scheduling processes to increase student access to electives, dual enrollment, intervention supports, and A-G coursework while balancing graduation requirements. The school will continue maintaining a TK-12 broad course of study that includes English Language Arts, Mathematics, Science, Social Studies, Physical Education, Visual and Performing Arts, Spanish, and Robotics and STEM. After-school enrichment opportunities will be expanded and sustained through the California Community Schools Partnership Program Implementation Grant to broaden student exposure to arts, music, STEM, and athletic programming. The three dual enrollment pathways with Bakersfield College in Agricultural Business, Teaching and Learning, and Health Sciences will continue at no cost to families. Targeted supports will be refined for English Learners, LTELs, Unduplicated Pupils, and Students with Disabilities to improve persistence in dual enrollment, internships, and college readiness milestones. School leaders will continue monitoring participation and enrollment trends to ensure equitable access across grade spans and student groups.|Met||2026-06-18|2026 15101570142505|Central Academy of Arts and Technology|7|CAAT uses multiple local measures to ensure all students have equitable access to and are enrolled in a broad course of study. These include Aeries Student Information System enrollment and scheduling reports, the school master schedule, student transcripts and four-year academic plans (grades 7–12), Individualized Education Programs (IEPs), Section 504 Plans, English Learner service records, and regular college and career meetings and Student Support Team reviews. School leadership monitors course enrollment and participation data by grade span, English Learners, Students with Disabilities, Socioeconomically Disadvantaged students, foster youth, and homeless youth to ensure equitable access to core academic courses, arts, STEM, physical education, electives, dual enrollment opportunities, and college and career pathways. These tools are reviewed throughout the year to identify scheduling barriers, monitor student participation, and ensure all students have access to a comprehensive educational program aligned with California's academic standards.|All students at CAAT are enrolled in standards-aligned core academic courses, acceleration courses during Genus Hour (grades K-7), free tutoring (grades 7-10), and have access to visual and performing arts, STEM, physical education, technology, and social-emotional learning. High school students also have access to Honors courses, dual enrollment, A-G coursework, and college and career pathways. As a single-school LEA, there are no differences in access across school sites. Review of enrollment data identified no significant disparities among student groups. Students with Disabilities and English Learners access the full course of study with appropriate supports and accommodations to ensure equitable participation.|Analysis of local measures indicates that CAAT provides equitable access to a broad course of study for all students, and no significant barriers to course access were identified across student groups. As a growing school adding one grade level each year, the primary challenge is expanding course offerings while maintaining equitable access and high-quality instruction. The school continues to address this by strategically hiring qualified staff, conducting robust staff evaluations and providing coaching, expanding arts, STEM, and dual enrollment opportunities, and monitoring enrollment to ensure all students, including English Learners, Students with Disabilities, Socioeconomically Disadvantaged students, foster youth, and homeless youth, have access to the full educational program with appropriate supports and accommodations.|In response to the local measures, CAAT will continue expanding its broad course of study as the school grows by adding new grade levels and increasing access to arts, STEM, Honors, dual enrollment, and college and career pathway opportunities. To support this expansion, the school has made significant investments in organizational capacity by recruiting experienced school leaders and expanding its instructional leadership team to provide stronger coaching, instructional feedback, and support for teachers. CAAT has also prioritized recruiting and retaining highly effective educators aligned with the school's mission. Through strategic hiring, ongoing professional learning, and instructional coaching, the school is strengthening the capacity of its teaching team to deliver high-quality instruction and ensure students have access to a rigorous, engaging educational program. The school will continue reviewing enrollment, student schedules, IEPs, English Learner services, and four-year academic plans to monitor equitable access across all student groups. These continuous improvement efforts will ensure every student has access to a comprehensive course of study that prepares them for success in college, career, and life.|Met||2026-06-30|2026 15101570156364|Grow Public Schools|7|Grow Public Schools utilizes multiple locally selected measures to monitor student access to a broad course of study for all students, including unduplicated pupils and students with disabilities. School administrators review Transitional Kindergarten enrollment and instructional programs, student schedules, intervention schedules, English Learner services, and special education service delivery to ensure students have access to developmentally appropriate and grade-level curriculum and required instructional programs. The LEA reviews course offerings, master schedules, designated and integrated English Language Development (ELD) services, MTSS intervention schedules, Expanded Learning Opportunities Program (ELOP) participation records, and Individualized Education Programs (IEPs) to evaluate access across grade spans and student groups. Student participation in core academic subjects, enrichment opportunities, intervention supports, ELD services, ELOP programming, and Transitional Kindergarten programming is monitored annually to ensure all students have access to a broad course of study consistent with California Education Code requirements and applicable state frameworks.|Grow Public Schools provides all students access to a broad course of study aligned with California Education Code requirements and applicable state frameworks and standards. The LEA operates full-day Transitional Kindergarten programs at both campuses through stand-alone TK classrooms aligned to the California Preschool/Transitional Kindergarten Learning Foundations. The program supports self regulation, social-emotional development, motor development, language development, early literacy, early numeracy, and school readiness. The LEA currently operates two TK classrooms at each campus and will expand to three classrooms at each campus in 2026–27. Students in grades K–6 receive instruction in English Language Arts, Mathematics, integrated Science, integrated History-Social Science, Physical Education, Art, Music, and Edible Schoolyard programming. Students in grades 7–8 receive instruction in English Language Arts, Mathematics, Science, History-Social Science, Physical Education, and site-based electives, including media production and folklórico. English Learners receive integrated and designated ELD services, students with disabilities receive supports outlined in their IEPs, and all students have access to ELOP enrichment, academic support, sports, and intersession opportunities.|Grow Public Schools provides all students access to a broad course of study; however, several factors limit the expansion of instructional and enrichment opportunities. The LEA must balance instructional time needed to address foundational literacy, mathematics, and English language development needs while also providing enrichment and elective opportunities. Given the academic needs of many students, particularly English Learners and students performing below grade level, instructional time is often prioritized toward core academics and intervention supports. Additional barriers include facility limitations, limited multipurpose and performance spaces, staffing constraints, and funding limitations that affect the expansion of elective programs and enrichment opportunities. These constraints limit the LEA's ability to expand performing arts, additional electives, and other student enrichment experiences while maintaining academic supports and access to grade-level standards.|Grow Public Schools will continue to ensure that all students, including English Learners, low-income students, foster youth, and students with disabilities, have access to grade-level curriculum and a broad course of study through academic supports, expanded learning opportunities, and inclusive instructional practices. The LEA is expanding access to early learning opportunities by increasing Transitional Kindergarten classrooms from two to three classrooms at each campus in 2026–27. Expanded Learning Opportunities Program (ELOP) offerings include sports, music, enrichment activities, attendance recovery supports, cooking challenges, academic support, and intersession programming. The LEA will continue strengthening integrated and designated ELD implementation, MTSS supports, and instructional practices that increase access to rigorous content for diverse learners. Grow Public Schools will also continue evaluating opportunities to expand enrichment, arts, and elective programming as staffing, facilities, and funding permit while maintaining a strong focus on literacy, language development, mathematics achievement, and equitable access for all students.|Met||2026-06-22|2026 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.|Aeries enrollment data demonstrates that students across grade spans, including unduplicated student groups and students with exceptional needs, have access to a broad course of study aligned to graduation and individual learning needs.|Met||2026-05-18|2026 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||2026-06-18|2026 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 student’s schedules are considered in course paths previously noted as limiting participation due to scheduling blocks. Schedules are specifically made for English Learners for English Language Development, Dual Immersion language classes for language alignment, 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|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 when teachers are available to hold the class and an increase in 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: 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. Several electives, as well as elementary art and music are offered under a subject area that may require specific single subject emphasis which must fluctuate based on staff available and degree alignment. Previous barriers of language credentialing have been resolved with a residency program and utilization of the district’s Alternate Learning Academy for students with disabilities has been resolved during a conversation with the SELPA in regards to change of placement depending on the amount of time enrolled. Speech services, while currently ensured, have been offered with Tele-services which the district is resolving with the recruitment and hire of in-person staff. This has been very difficult to maintain.|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 each 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/BILA, Single Subject, Speech,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 cover all classes as well as new intervention classes for 2026-2027.|Met||2026-06-23|2026 15633210000000|Bakersfield City|7|The Bakersfield City School District (BCSD) continues to prioritize equitable access to a broad course of study by annually reviewing master schedules, course offerings, and student enrollment data to ensure all students have access to standards-aligned instruction and educational opportunities. To monitor equitable access, BCSD's Educational Technology, Data, and Assessment team regularly analyzes enrollment data disaggregated by student groups, including foster youth, students experiencing homelessness, socioeconomically disadvantaged students, English learners, students with disabilities, and race/ethnicity. These analyses are used to identify enrollment trends, monitor for potential disparities, and inform district and school-site decision-making. Findings are used to strengthen educational programming, allocate resources, and ensure that each student group has equitable access to the courses, services, and supports needed for academic success. Through ongoing review and continuous improvement, BCSD remains committed to providing all students with meaningful opportunities to engage in a comprehensive course of study that prepares them for future success.|The Bakersfield City School District continues to provide all students with access to a comprehensive and engaging course of study that supports academic achievement, creativity, innovation, and career exploration. Through districtwide programs such as GATE, Dual Immersion, Visual and Performing Arts, Project Lead the Way, Project Launch, the National Youth Sports Program, and Virtual Enterprise, every student has opportunities to participate in enriching learning experiences that build on their strengths, interests, and future aspirations. By maintaining a diverse range of academic and enrichment programs, the district ensures all students have equitable access to high-quality educational opportunities that support their overall success.|Based on the review of California Dashboard results and local measures, the Bakersfield City School District will continue to ensure that all students have equitable access to a broad course of study. To sustain this commitment, the district will: • Maintain High-Quality Programs: Continue implementing a comprehensive range of programs that expand student learning opportunities, including GATE, Dual Immersion, Visual and Performing Arts, Project Lead the Way, Project Launch, the National Youth Sports Program, and Virtual Enterprise. • Monitor Access and Participation: Regularly review enrollment and participation data, educational partner feedback, and local measures to ensure students have equitable access to district programs and to identify opportunities for improvement. • Strengthen Equitable Opportunities: Use data and input from students, families, and staff to evaluate program accessibility and ensure that the needs of all student groups, including English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students, are considered in program planning and decision-making. • Support Continuous Improvement: Continue refining programs, expanding opportunities where needed, and allocating resources to ensure every student has access to engaging, rigorous, and well-rounded educational experiences. These actions reflect BCSD's ongoing commitment to providing all students with meaningful access to a comprehensive course of study while|In response to local data and educational partner feedback, the Bakersfield City School District continues to strengthen opportunities that ensure all students have access to a broad course of study. Existing programs, including GATE, Dual Immersion, Visual and Performing Arts, Project Lead the Way, Project Launch, the National Youth Sports Program, Virtual Enterprise, and Arts Integration, continue to provide students with engaging and enriching learning experiences. During the 2026–27 school year, the district is also piloting a Career Exploration elective at two middle schools to gain insight into student interests across a variety of career pathways and inform future expansion of career-focused learning opportunities. The district will continue to monitor student participation, review enrollment trends, and gather feedback from students, families, and staff to evaluate program effectiveness and ensure equitable access. These efforts will guide ongoing refinements to course offerings and support the district's commitment to providing engaging, relevant, and high-quality educational opportunities for every student.|Met||2026-06-23|2026 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||2026-06-23|2026 15633540000000|Blake Elementary|7|The locally selected measures Blake Elementary School District uses to track the extent to which all students have access to and are enrolled in a broad course of study include review of student schedules, board-adopted curriculum, classroom observations, local assessment data, instructional planning documents, and student participation in enrichment activities and extracurricular programs. The district also uses educational partner feedback, teacher interviews, and ongoing communication with families to monitor student access and participation across grade spans and student groups, including English Learners, socioeconomically disadvantaged students, and students with exceptional needs. Due to the district’s small enrollment and TK–8 one-room schoolhouse setting, staff are able to closely monitor individual student participation and instructional needs on an ongoing basis.|For the 2025–26 school year, 100% of Blake Elementary students had access to a broad course of study aligned to California State Standards and Education Code requirements. Students received instruction in English Language Arts, Mathematics, Science, History-Social Science, Health, Physical Education, and Visual and Performing Arts. Students also participated in technology-based learning opportunities, enrichment activities, leadership opportunities, outdoor learning experiences, and career awareness activities appropriate for grade level. The district’s small size allows staff to provide individualized academic support, flexible instructional grouping, and differentiated instruction to meet the needs of all students, including English Learners and students requiring additional intervention support. Students are engaged and exposed daily to a variety of learning modalities including hands-on activities, technology-based learning, collaborative learning, and small-group instruction. Because Blake operates one small TK–8 school site, there are no significant differences between student groups regarding access to curriculum, instructional materials, or educational opportunities. The district continues to expand opportunities for enrichment, school-community activities, and technology integration to strengthen student engagement and increase exposure to diverse learning experiences.|Although all students are provided access to a broad course of study, Blake Elementary School District continues to experience challenges associated with operating a very small rural school district. These challenges include geographic isolation, limited staffing capacity, limited access to substitute teachers, and reduced availability of specialized services, extracurricular programs, and enrichment opportunities available in larger districts. Additional barriers include inconsistent attendance, transportation challenges related to the district’s rural location, and limited access to technology and academic resources outside of school for some students. Due to the district’s small size, staffing limitations can also impact opportunities for expanded intervention programs and professional development participation. Despite these challenges, the district continues to maximize available resources, individualized instructional supports, and partnerships with Kern County Superintendent of Schools to ensure all students receive access to a comprehensive educational program.|Blake Elementary School District will continue implementing Goal 1: Academic Achievement and Goal 2: School Climate and Engagement to ensure all students maintain access to a broad course of study and individualized instructional supports. The district will continue: Providing standards-aligned curriculum and instructional materials for all students; Utilizing instructional aides and intervention supports to provide individualized and small-group instruction; Using STAR Reading, STAR Mathematics, and DIBELS data to guide instruction and intervention planning; Partnering with Kern County Superintendent of Schools to provide professional development and instructional coaching; Expanding opportunities for technology integration, enrichment activities, leadership opportunities, outdoor learning experiences, and extracurricular programs; Continuing school-community events and activities that strengthen student engagement and school connectedness; and Supporting multiple learning modalities through hands-on activities, technology-based learning, and collaborative instructional practices. The district will continue reviewing local assessment data, attendance data, and educational partner feedback to evaluate program effectiveness and identify additional opportunities to strengthen student access, engagement, and academic support for continuous improvement purposes.|Met||2026-06-10|2026 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. Ongoing monitoring of the SIS allows both district and school level administrators to ensure all students are enrolled in courses as required by educational codes. Additionally, the District monitors enrollment data for unduplicated students and students with exceptional needs to ensure equitable 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 aligned to California Education Code 51210. All District elementary schools provide a consistent course of study that includes English, mathematics, social science, science, visual and/or performing arts, health, and physical education. All students in grades 7–8 are enrolled in and have access to all core academic subject areas, including English, social science, physical education, science, and mathematics, and also have access to non-core academic courses. All junior high school students have access to visual and/or performing arts courses, and all junior high sites offer Career Pathways and Spanish elective courses.|Based on a review of student access to and enrollment in a broad course of study, the District determined that all students have access to and are enrolled in such a program. All students in grades 1–8 are enrolled in core academic courses, 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 elective options. Additional non-core courses at the junior high level are determined by the credentials held by single-subject teaching staff. As a result, course offerings may vary by site, which can limit uniform access to all courses. The availability of certain courses is dependent on the specific credentials of employed staff, as these credentials define the courses they are authorized to teach.|The District continues to employ sufficient staff to ensure equitable access to and enrollment in all required subject areas in accordance with California Education Code. The District also prioritizes hiring teachers with multiple subject area authorizations to expand access to non-core courses at the junior high level and provide students with a broader range of course options. The District will continue to monitor student access to and enrollment in a comprehensive course of study through its Student Information System (SIS).|Met||2026-06-23|2026 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, as well as elective options for middle school students.|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 classes, and nutrition lab access for all students twe are continuing to offer an elective program for our 6th - 8th grade students. This will give them an introduction to possible CTC opportunities they can expand on when they get to High School. Labs and art classes are also available to all students (PK-8th)|Met||2026-06-10|2026 15633880000000|Caliente Union Elementary|7|The school district is using the school schedules and the enrollment of students with in each of the wheel electives provided each quarter. The student system - Schoolwise , keeps track of student enrollment and grades. Grades are given in electives as a measuring tool for student progress. Students with disabilities and unduplicated student groups are given broad course of study and tracked through the student system.|The Caliente Union School District is a single school district - Piute Mountain School. All students are required to be in an elective for the last 45 minutes of the day that include foreign language and career for quarter 2 and quarter 4. Quarter 1 and quarter 3 offer performing arts - keyboard, guitar or acting and dance. Art class is offered within the multiple subject curricular day.|There is no barrier identified at this time. The previous barrier of bus schedules was solved by offering after school care for the TK-3rd grade students from 2:45-3:30 when the wheel electives are scheduled.|The bus will continue to transport students home at 3:30 and the TK-3rd grade students who are of school at 2:45 will stay in the after school program unless their parents pick them up. At this time there are no other barriers.|Met||2026-06-17|2026 15634040000000|Delano Union Elementary|7|Delano Union School District uses multiple locally selected measures and tools 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. For grades K–5, the district reviews site master schedules, instructional schedules, intervention schedules, and service delivery schedules for English Language Development (ELD), physical education, visual and performing arts, music, and academic intervention programs. Participation data for enrichment opportunities, including Power Plus, Power Hour, clubs, and other student activities, are also reviewed to ensure equitable access. For grades 6–8, the district utilizes site master schedules, individual student schedules, student transcripts, course enrollment data, and participation records for extracurricular and enrichment programs to monitor student access to a broad range of academic and enrichment opportunities. The district disaggregates enrollment and participation data by grade span, English learner status, socioeconomically disadvantaged status, foster youth status, and disability status to identify and address any barriers to access. Additionally, Individualized Education Program (IEP) service schedules, special education placement data, and co-teaching models are reviewed to ensure that students with exceptional needs have access to core academic instruction and grade-level curriculum alongside their peers.|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 classroom music followed by 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.|Delano Union School District is committed to providing all students with access to a broad course of study; however, balancing the need for targeted academic intervention with opportunities for enrichment and elective coursework remains an ongoing challenge. Many students require additional support in reading, mathematics, English language arts, and English language development to address learning needs identified through assessment and performance data. Providing these intervention services within the instructional day can limit scheduling flexibility and reduce the amount of time available for additional enrichment opportunities. At both the elementary and middle school levels, student-centered master schedules are carefully developed to maximize access to core instruction, intervention services, and enrichment programs. District and site staff regularly review student achievement data to identify academic needs and ensure that intervention supports are provided without unnecessarily restricting access to a broad course of study. The district continues to explore strategies that expand enrichment and advanced learning opportunities while maintaining the academic supports necessary for student success. Ongoing review of course offerings, intervention schedules, and student participation data helps the district identify and address barriers to equitable access for all students.|In response to the review of locally selected measures, Delano Union School District will continue to monitor site master schedules, student schedules, course enrollment, and participation data to ensure all students have access to a broad course of study. The district has implemented and will continue expanding programs that increase access to core instruction, intervention, enrichment, and electives. All elementary schools now have dedicated physical education teachers, and music and art programs have been expanded across sites. Mariachi has been added at two sites, and drumline will be added during the 2026-2027 school year. AVID is available at all twelve district locations, supporting college and career readiness for students across grade spans. To address learning gaps while preserving access to enrichment, DUSD offers reading and math intervention during and after school, as well as annual summer school. Middle schools continue to expand elective offerings, and students in both elementary and middle school have access to enrichment opportunities through Power Plus/ELOP. The district will also begin the implementation of Universal Design for Learning, beginning at the middle school level and expanding districtwide to all middle and elementary schools. In addition, co-teaching in English language arts and mathematics will be expanded at elementary schools to strengthen access to core instruction in general education settings.|Met||2026-06-10|2026 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 have access to a broad course of study available across all elementary sites during the regular school day, through participation in programs such as ELD, AVID, band, dance, choir, ELA, Reading, and math interventions, and physical education as evidenced in site master schedules. All students have access to Chromebooks to take home as well as in the classrooms. Music education is provided at every elementary site, for all students regardless of language or instructional level, starting with recorders in 3rd grade and progressing to band and beyond in 4th grade. AVID is currently being implemented in kindergarten through fifth grade. Students also have access to a wide range of learning opportunities outside of the school day, including choir, Beast Academy, and the after school POWER program. NVLA’s POWER (after school) program is designed to meet the academic, social, and health needs of its students. The POWER Academic Instructors are provided professional learning in many topics to ensure they provide a broad course of instruction. Nueva Vista Language Academy offers a dual immersion program for students in grades TK-5 that focuses on bilingualism, biliteracy, academic achievement, and sociocultural competence. NVLA’s vision is that all students who complete the dual immersion program will achieve bi-literacy, and all students will be prepared and motivated for college and careers to be successful in the competitive 21st century with high levels|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||2026-06-10|2026 15634046009351|Cecil Avenue Math and Science Academy|7|CAMSA utilized multiple local measures to monitor access to a comprehensive curriculum for all students in grades 6–8, including site master schedules, student schedules, transcripts, and board-approved instructional materials. These measures help ensure that all students have equitable access to a diverse range of courses and resources that support their educational needs and promote a well-rounded, inclusive academic program for all learners.|At CAMSA, students in grades 6–8 have access to a wide range of academic and enrichment opportunities that support their academic, creative, and social development. Programs include GATE, AVID, band, choir, PLTW automation and robotics, and physical education. AVID is available at all grade levels, with teachers participating in training through the AVID Summer Institute to strengthen instructional practices and student support. Music remains a core offering, with students participating in daytime pull-out instruction and dedicated afternoon band classes, ensuring access for all students regardless of language proficiency or instructional level. Beyond the regular school day, students may participate in athletics, ASB, choir, robotics, ELOP, POWER, and STEAM enrichment activities. CAMSA also offers a broad selection of electives based on student interest surveys, including band, choir, AVID, Action Lab, writing and composition, art, robotics, drama, strength and fitness, and career exploration. Advanced students have the opportunity to take Algebra for high school credit during the school day. In addition, students are encouraged to participate in enrichment and academic competitions such as math field day, speech contests, oral language festivals, GATE festivals, science fairs, and other learning opportunities that extend student engagement and achievement.|Cecil Avenue Math and Science Academy (CAMSA) is committed to providing all students with a comprehensive and engaging curriculum that meets a wide range of academic needs and interests. One of the school’s ongoing challenges is maintaining adequate staffing to support the full range of programs and courses offered to students. The availability of qualified and appropriately trained staff is essential to ensuring equitable access to high-quality instruction and enrichment opportunities. When staffing shortages occur, certain courses or programs may be limited or unavailable, which can impact students’ access to a well-rounded educational experience. This challenge underscores the importance of continued efforts to recruit, develop, and retain highly qualified staff in order to support student learning and provide equitable educational opportunities for all students.|Cecil Avenue Math and Science Academy (CAMSA) is committed to ensuring equitable access to a diverse and rigorous curriculum by continuously monitoring the site master schedule and adjusting course offerings based on student interests and academic needs. The AVID program continues to expand, with incoming 6th-grade students beginning a two-year course sequence designed to support college and career readiness. CAMSA is also increasing advanced learning opportunities by offering high school-level courses such as Biology, Algebra 1, and Spanish, allowing students to begin earning advanced coursework experience early. To further enhance student learning, the school’s STEAM lab will receive upgrades in technology, software, and equipment, providing students with expanded hands-on and innovative learning experiences. The PLTW automation and robotics program remains a strong focus, equipping students with valuable coding, engineering, and robotics skills that support future pathways, including advanced studies in industrial automation programs. In addition, the POWER after-school program has experienced increased enrollment and continues to provide enrichment, intervention, and physical education opportunities in a safe and engaging environment that supports both academic achievement and family needs.|Met||2026-06-10|2026 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, ELD program participation data, intervention service tracking, POWER+ enrollment and enrichment participation records, STEAM Saturday attendance logs, verification of access to district-approved instructional materials, and program enrollment data for GATE, Migrant, and special education services.|All students in grades TK–5 are provided access to a comprehensive course of study including ELA, Mathematics, Science, Social Studies, PE, Visual and Performing Arts, and Music. In 2025-26, 100% of students maintained access to all subject areas with full in-person instruction delivered consistently throughout the year. AVID is implemented schoolwide across all grade levels TK–5. Instrumental music instruction is available for grades 3–5 through a structured pull-out model, with equitable access ensured regardless of English proficiency or academic level. All 5th grade students participated in SCICON, an extended science education program providing hands-on field experiences. Beyond core instruction, students accessed enrichment through band, GATE, arts programming, and after-school clubs including robotics, dance, art, and photography. Beast Academy provided advanced math enrichment for accelerated learners. STEAM Saturdays provided hands-on learning outside the school day, generating strong family engagement. Students also participated in the STEAM Olympiad, deepening engagement in science, technology, engineering, arts, and math. After-school POWER+ provided academic intervention, enrichment, and physical education. Newcomer students received dedicated daily English language support in reading, writing, listening, and speaking. 100% of unduplicated pupils and students with exceptional needs maintained access to programs and services throughout the year.|Del Vista Math and Science Academy remains committed to ensuring all students have access to a comprehensive course of study. The primary barrier encountered in maintaining full program access is adequate staffing levels when specialized or trained personnel are unavailable, there is potential for reduced program capacity or limited course offerings in areas such as instrumental music, AVID, and specialized intervention. An additional contextual barrier is ongoing enrollment decline, which requires flexible staffing structures and creative scheduling to sustain the full range of programs currently offered. DVMSA addresses these challenges through ongoing professional development, strategic recruitment and retention of qualified staff, and scheduling solutions designed to protect student access to all available programs and services. The school will continue to monitor staffing and enrollment trends to ensure no student group loses access to enrichment or specialized programming.|Del Vista Math and Science Academy successfully maintained and expanded course offerings for all students in 2025-26. AVID implementation continued across all grade levels TK–5 with no structural changes required. STEAM Saturdays were introduced as a new program format and demonstrated strong student and parent engagement, directly expanding enrichment access beyond the regular school day. Student participation in the STEAM Olympiad provided a new competitive enrichment opportunity connected to STEAM learning outcomes. The school completed the teacher laptop upgrade initiative and continued the phased rollout of classroom touchscreen displays in lower grade classrooms, bringing technology modernization to near completion across all grade levels. These upgrades directly support student access to current instructional technology as part of the broad course of study. Beast Academy was added as an enrichment option for students ready for advanced mathematics content, expanding the range of academic offerings available to all students. Newcomer programming was strengthened through dedicated daily English language support during and afterschool, ensuring recently arrived students have equitable pathways to access the full course of study alongside their peers.|Met||2026-06-10|2026 15634120000000|Delano Joint Union High|7|The Delano Joint Union High School District utilizes multiple measures to monitor student access to a broad course of study. Annual student, parent, and staff surveys are used to assess perceptions of course availability and access. The district also utilizes data from the California Longitudinal Pupil Achievement Data System (CALPADS) to monitor enrollment patterns across grade spans and student subgroups, including unduplicated pupils and students with exceptional needs. Counselors conduct individual student meetings during course selection to ensure alignment with graduation, college, and career goals. In addition, school sites engage educational partners through annual planning and advisory meetings to gather feedback and identify potential areas for course expansion.|Survey data from Spring 2026 indicates that 86% of students and 95% of parents believe their schools provide access to a broad course of study. The district ensures equitable access to a wide range of academic and enrichment opportunities, including UC A–G courses, Career Technical Education (CTE) pathways, dual enrollment, and elective offerings. Site counseling staff work proactively with all students to support enrollment in rigorous and relevant coursework. Results disaggregated by site reflect consistently positive perceptions: • Delano High School: 86% of students and 96% of parents agree • Cesar E. Chavez High School: 89% of students and 92% of parents agree • Robert F. Kennedy High School: 85% of students and 93% of parents agree • Valley High School: 83% of students and 100% of parents agree These results reflect sustained implementation of equitable scheduling practices and continued expansion of academic pathways across all school sites.|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 comprehensive counseling support, equitable scheduling practices, and ongoing feedback from educational partners, the district ensures that all students have access to a full range of academic opportunities. Continuous monitoring of enrollment data and student feedback allows the district to promptly identify and address any emerging gaps in access.|To maintain and expand access to a broad course of study, the district will continue implementing LCAP-supported actions that strengthen both academic opportunities and student support systems. Key strategies include maintaining critical support personnel such as social workers and mental health providers to address non-academic barriers that may impact student engagement and course access. The district will also continue to refine course offerings, expand dual enrollment and CTE opportunities, and ensure alignment between student course selections and postsecondary goals. Ongoing collaboration between instructional leaders, counselors, and site teams will support timely adjustments to student schedules and ensure equitable access across all student groups.|Met||2026-06-29|2026 15634200000000|Di Giorgio Elementary|7|Di Giorgio School ensures that all students have access to a broad course of study through systematic monitoring and targeted instructional supports. The district utilizes its student information system, SchoolWise, to ensure equitable access to courses and track student enrollment across programs. To support diverse student needs, the LEA provides 30 minutes of designated English Language Development (ELD) daily for English Learners in grades K–8, along with strategic and intensive intervention in English Language Arts and mathematics for students performing below grade level. The school also maintains a highly qualified special education teacher and instructional aides to support students with disabilities in accessing the full curriculum. Student progress is continuously monitored through multiple structures. English Learner progress is regularly reviewed by the site EL Teacher/Coordinator, while Special Education students are supported and monitored by their case managers. Additionally, all students are monitored on an ongoing basis through weekly Professional Learning Community (PLC) meetings, where staff analyze data and adjust instruction to ensure access, participation, and progress in a broad course of study.|Di Giorgio School provides all students in grades TK–8 with access to a broad course of study that includes English Language Arts, Mathematics, Social Sciences, Visual Arts, Health, and Physical Education. As a single-school district, the LEA ensures that 100% of students are enrolled in and have equitable access to this full range of subject areas. The school’s structure allows for consistent monitoring of course access and participation, ensuring that all students, including unduplicated pupils and students with unique needs, are provided opportunities to engage in a comprehensive educational program aligned with state standards.|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||2026-06-24|2026 15634380000000|Edison Elementary|7|EESD uses multiple locally selected measures and tools to monitor the extent to which all students have access to and are enrolled in a broad course of study. These measures include student enrollment data, master schedules, course offerings, intervention and enrichment participation records, Individualized Education Program (IEP) service records, English Learner program participation data, and annual reviews of instructional programs and services. The district monitors student access to standards-based instruction in English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Health Education, Visual and Performing Arts, English Language Development, technology integration, and enrichment opportunities across all grade spans. Access is reviewed for all students and disaggregated by student groups, including English learners, socioeconomically disadvantaged students, foster youth, homeless youth, and students with disabilities. Additional tools used to evaluate access include classroom schedules, intervention and enrichment program participation data, IEP and Section 504 documentation, student support service records, and stakeholder feedback gathered through surveys, advisory committees, and school site planning processes. District and site administrators regularly review these data sources to ensure equitable access to academic programs, intervention supports, enrichment opportunities, and services designed to meet the needs of the students.|Edison Elementary School District provides all students with access to a broad course of study aligned with California State Standards across both school sites. Students in grades TK–8 receive instruction in English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Health Education, Visual and Performing Arts, and English Language Development, as applicable. In addition, students have access to technology-integrated instruction, intervention programs, enrichment opportunities, social-emotional learning supports, and expanded learning opportunities designed to support academic success and student engagement. The district regularly reviews student enrollment data, master schedules, program participation records, and support service data to ensure equitable access to educational programs. Students with disabilities receive access to the general education curriculum and specialized supports as outlined in their Individualized Education Programs (IEPs). English learners participate in both designated and integrated English Language Development instruction and have access to all core academic and enrichment programs. Foster youth, homeless youth, and socioeconomically disadvantaged students are provided additional supports and services to ensure equitable participation in educational opportunities. Analysis of local data indicates that students at both Orangewood Elementary School and Edison Middle School have access to a broad course of study.|Based on local data, educational partner feedback, and ongoing program reviews, Edison Elementary School District has identified several barriers that may impact students' access to a broad course of study. As a rural district serving a high percentage of unduplicated pupils, barriers include chronic absenteeism, transportation challenges, staffing shortages, and the academic and social-emotional needs of students requiring additional support. Some student groups, including English learners, students with disabilities, homeless youth, and socioeconomically disadvantaged students, may experience barriers that affect consistent participation in instructional programs, enrichment opportunities, and extended learning experiences. Attendance challenges can limit students' access to the full educational program and reduce opportunities to benefit from intervention and enrichment services. Educational partner feedback also identified the need for continued expansion of enrichment opportunities, family awareness of available programs and services, and additional supports that help students fully participate in academic and extracurricular opportunities. Staffing shortages and recruitment challenges, which continue to affect many districts across the state, may also impact the district's ability to expand specialized programs and services. To address these barriers, the district continues to invest in transportation services, attendance interventions, through the MTSS process.|In response to local data, educational partner feedback, and ongoing program reviews, Edison Elementary School District will continue implementing and expanding actions designed to ensure equitable access to a broad course of study for all students. The district will maintain standards-aligned instructional programs across all grade levels while strengthening access to intervention, enrichment, and extended learning opportunities that support diverse student needs. The district will continue investing in Multi-Tiered System of Supports (MTSS), English Language Development (ELD) services, special education supports, summer learning programs, technology integration, and performing arts opportunities to increase student access and engagement. Transportation services and attendance intervention efforts will also be maintained and strengthened to reduce barriers that may prevent students from fully participating in academic programs and school activities. Additionally, the district will continue monitoring student participation and enrollment data across student groups to ensure equitable access to core instruction, intervention services, enrichment opportunities, and support programs. Staff will regularly review program effectiveness through data analysis, stakeholder feedback, and school improvement planning processes to identify gaps and make adjustments as needed.|Met||2026-06-22|2026 15634460000000|Elk Hills Elementary|7|Elk Hills Elementary School District uses multiple local measures and monitoring tools to evaluate the extent to which all students have access to and are enrolled in a broad course of study. The district reviews master schedules, student schedules, enrollment records, instructional minutes, grade-level standards, and course/program participation data across TK–8 grade spans to ensure students receive access to required academic content and enrichment opportunities. The district monitors access for all student groups, including unduplicated students and individuals with exceptional needs, through analysis of student records, Individualized Education Program (IEP) documentation, intervention placement data, progress monitoring results, and participation in academic, enrichment, athletic, and expanded learning opportunities. Teachers and administrators collaborate to review student needs and ensure appropriate supports, accommodations, and services are provided. Additional measures include Local Control and Accountability Plan (LCAP) educational partner feedback, student and parent surveys, attendance data, and student achievement data. These tools allow the district to identify potential barriers, evaluate equitable access, and make informed decisions to ensure all students have meaningful opportunities to participate in a comprehensive, standards-aligned course of study.|Based on the review of locally selected measures, including master schedules, student enrollment records, instructional minutes, student support records, IEP documentation, participation data, educational partner feedback, and student achievement information, Elk Hills Elementary School District has determined that all students have access to and are enrolled in a broad course of study aligned with state standards and grade-level expectations. As a single-school TK–8 district, Elk Hills does not have differences in access across multiple school sites. The district monitors access across grade spans and student groups to ensure that all students, including unduplicated students and individuals with exceptional needs, receive appropriate instruction, services, and supports. Students have access to core academic instruction in English language arts, mathematics, science, history-social science, physical education, and enrichment opportunities, along with intervention, student support services, athletics, and expanded learning opportunities. Review of student group data indicates that students across demographic groups have equitable access to the instructional program. Students with disabilities receive individualized supports and services through their Individualized Education Programs (IEPs), and students requiring additional academic support receive targeted intervention based on assessment data and teacher collaboration.|Based on the review of locally selected measures, student schedules, enrollment data, student support records, and educational partner feedback, Elk Hills Elementary School District has identified limited resources and staffing capacity as the primary barriers to expanding access to additional course offerings and enrichment opportunities. As a small, single-school TK–8 district, the district works diligently to provide a broad course of study; however, maintaining a wide range of specialized courses and programs can be challenging due to enrollment size, staffing availability, and geographic location. The district continues to monitor access for all students, including unduplicated student groups and students with exceptional needs, to ensure that scheduling, instructional supports, accommodations, and enrichment opportunities are equitable. Current barriers may include limited availability of specialized personnel, transportation considerations, and the ability to offer a variety of elective and enrichment options typically available in larger school systems. Despite these challenges, Elk Hills Elementary School District continues to address barriers through creative scheduling, collaboration with county resources and community partners, expanded learning opportunities, technology integration, intervention supports, and targeted services for students with additional needs.|In response to the results of locally selected measures, student data, and educational partner feedback, Elk Hills Elementary School District will continue to refine programs and practices to ensure all students have equitable access to a broad course of study. The district will continue to monitor student schedules, enrollment patterns, participation data, and individual student needs to identify opportunities to strengthen access and remove barriers. The district has implemented and will continue to expand a variety of supports and opportunities, including academic intervention and enrichment programs, expanded learning opportunities, athletics, technology integration, and student engagement activities that extend beyond the core instructional program. The district will continue to collaborate with the Kern County Superintendent of Schools and other community partners to provide additional resources, professional learning, and opportunities that may be difficult to provide independently as a small rural district. To support students with exceptional needs and students requiring additional support, the district will continue to review Individualized Education Programs (IEPs), intervention data, and student progress monitoring information to ensure appropriate accommodations, services, and access to grade-level instruction. Teachers and administrators will continue to collaborate to provide differentiated instruction and targeted supports based on individual student needs.|Met||2026-06-18|2026 15634610000000|Fairfax Elementary|7|Fairfax School District uses its student information system and progress reporting tools to monitor student access to a broad course of study across all grade levels. This includes reviewing enrollment patterns by student group, including English Learners, foster youth, low-income students, and students with disabilities, to ensure equitable access to core academic content as well as enrichment opportunities such as the arts, physical education, electives, and career technical education. These systems allow district and site teams to identify potential gaps, review trends, and respond with timely supports or adjustments. Counselors, teachers, and administrators work collaboratively to guide course selections that align with students’ interests, academic progress, and individual support needs. Through this ongoing monitoring process, Fairfax ensures that students are enrolled in required coursework while also having access to electives, enrichment opportunities, and specialized programs that support college, career, and life readiness.|Fairfax School District has made significant progress in reducing disparities in course access across school sites and student groups. All elementary schools provide consistent access to a full curriculum, including English language arts, mathematics, science, social studies, and physical education. In the middle grades, access to electives such as leadership, art, and academic support courses is monitored and scheduled to ensure equitable opportunities for all students. Enrollment data does not indicate significant differences in course access based on race/ethnicity, language status, or disability. However, the district recognizes that some students with Individualized Education Programs require additional planning to ensure meaningful access to general education enrichment opportunities. Fairfax addresses this need through inclusive scheduling practices, collaboration with case managers, and ongoing communication among teachers, administrators, and support staff. Over time, site-level disparities have decreased as a result of improved staffing allocations, more effective scheduling systems, and professional learning focused on equity and inclusion. Fairfax remains committed to identifying and closing any remaining access gaps through continued data analysis, collaborative planning, and responsive support for students.|The primary barrier identified is chronic absenteeism, which limits students’ ability to fully access and participate in the broad course offerings available across the district. Students who are frequently absent, particularly those from high-need student groups such as foster youth, English Learners, and socioeconomically disadvantaged students, often miss important instructional time in both core academic subjects and elective courses. In addition, access to specialized electives, such as career technical education and world language courses, remains limited during the regular school year due to staffing and scheduling constraints. These limitations can have a greater impact on middle grade students, who may have fewer enrichment opportunities available compared to students at the high school level. Fairfax will continue to address these barriers through attendance monitoring, targeted student supports, inclusive scheduling practices, and ongoing review of course offerings to expand access where feasible.|To ensure that all students have access to a broad course of study, Fairfax School District has implemented several targeted actions. At the elementary level, progress report cards are used to monitor student participation and progress in required subject areas. At the middle grades, ongoing enrollment monitoring helps staff review student access to both core courses and elective opportunities. Quarterly reviews of enrollment data are used to guide adjustments to course offerings and identify students who may need additional intervention, support, or enrichment. In response to limitations in course availability, Fairfax is expanding partnerships with Kern High School District to provide summer career technical education opportunities and is exploring creative scheduling options to introduce additional electives during the regular school year. For students impacted by chronic absenteeism, the district has strengthened its attendance support systems, including mentoring, family outreach, and site-based incentives. These efforts are designed to re-engage students, improve consistent attendance, and ensure participation in the full range of learning experiences available. Through these revisions and strategic investments, Fairfax affirms its commitment to educational equity and to providing every student with access to a rich, well-rounded academic experience.|Met||2026-06-25|2026 15634790000000|Fruitvale Elementary|7|Fruitvale uses locally selected measures to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, including unduplicated student groups, and individuals with exceptional needs. The master schedule and course enrollment data is utilized as the tool for Fruitvale Jr. High School. The master schedule (grade level subject area blocks, including Walk-to-Learn, ELD, and Tier II) is utilized as the tool for elementary students grades K-6. Using the tools outlined above, FSD determined that English learners, foster youth, homeless and students with disabilities were able to access all subjects within a broad course of study. Additionally, site administrators have identified additional site-level supports to ensure student access within their School Plans for Student Achievement.|All students (including unduplicated students and students with disabilities) in K-8th grade are enrolled in English, Math, History-Social Science, Science and participate Physical Education every day. FJH offers over 20 CTE, Visual and performing arts elective courses, available to all students. Jr. High students with IEPs and/or English Learners are given priority registration for zero period P.E. and the elective of their choice, to ensure access for all.|A prior challenge existed for students with IEPs and English Language Learners at the Jr. High with regard to having room in their schedule for an elective. This was mitigated with the addition of a zero period option for P.E. with priority registration to affected subgroups.|Students in Fruitvale have access to a broad course of study in all required subject areas, including math, social science, science, visual and performing arts, health, physical education, career and technical education that prepares them for college and careers, regardless of what school they attend or where they live within the District. The District hires the most qualified staff to ensure excellent instruction and eliminate teacher misassignment. All sites provide the Walk-to-Learn Reading Instructional system supplementing the core with targeted instruction based on identified individual student needs. Each school has an intervention teacher, school counselor and psychologist support to provide a multi-tiered system of support for all students. Each site has designated Physical Education Teachers to provide PE instruction and ensure adherence to instructional minute requirements. All elementary campuses have a robust library, library staff, and Accelerated Reader Incentive Club. The Junior High campus offers extended instructional time in ELA and Mathematics (71 daily minutes) and a master schedule that provides additional courses: SEL Advisory, History, Science, Physical Education, and an elective. Elective offerings include: Agriculture, Mixed Media Art, Band, Chorus, Orchestra, Color Guard, Computer Science, Drama, Engineering, Journalism, Digital Media, Medical Detectives, Mock Trial, Robotics, Spanish, and Virtual Enterprise. Elementary Art, Music, and Chorus|Met||2026-06-11|2026 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||2026-06-11|2026 15635030000000|Greenfield Union|7|The district remains committed to ensuring that all students, including unduplicated student groups and students with exceptional needs, have equitable access to a broad course of study that includes core academics, physical education, visual and performing arts, technology integration, enrichment opportunities, and other supports that promote student engagement and success. To monitor access and participation, the district utilizes multiple local and state systems, including Aeries, CALPADS, DataQuest, KiDS, local assessment systems, site-level master schedules, student connectedness surveys, and educational partner feedback. These systems support ongoing review of access, participation, and opportunities across student groups, grade spans, schools, and instructional settings. Educational partner feedback reinforced the importance of maintaining access to enrichment opportunities, intervention supports, technology, arts, physical education, extracurricular activities, and inclusive learning environments. Students and families consistently identified music, art, physical education, field trips, technology access, and school-community activities as important contributors to engagement and positive school experiences. The district also reviews intervention participation, inclusion practices, technology access, enrichment opportunities, and student support systems to identify gaps, strengthen equitable access, and respond proactively to student needs.|At the elementary level, all students continue to receive access to core academic instruction, physical education, and music. Educational partner feedback consistently identified enrichment opportunities such as music, art, physical education, and field trips as important contributors to student engagement and belonging. At the middle school level, students continue to receive access to core academic courses, physical education, and elective opportunities. District review processes indicate that access to electives and enrichment opportunities can vary across sites due to scheduling, staffing, transportation, and program differences. The district continues reviewing access patterns to strengthen consistency and equitable opportunities across schools and student groups. Students with disabilities continue receiving instruction in the least restrictive environment through inclusive practices, co-teaching, and classroom-based supports. English learners continue receiving designated and integrated English Language Development supports. The district continues implementing a Multi-Tiered System of Support (MTSS) framework that provides universal, targeted, and intensive academic, behavioral, and social-emotional supports. During 2025–26, the district continued refining MTSS implementation through increased collaboration, classroom-embedded supports, and stronger alignment between instructional, intervention, and support systems.|The district continues to identify and address barriers that may limit consistent and equitable access to a broad course of study, particularly for students requiring additional academic, behavioral, language, or intervention supports. One ongoing challenge involves staffing capacity for elective courses, enrichment opportunities, intervention services, and specialized supports. Educational partner feedback consistently reinforced the value of music, art, physical education, extracurricular activities, and field trips in supporting student engagement and belonging. The district continues supporting recruitment efforts, professional learning, and staffing reviews to strengthen access to these opportunities. Scheduling constraints also affect access for some students requiring English Language Development (ELD), intervention services, behavioral supports, or intensive academic assistance. The district continues exploring integrated instructional models, collaborative scheduling practices, and classroom-embedded supports that allow students to access both interventions and enrichment opportunities. Educational partner feedback further highlighted the importance of strengthening inclusive instructional practices and coordinated support systems for students with disabilities and students requiring higher levels of support. In response, the district continues refining MTSS implementation, co-teaching practices, collaboration structures, and inclusive support models.l|In response to identified access gaps and educational partner feedback, the district will continue refining instructional, enrichment, intervention, and support opportunities to strengthen equitable access to a broad course of study for all students. At the elementary level, the district will continue providing music, visual and performing arts, physical education, field trips, and other enrichment opportunities that educational partners consistently identified as important contributors to student engagement, belonging, and positive school experiences. At the middle school level, the district will continue strengthening access to electives, enrichment opportunities, intervention supports, and inclusive instructional experiences through ongoing review of staffing structures, master schedules, and service delivery models. Efforts will focus on supporting credentialed staff, refining scheduling systems, and exploring flexible instructional models that increase access to both supports and enrichment opportunities. To better support English learners, students with disabilities, and students receiving Tier 2 and Tier 3 interventions, the district will continue strengthening alignment between ELD, MTSS, inclusive instructional practices, and elective scheduling. Ongoing refinements to MTSS implementation, co-teaching models, classroom-embedded supports, and collaborative scheduling practices will focus on improving access and inclusion across schools.|Met||2026-06-10|2026 15635290000000|Kern High|7|The LEA uses multiple measures to monitor student access to and enrollment in a broad course of study. These include Synergy enrollment and analytics reports, transcript reviews, four-year plans, master schedule analyses, A-G completion data, College and Career Indicator (CCI) metrics, and participation in Advanced Placement (AP), Honors, dual enrollment, and Career Technical Education (CTE) pathways. Counselors, administrators, and department leaders regularly review course enrollment patterns, graduation progress, and student achievement data to identify and address gaps in access among grade spans, unduplicated student groups, and students with exceptional needs. Individual student planning meetings and transcript reviews help ensure students are enrolled in courses aligned with graduation, college, and career goals. The annual master scheduling process is used to provide equitable access to core academics, electives, AP courses, dual enrollment opportunities, intervention supports, and CTE pathways. For students with disabilities, scheduling decisions include appropriate accommodations, co-taught courses, and supports identified through IEPs and 504 plans. Student, parent, and community feedback is also considered when evaluating and improving access to educational opportunities. These measures help ensure all students have equitable access to a rigorous and comprehensive course of study.|Locally selected measures, including enrollment data, master schedule reviews, A-G completion rates, College and Career Indicator (CCI) data, AP and dual enrollment participation, CTE pathway enrollment, transcript audits, and graduation rates, show that students across the LEA have access to a broad course of study. Schools provide college-preparatory coursework, AP and honors classes, dual enrollment, CTE pathways, electives, intervention supports, and services for students with exceptional needs. Over time, schools have expanded access through additional dual enrollment partnerships, increased AP and CTE participation, expanded intervention courses, tutoring, credit recovery options, and inclusive scheduling practices. Supports for English learners, low-income students, foster youth, multilingual learners, and students with disabilities have also increased through co-teaching models, literacy interventions, and ongoing data review. Progress is reflected in growing participation in advanced coursework and college and career readiness programs. Stockdale High School's percentage of students identified as “Prepared” on the College and Career Indicator increased from 54.9% in 2023 to 61.3% in 2025. Del Oro reports that nearly all students are enrolled in college preparatory coursework and routinely pass 80% of their classes with a C or higher. These results demonstrate continued improvement in access and participation for all student groups.|Based on local measures and site data, several barriers continue to limit full access to a broad course of study for all students. Master schedule constraints, staffing limitations, course sequencing requirements, and facility capacity can restrict availability of electives, AP courses, Dual Enrollment, CTE pathways, and specialized programs. Students requiring intervention, ELD services, transition courses, or specialized supports often have less flexibility in their schedules, reducing access to additional electives and advanced coursework. Data also indicate participation and achievement gaps among some student groups, including English learners, students with disabilities, foster youth, homeless youth, and socioeconomically disadvantaged students. Academic skill gaps in literacy and mathematics, attendance concerns, and credit deficiencies can limit students' ability to meet A-G requirements, complete CTE pathways, or access college-preparatory coursework. Some students and families may also have limited awareness of available academic and postsecondary opportunities. Schools continue to address these barriers through targeted interventions, counseling and four-year planning, family outreach, data-driven scheduling, expanded supports for multilingual learners and students with disabilities, and ongoing monitoring of participation and achievement to improve equitable access for all students.|In response to local data and program reviews, the KHSD will continue refining master schedules to increase access to AP, Dual Enrollment, CTE pathways, electives, and intervention supports while reducing scheduling conflicts. Schools will use enrollment, achievement, and participation data to identify access gaps and guide scheduling decisions for all student groups. Counselors will continue providing individual academic planning, transcript reviews, four-year plans, and monitoring of A-G, CTE, graduation, and credit recovery progress to ensure students are aware of available opportunities and prepared for college and career pathways. Parent workshops and outreach efforts will be expanded to increase awareness of course options, postsecondary opportunities, and support services. The LEA will continue strengthening intervention systems through tutoring, mentoring, literacy supports, high-dosage tutoring, credit recovery programs, and targeted mathematics interventions. Schools will also expand co-teaching opportunities, support classes, and intentional scheduling practices to improve access for students with disabilities and other student groups requiring additional support. Ongoing collaboration through PLCs, instructional coaching, and data analysis will support continuous improvement and help ensure equitable access to a broad course of study for all students.|Met||2026-06-22|2026 15635291530435|Kern Workforce 2000 Academy|7|Kern Workforce Academy monitors student access to a broad course of study through multiple local measures, including student schedules, course enrollment data, transcript and graduation plan reviews, credit completion rates, student information system reports, master schedules, and counselor monitoring. Data are reviewed by grade level, English learners, Long-Term English Learners, socioeconomically disadvantaged students, students with disabilities, foster youth, homeless youth, and other identified student groups. Workforce also reviews student participation in dual enrollment opportunities, intervention supports, and enrichment courses to ensure equitable access. Educational partner feedback from students, families, counselors, teachers, and administrators is considered when evaluating course availability and identifying opportunities to improve access for all students.|Local measures indicate that all Workforce students have equitable access to the courses necessary for credit recovery and graduation. Workforce provides instruction in core academic subjects, electives, intervention supports, and opportunities for dual enrollment. Because Workforce operates across six evening sites, course offerings are aligned to student enrollment and staffing while maintaining consistency in graduation requirements and access to instructional supports. Students remain enrolled at their comprehensive high schools, where they also have access to Career Technical Education pathways, Advanced Placement courses, visual and performing arts, athletics, and other programs not offered through Workforce. Local data show no significant disparities in access to Workforce courses among identified student groups. Student schedules and enrollment are regularly monitored to ensure equitable opportunities and timely progress toward graduation.|The primary barriers to providing a broader course of study are related to the unique structure of Workforce as an evening alternative education program. Limited instructional time, staffing, and enrollment at individual sites require Workforce to prioritize core graduation requirements and high-demand elective courses. Because students attend Workforce primarily for credit recovery, specialized programs such as Career Technical Education pathways, Advanced Placement courses, and many elective offerings remain available through students' comprehensive high schools rather than Workforce. Additional challenges include varying enrollment patterns throughout the year and ensuring consistency across six instructional sites. Workforce continues collaborating with comprehensive high schools and Kern High School District departments to minimize these barriers while ensuring students have equitable access to the courses and supports necessary to graduate.|Workforce will continue reviewing enrollment patterns, student achievement data, graduation plans, and educational partner feedback to ensure equitable access to courses that support graduation and postsecondary readiness. Professional Learning Teams will continue strengthening curriculum alignment and instructional consistency across all six sites, while counselors and administrators will regularly monitor student schedules and credit completion to identify and address barriers early. The school will continue expanding intervention supports, dual enrollment opportunities, and technology-enhanced instruction while collaborating with comprehensive high schools to ensure students maintain access to specialized programs outside Workforce. Workforce will also evaluate student needs annually to determine whether additional course offerings, instructional resources, or partnerships are needed to improve access and support successful graduation outcomes for all student groups.|Met||2026-06-02|2026 15635450000000|Kernville Union Elementary|7|KUSD uses student course enrollment in our Student Information System and Individual Education Plan monitor and 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, such as Algebra. Students are also provided small group intervention and enrichment time, called What I Need Now (WIN) time to meet their learning needs.|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, such as Algebra. There are no differences across KUSD's 3 school sites. Students are also provided small group intervention and enrichment time, called What I Need Now (WIN) time to meet their learning needs. Students groups are adjusted and based on students’ growth and needs.|There are no barriers to providing access to a broad course of study for all students. Most students are elementary progress through grade level appropriate standards and curriculum. KUSD utilizes an online curriculum with a credentialed KUSD teacher to provide additional enrichment courses. KUSD provides an Algebra course for students demonstrating a readiness and allows students to enroll in community college classes. However, limited access to resources such as teachers and funds limit CTE opportunities to middle school students that require specific credentials, classroom space, and materials.|There are no barriers to providing access to a broad course of study for all students. However, limited access to resources such as teachers and funds limit CTE opportunities to middle school students that require specific credentials, classroom space, and materials.|Met||2026-06-30|2026 15635520000000|Lakeside Union|7|The LEA uses multiple local measures to monitor access to a broad course of study, including master schedules, student information system (SIS) enrollment reports, course enrollment data, and IEP service and placement records. These tools allow the LEA to review access by grade span (elementary and middle school), student groups (English learners, socioeconomically disadvantaged students, foster youth), and students with exceptional needs. Additional measures include participation in intervention and enrichment programs, extracurricular offerings, and access to electives and expanded learning opportunities. Site and district teams review these data annually to ensure alignment with graduation requirements, grade-level standards, and equitable access to core and supplemental programs.|Local data indicates that all students have access to a broad course of study, including core academic subjects and supplemental supports. Master schedule reviews confirm that students, including students with disabilities, are enrolled in required courses aligned to grade-level standards. Students also have access to interventions, enrichment opportunities, and extracurricular activities. However, some differences exist. Students with disabilities and English learners may have more structured schedules due to required services or language supports, which can limit flexibility in accessing electives or enrichment opportunities. Additionally, variation across sites may occur in the availability of extracurricular activities and extended learning opportunities. Overall, access is consistent for core instruction, with ongoing efforts to expand equitable participation in enrichment and elective options.|Barriers to full access include scheduling constraints related to required services, particularly for students with disabilities and English learners, which can limit opportunities for electives or enrichment. Staffing and resource limitations may also impact the range of courses or extracurricular programs offered at different sites. Additionally, time within the school day and competing instructional priorities can reduce flexibility in expanding access. For some student groups, transportation, awareness of opportunities, and competing responsibilities may also limit participation in programs beyond the core instructional day.|In response, the LEA will refine master scheduling processes to increase flexibility and ensure students can access both required services and enrichment opportunities. The LEA will expand intervention and enrichment models within the school day, because embedding these opportunities reduces scheduling conflicts and increases equitable access. Additional actions include increasing extracurricular and expanded learning opportunities, improving communication to families about available programs, and monitoring participation by student group. The LEA will also strengthen collaboration between general education, special education, and EL staff to design schedules that maintain access to grade-level curriculum while providing necessary supports. Progress will be monitored through enrollment data and participation rates across student groups.|Met||2026-06-16|2026 15635600000000|Lamont Elementary|7|Lamont Elementary School District uses locally selected measures to monitor student access to a broad course of study across all grade spans, including unduplicated student groups and students with exceptional needs. At Mountain View Middle School, course enrollment reports and the master schedule are reviewed to ensure students have access to core academic subjects, electives, enrichment opportunities, and intervention supports. In grades TK–6, site master schedules are reviewed to verify that all students receive instruction in required content areas, including English language arts, mathematics, science, history-social science, physical education, visual and performing arts, and designated English Language Development for English learners. The district also reviews student enrollment, program participation, and service delivery data to ensure equitable access for English learners, foster youth, homeless students, socioeconomically disadvantaged students, and students with disabilities. School Plans for Student Achievement, MTSS processes, and annual program reviews are used to monitor participation and identify barriers to access. These measures help ensure all students have opportunities to engage in a comprehensive educational program that supports academic achievement and college and career readiness.|Based on locally selected measures, including master schedules, course enrollment data, site walkthroughs, and program reviews, Lamont Elementary School District has determined that all TK–8 students, including English learners, foster youth, homeless students, socioeconomically disadvantaged students, and students with disabilities, have access to and are enrolled in a broad course of study. Students receive instruction in English Language Arts, Mathematics, History-Social Science, Science, Physical Education, and other required content areas. Students in grades 1–8 receive a minimum of 200 minutes of Physical Education every ten school days, and English learners receive designated English Language Development instruction. Analysis of district data indicates there are no significant differences among school sites or student groups regarding access to required courses and instructional programs. Students with disabilities participate in the broad course of study with appropriate accommodations, modifications, and specialized services as outlined in their Individualized Education Programs (IEPs). The district continues to strengthen equitable access through its Multi-Tiered System of Supports (MTSS), targeted interventions, enrichment opportunities, and staff professional development. Ongoing monitoring by site and district administrators ensures all students have equitable access to a comprehensive educational program.|Based on the district’s review of master schedules, course enrollment data, site walkthroughs, and program monitoring processes, Lamont Elementary School District has determined that there are currently no significant barriers preventing students from accessing a broad course of study. All students, including English learners, foster youth, homeless students, socioeconomically disadvantaged students, and students with disabilities, are enrolled in and have access to all required content areas and instructional programs. The district continues to monitor student access through site and district-level reviews to ensure equitable participation in core academic subjects, physical education, designated English Language Development, intervention services, and enrichment opportunities. Students with disabilities receive appropriate accommodations, modifications, and specialized services as outlined in their Individualized Education Programs (IEPs), ensuring access to the general education curriculum to the greatest extent appropriate. While no barriers to access were identified through the locally selected measures, the district remains committed to continuous improvement by monitoring enrollment patterns, staffing, scheduling, and program implementation to ensure all students continue to have equitable access to a comprehensive and rigorous course of study.|The LEA has taken the necessary steps to ensure all students have equitable access to a broad course of study. Master schedules at all school sites have been reviewed and refined to eliminate barriers that previously limited access for some student groups. Scheduling practices have been adjusted to ensure that English learners, students receiving intervention services, and students with disabilities can participate in required academic courses, enrichment opportunities, and elective offerings while receiving appropriate supports. District and site leaders collaborate during the scheduling process to ensure all students have access to grade-level standards, designated English Language Development, intervention services, and enrichment opportunities. Ongoing professional development in integrated and designated ELD, differentiated instruction, and inclusive practices further supports equitable access to the curriculum. As a result of these efforts, locally selected measures indicate that all students, regardless of student group, have access to and are enrolled in a broad course of study aligned with state requirements and district goals.|Met||2026-06-09|2026 15635780000000|Richland Union Elementary|7|In our district, we use multiple locally selected measures to monitor student access to and enrollment in a broad course of study. These measures include student enrollment data, master schedules, program participation records, special education inclusion data, and annual reviews of course offerings and student participation by grade span and student group. We analyze participation in Dual Language Immersion, zero-period enrichment opportunities, Gateway to Engineering (PLTW), computer science, Career Technical Education, Gifted and Talented Education (GATE), visual and performing arts programs, extended learning opportunities, and intervention services. Data are disaggregated by English learners, low-income students, foster youth, students with disabilities, and other student groups to identify disparities in access or participation. Additional measures include special education least restrictive environment data, student surveys, educational partner feedback, and site-level reviews of scheduling practices. These tools allow us to evaluate whether all students have equitable access to a broad course of study and identify areas for continuous improvement.|Analysis of our local data indicates that students across all school sites have access to a broad course of study that includes English language arts, mathematics, science, history-social science, physical education, visual and performing arts, technology, library services, intervention programs, and enrichment opportunities. Master schedules confirm that all students have access to core academic subjects and supplemental programs. Students also have access to Dual Language Immersion, zero-period enrichment opportunities, Gateway to Engineering (PLTW), computer science, Career Technical Education, GATE, music, choir, theater, dance, and mariachi programs. Local data indicate 100% student access to a broad course of study. Participation data show strong enrollment of low-income students and English learners in enrichment opportunities, including Dual Language Immersion and zero-period programs. Special education data indicate that 48.2% of students with disabilities spend more than 80% of the school day in the general education setting, providing increased access to core instruction and elective opportunities. While access is available across all sites and student groups, participation levels vary based on student interest, scheduling preferences, and individual support needs.|While all students have access to a broad course of study, local data and educational partner feedback identified several factors that may limit participation in specific programs and opportunities. Student interest and voluntary participation influence enrollment in elective, enrichment, and zero-period programs. Transportation, scheduling preferences, and competing responsibilities may also impact participation in optional opportunities. In addition, students with disabilities may require ongoing supports, accommodations, and staff training to maximize participation in inclusive educational settings and specialized programs. As we continue to expand visual and performing arts, Career Technical Education, and enrichment opportunities, staffing capacity, facility availability, and scheduling flexibility remain important considerations. Educational partners also emphasized the importance of maintaining equitable access to advanced coursework, enrichment opportunities, extracurricular activities, and inclusive learning environments that support the needs of English learners, low-income students, foster youth, and students with disabilities.|We will continue expanding opportunities that support equitable access to a broad course of study for all students. We continue to increase our visual and performing arts offerings through Prop 28 funding, including music, choir, theater, dance, and mariachi programs. Additional opportunities include Gateway to Engineering (PLTW), computer science, Career Technical Education, Dual Language Immersion, GATE, extended learning programs, and enrichment activities. We will continue monitoring enrollment and participation data by student group to identify and address barriers to participation. Efforts will also include strengthening inclusive practices for students with disabilities through professional learning and support for staff, expanding extracurricular and leadership opportunities, and maintaining intervention and support systems that allow students to access grade-level instruction and enrichment experiences. Our district and site leaders will continue reviewing master schedules, educational partner feedback, and participation data to ensure that all students have meaningful access to a comprehensive educational program aligned with college, career, and life-readiness goals.|Met||2026-06-22|2026 15635780135186|Grow Academy Shafter|7|||||Not Met|||2026 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. The district is in the implementation process for including world language and career and technical curriculum into student schedules. The 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.).|All students have access to standard-aligned instruction and based on school board adopted curriculum. Students who receive Special Education services support have this outlined in their IEPs.|Implementing a world language and career technical education curriculum has been challenging due to the limited availability of appropriately credentialed teachers in our rural area.|We annually look at course offerings to ensure that a broad course of study is given to all students.|Met||2026-06-24|2026 15635940000000|Lost Hills Union Elementary|7|The district uses its student information system and master schedule reports to monitor student enrollment and access to a broad course of study aligned with California’s state academic requirements. Enrollment reports are reviewed annually and throughout the school year to ensure that all students, including English Learners, socioeconomically disadvantaged students, foster youth, students experiencing homelessness, and students with disabilities, have equitable access to standards-aligned courses and educational programs. At the elementary level, the district reviews instructional schedules and course offerings to ensure all students receive instruction in English language arts, mathematics, science, history-social science, physical education, health, and visual and performing arts. At the middle school level, course enrollment and participation reports are analyzed to verify that students have access to the full range of core academic subjects as well as enrichment opportunities, including visual and performing arts, career exploration, and extracurricular learning experiences. For students with exceptional needs, the district reviews Individualized Education Program (IEP) service plans, course enrollment data, and participation rates to ensure access to the general education curriculum and appropriate supports in the least restrictive environment. These data sources are disaggregated by grade span and student group to monitor equitable access and identify any barriers.|Based on a review of student enrollment reports, master schedules, instructional schedules, and Individualized Education Program (IEP) data, the district has determined that all students have access to and are enrolled in a broad course of study aligned with California state standards. At both school sites, all students are enrolled in the core academic subjects of English language arts, mathematics, science, history-social science, physical education, and health instruction as appropriate for their grade level. At Lost Hills Elementary School (TK–5), all students participate in visual and performing arts instruction as part of the regular instructional program. At A.M. Thomas Middle School (6–8), all students have access to visual and performing arts courses, as well as career exploration and enrichment opportunities offered during the school day, after school, and through summer programs. The district's analysis found no significant differences in access to or enrollment in a broad course of study among student groups, including English learners, socioeconomically disadvantaged students, foster youth, students experiencing homelessness, and students with disabilities. Students with exceptional needs are provided access to the general education curriculum and broad course offerings through appropriate accommodations, modifications, and services identified in their IEPs. The district has also expanded opportunities for students to participate in enrichment activities.|Based on analysis of enrollment data, master scheduling reports, and program access indicators, the district has identified a limited number of barriers affecting full implementation of a consistently broad course of study at the middle school level. While all students are enrolled in core academic subjects and have access to enrichment opportunities, scheduling constraints at A.M. Thomas Middle School create challenges in consistently expanding elective offerings and ensuring balanced access to enrichment courses for all students. Key barriers include limited staffing availability for specialized elective and enrichment courses, small student enrollment numbers that restrict the ability to offer multiple course sections, and scheduling conflicts within the school day that limit student participation in some elective and exploratory courses. These constraints are further impacted by the need to prioritize intervention and support time within the master schedule to address academic and behavioral needs of unduplicated students and students with disabilities. As a result, the district continues to refine its master scheduling practices and staffing allocations to maximize student access to a broad course of study while balancing intervention requirements and available resources.|In response to analysis of enrollment data, master scheduling constraints, and student access to a broad course of study, the district has implemented and will continue to implement targeted revisions to strengthen equitable access to academic and enrichment opportunities for all students. The LCAP reflects increased investment in Visual and Performing Arts (VAPA) programs to expand instructional offerings and ensure consistent access for all grade levels. At the middle school level, the district has strengthened scheduling structures to protect elective periods and improve equitable student access to arts and enrichment courses across all student groups, including English learners, socioeconomically disadvantaged students, and students with disabilities. In addition, the district has expanded access to arts, enrichment, and career-related learning opportunities through afterschool programs and summer learning programs to supplement the core instructional day and increase student participation in a broad course of study. These expanded learning opportunities are intentionally designed to provide additional access points for students who may face scheduling or participation barriers during the regular school day. The district will continue to refine master scheduling practices, monitor student enrollment patterns by subgroup, and adjust staffing allocations as needed to reduce scheduling conflicts and ensure all students have equitable access to core instruction.|Met||2026-06-18|2026 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||2026-06-11|2026 15636280000000|Maricopa Unified|7|MUSD uses Aeries Student Information System to track all student's course enrollment for all grade spans and all student groups. The District also uses California College Guidance Initiative (CCGI) system for our middle school and high school to track A-G course completion and other important course information. MUSD Also uses a 4-year graduation planning tool to track graduation requirements progress.|MUSD is a small school district with 300 total students, consisting of three small schools (Elementary/Middle/High) all located on the same campus. All student groups have the same access to and are enrolled in all courses on each campus targeted for their specific grade-level standards and requirements.|MUSD has no barriers preventing the District from providing access to a broad course of study for all students.|Since MUSD provides full access to a broad course of study for all students the District, at this time, has no plans for revisions, decisions, or new actions that are needed to ensure access to a broad course of study.|Met||2026-06-18|2026 15636280127209|Insight School of California|7|Insight utilizes its School Counseling staff to ensure all students, including unduplicated student groups and individuals with exceptional needs, have access to and are enrolled in the courses needed for graduation from a DASS high school. Graduation Plans are developed and reviewed with students and families based on transcripts provided to ensure understanding of graduation requirements and course pathways. School counselors hold Cougar Conferences with students each trimester to review graduation progress, discuss academic performance, identify needed supports, and plan for future college, career, or postsecondary goals. Through ongoing monitoring and individualized support, Insight works to ensure students remain on track toward graduation while maintaining access to a broad course of study aligned to their individual needs and goals.|Insight utilizes its School Counseling staff to ensure all students are enrolled in the courses needed for graduation from a DASS high school and have access to a broad course of study aligned to their academic and postsecondary goals. Students are enrolled in four courses each trimester, allowing them to focus on fewer courses at one time and receive more targeted support and engagement. Insight also provides opportunities for students to participate in dual enrollment with local community colleges to increase exposure to college coursework and the opportunity to earn college credit while in high school. Students enrolled in Special Programs are provided access to a broad course of study while also having opportunities to participate in specialized courses aligned to their individual needs, including functional skills programs and certificate of completion pathways. Through ongoing monitoring by counseling staff and individualized planning with students and families, Insight works to ensure equitable access to coursework for all student groups. At this time, no significant differences in access to a broad course of study have been identified across student groups or school sites.|Insight is a DASS high school and provides diplomas to students who meet the California state minimum graduation credit requirements. As a DASS school, Insight does not offer an A-G aligned program for all students; however, graduates are able to pursue postsecondary opportunities including enrollment in a two-year college, vocational school, or the military. One barrier impacting access to a broad course of study is reliable internet and Wi-Fi connectivity for students experiencing homelessness or socioeconomic disadvantage. Although Insight provides hotspots to students and offers a reimbursement program to support internet costs for families in need, consistent connectivity can still present challenges for some students in a virtual learning environment. These barriers can impact consistent access to coursework, live instruction, and additional academic opportunities.|In response to the results of locally selected measures, Insight has implemented several actions to improve access to a broad course of study for all students. The school increased the amount available through its internet reimbursement program to further support families experiencing financial hardship and improve consistent access to virtual learning. Insight also created Graduation Coach positions during the 2025–2026 school year to provide additional individualized support for students experiencing academic or engagement challenges and to help ensure students remain connected to courses and graduation pathways. In addition, Insight expanded dual enrollment opportunities with community colleges to increase student access to college-level coursework and postsecondary experiences while enrolled in high school. These actions are intended to reduce barriers to access and improve student engagement, course completion, and readiness for postsecondary opportunities.|Met||2026-06-12|2026 15636280128504|Peak to Peak Mountain Charter|7|||||Not Met|||2026 15636280134312|Blue Ridge Academy|7|Blue Ridge uses multiple locally selected measures and data sources to monitor 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. These measures include student enrollment records, master schedules, course participation data, transcript reviews, graduation tracking reports, English Learner program participation data, special education service records, intervention program enrollment, and student information system reports. BRA also reviews participation in general education courses, Career Technical Education (CTE) opportunities, Advanced Placement (AP) and dual enrollment courses, enrichment programs, intervention classes, English Learner supports, special education services, tutoring programs, and synchronous instructional offerings. Student access and participation are monitored by grade span and student group, including English Learners, low-income students, foster youth, homeless youth, and students with disabilities. Additional measures include academic performance data, graduation rates, A-G completion data, course completion rates, attendance data, educational partner feedback, and Student Success Team (SST) referral data. These tools help the BRA evaluate equitable access to programs and services, identify participation gaps, and ensure that all students have access to a comprehensive course of study that supports college, career, and life readiness|Blue Ridge Academy monitors access to a broad course of study through enrollment data, course participation, special education and English Learner services, intervention programs, transcript reviews, and graduation tracking. Local data indicates that all students, including English Learners, low-income students, foster youth, homeless youth, and students with disabilities, have access to standards-aligned academic courses, enrichment opportunities, intervention supports, college and career readiness programs, and specialized services. Analysis of participation and enrollment data shows no significant disparities in access across student groups. BRA continues to monitor course participation, support service utilization, and student outcomes to ensure equitable access and address any barriers that may arise. Overall, data demonstrates that students across all grade spans have access to a comprehensive course of study designed to support academic achievement, college and career readiness, and individual student success.|Based on local data, Blue Ridge Academy has identified few barriers to access to a broad course of study. The primary challenges relate to student participation in available programs and services, including synchronous instruction, intervention supports, and supplemental learning opportunities. Educational partner feedback also identified the need to increase awareness of available resources and continue targeted outreach to English Learners, low-income students, foster youth, homeless youth, and students with disabilities. The LEA will continue to address these barriers through communication, outreach, and individualized student support.|In response to local data and educational partner feedback, Blue Ridge Academy will continue implementing and refining existing actions to ensure all students have access to a broad course of study. The LEA will expand outreach efforts, strengthen communication regarding available programs and services, and increase student participation in synchronous instruction, intervention supports, tutoring, and enrichment opportunities. BRA will also continue monitoring enrollment, participation, and student outcome data to identify and address potential barriers to access. Additional focus will be placed on supporting English Learners, low-income students, foster youth, homeless youth, and students with disabilities through targeted interventions, academic supports, and family engagement efforts. These actions will help ensure equitable access to educational opportunities and support positive academic outcomes for all students.|Met||2026-06-23|2026 15636280137687|California Virtual Academy at Maricopa|7|The school uses multiple local measures and data systems to monitor 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. Individualized Learning Plans (ILPs) and graduation plans are used to track student course enrollment, progress, and alignment to grade-level expectations and graduation requirements. PowerSchool and Canvas reports are regularly reviewed to monitor course enrollment, participation, and completion across grade spans and student groups. Administrative teams and counselors conduct semi-annual course reviews to ensure students are appropriately placed in core and elective courses, including A-G requirements at the high school level. Additionally, student group data is disaggregated to monitor equitable access to courses such as Career Technical Education (CTE), electives, and advanced coursework. For students with Individualized Education Programs (IEPs), service plans and course placements are reviewed through IEP meetings and progress monitoring to ensure access to both general education and alternate courses of study, as appropriate.|In each review period, at the TK–8 level, 100% of students are enrolled in core subjects, including 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 Technical Education (CTE) programs at both the middle and high school levels. Students across all grade levels enroll in electives in addition to their core coursework, supporting a well-rounded educational experience. Data reviews indicate consistent access across student groups, with no significant disparities in enrollment in core courses. Ongoing monitoring of elective, CTE, and advanced course participation supports efforts to maintain equitable access and identify areas for continued growth|Barriers to access and enrollment in a broad course of study include limited access to reliable Wi-Fi and school materials, particularly for students experiencing homelessness, students in foster care, and those from socioeconomically disadvantaged backgrounds. These challenges can impact consistent participation in core and elective courses. Additionally, platforms that require multiple student logins create barriers, especially for younger students who may need increased support to navigate systems and access course content. An additional barrier during this school year has been the implementation of the new online learning platform, Canvas. Technical issues at times limited seamless access to courses, affecting student participation. The transition also required a significant learning curve for staff, families, and students, which temporarily impacted the ability to fully access and engage in the full course of study.|In response to the results of locally selected measures, the school has implemented and will continue to refine actions to ensure access to a broad course of study for all students. To support access, the school provides Internet Service Provider (ISP) reimbursement, mobile hotspots, school supplies, and Advanced Placement (AP) exam fee reimbursements for eligible students. The school is also implementing single sign-on (SSO) systems to reduce barriers caused by multiple student logins. The school continues to expand course access by increasing Career Technical Education (CTE) pathway offerings, including Engineering and Architecture and Public Safety, and by encouraging enrollment in A-G approved coursework. Middle school students participate in Career Explorations courses, and qualifying students have access to high school CTE courses. Ethnic Studies and Personal Finance courses have been added, and the Advanced Placement program has expanded to include AP Seminar. To support equitable access, after-hours instructional sessions with credentialed teachers are provided for English Learners, students experiencing housing instability, and other students needing additional support to ensure participation in A-G coursework. Math and Literacy Lab courses continue to support 9th and 10th grade students in building foundational skills in Algebra, Geometry, and English language arts, while teachers and leaders regularly analyze data and refine course materials to improve implementing|Met||2026-06-11|2026 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||2026-06-25|2026 15636510000000|McKittrick Elementary|7|McKittrick School monitors student access to and enrollment in a broad course of study through the student information system, master schedule reviews, course enrollment reports, graduation and A–G progress monitoring (as applicable). Data are disaggregated by grade span, unduplicated student groups (English learners, foster youth, and low-income students), students with disabilities, and other student groups to identify disparities in access or participation. Site and district staff regularly review these data to ensure equitable access to required and elective courses, intervention and enrichment opportunities. Findings are used to inform scheduling, staffing, and resource allocation to improve equitable access for all students.|The district reports that 100% of students have access to all required state academic subject areas, including English language arts, mathematics, science, history-social science, physical education, visual and performing arts, and other required instructional programs. Because McKittrick operates as a single-school district, there are no differences in access across school sites. The LCAP also does not identify disparities in access or enrollment among student groups, indicating that all students, including English learners, socioeconomically disadvantaged students, students with disabilities, and foster or homeless youth, have equal access to the district's educational program. Over time, the district has maintained full access to a broad course of study while continuing to strengthen instructional supports and interventions to improve student achievement and engagement.|Although McKittrick Elementary's small enrollment limits the number of elective and specialized courses that can be offered, the district leverages its small size to provide individualized instruction, multi-grade learning opportunities, and equitable access to all available programs. The district continually seeks grants and community partnerships to supplement educational opportunities and reduce barriers for all students.|Based on the review of local measures and available data, the LEA will continue to expand equitable access to a broad course of study for all students. Revisions and actions include reviewing course enrollment data to identify and address disparities among student groups. Strengthening counseling and student advising to support informed course selection; providing targeted interventions and enrichment opportunities for students needing additional support; and ensuring instructional materials and staffing are aligned to meet student needs. McKittrick School will also continue to monitor student participation and outcomes, engage educational partners in reviewing progress, and use data to make ongoing adjustments that promote equitable access and student success.|Met||2026-06-09|2026 15636690000000|Midway Elementary|7|All Tk-8 grades are enrolled and have access to a broad course of study that has been adopted by California Education Frameworks and local school Board of Trustees. Students also have access to: • 5th-8th grades have access to organized sports competition within our small school consortium group. • Planned field trips for 6th-8th grades to tour local community colleges and state universities. • 6th-8th grades research careers in preparation for post-secondary education. • Educational field trips to Science Center, Camp Keep, CALM Zoo, dairy farm, Fire department & Taft Oil Museum. • We offer a school-wide anti-drug and alcohol program that supports K-8 grades • We offer Sexual health education for our middle school students. • We are a Title I School that supports unduplicated students that require intervention. • Our “Tiger” program holds students accountable for their citizenship and academic progress. They are recognized and celebrated at academic rallies and rewarded with field trips. • We have a special education and speech teacher on campus.|One school site. N/A|None|None|Met||2026-06-16|2026 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||2026-06-30|2026 15636850000000|Muroc Joint Unified|7|Muroc JUSD will use local student information system data (AEIRES) 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 JUSD will continue to work with educational partners to identify potential barriers.|Muroc JUSD will continue to expand CTE course offerings at both high schools.|Met||2026-06-30|2026 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||2026-06-11|2026 15637190000000|Pond Union Elementary|7|The district utilizes student enrollment data, master schedules, curriculum inventories, instructional minute calculations, staffing assignments, and program participation data to monitor student access to a broad course of study. District leadership annually reviews student enrollment and staffing needs to ensure sufficient curriculum materials, instructional resources, and personnel are available to support all students. The district also monitors compliance with state instructional minute requirements and maintains schedules that provide access to core academic subjects and supplemental programs. These measures are used to ensure all students have access to standards-aligned curriculum and instruction throughout the school year.|Based on enrollment data, master schedules, staffing assignments, and curriculum inventories, all students have access to a broad course of study aligned with California State Standards. The district provides instruction in English Language Arts, mathematics, science, history-social science, physical education, visual and performing arts, and other required subject areas. The district annually reviews student enrollment to ensure sufficient instructional materials and resources are available for all students. Curriculum and instructional materials are purchased based on enrollment projections to ensure equitable access across grade levels. All students participate in the district's instructional program and receive the required instructional minutes. The district provides approximately 52,800 instructional minutes annually, exceeding state minimum instructional minute requirements. In addition, all classrooms are staffed by appropriately certificated teachers, ensuring students receive instruction from qualified educators. As a single-school district, there are no differences in access between school sites. District reviews of schedules, staffing, instructional resources, and course offerings indicate that students have equitable access to the curriculum and instructional program.|Based on the district's review of enrollment, staffing, curriculum resources, instructional schedules, and instructional minute requirements, no significant barriers were identified that prevent students from accessing a broad course of study. All students have access to standards-aligned instructional materials, appropriately certificated teachers, and the district's full instructional program. As a small rural district, the district must continually monitor enrollment trends, staffing capacity, and resource allocation to ensure equitable access to instructional programs and services. Changes in enrollment or staffing can impact scheduling and program implementation; therefore, the district regularly reviews these factors to ensure student needs continue to be met. The district also recognizes the importance of maintaining current instructional materials and providing sufficient resources to support all grade levels and student groups. Annual reviews of enrollment, curriculum needs, staffing assignments, and instructional schedules help ensure that all students continue to have access to a comprehensive educational program aligned with state standards. At this time, district data indicates that students have equitable access to the curriculum, instructional resources, qualified teachers, and the instructional minutes necessary to support a broad course of study.|The district will continue its current practices of annually reviewing enrollment, staffing, instructional schedules, and curriculum needs to ensure all students maintain access to a broad course of study. Curriculum materials and instructional resources will continue to be purchased based on enrollment and program needs to ensure all students have access to standards-aligned instruction. The district will continue monitoring instructional minutes, staffing assignments, and student access to core academic programs and support services. District leadership will utilize enrollment and program data to make adjustments as needed to maintain equitable access to curriculum, instructional materials, and educational opportunities for all students. No significant revisions are currently necessary, as district data indicates that students have access to a broad course of study and the instructional resources needed to support learning.|Met||2026-06-23|2026 15637500000000|Rosedale Union Elementary|7|Students have access to, and are enrolled in a broad course of study through elective courses offered at the middle schools. All students complete an inventory of courses they are interested in and participate in two courses per semester in addition to core content.|The district utilizes the same process at both middle schools, ensuring students have access to and enrollment in a broad course of study.|Given the results of the student input, identified barriers are limited spaces in popular courses. To address this issue, students select multiple courses they would be interested in to ensure enrollment into at least one from their list.|The Rosedale Union School District will continue analyzing data from surveys, and course participation to continue offering a variety of high interest courses.|Met||2026-06-09|2026 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||2026-06-11|2026 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 6-8 may attend Tropico Middle School or Abraham Lincoln Independent Study. Students in grade 9 can attend Rosamond High or Abe Lincoln Independent Study. Students in grades 10-12 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 14 CTE pathways. Students at Tropico Middle School have access to a full course of study, including three full time P.E. teachers, Spanish, art, and band. Students with disabilities take the same curriculum as the general education students. Students at Rare Earth Continuation High Sc|There currently are no barriers.|All students already have access to a broad course of study.|Met||2026-06-17|2026 15637840000000|South Fork Union|7|Enrichment classes have been developed within the master schedule at the Middle School level to provide students with activities and areas of focused study that promotes each student's self-interest. Documentation of classroom materials, textbooks and ancillary equipment is tracked to support a broad course of study. Williams Act documentation is collected and reported at Board meetings. iReady and IXL differentiate to each student's skill level to promote constant growth in ELA and Math.|One area of focus is to provide a greater level of inclusion of our special education population to receive academic services and instruction from within the mainstreamed classroom setting in order to provide greater access to first best instruction from a highly credentialed teacher.|Teacher credentialing in a small rural school district can be a limiting factor. Continued collaborative efforts will be implemented when working with our special education families.|The development of the new 3-year LCAP plan will allow us to revisit our long-term goals and focus on ensuring that a broad course of study is afforded to all students. This will also be determined by staffing to offer unique opportunities for our students.|Met||2026-06-26|2026 15637920000000|Standard Elementary|7|Standard School District utilizes multiple local measures and data sources to monitor student access to a broad course of study for all students, including unduplicated student groups and individuals with exceptional needs. The district reviews student enrollment and participation data through Infinite Campus and other local data systems to ensure equitable access to core academic programs, intervention services, elective courses, athletics, expanded learning opportunities, and enrichment activities across grade spans. The district also monitors course access through master schedule reviews, student enrollment reports, special education service and placement data, English learner program participation data, intervention program rosters, and expanded learning program participation records. School and district leadership teams regularly analyze participation and enrollment data for student groups, including English learners, socioeconomically disadvantaged students, foster youth, homeless youth, students with disabilities, and other unduplicated pupil groups, to identify and address any barriers to access. Additional measures include educational partner surveys, student participation data, California Dashboard indicators, Individualized Education Program (IEP) service data, and annual reviews of district programs and services. These measures are used to ensure that all students have access to a broad course of study that supports academic achievement and student engagement.|Based on the review of local measures, Standard School District has determined that all students have access to and are enrolled in a broad course of study aligned to California State Standards. Across all school sites, students receive instruction in English language arts, mathematics, science, history-social science, physical education, visual and performing arts, and technology-integrated learning. In addition, students have access to academic interventions, English learner services, special education services, social-emotional supports, athletics, and expanded learning opportunities designed to meet diverse student needs. The district’s review of enrollment, participation, and program access data indicates that students across all school sites have equitable access to core instructional programs and support services. Students with disabilities receive access to the general education curriculum through their Individualized Education Programs (IEPs) and appropriate accommodations, modifications, and specialized services. English learners have access to designated and integrated English language development instruction, while foster youth, homeless youth, and socioeconomically disadvantaged students have access to academic, behavioral, and social-emotional supports designed to remove barriers to learning.|Based on the review of local measures, educational partner feedback, and program participation data, Standard School District has identified several barriers that may impact students’ ability to fully access and benefit from a broad course of study. Parent, staff, and student feedback highlighted the need for additional academic intervention supports, expanded enrichment opportunities, and increased access to extracurricular activities, athletics, and specialized programs. Educational partners also identified staffing challenges, including the recruitment and retention of qualified teachers, instructional aides, intervention personnel, and specialized support staff, which can affect the district’s capacity to expand programs and services. Additional barriers identified through stakeholder feedback include attendance challenges, transportation limitations, and the need for increased family awareness of available programs and services. Parents expressed interest in additional academic supports, tutoring opportunities, and resources to help students succeed, while staff identified the need for expanded intervention programs and additional support for students requiring academic and behavioral assistance. Educational partners also noted the importance of ensuring that students remain engaged and connected to school through access to extracurricular activities, athletics, and enrichment opportunities.|In response to local measures, program participation data, and educational partner feedback, Standard School District has implemented and will continue to implement actions to ensure all students have access to a broad course of study. The district has expanded academic intervention services, literacy supports, and targeted programs to provide students with access to grade-level content and timely academic assistance. Additional supports are provided for English learners, students with disabilities, and other student groups requiring specialized services. The district continues to invest in high-quality instructional materials, classroom libraries, technology resources, and professional development to strengthen instructional programs and student outcomes. Efforts to recruit and retain qualified teachers, instructional aides, intervention personnel, and specialized support staff will further increase students’ access to academic and support services. To enhance engagement and access to enrichment opportunities, the district will continue supporting athletics, expanded learning programs, visual and performing arts, leadership opportunities, and career exploration experiences. The district is also implementing attendance supports, family engagement activities, and enhanced communication systems to reduce barriers that may limit student participation in programs and services.|Met||2026-06-16|2026 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||2026-06-17|2026 15638180000000|Taft Union High|7|TUHSD uses data systems, collaborative planning, and strategic partnerships to ensure all students have equitable access to a comprehensive and rigorous course of study. The district utilizes its Student Information System to monitor enrollment data and track student access to diverse courses. This data-driven process helps identify and support underrepresented student groups in accessing advanced pathways. During counseling sessions, students are presented with course options and develop academic plans aligned with their postsecondary and career goals. The district's master schedule is built around student course requests, maximizing course availability and minimizing scheduling conflicts. For students with exceptional needs, Goalbook is used to track Individualized Education Program (IEP) goals and academic progress. During IEP meetings, educators, specialists, and families review progress, adjust accommodations, and establish new goals. TUHSD expands opportunities through concurrent and dual enrollment partnerships with local community colleges, including Taft College, located adjacent to the high school campus. This proximity increases accessibility and participation in college-level coursework. These opportunities are especially beneficial for students traditionally underrepresented in higher education by reducing geographic and financial barriers. TUHSD remains committed to preparing every student for long-term academic and career success.|TUHSD ensures that all students have access to a broad course of study that includes core academics, visual and performing arts, world languages, physical education, Career Technical Education, and college-level coursework. The district provides postsecondary preparation through Dual Enrollment courses and 13 articulated CTE pathways. Students participate in concurrent enrollment opportunities through Taft College, located adjacent to the high school campus, providing access to courses including English, Math Analysis, Physics, and Biology. A review of data and master schedules confirms that students across grade levels and student groups participate in this diverse curriculum. When disaggregated by student group, data indicate generally equitable access. However, English Learners and students with disabilities may experience more limited access to electives due to required academic support and intervention classes. To address these disparities, TUHSD continues to implement inclusive scheduling practices and expand supports within general education settings to increase elective access. TUHSD has expanded college and career readiness opportunities by increasing dual and concurrent enrollment participation, broadening CTE pathway offerings, and aligning programs with regional workforce needs. These efforts reflect the district's commitment to reducing barriers, refining scheduling practices, and ensuring all students are prepared for postsecondary education and careers.|Within the District, the primary barriers preventing access to an even broader course of study are enrollment size, limited student demand, and staffing constraints, rather than a lack of institutional commitment. The district maintains a wide range of dual enrollment, Career Technical Education (CTE), and elective options. However, because TUHSD maintains a low student-to-teacher ratio averaging 18 students per class, enrollment levels do not always support the addition of new course offerings. Despite these barriers, TUHSD maximizes staffing capacity to support specialized, high-quality programs. The Career Technical Education program operates 13 career pathways with 8 dedicated CTE teachers, while the Visual and Performing Arts department provides courses including Drama, Choir, Band and Art While these offerings are comprehensive, fixed staffing capacity and limited enrollment restrict the district's ability to expand programs. Additionally, scheduling conflicts can create barriers for some student groups, particularly English Learners and students with disabilities, whose required intervention and support classes may limit elective opportunities. To mitigate these barriers, TUHSD routinely gathers student and family input on course preferences, prioritizes unduplicated pupils and students with exceptional needs, and utilizes flexible master scheduling and counseling supports to increase equitable access to available pathways and programs.|To ensure access to a broad and rigorous course of study for all students, the Taft Union High School District has implemented and will continue to expand strategic partnerships, and outreach initiatives. To strengthen postsecondary alignment, the district has formalized its work with local community colleges and adult education programs. A primary focus of this improvement effort is the expansion of dual and concurrent enrollment options to better serve college-bound students, while enhancing articulation agreements and industry-valued certification pathways for students enrolled across the district's Career Technical Education (CTE) programs. Central to this strategy is a deepening collaboration with Taft College, where administrators are exploring new joint initiatives to expand course access despite local staffing constraints. To ensure that these expanding opportunities are utilized equitably, TUHSD has implemented informational sessions designed for ninth-grade students and their families. These sessions increase awareness of college and career readiness pathways, ensuring that underrepresented and unduplicated student groups can intentionally plan their four-year academic schedules from the moment they enter high school. Through these actions, expanded partnerships, and enhanced family education, TUHSD remains dedicated to reducing barriers and providing an inclusive, comprehensive course of study that thoroughly prepares every student for success beyond high school.|Met||2026-06-08|2026 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 RTI teacher provide access to additional support to students in assisting them in meeting grade-level standards in core learning areas. However, for the 2026-27 school year, all schools except for TILA will be identified as Title I. Each site will have additional funds (Title I) to provide additional supports who are struggling to meet grade-level expectations.|None at this time.|Throughout the school year, elementary teachers have participated in weekly professional learning communities (PLC) 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. However, due to budget limitations this existing PLC structure will be revised and limited. Additionally, 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 (RTI or learning director) that focuses on supporting the needs of students. However, the Title I funded positions will be removed for the 2026-27 school year. The duties of the vice principal will encompass duties that include: identifying students for intervention, monitoring implementation of interventions, and parent outreach.|Met||2026-06-18|2026 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||2026-06-15|2026 15638420000000|Wasco Union Elementary|7|WUESD provides a comprehensive course of study to all students, including unduplicated student groups and students with disabilities, in alignment with California Education Code Section 51210 and applicable state requirements. The District uses multiple locally selected measures and tools to monitor and ensure equitable access to a broad course of study across grade spans. These measures include school instructional minutes by subject to ensure compliance with required instructional time and equitable access to core content areas; student master schedules (grades 6–8) to verify course access and enrollment patterns; and Individualized Education Programs (IEPs) to ensure students with disabilities are appropriately placed in standards-based instruction and receive required services and supports. In addition, the District uses Williams Act monitoring processes to verify that all students have access to standardsaligned instructional materials in ELA/ELD, mathematics, science, and history/social studies. A credentialed staff roster is reviewed to ensure teachers are appropriately assigned and authorized to teach their assigned subject areas. Finally, the California School Dashboard is used to monitor academic performance and identify student groups that may not be meeting state growth expectations, informing targeted supports and program adjustments to improve access and outcomes.|The following locally selected measures and tools are used to evaluate the extent to which all students have access to, and are enrolled in, a broad course of study. 2026-27 Local Performance Indicator Self-Reflection for Wasco Union Elementary School District Page 19 of 23 1. School instructional minutes by subject (elementary schools): Sites annually submit instructional minute schedules to the District to verify that all core subjects are taught in alignment with Education Code requirements and that students receive appropriate access to required instructional time across subject areas. 2. Student schedules (grades 6–8): Middle school student schedules are reviewed by site and district administrators to ensure all students are enrolled in core academic subjects, with access to electives, enrichment opportunities, and intervention supports during and beyond the school day. 3. Individualized Education Programs (IEPs): IEP teams, including site and district staff, ensure students with disabilities receive a Free Appropriate Public Education (FAPE) under IDEA through access to grade-level standards, accommodations, and related services. 4. Williams Act monitoring: Ongoing monitoring ensures all students have access to current, standards-aligned instructional materials in all core subject areas. 5. Credentialed staff roster: County credential audits verify that teachers are appropriately assigned and credentialed for their subject areas, supporting equitable access to instructi|Across the Local Control and Accountability Plan (LCAP) Local Indicators, the District uses multiple locally selected measures to ensure all students have access to a broad course of study, meaningful stakeholder input is collected and utilized in decision-making, and partnerships are strengthened to support student outcomes. The District monitors access to a broad course of study through instructional minutes, student schedules, Individualized Education Programs (IEPs), Williams Act compliance monitoring, credentialed staffing assignments, and California School Dashboard indicators. These measures confirm that all students, including unduplicated student groups and students with disabilities, are generally enrolled in required core academic areas across all school sites. While access to core coursework is consistent, the District continues to monitor enrollment patterns in enrichment, electives, and advanced coursework to ensure equitable participation across student groups. In seeking and utilizing input for decision-making, the District engages educational partners through LCAP parent nights, surveys, student focus groups, and advisory committees. These systems provide structured opportunities for input from parents, students, staff, and community members and are used to inform LCAP development, program planning, and continuous improvement efforts. However, data indicates a need to strengthen representation from unduplicated student group families and expand student voice|In response to the results of locally selected measures, the LEA has implemented and will continue to implement revisions and new actions to ensure all students have equitable access to a broad course of study. The District has allocated funding for supplemental instructional materials to ensure all students have access to standards-aligned resources across core academic areas and enrichment opportunities. This supports consistent access to a broad course of study across school sites. The LEA has also expanded instructional support by adding coaches and specialists in English Learner services, special education, and instructional services. These positions strengthen Tier 1 instruction, support implementation of Multi-Tiered System of Supports (MTSS), and ensure equitable access to grade-level content for all students. In addition, the District continues to expand professional learning and collaborative structures, including PLC development, to improve instructional alignment and consistency across sites. Curriculum and Instruction teams also maintain ongoing quality assurance processes to review and refine course offerings and ensure alignment with state standards. Family engagement efforts have been expanded through Parent University (at both the site and district levels) and targeted outreach to support families in accessing and understanding the full range of academic and enrichment opportunities available to students, including unduplicated student groups. Finally, the Di|Met||2026-06-23|2026 15638590000000|Wasco Union High|7|Wasco Union High School District uses multiple local measures to monitor equitable access to and enrollment in a broad course of study for all students, including English learners, socioeconomically disadvantaged students, foster youth, homeless youth, and students with disabilities. The district monitors course enrollment and completion through the Aeries Student Information System, CALPADS, the California School Dashboard, and Local Control and Accountability Plan (LCAP) metrics. Data are reviewed for Career Technical Education (CTE) pathways, dual enrollment and concurrent enrollment, Advanced Placement (AP), visual and performing arts, agriculture, world languages, and other elective courses. Enrollment and participation are disaggregated by student group to identify and address any inequities. Additional measures include A-G completion, CTE pathway completion, College/Career Indicator (CCI) outcomes, graduation progress, and the percentage of students with disabilities participating in the general education setting for at least 80% of the instructional day. District administrators, counselors, and site teams review these data annually to inform master scheduling, staffing, program expansion, and student supports. These local measures help ensure all students have equitable access to rigorous coursework aligned with graduation requirements, college and career readiness, and their individual goals.|Wasco Union High School District provides all students, including English learners, socioeconomically disadvantaged students, foster youth, homeless youth, and students with disabilities, equitable access to a broad course of study with limited barriers to participation. Students have access to A-G courses, Career Technical Education (CTE) pathways, dual enrollment, Advanced Placement (AP), visual and performing arts, agriculture, world languages, and elective courses. Wasco High School offers the district's full complement of academic and CTE programs. Wasco Independence High School provides a comprehensive course of study designed to meet the needs of continuation students, including credit recovery, concurrent enrollment opportunities, and college and career readiness supports. While Independence High School offers fewer CTE pathways due to its size and educational model, students continue to have access to programs and services that support graduation and postsecondary success. The district monitors enrollment through Aeries, CALPADS, the California School Dashboard, and LCAP metrics. Local data indicate that all student groups have equitable access to coursework, with limited barriers to participation. The district continues to use academic counseling, master scheduling, and targeted supports to ensure students can pursue coursework aligned with their graduation, college, and career goals.|Based on local measures, Wasco Union High School District has identified few barriers to providing students with access to a broad course of study. All students have equitable access to rigorous academic coursework, Career Technical Education (CTE), dual enrollment, visual and performing arts, and college and career readiness opportunities appropriate to their school setting. The primary limitations are related to declining enrollment and the unique educational model of Wasco Independence High School. As a small rural district experiencing declining enrollment, the district must balance student interest with maintaining sustainable course offerings. In addition, Wasco Independence High School is designed to support continuation students through flexible scheduling, credit recovery, and accelerated graduation, resulting in a narrower selection of electives and CTE pathways than those offered at Wasco High School. The district continues to monitor enrollment trends, student interests, and local workforce needs to refine course offerings and ensure students have equitable access to coursework aligned with their graduation, college, and career goals.|In response to local measures, Wasco Union High School District will continue refining and expanding access to a broad course of study by aligning programs with student interests, postsecondary opportunities, and regional workforce needs. The district has expanded Career Technical Education (CTE) pathways, strengthened dual enrollment opportunities with Bakersfield College, and enhanced programs in nursing, construction, multimedia, drama, music, and visual arts. The district will continue using enrollment trends, student course requests, and labor market data to inform master scheduling and program development. Counselors will continue to provide individualized academic and career planning to ensure students are aware of available opportunities and are enrolled in coursework aligned with their graduation, college, and career goals. The district will also continue evaluating course offerings at both school sites to ensure students have equitable access to rigorous coursework appropriate to each school's educational model. Through continuous review of local data and educational partner input, Wasco Union High School District will refine programs and expand opportunities as resources and student needs evolve.|Met||2026-06-25|2026 15735440000000|Rio Bravo-Greeley Union Elementary|7|The district uses 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, by grade span, 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, which serve as the need, the subgroups need to be categorized and reviewed. Utilizing the master schedules in the student information system allows for a local scheduling tool for assigning all students to a broad course of study. Within the student information system, students who require data segregation and viewing. The review of access takes place each quarter during the academic year, and when preparing students for course rostering.|Based on the ability of the district to review, no barriers are preventing the district from providing access to a broad course of study for all students.|No new actions to take place. The district will continue with its practices, ensuring all students have access to a broad course of study.|Met||2026-06-12|2026 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 2024-25 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 - 40.0% African American - 21.7% Asian - * not available Hispanic - 50.6% White - 38.1% English Learners - 31.6% Low-Income - 41.8% SWD - 30.1% - Percentage of Students Passing Advanced Placement Exam with a Score of 3+: 77.2% Summary: The district has one comprehensive high school and, therefore, does not have any difference in course offerings. The district has one junior high school and, therefore, does not have any difference in course offerings.|- 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 2025-26, an increase in student enrollment in all CTE Pathways. - Continued collaboration with the local community college to expand dual enrollment opportunities - In 2025-26, designed a new CTE Pathway, Cosmetology, to offer in 2026-27. - In 2025-26, designed a Personal Finance course and a Dual Enrollment Personal Finance course to offer in 2026-27.|Met||2026-06-11|2026 15737420165233|Opportunities for Learning - Ridgecrest|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. 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 curriculums delivered via the Edmentum Learning Management System and Lyla platform which provides access to digital curriculum without internet access are 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.|Transportation is the most significant obstacle, making it difficult for students to attend Direct Instruction sessions that require additional on-site attendance as well as 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.|OFL-Ridgecrest will offer CTE courses based on student input. In the 2026-27 school year the CTE course offerings will be Nursing and Culinary Arts. The school will provide access to digital curriculum via the Edmentum platform which offers multiple A-G approved course options including foreign languages, electives, visual performing arts, and AP courses. The addition of another digital curriculum platform, Lyla, enables students who do not have internet and/or wifi to access their digital curriculum at home. EL Specialists will continue to teach language acquisition skills to English Learners via iLit and to Long Term English Learners via the Academic Language Development curriculum. My Math Path and My Reading Path cohorts have proven to be effective interventions for students who were identified as needing urgent intervention during benchmark testing and will continue to be utilized to improve student outcomes.|Met||2026-06-29|2026 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. 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 Curriculum and Instruction Department works 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, there are few to no barriers to course access. We have several alternative ways for students to access courses outside of the typical comprehensive school. We have Edgenuity and Pearson Online Academy that allow 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||2026-06-18|2026 15747650000000|Kern County ROP|7|||||Not Met|||2026 15748070000000|Kern High ROC|7|||||Not Met|||2026 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. We have also hired new teachers with specialized CTE credentials to be able to offer more courses in these areas.|Met||2026-06-15|2026 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. English Learners are enrolled in designated ELD for one period daily and participate in programs targeted to their individual language needs. Their progress is monitored using local curriculum assessments. ELPAC data was suppressed for privacy reasons because ten or fewer students were eligible and completed the assessment; therefore, Designated ELD scores were used to demonstrate growth. Our baseline GPA in 2023–2024 was 3.21. Students' average GPA increased to 3.41 in 2024–2025 and has remained strong at 3.4 in 2025–2026. Students with exceptional needs receive support through whole-group, small-group, and one-on-one instruction and are served through individualized educational plans. We use i-Ready Diagnostics to monitor student progress, guide interventions, and measure growth. In ELA, the baseline growth rate was 63% in 2023–2024, decreased to 32% in 2024–2025, and increased to 73% in 2025–2026. In Math, the baseline growth rate was 67% in 2023–2024, decreased to 31% in 2024–2025, and increased to 56.25% in 2025–2026. Our use of i-Ready Diagnostics supports equitable access to a broad course of study by ensuring instruction is responsive to individual student needs and aligned with grade-level standards.|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. Ongoing use of iReady Diagnostics in ELA and math further informs instructional placement and targeted interventions, ensuring that students receive appropriate support and access to a comprehensive course of study. 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||2026-06-09|2026 16638750000000|Armona Union Elementary|7|Armona Union Elementary School District (AUESD) monitors access to and enrollment in a broad course of study across all grade spans—elementary (TK–4), middle grades (5–8), and the K–12 charter academy—using several locally selected measures. The primary tool is an annual master schedule and course-enrollment review conducted through the District's student information system, Aeries, which allows staff to confirm that every student is scheduled into the subjects required under California Education Code sections 51210 and 51220, including English language arts, mathematics, science, history–social science, physical education, health, and visual and performing arts. The District also reviews board-adopted curriculum and instructional materials records, site-level program inventories (enrichment, intervention, English language development, and special education services), and California School Dashboard and local assessment results. Enrollment and access data are disaggregated by grade span, by unduplicated student group (English learners, foster youth, and low-income students), and for students with disabilities, and are reviewed by site administrators, the curriculum and instruction team, and reported to the Governing Board.|Based on the locally selected measures, AUESD provides all students at every grade span with access to and enrollment in a broad course of study. Master schedule and course-enrollment reviews confirm that students in TK–8 are enrolled in all required core subjects, along with physical education, health, and visual and performing arts, and that middle grade students access additional electives and enrichment. English learners are enrolled in the full course of study alongside designated and integrated English language development, and students with disabilities access the general curriculum with supports and services described in their IEPs, including inclusion in core and enrichment courses to the maximum extent appropriate. Review of disaggregated data shows that access is generally consistent across the District's school sites and student groups, with all sites offering the required subjects. Differences appear primarily in the breadth of elective, enrichment, and applied/career-related offerings between the middle grades and the elementary grades, which is expected given the grade-span structure. The District continues to expand access to visual and performing arts, technology, and enrichment opportunities over time and uses these reviews to ensure that unduplicated students and students with exceptional needs are not disproportionately excluded from any component of the broad course of study.|While all students have access to the required broad course of study, the District's review of local measures identified several barriers to further expanding and equalizing that access. As a small, rural elementary district with a high concentration of low-income students and English learners, AUESD faces limited fiscal and staffing capacity, which constrains the number of specialized and elective offerings—particularly in visual and performing arts, world languages, and career-related or applied arts—that can be provided at each site. Recruiting and retaining credentialed teachers with single-subject or specialized authorizations (for example, in the arts, science, and special education) remains a challenge in the region and can limit the breadth of enrichment courses. Scheduling constraints at the smaller elementary grade span and the need to prioritize intensive intervention and English language development time for unduplicated students can reduce the time available for broader enrichment. For students with disabilities, ensuring full access to enrichment and elective coursework while meeting individualized service minutes requires ongoing coordination. The District continues to address these barriers through targeted use of LCFF supplemental funds, professional development, master schedule planning, and partnerships to broaden student opportunities.|Armona Union Elementary School District is currently using our Student Information System to broaden the scope in which we look at data and track student access to a broad course of study. Students in grades TK-6 are in self-contained classrooms that include integrated areas of study, including integrated and designated ELD. Additionally, 100% of students (including unduplicated students and those with disabilities) have access to ELA, Math, Science, Social Studies, ELD, PE/Health, Visual & Performing Arts courses. Students in grades 7-8 have team teaching classrooms, where a teacher teaches a combination of subjects such as Math/Science and ELA/History. Additionally, 100% of students have access to ELA, Math, Science, Social Studies, ELD, PE, Visual & Performing, Arts, Applied Arts, CTE & Foreign Language. Students also have a specific 48-minute intervention/enrichment course tailored to their needs, and access to additional time for Designated ELD and/or electives, where students choose where they would like to learn. AUESD provides integrated ELD instruction in all core classes, based on the ELA/ELD Framework. Students with exceptional needs are mainstreamed as much as possible with push-in support and provided with individualized educational plans that are targeted to meet their needs, as well as aligned to growth on their grade-level standards. While Armona Union Elementary School District has two sites, the district strives to align all resources across both sites|Met||2026-06-10|2026 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.|Crossroads Charter Academy uses local measures such as course offering reviews, transcript analysis, student enrollment data, and student/parent surveys to ensure all students have access to a broad course of study. As a K-12 independent study program, the school provides a comprehensive, standards-aligned curriculum that includes core academic subjects, physical education, visual and performing arts, career technical education, and college/career readiness courses. High school students have access to A-G aligned coursework, concurrent enrollment opportunities, and electives through a combination of in-person instruction, virtual platforms, and individualized learning plans. Data show that 100% of students have access to the full range of courses. Enrollment data indicate that all student groups, including English learners, students with disabilities, and socioeconomically disadvantaged students, are proportionally represented in core courses, with targeted supports in place to promote equitable access. Over time, Crossroads has expanded CTE and college-preparatory offerings, demonstrating continued progress in ensuring all students are engaged in a broad and meaningful course of study.|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, BrightThinker. Using Edmentum with BrightThinker 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||2026-06-10|2026 16638750112698|California Virtual Academy at Kings|7|The school uses multiple local measures and data systems to monitor 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. Individualized Learning Plans (ILPs) and graduation plans are used to track student course enrollment, progress, and alignment to grade-level expectations and graduation requirements. PowerSchool and Canvas reports are regularly reviewed to monitor course enrollment, participation, and completion across grade spans and student groups. Administrative teams and counselors conduct semi-annual course reviews to ensure students are appropriately placed in core and elective courses, including A-G requirements at the high school level. Additionally, student group data is disaggregated to monitor equitable access to courses such as Career Technical Education (CTE), electives, and advanced coursework. For students with Individualized Education Programs (IEPs), service plans and course placements are reviewed through IEP meetings and progress monitoring to ensure access to both general education and alternate courses of study, as appropriate.|In each review period, at the TK–8 level, 100% of students are enrolled in core subjects, including 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 Technical Education (CTE) programs at both the middle and high school levels. Students across all grade levels enroll in electives in addition to their core coursework, supporting a well-rounded educational experience. Data reviews indicate consistent access across student groups, with no significant disparities in enrollment in core courses. Ongoing monitoring of elective, CTE, and advanced course participation supports efforts to maintain equitable access and identify areas for continued growth.|Barriers to access and enrollment in a broad course of study include limited access to reliable Wi-Fi and school materials, particularly for students experiencing homelessness, students in foster care, and those from socioeconomically disadvantaged backgrounds. These challenges can impact consistent participation in core and elective courses. Additionally, platforms that require multiple student logins create barriers, especially for younger students who may need increased support to navigate systems and access course content. An additional barrier during this school year has been the implementation of the new online learning platform, Canvas. Technical issues at times limited seamless access to courses, affecting student participation. The transition also required a significant learning curve for staff, families, and students, which temporarily impacted the ability to fully access and engage in the full course of study.|In response to the results of locally selected measures, the school has implemented and will continue to refine actions to ensure access to a broad course of study for all students. To support access, the school provides Internet Service Provider (ISP) reimbursement, mobile hotspots, school supplies, and Advanced Placement (AP) exam fee reimbursements for eligible students. The school is also implementing single sign-on (SSO) systems to reduce barriers caused by multiple student logins. The school continues to expand course access by increasing Career Technical Education (CTE) pathway offerings, including Engineering and Architecture and Public Safety, and by encouraging enrollment in A-G approved coursework. Middle school students participate in Career Explorations courses, and qualifying students have access to high school CTE courses. Ethnic Studies and Personal Finance courses have been added, and the Advanced Placement program has expanded to include AP Seminar. To support equitable access, after-hours instructional sessions with credentialed teachers are provided for English Learners, students experiencing housing instability, and other students needing additional support to ensure participation in A-G coursework. Math and Literacy Lab courses continue to support 9th and 10th grade students in building foundational skills in Algebra, Geometry, and English language arts, while teachers and leaders regularly analyze data and refine course materials to improve implementing|Met||2026-06-10|2026 16638830000000|Central Union Elementary|7|All students, including unduplicated students and students with exceptional needs, had full (100%) access to English Language Arts (ELA), Mathematics, Science, History–Social Science (HSS), Physical Education/Health, and Integrated Visual and Performing Arts. In addition, 100% of English Learners received access to English Language Development (ELD) instruction.|This action is a strength for the district across all 4 school sites.|There are no barriers.|There are no revisions.|Met||2026-06-12|2026 16638910000000|Corcoran Joint Unified|7|In grades 1–5, students have access to a broad and comprehensive course of study delivered through self-contained classroom settings. The district utilizes its student information system to monitor student access to required instructional programs and to review master schedules to ensure equitable access to the curriculum. In grades 6–12, student access to a broad course of study is monitored through master course schedules, enrollment data, and transcript reviews. English learners are enrolled in designated English Language Development (ELD) courses for at least one period each day and receive instruction aligned to their individual language proficiency levels and learning needs. Students with exceptional needs receive specialized supports and services as outlined in their Individualized Education Programs (IEPs). Instructional accommodations, modifications, and related services are provided to ensure access to grade-level curriculum and to support progress toward individualized academic, behavioral, and functional goals. The district regularly monitors student participation and access to ensure all students can engage meaningfully in a comprehensive educational program.|The district ensures that 100% of students have access to a broad course of study aligned with California State Standards and graduation requirements. In grades TK–5, students receive instruction in English Language Arts and Mathematics, with Science, History, and Health integrated throughout the curriculum. Students receive weekly music and art instruction from certificated staff. PE is provided regularly and meets state instructional minute requirements. English learners receive both Integrated English Language Development (ELD) during core instruction and daily Designated ELD to support language development and academic success. In grades 6–12, students, including unduplicated pupils, have access to required courses, elective offerings, Career Technical Education pathways, and courses that meet University of California and California State University admission requirements. Students work with counselors and Learning Directors to develop academic plans and select courses that support their goals. English learners receive designated ELD instruction and targeted support within their academic classes. All English learners in grades TK–12 have access to both Integrated and Designated ELD services. 100% of students with exceptional needs have Individualized Education Programs (IEPs) that provide accommodations, specialized instruction, and related services to ensure access to the general education curriculum and participation in a broad course of study.|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||2026-06-24|2026 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, 217 students chose art as an elective. • 504 students in 5th and 6th grade participated in band. 254 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||2026-06-24|2026 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 counselor training, 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 by increasing the 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.|Not Met|||2026 16639250137901|Hanford Online Charter|7|The LEA utilizes the following locally selected measures and tools to track and ensure equitable student access and enrollment in a broad course of study: Enrollment Data & Course Reports: Monitors participation across core, elective, and college/career-readiness courses to ensure all grade spans have access to a diverse, well-rounded curriculum. Disaggregated & Achievement Data: Analyzes grades, test scores, and progress reports by student subgroups (race, socioeconomic status, English learners, and disability status) to proactively identify and close equity gaps. IEP Monitoring: Tracks the enrollment and active participation of students with exceptional needs in general education courses, ensuring required accommodations and supports are maintained. Advanced Coursework Access: Evaluates enrollment metrics in honors, AP, and college-level courses to ensure equitable opportunities for traditionally underrepresented student groups. MTSS Data: Leverages Multi-Tiered System of Supports data to accurately align remedial, core, and enrichment placements with individual student needs. Surveys & Feedback Tools: Collects regular input from students, parents, and teachers regarding course quality, accessibility, and the overall effectiveness of academic supports. Together, these tools provide a comprehensive, data-driven framework to guarantee that all students—particularly unduplicated groups and those with exceptional needs—receive a complete and equitable academic experience|HOC ensures 100% student access to a broad course of study and A-G approved, college-readiness curricula through the following progress measures: Personalized Pathways: Offers two graduation tracks supported by Individual Learning Plans (ILPs), counseling, transcript analysis, and mandated Physical Fitness Testing (PFT). Advanced & College Opportunities: Provides concurrent enrollment options (Lemoore College, COS, SJVC, CSU Fresno), Honors English, and AP Math. Projected 26/27: Adding two early college credit junior college English courses. Targeted Staffing (25/26): Added a full-time math teacher to boost higher-level university prep performance, and a Learning Director to track student progress weekly across APEX and eDynamics. Special Populations Support: Utilizes specific legal graduation tracks (AB 1806, 167, 216, 2306) to assist foster youth and students with disabilities. SPED students access career readiness via Workability and the Department of Rehabilitation. Data-Driven Intervention: The Learning Director uses Exact Path data to build tailored learning paths, collaborate with teachers, and guide families in interpreting data during 504 and IEP meetings. Through these expanding elective, CTE, and support frameworks, HOC continues to make steady progress in ensuring equitable academic opportunities for all students.|Based on evaluation results and local measures, the LEA has identified two primary barriers hindering equitable student access to a broad course of study: Student Mobility & CTE Pathway Completion: High student transiency significantly disrupts academic continuity. Students entering or leaving mid-year struggle to complete cohesive Career Technical Education (CTE) sequences and achieve necessary success indicators. This high mobility can also lead to a misalignment between current pathway offerings and the immediate career aspirations of transient students, resulting in lower engagement. Concurrent Enrollment Logistical Hurdles: Expanding concurrent enrollment with local junior colleges remains a challenge due to communication and logistical gaps. Students who are new to the district or lack home support often miss critical information about available college-level opportunities. Additionally, scheduling conflicts and transportation issues present physical barriers to participation, directly impacting the school's ability to meet College and Career Indicator (CCI) benchmarks. Moving Forward: Mitigating these barriers is essential for equity. The LEA is focused on developing flexible academic pathways, streamlining outreach to underserved or highly mobile families, and deepening college partnerships to ensure that every student has an inclusive, supportive environment in which to succeed.|To ensure equitable access to a broad course of study, the LEA is executing the following targeted actions: Expanding CTE & Electives: Enhancing eDynamic CTE and elective programs to offer more credits and clarify pathways, directly boosting career-focused engagement for mobile students. Increasing Concurrent Enrollment: Deepening partnerships with Lemoore College and the College of the Sequoias (COS) to open up flexible, interest-aligned college credit pathways. Targeted Teacher Tutoring: Deploying content-area specialists to provide individualized math, science, English, and social studies tutoring, complementing instructional aides to deliver highly tailored academic support. Personalized Interventions via Exact Path: Expanding Edmentum’s Exact Path program to design personalized learning tracks in math and English, allowing educators to target and close individual learning gaps efficiently. Data-Driven Support for English Learners: Utilizing the Ellevate platform to closely track the academic progress of ELD and RFEP students, ensuring swift, data-driven interventions. These proactive steps reinforce the LEA's commitment to dismantling barriers, closing achievement gaps, and building an inclusive, flexible environment where all students can thrive.|Met||2026-06-09|2026 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. Additionally, we have 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 up to 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 barriers in providing a broad course of study to all students. However, we keep a close eye on employee attendance because we know the best instruction happens with the teacher in the classroom.|We will continue to offer a broad course of study to all of our students including EL students, socially economically disadvantaged students, students with disabilities, and Foster students.|Met||2026-06-24|2026 16639336010466|Island Elementary|7|All students have access to, and are enrolled in, a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs served. We are a self-contained TK-8th grade school district. The teacher of the class teaches all subjects to their students. Additionally, we have 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 up to 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 barriers in providing a broad course of study to all students. However, we keep a close eye on employee attendance because we know the best instruction happens with the teacher in the classroom.|We will continue to offer a broad course of study to all of our students including EL students, socially economically disadvantaged students, students with disabilities, and Foster students.|Met||2026-06-24|2026 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. 2025-26, 98% scored a ""2"" or higher in English and mathematics. 100% received a ""Credit"" in visual and performing arts, 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 2025-26, 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 visual and performing arts, applied arts, , agricultural science and health/physical education. In 2025-26, 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, 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. Transportation for these clubs is provided two days per week when not in a pandemic."|We currently provide a broad and robust offering of courses for the scope and size of our district. Adding additional offerings would require additional facility space and funding.|Kings River-Hardwick students currently receive a broad course of study that includes, English language arts, mathematics, science, history, visual and performing arts, and physical education. In addition, we have added an Agricultural Science elective to the course offerings available to our 7th-8th grade students. Moving forward, we will continue to add additional elective offerings or revise current elective offerings as funding permits.|Met||2026-06-23|2026 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. 2025-26, 98% scored a ""2"" or higher in English and mathematics. 100% received a ""Credit"" in visual and performing arts, 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 2025-26, 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 visual and performing arts, applied arts, , agricultural science and health/physical education. In 2025-26, 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, 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. Transportation for these clubs is provided two days per week when not in a pandemic."|We currently provide a broad and robust offering of courses for the scope and size of our district. Adding additional offerings would require additional facility space and funding.|Kings River-Hardwick students currently receive a broad course of study that includes, English language arts, mathematics, science, history, visual and performing arts, and physical education. In addition, we have added an Agricultural Science elective to the course offerings available to our 7th-8th grade students. Moving forward, we will continue to add additional elective offerings or revise current elective offerings as funding permits.|Met||2026-06-23|2026 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||2026-06-18|2026 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 2025-26 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. In addition, Foster Youth students had low enrollment in Career Technical Education (CTE) courses, 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 intervention courses 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 an increase in participation in CTE courses over the past few years. Additional information about course enrollment and the number of courses offered in various subjects at schools can be found on the California Department of Education DataQuest web page.|Met||2026-05-28|2026 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 Time4Learning.|Although Kit Carson Union Elementary School District is a single school district with a independent homeschool charter, 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||2026-06-18|2026 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. 97.4% of all students are considered unduplicated or low income students during the 2025-26 school year. Our English Learners are provided a minimum of 30 minutes per day of designated ELD. We also use integrated ELD during other course content. Teachers are working with small groups of students that are formed to target to their individual language needs. English learners are progress monitored using local curriculum assessments three times per year. Students with exceptional needs are supported during instruction, within the Learning Center, and receive individualized educational plans that are targeted towards their specific needs.|Lakeside Union Elementary School is a single school district. 100% of students, including unduplicated students, have access to required courses. All English learners have access to integrated and designated ELD. 100% of students with exceptional needs have an IEP that includes access to services.|Lakeside Union Elementary is a small, rural school. We are the smallest district in our county. Due to enrollment grades TK-8, we are limited to 1 teacher per grade level. We have to organize classes based on enrollment, staff, and classroom availability. We have had to include grade level combination classes fin recent several years. This can be a barrier, as it is not optimal.|In order to assist staff with this condition, we continue to provide additional support staff, a physical education teacher, a STEAM Teacher and professional learning. We continue to work with students, teachers, and families to provide opportunities for students that increase access and enrollment to a broad course of study.|Met||2026-06-16|2026 16639740000000|Lemoore Union Elementary|7|The district tracks student access to a broad course of study through master schedules, course offerings, student enrollment records, and program participation data. The district monitors physical education schedules, music instruction in transitional kindergarten through grade 4, band instruction in grades 5–8, and visual arts opportunities provided through district art teachers and community partnerships, including Kings Art Center. For students with exceptional needs, Individualized Education Programs (IEPs) are reviewed to ensure access to grade-level curriculum, appropriate supports, and participation in the least restrictive environment. The district also reviews student schedules, program participation, and service delivery to ensure all students, including unduplicated student groups and students with exceptional needs, have access to a broad course of study.|All students have access to a broad course of study. Students in grades TK–8 receive instruction in English language arts, mathematics, science, and history-social science as measured by school master schedules. Students also have access to physical education, music, and visual arts instruction. During the 2025–2026 school year, the district expanded visual arts opportunities through the addition of two full-time art teachers and a partnership with Kings Art Center. English Learners receive daily designated English Language Development (ELD) instruction, and students with exceptional needs receive the services and supports identified in their Individualized Education Programs (IEPs). Access to core instruction and enrichment opportunities is monitored to ensure students are served in the least restrictive environment. Music participation continues to provide one measure of student enrollment in enrichment opportunities. During the 2025–2026 school year, 50.15% of students in grades 5–6 participated in music, compared to 52.8% in 2024–2025. Participation among students in grades 7–8 increased from 23.5% in 2024–2025 to 27.94% in 2025–2026. The district continues to monitor participation in music, visual arts, and other enrichment opportunities to ensure students have access to a broad course of study across all grade spans.|While all students have access to a broad course of study, the district continues to face challenges in maximizing participation in all available enrichment and elective opportunities. One barrier is the limited amount of instructional time available during the school day. Schools must balance core academic instruction, intervention supports, English Language Development services, special education services, and enrichment opportunities within a finite schedule. At the middle school level, student participation in elective programs may be affected by scheduling constraints and competing academic support needs. Some students participate in intervention or other support programs that reduce the number of elective opportunities available during the school day. The district has expanded access to arts education through the addition of two full-time art teachers and a partnership with Kings Art Center. However, sustaining and expanding specialized programs requires ongoing staffing, resource allocation, and scheduling coordination. Beginning in 2026–2027, the district will implement a common schedule across all elementary schools. This change is intended to improve consistency in student access to enrichment opportunities, support efficient use of specialized staff, and help ensure equitable access to a broad course of study across school sites. The district will continue to monitor participation and evaluate program offerings to identify opportunities for improvement.|In response to the results of local measures and identified barriers, the district has implemented several actions to expand and strengthen student access to a broad course of study. During the 2025–2026 school year, the district expanded arts education opportunities through the addition of two full-time art teachers and a partnership with Kings Art Center. These actions increased student access to visual arts instruction and enrichment opportunities across multiple grade levels and school sites. The district continues to monitor participation in music, visual arts, and other enrichment programs to identify opportunities to increase student access and participation. Student schedules, program offerings, and enrollment data are reviewed regularly to ensure equitable access to instructional and enrichment opportunities. Beginning in the 2026–2027 school year, the district will implement a common schedule across all elementary schools. This change is intended to improve consistency in student access to enrichment opportunities, support the efficient use of specialized staff, and promote equitable access to programs across school sites. The district will continue to evaluate program participation, staffing needs, community partnerships, and available funding sources to identify additional opportunities to expand access to a broad course of study and ensure all students have access to engaging and enriching educational experiences.|Met||2026-06-16|2026 16639740100156|Lemoore University Elementary Charter|7|1. Our school tracks the extent to which all students have access to, and are enrolled in, a broad course of study, based on the school's master schedule, the physical education schedules coordinated between PE teachers in grades 6-8, and the music department's district schedule for grades 6-8. In addition, for students with exceptional needs, IEPs are closely monitored to meet learning goals and provide access to appropriate grade-level instruction through mainstreaming options and adherence to provide every student with the least restrictive environment.|2. All students have access to a broad course of study. All 6th-8th grade pupils receive social science and science instruction, in addition to ELA and math, as measured by the school's master schedule. All 6th-8th grade students also receive STEM and/or fine arts (art or music) instruction, in addition to physical education. All ELD students receive integrated ELD instruction every day, while RSP students receive the services that are outlined in their IEPs.|3. A barrier to increasing the amount of students receiving music instruction is the personnel available for this instruction on our district's master schedule. However, between protecting core instruction time and coordinating intervention and PE schedules, little wiggle room is available to expand the reach of the music department into the 6th-8th grade levels at UCS. 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.|4. 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, bells, recorders, and drums during our special workshop/elective time. The school will continue to promote art instruction for all 6th-8th grade students for the 2026-2027 school year and to start/expand the music program at UCS.|Met||2026-06-16|2026 16639820000000|Lemoore Union High|7|LUHSD ensures all students, including unduplicated students and those with exceptional needs, have access to a broad course of study through several measures and tools. Firstly, LUHSD collaborates with students to develop four-year academic plans for course planning, facilitating personalized pathways aligned with individual goals and needs. Additionally, students receive ongoing support and guidance through regular meetings with counselors. To further enhance access and preparedness for postsecondary endeavors, LUHSD partners with the California College Guidance Initiative (CCGI). This collaboration aims to ensure that all high school seniors have clear postsecondary goals and plans for achieving them, while also ensuring that student transcript data follows them throughout their educational journey, providing valuable information for admissions, placement, guidance, and financial aid. The College and Career Counselor plays a crucial role in supporting these objectives by creating homeroom lessons aligned with CCGI goals and facilitating dual enrollment opportunities for students. LUHSD offers a diverse range of college preparatory and Advanced Placement (AP) classes, as well as Career Technical Education (CTE) courses across 14 different pathways, catering to varied interests. Additionally, school sites have implemented built-in intervention supports to ensure student success in courses, addressing individual needs as they arise.|At Lemoore High School (LHS), all students, including unduplicated students and those with exceptional needs, have access to a broad course of study, including instruction in visual or performing arts (VAPA), music, and physical education (PE). LHS has seen an increase in the number of SWD 1.94% participating in the arts programs. LHS has also seen an increase in the number of SWD and SED students participating in PE. LHS has seen an increase in SWD 4.08% participation rate in CTE programs. Jamison High School (JHS) is focused on expanding its course offerings, particularly in CTE agriculture courses, to better prepare students for both college and career pathways. JHS currently offers PE and VAPA courses in drama and art. JHS also has a graphic arts program. When examining CTE completion rates by subgroup, it's evident that certain student groups face disparities. During the 2025-2026 school year, we saw a decrease in SWD 4.45% in the CTE completer courses, and a decrease in Foster 0.44% and Homeless 0.11% in the concentrator courses. This illustrates that we still have discrepancies among student groups that we need to address. Despite these disparities, LUHSD is making progress in ensuring equitable access to a broad course of study for all students. By monitoring enrollment and completion data across school sites and student groups, LUHSD can continue to identify areas for improvement and work on those areas.|Based on the results of the locally selected measures, several barriers prevent LUHSD from providing access to a broad course of study for all students. Mandatory courses in core subject areas often limit students in 9th and 10th grades to only one elective course, restricting their ability to explore performing arts, agriculture, NJROTC, Career Technical Education (CTE), and other enriching courses. SWD and EL students face further constraints, as they are often enrolled in support courses that reduce the number of elective options available to them. Jamison High School (JHS) encounters 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. Additionally, LUHSD remains dedicated to exploring strategies to expand college and career preparation initiatives at JHS.|In response, LUHSD is working to make sure all students can access a broad course of study that helps them to become college and career-ready. LUHSD has made a focused effort on PLC training and implementation in order to help students achieve at higher academic levels. 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. Moreover, collaborations with Lemoore College are being explored to offer potential dual enrollment opportunities for students at Jamison High School (JHS). Simultaneously, LUHSD is evaluating the feasibility of incorporating Edgenuity CTE courses to expand options for students at JHS. LHS is working to expand their CTE participation to have more equitable student group participation.|Met||2026-05-28|2026 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||2026-06-11|2026 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 academic counselor, district social worker, district psychologist, Special Education teacher, and principal to consistently monitor student progress. Students (and often their parents) participate in weekly check-in's with their homeroom teacher wherein their current progress and current ""growth areas"" are reviewed. At these Progress Check Meetings goals are set and support systems are discussed. Students complete a ""Digital Tracker"" each week during these Progress Check Meetings wherein 4 main components of student success in our program will be monitored, these are: Daily student attendance, weekly student participation in Homeroom, weekly student participation in the Progress Check Meeting, and student grades. If a student's teacher and/or the counselor determine that a student needs additional support, the student is moved to Tier 2 and a meeting is held with the student, parent and counselor. At this meeting goals are set, possible impediments to success are discussed, supports systems are put into place, and program expectations are reviewed. Staff monitors all students on Tier 2 closely. For those students in need of additional supports, they are moved to Tier 3 wherein a meeting is held with the Principal. The District's Student Services department is also available to support our students as needed."|As an online, independent study program, Lemoore Online offers students a flexible learning school experience, with the intent of removing barriers to student success. With support from the staff at Lemoore Online, students complete their coursework in a digital environment with greater freedoms to create their own coursework schedule. Lemoore Online has partnered with Edgenuity, which contains current, standards-rich coursework, offering a full suite of over 200 core curriculum, college preparatory, elective, career technical, and credit recovery courses. Edgenuity courses are accredited by AdvancED, the North Central Association Commission on Accreditation and School Improvement (NCA CASI), the Southern Association of Colleges and Schools on Accreditation and School Improvement (SACS CASI), and the Northwest Accreditation Commission (NWAC). Edgenuity is an online, digital learning experience that supports students in their learning and achievement of a high school diploma. This experience is different from most schools because it is somewhat self-paced and online, yet through Lemoore Online, the program can be as interactive as a student needs with access to live teachers in the Learning Center. Coursework includes listening to lectures from online instructors, completing vocabulary activities, practice questions, writing journals/essays, lab activities, multimedia presentation practice, as well as quizzes, tests, other assessments and much more.|Met||2026-06-11|2026 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.|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. Additionally, targeted grade levels the elementary schools receive instruction in music from a music teacher and physical education from a PE teacher. Pioneer District has a long history of providing a broad course of study to students at all grade-levels. The District will continue to monitor these programs to ensure that all students have access. With the addition of Proposition 28 funding, Arts and Music in Schools, the District is working to expand its visual arts instruction to students at the elementary schools and media arts at the middle school.|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 providing Tier II supports at each school site, providing support for our students in subgroups, and math instruction. 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 MultiTiered 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||2026-06-17|2026 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.|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. Additionally, targeted grade levels the elementary schools receive instruction in music from a music teacher and physical education from a PE teacher. Pioneer District has a long history of providing a broad course of study to students at all grade-levels. The District will continue to monitor these programs to ensure that all students have access. With the addition of Proposition 28 funding, Arts and Music in Schools, the District is working to expand its visual arts instruction to students at the elementary schools and media arts at the middle school.|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 providing Tier II supports at each school site, providing support for our students in subgroups, and math instruction. 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 MultiTiered 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||2026-06-17|2026 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.|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. Additionally, targeted grade levels the elementary schools receive instruction in music from a music teacher and physical education from a PE teacher. Pioneer District has a long history of providing a broad course of study to students at all grade-levels. The District will continue to monitor these programs to ensure that all students have access. With the addition of Proposition 28 funding, Arts and Music in Schools, the District is working to expand its visual arts instruction to students at the elementary schools and media arts at the middle school.|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 providing Tier II supports at each school site, providing support for our students in subgroups, and math instruction. 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 MultiTiered 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||2026-06-17|2026 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.|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. Additionally, targeted grade levels the elementary schools receive instruction in music from a music teacher and physical education from a PE teacher. Pioneer District has a long history of providing a broad course of study to students at all grade-levels. The District will continue to monitor these programs to ensure that all students have access. With the addition of Proposition 28 funding, Arts and Music in Schools, the District is working to expand its visual arts instruction to students at the elementary schools and media arts at the middle school.|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 providing Tier II supports at each school site, providing support for our students in subgroups, and math instruction. 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 MultiTiered 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||2026-06-17|2026 16739320000000|Reef-Sunset Unified|7|RSUSD employs a multi-faceted data approach to track student access to a broad course of study across all grade spans, unduplicated student groups, and individuals with exceptional needs. Data sources include: STAR Reading, STAR Math, ERST Early Reading Skills Test, CAASPP/SBAC scores, Achievement Team PLC data, Edguclimber, Panorama, AERIES, Beyond SST, California Dashboard, A-G completion rates, CTE pathway completion data, AP exam participation and passage rates, dual enrollment participation data, ELPAC data, and Special Education data through SEIS. These tools were selected because they provide actionable, real-time data across all grade spans and student groups, enabling the district to monitor course access and enrollment with fidelity and adjust programmatic offerings responsively. The Learning Services Department leads implementation of Goal 1 of the LCAP to ensure equity and access across all subject areas and student groups. The College and Career Readiness Team tracks robust CTE pathway data, and the LCRSET Literacy Coaching Team monitors early literacy and reading access at the elementary level. Special Education access to the broad course of study is monitored through SEIS and the IEP process to ensure individuals with exceptional needs receive equitable course access.|"All students have access to and are enrolled in a broad course of study across all grade spans. The district has made meaningful progress in expanding course access and quality during 2024-25 (Year 2). At the elementary level, Avenal Elementary, Tamarack Elementary, and Kettleman City Elementary are focused on early literacy with five key themes: Meaning Making, Language Development, Effective Expression, Content Knowledge, and Foundational Skills. STAR Reading growth reached 64.6% and STAR Math reached 58% of students meeting typical growth goals in 2024-25. The P.S. Arts program was implemented with fidelity at all elementary sites, ensuring Visual and Performing Arts access for all TK-6 students. At the middle school level, Reef-Sunset Middle School continues the gradual release instructional model across all core subject areas. A new art teacher was hired to strengthen VAPA access at the secondary level. At the high school level, Avenal High School's ""Profile of a Graduate"" framework drives rigorous course access and engagement. CTE pathways include Patient Care, Diesel, Ag Mechanics, Ag Science, and a new Education Pathway added for 2025-26. A-G completion grew from 31.3% (baseline) to 36.7% in 2024-25. The combined A-G AND CTE completion rate reached 8%, surpassing the Year 3 target of 6.2%. AP Spanish pass rates remain strong at 96%, and dual enrollment continues to expand access to college-level coursework for high school students."|Geographic isolation remains the primary barrier to providing a broader course of study for all students. Recruiting and retaining credentialed teachers, particularly in fine arts, Career Technical Education, and specialty subjects, is an ongoing challenge in a rural district serving the communities of Avenal and Kettleman City on the west side of the San Joaquin Valley. Long commute distances and limited local housing options continue to disadvantage RSUSD in competing for credentialed candidates in high-need subject areas. The dual enrollment program's continued growth places additional workload on support staff and counselors, and the district is considering adding a dedicated dual enrollment counselor to manage program coordination and ensure equitable access for unduplicated students. The AP Psychology pass rate of 10% indicates a continued need for targeted test preparation support in non-Spanish AP courses, where program depth and instructional continuity remain areas for development. The district continues its partnerships with Kings County Office of Education and local Central Valley credentialing institutions to recruit high-quality teachers and tutors for both the regular school day and the Expanded Learning Opportunities program to address these ongoing staffing barriers.|For 2026-27, the district has implemented the following changes to strengthen access to a broad course of study for all students: An Education Pathway has been added to the AHS Dual Enrollment program in partnership with West Hills College, Coalinga College, expanding career-connected learning options and increasing post-secondary access for high school students. The College and Career Readiness Team will continue developing robust CTE pathways, including Patient Care, Diesel, Ag Mechanics, Ag Science, and the new Pathways, to prepare students for high-skills, high-wage careers. The new Goal 1, Action 1.7 (TOSA Reading Specialist Literacy Support) formalizes and expands structured literacy access districtwide, deploying 2 TOSA Reading Specialists in 2026-27 with a planned expansion to 6 total positions by 2028-29 as grant funding transitions to LCAP. The district will continue expanding student participation in academic competitions including the County Spelling Bee, County Math Bowl, TCOE Poetry and Prose, TCOE Reading Revolution, and California National History Day to broaden enrichment access for all students. A dedicated dual enrollment counselor is under consideration to manage program growth and ensure equitable access for unduplicated students. Active recruitment provided for a credentialed middle school art teacher and restored VAPA continuity at Reef-Sunset Middle School.|Met||2026-06-18|2026 16747080000000|Kings County ROP|7|||||Not Met|||2026 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.|Thanks to the Strong Workforce Program grant, in the 2026-27 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||2026-06-23|2026 17640140000000|Kelseyville Unified|7|CALPADS End of Year Reports|Based on a review of CALPADS End of Year reports, 100% of students, including unduplicated students and students with exceptional needs, had access to and were enrolled in a broad course of study that included all applicable subject areas described in Education Code section 51210 and subdivisions (a) through (i) of Education Code section 51220. The analysis did not identify differences in access to or enrollment in a broad course of study across school sites or student groups.|There are no barriers.|No revisions, decisions, or new actions need to be implemented by KVUSD at this time|Met||2026-06-16|2026 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, clay, movement, music, watercolor painting, drama, gardening, and Spanish and Restorative Justice classes will be added in 2026. 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||2026-06-02|2026 17640220000000|Konocti Unified|7|As reported in the Konocti USD 2026-27 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 2026-27 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.|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||2026-06-24|2026 17640300000000|Lakeport Unified|7|Locally Selected Measures The district uses course enrollment data, master schedules, graduation requirement tracking, CTE participation, Advanced Placement enrollment, dual enrollment participation, special education program reviews, English learner program monitoring, and student information system reports to evaluate student access to a broad course of study.|Extent of Access: All students have access to standards-based core academic instruction and a broad course of study consistent with California Education Code requirements. Secondary students have access to Career Technical Education pathways, Advanced Placement courses, dual enrollment opportunities, visual and performing arts, physical education, and elective offerings. Students with disabilities and English learners receive support designed to ensure meaningful participation in the full curriculum. Alternative education students have access to multiple pathways that support graduation and postsecondary success.|Barriers: Primary barriers include staffing limitations, scheduling constraints associated with a small district, transportation challenges, and ensuring equitable access for students enrolled in alternative education programs and specialized services. Geographic and economic factors can also affect participation in extended learning and enrichment opportunities.|Revisions and Actions: LUSD continues to expand college and career readiness opportunities through enhanced CTE pathways, dual enrollment partnerships, industry partnerships, and career exploration activities. The district is strengthening curriculum and instructional leadership through the Director of Curriculum and Instruction position, improving intervention systems, and exploring additional opportunities to expand elective and enrichment offerings. These efforts are intended to ensure all students, including unduplicated students and students with disabilities, have equitable access to a comprehensive educational program.|Met||2026-06-17|2026 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.|We have been able to offer a broad course of study to our students. This year we were able to offer instruction in Arts and Music. This additional offering has improved our students exposure to a broad course of study.|At this time the District will not implement any new actions.|Met||2026-06-24|2026 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||2026-06-24|2026 17640550108340|Lake County International Charter|7|Based on our comprehensive family engagement systems and small school environment, LCICS utilizes several locally selected measure 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 on 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 allow us to monitor and ensure 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||2026-06-11|2026 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 2024-2025 school year, students in this program achieved an average course pass rate of 96%, a success rate that continued into the first semester of 2025-2026. 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 94% pass rate in Summer 2025. 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||2026-06-09|2026 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 a broad course of study to include; library, SEL, assemblies, science phenomenon 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 mee|Teachers are provided early release days (secondary) and collaboration time 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 and 9 hour school days.|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||2026-06-15|2026 18101810000000|Lassen County Office of Education|7|Due to the severity of disabilities among the students served, instructional programs are highly individualized based on each student's IEP.|Due to the severity of disabilities among the students served, instructional programs are highly individualized based on each student's IEP.|Due to the severity of disabilities among the students served, instructional programs are highly individualized based on each student's IEP.|Due to the severity of disabilities among the students served, instructional programs are highly individualized based on each student's IEP.|Met||2026-06-24|2026 18640890000000|Big Valley Joint Unified|7|The District uses locally selected measures to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, including unduplicated student groups, and individuals with exceptional needs. The master schedule, graduation, and A-G completion rates are utilized as the tool for Big Valley Jr/Sr High School. The District has systems in place to ensure our students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs. During our enrollment process, every student undergoes a transcript review (by an academic school counselor and superintendent/principal) and career/interests survey, and, when needed, a review of their IEP (by a special education teacher). The academic school counselor, administrator, and/or special education teacher work with school office staff to ensure our students are enrolled in the correct courses and a broad course of study that advances them towards culmination/graduation based on our graduation requirements and course list. At each grading period, the administrator reviews student transcripts to ensure students are taking a broad course of study that advances students towards culmination/graduation.|The emphasis is greater on social-emotional learning thus all students have annual access to social-emotional learning courses, in addition to a full A-G course load. Finally, our schools, due to their size and rural and remote areas are limited in their Foreign Language and Fine Arts of A-G. However, the strategies offered are more flexible such as Independent Study, online courses through Lassen College, Cyberhigh, UC Scout, and concurrent offerings which allow students to personalize their learning experience based on their future plans while offering more opportunities for A-G courses.|Some barriers that can prevent the District from providing a broad course of study for all students include the fact that our sites are small (to meet the needs of our student population) and with so few teachers at each site, we are only able to offer a limited amount of courses in any given grading period. Another barrier is our students transiency (movement from other districts), which can lead students to earning only partial course credit without the immediate ability to close the partial (and complete the course). A third barrier that we face in providing a broad course of study for all students is the challenge we have with student attendance. Many of our students struggle to attend school consistently due to housing insecurity, mental health challenges, etc., and this leads to challenges with ensuring students are taking and completing the exact courses they need within our broad course of study.|The District is seeking to address the barriers we face in the following ways. First, we are updating our curriculum to better meet the needs of our students' diverse transcript needs through consistency in curriculum and professional learning focused on stronger instructional strategies. Second, we are moving our system towards having more broad supplemental course sequences where students can take CTE pathways and thus engage in the career readiness they need based on their skill level and transcripts. Third, we are expanding our Positive Behavior Interventions and Support (PBIS) program to reduce chronic absenteeism, help improve student attendance and offer a broad range of needs that would preclude them from being heavily involved in their school program and thus missing out on the opportunities for them to maximize their time.|Met||2026-06-24|2026 18641050000000|Janesville Union Elementary|7|Janesville Union School District uses student enrollment data, master schedules, course offerings, special education service records, and annual program reviews to monitor student access to a broad course of study. The District reviews participation data for all students, including socioeconomically disadvantaged students, English learners, foster youth, and students with disabilities, to ensure equitable access to academic, enrichment, intervention, and extracurricular opportunities.|Janesville Union School District provides all students access to a broad course of study that includes core academic subjects, physical education, technology, enrichment opportunities, intervention supports, counseling services, extracurricular activities, and expanded learning opportunities. As a single-school district, access to programs and services is consistent across the school site. The District regularly reviews enrollment, participation, and service data to ensure equitable access for all student groups, including socioeconomically disadvantaged students, English learners, foster youth, and students with disabilities. Students with exceptional needs receive accommodations, modifications, and specialized services as outlined in their individualized plans to ensure access to the full educational program. Current data indicate that all student groups have access to and are enrolled in a broad course of study, with ongoing monitoring to ensure equitable participation and support.|Based on a review of local measures and participation data, the District has not identified significant barriers preventing students from accessing a broad course of study. As a small rural district, challenges related to staffing, funding, and program capacity may limit the number of elective and enrichment opportunities available; however, the District works to provide equitable access to academic, intervention, enrichment, and extracurricular programs for all students. The District will continue to monitor participation data and student needs to identify and address any barriers that may arise.|The District will continue to monitor student participation and access to programs to ensure all students have equitable opportunities to engage in a broad course of study. Ongoing actions include maintaining academic intervention and enrichment programs, supporting extracurricular opportunities, providing specialized services for students with disabilities, and utilizing expanded learning opportunities to increase student access to academic and enrichment experiences. The District will continue to review student needs and available resources to make adjustments that support access and participation for all students.|Met||2026-06-20|2026 18641130000000|Johnstonville Elementary|7|Johnstonville Elementary School District has only one school within its jurisdiction and has a very small school enrollment. This necessitates that all students within the grade level are enrolled in all of the activities for that grade level, including unduplicated students and individuals with exceptional needs. This allows all students to 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.|Based on the class rosters, 100% of students at Johnstonville Elementary are currently enrolled in a broad course of study that encompasses all required subject areas, including English language arts, mathematics, science, social studies, physical education, and the arts. As a district with only one school, there is no variation in course access across sites or grade spans, ensuring a uniform and consistent educational experience for the entire student body. This organizational structure allows the district to maintain high academic standards while providing all students with the necessary foundation for future success. This high level of access is sustained for all unduplicated student groups and individuals with exceptional needs, with class rosters confirming that these students are fully integrated into the district's diverse academic programs. The Resource Specialist, supported by a special education aide, utilizes these rosters to ensure that students with disabilities receive the specific services outlined in their Individualized Education Programs (IEPs) while remaining enrolled in a well-rounded curriculum. Through this focused oversight, Johnstonville continues to prioritize a balanced learning environment that successfully blends core instruction with valuable enrichment opportunities.|Johnstonville School faces significant structural barriers that limit its ability to expand elective and specialized course offerings, primarily due to its unique status as the smallest geographically-bound school district in Lassen County. Located in a small, rural bedroom community, with limited industry, the district encounters persistent difficulties in recruiting and retaining credentialed personnel for non-core content areas. These inherent staffing limitations restrict the district's capacity to offer specialized programming, such as world languages or advanced applied arts, which are more typically available in larger districts. Furthermore, the ongoing challenge of staff turnover creates significant gaps in instructional continuity, as the departure of experienced educators disrupts the strong, guidance-based relationships students rely on for support. Because it takes considerable time for new staff to acclimate to the district’s specific culture and understand the unique needs of the student body, the constant cycle of recruiting and training new personnel can hinder the long-term stability necessary to sustain and grow enrichment subjects.|In response to the structural barriers created by its small and rural location, Johnstonville is employing a part-time teaching artist to develop a TK-8th grade art program and is seeking supplemental funding through grants and community partnerships to support enrichment opportunities. To ensure equitable access for students with exceptional needs, the district utilizes a special education aide to support the resource teacher in monitoring student progress and coordinating services. This additional staff member helps provide the personalized support necessary to ensure that students with disabilities are fully integrated into the broad course of study. By engaging with educational partners through board meetings and surveys, Johnstonville remains committed to aligning its course offerings with student interests and providing a high-quality, inclusive educational experience for every student.|Met||2026-06-25|2026 18641390000000|Lassen Union High|7|Lassen High School monitors student access to a broad course of study through multiple local measures, including student enrollment data, course schedules, transcript reviews, and the student information system. These tools are used to track participation in core academic courses, Career Technical Education (CTE), Advanced Placement (AP), dual enrollment, visual and performing arts, world languages, and elective offerings across all grade levels. Data are disaggregated by grade span, unduplicated student groups (English learners, low-income students, and foster youth), and students with disabilities to ensure equitable access and participation. Individual student schedules and graduation progress are also reviewed by counselors and site administrators to identify barriers to enrollment and provide appropriate supports, ensuring that all students, including individuals with exceptional needs, have access to a comprehensive and rigorous course of study aligned with graduation requirements and college and career readiness goals.|Lassen High School uses student enrollment data, master schedules, transcript reviews, counseling records, and the student information system to monitor student access to and participation in a broad course of study. These local measures indicate that all students have access to the courses required for graduation, California A–G eligibility, Career Technical Education (CTE) pathways, Advanced Placement (AP) courses, dual enrollment opportunities, visual and performing arts, world languages, and a variety of elective courses designed to support college and career readiness. As a single comprehensive high school district, course offerings are available to all students regardless of grade level or program participation. Counselors work with students annually to develop and review four-year academic plans, ensuring students are enrolled in courses that align with their postsecondary goals and graduation requirements. Students with disabilities receive access to the broad course of study through individualized supports and accommodations identified in their Individualized Education Programs (IEPs), while English learners receive designated language development services alongside access to core academic and elective courses. District data indicate that enrollment in advanced coursework, CTE pathways, and dual enrollment opportunities has increased over time as additional programs and partnerships have been developed.|While all student groups at Lassen High School have access to these opportunities, the district continues to monitor participation among English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities to identify and address any disparities in enrollment. Counseling outreach, academic advising, and targeted student supports have contributed to more equitable participation across student groups. Because the district consists of a single comprehensive high school, there are no differences in course availability across school sites. The district remains committed to expanding opportunities for all students and regularly reviews enrollment data to ensure equitable access to rigorous and engaging coursework that prepares students for college, careers, and lifelong success.|Lassen High School will continue to monitor student enrollment data, master schedules, transcript reviews, counseling records, and the student information system to improve student access to and participation in a broad course of study. These local measures will continue guide our mission to that all students have access to the courses required for graduation, California A–G eligibility, Career Technical Education (CTE) pathways, Advanced Placement (AP) courses, dual enrollment opportunities, visual and performing arts, world languages, and a variety of elective courses designed to support college and career readiness.|Met||2026-07-23|2026 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||2026-06-18|2026 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, Renaissance and MAPs|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||2026-06-25|2026 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 students in grades TK–8, including English Learners, foster youth, and low-income students, have access to a broad course of study that includes English Language Arts, Mathematics, Science, Social Studies, Visual and Performing Arts, Physical Education, and Health. Access to these subjects is monitored through the district master schedule, classroom lesson plans, and teacher instructional records. In addition to these core content areas, students in grades 4–8 participate in foreign language instruction through an online learning platform. Students access this program during designated instructional periods, including computer lab time, as well as through opportunities available before and after school. SUESD continues to explore opportunities to expand enrichment and elective offerings for students in grades 5–8. In previous years, the district was able to provide a wider range of elective options that enhanced student engagement and supported a more comprehensive educational experience. As resources allow, the district remains committed to increasing opportunities that provide students with access to an even broader 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||2026-06-16|2026 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, however; more opportunities are needed to expand this option.|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||2026-06-18|2026 18641960135756|Thompson Peak Charter|7|Using the School Information System to review transcripts, individual student enrollment in courses grades 9-12 are evaluated each semester by the school registrar and teacher. Careful tracking of course enrollment to meet required course and credit completion leading to on-time graduation is the focus of the evaluation. Using the School Information System files, individual student enrollment in courses in grades K-8 are evaluated each semester by the school registrar and the teacher. Access to required courses in each grade level range is verified. Unduplicated pupils and students with disabilities have the same access to a broad course of study as the all-student group.|All students have access to and are enrolled in courses required for graduation in grades 9-12. High school students are enrolled in independent study, and they have choices of online courses, a-g credit, as well as text-based or project-based work.|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, foreign language classes, and CTE coursework.  |LEA is actively seeking A-G curriculum to increase accessibility for all students while reducing non-A-G course options. |Met||2026-06-17|2026 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 for all st|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 comprehensive strategies that prioritize resource allocation, student support services, and collaboration with community partners. By mitigating these challenges, the district can enhance access to a broad cours|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. The District will begin offering a new online credit recovery, Edmentum. Addressing Barriers: The District acknowledges barriers to success in foreign language and participation in A-G courses, including a lack of credentialed staff and students not meeting minimum grades for A-G credit. To address these barriers, the di|Met||2026-06-18|2026 18747400000000|Lassen ROP|7|||||Not Met|||2026 18750360000000|Fort Sage Unified|7|All students have equal access to programs at both school sites. 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.|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. 100% of students have access to all programs.|Looking at our SIS and SEIS participation logs and other measures. 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. There are no barriers to access of a broad course of study.|We 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. 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|Met||2026-06-25|2026 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.|We provide access to a broad course of study for all students. English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Physical Education, (and 7th-12th Foreign Language, Applied Arts (9th-12th), Career Technical Education (9th-12th).|In response to the results of local measures and educational partner feedback, the LEA will continue to expand and refine access to a broad course of study that meets the diverse needs and interests of all students. The LEA will regularly review student enrollment, course completion, and academic performance data to identify gaps in access and participation. Based on these findings, the LEA will strengthen individualized academic planning, increase awareness of available course offerings, and provide targeted supports to ensure equitable access to core academics, college and career readiness opportunities, career technical education, dual enrollment, intervention, enrichment, and social-emotional learning opportunities. The LEA will continue to monitor the effectiveness of these efforts and make adjustments as needed to improve student access and success.|Met||2026-06-25|2026 18750366010763|Long Valley|7|Using the School Information System to review transcripts, individual student enrollment in courses grades 9-12 are evaluated each semester by the school registrar and the teacher. Careful tracking of course enrollment to meet required course and credit completion leading to on-time graduation is the focus of the evaluation. Using the School Information System files, individual student enrollment in courses in grades K-8 are evaluated each semester by the school registrar and the teacher. Using the course catalog, access to required courses in each grade level range is verified. Unduplicated pupils and students with disabilities have the same access to a broad course of study as the all-student group.|All students have access to and are enrolled in courses required for graduation in grades 9-12. High school students are enrolled in independent study, and they have choices of online courses, a-g credit, as well as text-based 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, foreign language classes and CTE coursework.|LEA is actively seeking A-G curriculum to increase accessibility for all students while reducing non-A-G course options.|Met||2026-06-17|2026 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 formative 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. These data points are reviewed periodically to ensure students are supported academically in a timely manner. 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.|Student enrollment and access to a broad course of study is evident in Aeries (LACOE’s student information system). School follow an instructional framework which focuses on thematic, inter-diciplinary and project based learning that is standards based. Edgenuity, is the adopted A-G digital textbook for all Juvenile Court Schools (JCS) County Community Schools (CCS) this allows teachers the ability to access the most current curriculum and provide a broad course of study. Teacher also utilized supplemental materials to further support instruction. 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 to ensure a broad course of study. 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.|Frequent student movement between sites and unexpected facility closures interrupted learning and can affect the ability to offer courses in a timely manner. Technology access can be interrupted at times due to unforeseen circumstances.|CTE courses continue at all juvenile camp schools (JCS) and county community schools (CCS). This year, the goal is to expand CTE offerings to additional classrooms at 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 currently in place, and plans are underway to develop and implement a third pathway, further enhancing opportunities for students to explore specialized fields.|Met||2026-06-16|2026 19101990106880|Jardin de la Infancia|7|Jardin de la Infancia utilizes student enrollment records, instructional program documentation, Individualized Education Programs (IEPs), English Learner records, and classroom-based monitoring tools to ensure that all students have access to a broad course of study aligned with California State Standards. The school reviews participation and access across grade levels, English Learners, socioeconomically disadvantaged students, and students with exceptional needs to ensure equitable access to core instruction, designated and integrated ELD, enrichment opportunities, intervention supports, and special education services. Ongoing monitoring of student schedules, service delivery, and instructional programming helps ensure that all students receive access to the full educational program.|Jardin de la Infancia reviews student enrollment records, instructional schedules, IEP service plans, English Learner records, and program participation data to ensure all students have access to and are enrolled in a broad course of study. All students receive instruction in English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Visual and Performing Arts, and Social-Emotional Learning, aligned with California State Standards and appropriate for the TK–1 grade span. As a single-site TK–1 school, there are no differences across school sites in access to the educational program. Local data indicate that English Learners, socioeconomically disadvantaged students, and students with exceptional needs have equitable access to core instruction, designated and integrated ELD, intervention supports, enrichment opportunities, and specialized services as identified through Individualized Education Programs (IEPs). Ongoing monitoring confirms that all students are enrolled in and have access to the full educational program, with additional supports provided as needed to ensure meaningful participation and success.|Based on a review of local measures and program data, Jardin de la Infancia has not identified significant barriers preventing students from accessing a broad course of study. All students are provided access to standards-aligned instruction and required educational programs appropriate for the TK–1 grade span.|In response to local data and ongoing program review, Jardin de la Infancia will continue to maintain and strengthen access to a broad course of study for all students. The school will continue monitoring student participation in core academic programs, English Learner services, intervention supports, enrichment activities, and special education services to ensure equitable access for all student groups. The school will also continue to leverage community partnerships and supplemental programs to enhance learning opportunities and provide students with experiences that support academic, social-emotional, and creative development.|Met||2026-06-25|2026 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||2026-06-18|2026 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||2026-06-18|2026 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||2026-06-17|2026 19101990115212|Magnolia Science Academy 2|7|MSA-2 utilizes multiple locally selected measures and tools to monitor student access to and enrollment in a broad course of study across grade spans and student groups. Key tools include the master schedule, student schedules, transcripts, course rosters, and elective selection forms, which ensure all students are enrolled in core content areas (ELA, mathematics, science, and social science) as well as elective and enrichment courses aligned to the charter and graduation requirements. The school also uses 4-year plans, individual graduation plans, and credit recovery tracking systems to monitor student progress toward UC/CSU eligibility and timely graduation. Student performance data from CAASPP, NWEA MAP, Interim Assessment Blocks (IABs), and the California Dashboard are regularly reviewed to ensure equitable access and outcomes for unduplicated student groups and students with exceptional needs. Additionally, MSA-2 monitors access for specialized populations through IEP progress monitoring, ELD placement and progress data, and MTSS structures, ensuring appropriate supports and course access. Ongoing review of AP participation, dual enrollment, and intervention program enrollment further supports equitable access to rigorous and comprehensive coursework for all students.|MSA-2 ensures that all students have access to and are enrolled in a broad course of study, including core academic subjects and a range of electives aligned to graduation and charter requirements. Based on master schedule reviews, student schedules, and course enrollment data, 100% of students have access to required courses, with additional opportunities for advanced coursework such as AP classes and dual enrollment through partnerships with local community colleges. MSA-2 has not identified differences across student groups in access to core academic programs, including unduplicated student groups and students with exceptional needs. Targeted supports, including ELD services, special education accommodations, intervention courses, and credit recovery, ensure that all students are able to fully participate in the school’s academic program. Ongoing data reviews and progress monitoring systems further support equitable access and participation. Over time, MSA-2 has expanded opportunities for rigorous and enriching coursework, including increased access to dual enrollment, college preparatory programs, and STEAM-focused pathways. The school continues to refine scheduling, course offerings, and support systems to ensure all students are prepared for college and career success.|MSA-2 has not identified significant systemic barriers preventing students from accessing a broad course of study, as all students are provided access to core academic subjects and a range of elective and enrichment opportunities aligned with charter and graduation requirements. Master scheduling, course enrollment monitoring, and targeted support systems ensure equitable access for all student groups, including unduplicated students and students with exceptional needs. However, the school recognizes potential challenges related to resource capacity, staffing, and scheduling constraints, which may impact the expansion of additional advanced coursework, electives, and specialized programs. Student interest and enrollment demand can also influence the availability of certain courses, particularly in advanced pathways such as AP, dual enrollment, and career technical education. To mitigate these challenges, MSA-2 continues to leverage strategic scheduling, partnerships with local community colleges, and targeted academic supports to maximize access and participation. The school will continue to monitor course enrollment data, student needs, and program effectiveness to ensure all students have equitable access to a comprehensive and rigorous course of study.|In response to the results of locally selected measures, MSA-2 will continue to refine and strengthen systems that ensure equitable access to a broad course of study for all students. The school will enhance master scheduling practices to expand access to advanced coursework, including Honors, AP, and dual enrollment opportunities through continued partnerships with local community colleges. MSA-2 will also expand college and career readiness pathways, including experiential learning opportunities such as field trips, internships, and enrichment programs. Targeted supports, including intervention courses, ELD services, and special education supports, will continue to be strengthened to ensure all students, including unduplicated student groups and students with exceptional needs, can fully participate in rigorous coursework. Additionally, the school will continue to use student performance data (CAASPP, MAP, IABs, and Dashboard indicators) to inform course placement, monitor equity in access, and guide instructional decisions. Ongoing collaboration between site leadership and the Home Office will support continuous improvement through regular data review, alignment of goals, and monitoring of student outcomes. Through these actions, MSA-2 will continue to expand opportunities, address emerging needs, and ensure all students are prepared for college and career success.|Met||2026-06-17|2026 19101990121772|Environmental Charter Middle - Gardena|7|ECMSG uses the following locally selected measures and tools to ensure all students have access to and are enrolled in a broad course of study: Cohort-Based Course Structure All ECMSG students are organized into four cohorts that receive the same course of study across the year. This structural decision ensures that access to a broad curriculum is not dependent on individual scheduling decisions and eliminates the risk of certain students being tracked into a narrower course of study than peers. With the exception of 8th grade Algebra, all students in all cohorts access the same courses. Equity Audit for 8th Grade Algebra Placement Because 8th grade Algebra represents the one course where students are differentiated, ECMSG conducts an equity audit prior to rostering. Placement decisions are based on a multiple-measures approach including course grades, verified academic data, and state assessment results, ensuring that no single data point determines access and that placement patterns are reviewed for equity before they are finalized. PowerSchool PowerSchool serves as the student information system for tracking enrollment across all courses and cohorts, providing a record of each student's course of study over time.|All ECMSG students are enrolled in a broad course of study.|There are currently no barriers preventing ECMSG students from having access to, or being enrolled in, a broad course of study.|None necessary.|Met||2026-06-22|2026 19101990125641|KIPP Sol Academy|7|Our school works across teams to ensure all students have access to a broad course of study. Every student enrolled 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 students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. 5th Grade core classes are Science, Math, Social Studies English, and Physical Education. 6th Grade core classes are Physical Education, Science, Math, Social Studies, and English. 7th Grade core classes are English, Social Studies, Math, Science, and Physical Education. 8th Grade core classes are English, Science, Social Studies, Math, and Physical Education. In addition to the core classes listed above, students have access to various electives during their time.|Our school is currently able to offer access to a broad course of study to all enrolled students at all schools.|Our school 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||2026-06-11|2026 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 currently no barriers preventing ECMSI students from having access to, or being enrolled in, a broad course of study.|None necessary.|Met||2026-06-22|2026 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||2026-06-10|2026 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. 83% of our students by the time they are seniors have utilized 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||2026-06-03|2026 19101990135368|Alma Fuerte Public|7|Alma Fuerte Public School utilizes student schedules, course enrollment records, master schedules, intervention rosters, Individualized Education Programs (IEPs), English Learner program records, after-school program participation data, and student participation records for enrichment and extracurricular activities to monitor student access to a broad course of study. The school also reviews enrollment and participation data by grade level, English Learner status, socioeconomic status, race/ethnicity, foster youth status, and disability status to ensure equitable access to academic and enrichment opportunities. Educational partner feedback and program participation data are used to evaluate the effectiveness of course offerings and identify areas for improvement.|Alma Fuerte provides all students with access to a broad course of study aligned with California State Standards and the school's mission of developing academically prepared, socially responsible, and career-ready learners. Students receive instruction in English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Visual and Performing Arts, and designated English Language Development services as appropriate. In addition to core academic subjects, students have access to entrepreneurship education, leadership opportunities, service learning, athletics, performing arts, visual arts, technology integration, after-school enrichment programs, and community-based learning experiences. Middle school students participate in entrepreneurship-focused programming and service-learning opportunities designed to strengthen college and career readiness. Alma Fuerte monitors participation data to ensure equitable access for English Learners, students with disabilities, socioeconomically disadvantaged students, and other student groups. Analysis of local data indicates that students across all demographic groups have access to the school's academic and enrichment programs. Specialized supports and accommodations are provided to ensure students with exceptional needs can fully participate in the broad course of study.|Analysis of local measures indicates that all students have access to a broad course of study; however, the school continues to experience challenges related to facility limitations, scheduling constraints, and available space for expanded programming. Shared-use facilities and ongoing campus limitations may impact the number and variety of enrichment opportunities that can be offered simultaneously. Additionally, staffing and funding constraints can affect the school's ability to expand specialized electives and enrichment programs. The school continues to monitor participation data to ensure that English Learners, students with disabilities, and other student groups experience equitable access to all programs and services. Despite these challenges, Alma Fuerte remains committed to providing comprehensive academic and enrichment opportunities for all students.|In response to local data and educational partner feedback, Alma Fuerte continues expanding opportunities that support a broad course of study for all students. The school is strengthening entrepreneurship and CTE education, arts integration, service learning, leadership development, athletics, and after-school enrichment opportunities while ensuring alignment with student interests and college and career readiness goals. Alma Fuerte continues to monitor participation and enrollment data to identify and address any disparities in access among student groups. Additional efforts will focus on maximizing available facilities, strengthening community partnerships, and leveraging external resources to increase student access to enrichment and experiential learning opportunities. As enrollment continues to grow, Alma Fuerte continues to evaluate opportunities to expand instructional and enrichment programming while maintaining equitable access for all students, including English Learners and students with disabilities. These efforts support the school's commitment to educating the whole child and preparing students for success in high school, college, career, and life.|Met||2026-06-23|2026 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 440 students in grade 6-12 of with student demographics that include: 79.7% Hispanic, 17.9% African American, 0.45% Native/Indigenous, 20.2% English Learners (EL), 18.1% Students with Disabilities (SWD), .2% Foster Youth (FY), and 90.9% 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||2026-06-25|2026 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||2026-06-26|2026 19101990137166|Soleil Academy Charter|7|Soleil Academy tracks access to a broad course of study using the following locally selected measures and tools: the school's Master Schedule, which documents that 100% of students across grades TK through 5 are enrolled in a comprehensive instructional program that includes English Language Arts, Mathematics, Science, Social Studies, Visual Arts, Music, Physical Education, and Social-Emotional Learning; CALPADS enrollment data, which verifies student enrollment across all content areas by grade span, unduplicated student groups, and Students with Disabilities; classroom observation data collected through instructional walkthroughs, which confirms that all students, including unduplicated pupils and individuals with exceptional needs, are receiving instruction across the full course of study; Individualized Education Program (IEP) documentation, which verifies that Students with Disabilities have access to core instruction in the least restrictive environment with appropriate accommodations and supports; and the Expanded Learning Opportunities Program (ELOP) enrollment records, which confirm student participation in after-school and intersession enrichment programming including dance, music, arts, wellness, and project-based learning. These measures collectively confirm that 100% of Soleil Academy students have access to and are enrolled in a broad course of study aligned to the school's mission, state content standards, and LCAP goals.|Based on locally selected measures, 100% of Soleil Academy students across grades TK-5 have access to and are enrolled in a broad course of study that includes ELA, Mathematics, Science, Social Studies, Visual Arts, Music, Physical Education, and Social-Emotional Learning. As a single-site charter school, there are no differences in access across school sites. Master Schedule data, CALPADS enrollment records, and classroom observation data confirm that all student groups, including English Learners (26%), SED (77%), and SWD (10%), receive instruction across all content areas without exclusion or reduction in scope. IEP documentation confirms that SWD access core instruction in the least restrictive environment with appropriate accommodations and supports. Over time, Soleil Academy has expanded the breadth of its course of study. During 2025-26, the school successfully piloted the Amplify Science curriculum across K-5, increasing access to NGSS-aligned, inquiry-based science instruction. Expanded Learning program enrollment data confirms student participation in after-school and intersession enrichment, including dance, music, arts, wellness, and project-based learning. For 2026-27, the school plans to add a structured sports program and robotics programming to further broaden enrichment access. These data points confirm equitable access to a comprehensive course of study for all students, with no identified differences across across student groups.|While 100% of students have access to and are enrolled in a broad course of study, several barriers could limit the depth or sustainability of that access. The primary barrier is facility constraints under the Proposition 39 lease agreement, which limits the school's ability to modify or expand instructional spaces. The absence of a dedicated science lab for grades K through 4 has restricted hands-on science instruction to classrooms. To address this, Soleil Academy will implement dedicated science lab blocks for grades K through 4 in 2026-27 led by an enrichment teacher. A second barrier is staffing and budget capacity. Providing specialized enrichment in visual arts, music, and physical education requires dedicated staffing and materials that place ongoing pressure on the budget. Expanding offerings, including a structured sports program and robotics, requires sustainable funding and qualified personnel. A third barrier is limited physical space for expanding leveled classroom libraries and storing enrichment materials, which affects the school's ability to fully support independent reading programs and house equipment for new programming. Soleil Academy addresses these barriers through strategic resource allocation, community partnerships, and creative use of existing facilities to ensure all students maintain equitable access to a comprehensive course of study.|In response to identified barriers, Soleil Academy will implement targeted actions in 2026-27 to expand access to a broad course of study. To address the gap in hands-on science instruction, the school will implement dedicated science lab blocks for grades K through 4 led by an enrichment teacher, providing NGSS-aligned, inquiry-based investigations that build scientific knowledge and critical thinking. Amplify Science will continue in grade 5, with exploration of expansion to lower grades to ensure vertical coherence from TK through 5. To broaden enrichment, the school will launch a structured sports program exposing students to a variety of athletic activities, with funding for staffing, equipment, and implementation based on direct PAC family feedback. Robotics programming will launch to expand STEM enrichment. The school will also implement quarterly tutoring cycles aligned to the Student Success Team process for targeted academic intervention. To sustain expanded programming within budget constraints, Soleil Academy will leverage Community Schools Partnership Program grant funding, Expanded Learning Opportunities Program resources, and strategic community partnerships to support enrichment staffing, materials, and programming. These actions ensure all students continue to have equitable access to a comprehensive and expanding course of study.|Met||2026-06-27|2026 19101990137679|Magnolia Science Academy 5|7|Magnolia Science Academy-5 uses multiple local tools to monitor whether all students have access to and are enrolled in a broad course of study aligned to grade-level standards, charter goals, graduation requirements, and college/career readiness expectations. These tools include the master schedule, student schedules, class rosters, transcripts, report cards, graduation tracking tools, 4-year academic plans, course request/elective interest forms, counseling records, intervention placement data, English Learner progress data, IEP/504 accommodations, and student information system reports. MSA-5 also reviews enrollment and course access by grade level and student group, including unduplicated pupils, English Learners, students with disabilities, and students needing academic intervention or credit recovery. Counselors and administrators monitor student placement in core courses, interventions, electives, AP opportunities, dual enrollment, and college/career readiness supports. Educational partner feedback, including annual student, family, and staff surveys, is also used to identify course-access needs and student interest in expanded electives, sports, enrichment, field trips, and extracurricular opportunities.|Using locally selected measures, MSA-5 confirms that students are enrolled in a standards-based course of study that includes English language arts, mathematics, science, social science, physical education/health, English language development as applicable, intervention support, college/career readiness opportunities, and electives aligned to school goals and student interests. MSA-5 continues to provide access to a college-preparatory program, including A-G aligned coursework, AP courses, dual enrollment opportunities with Los Angeles Pierce College, advisory and counseling supports, and academic interventions for students needing additional support. Students also have access to instructional technology and supplemental platforms that support individualized learning and intervention. English learners receive designated and integrated ELD, while students with IEPs or 504 plans receive supports and accommodations to participate in the general education program to the greatest extent appropriate. Survey data and feedback show that students and families value the school’s academic quality and supportive staff, while also requesting expanded enrichment options, including more electives, sports, field trips, extracurricular activities, and improved facilities. These findings show that MSA-5 provides access to core academic requirements and college-preparatory pathways, while continuing to expand enrichment and elective opportunities as facility and staffing capacity increase.|MSA-5 continues to provide all students with access to required core academic courses and college-preparatory pathways; however, several barriers limit the full expansion of a broad course of study. The most significant barrier has been facility constraints. Operating in a limited/shared campus environment has restricted access to specialized instructional spaces needed for expanded electives, lab-based science, visual and performing arts, athletics, CTE-style experiences, and larger extracurricular programming. Survey feedback confirms that students and families want more course variety and enrichment opportunities. Students requested more activities, sports, field trips, better facilities, improved lunch options, and additional electives/classes. Families similarly requested expanded sports and extracurricular options, stronger supervision and safety in open areas, a larger/improved facility, and more opportunities for parent and student voice. Additional barriers include scheduling constraints, staffing capacity for specialized courses, and the need to support students who enter below grade level, are newcomers, are English Learners, or require credit recovery/intervention. As enrollment is expected to grow with the transition to the new campus, MSA-5 must carefully balance required core courses, interventions, ELD, special education supports, electives, AP/dual enrollment, and enrichment while preserving access for all student groups.|MSA-5 will continue strengthening access to a broad course of study by maintaining a college-preparatory academic program while expanding enrichment, elective, and real-world learning opportunities. The school will continue offering core academic courses, interventions, ELD support, AP coursework, dual enrollment, advisory/counseling supports, and college/career readiness activities. In response to survey feedback, MSA-5 will prioritize expanded opportunities in electives, athletics, extracurricular activities, field trips, clubs, and enrichment programs. Student and family feedback, course request data, and master schedule reviews will be used to identify high-interest offerings and determine what can be implemented based on staffing, facilities, and budget. The transition to the new campus at 7111 Winnetka will support broader programming that was limited by the previous facility, including lab-based learning, arts, athletics, student activities, and career-aligned experiences. MSA-5 will also develop a transition plan that includes student onboarding, family orientation, refreshed PBIS expectations, supervision plans, and academic scheduling systems. The school will continue monitoring course access by student group, including English learners, students with disabilities, socioeconomically disadvantaged students, and students needing intervention or credit recovery, to ensure equitable participation in core courses, electives, enrichment, and college/career pathways.|Met||2026-06-17|2026 19101990138669|Da Vinci RISE High|7|||||Not Met|||2026 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.|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||2026-06-10|2026 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||2026-06-22|2026 19101990140798|Bridges Preparatory Academy|7|Bridges Preparatory Academy (BPA) uses the following locally selected measures and tools to track student access to, and enrollment in, a broad course of study, disaggregated by grade span (6, 7, 8), unduplicated student groups (English Learners, Long-Term English Learners, Socioeconomically Disadvantaged, and foster youth), and Students with Disabilities: 1. Master Schedule Review: Annual review confirming all students in grades 6-8 are enrolled in ELA, Mathematics, Science, Social Studies, Physical Education, and electives (Coding, Film and Media, Creative Writing) aligned to California content standards. 2. Course Enrollment Data: Disaggregated by student group, confirming equitable access across all unduplicated student groups and SWDs. 3. ELOP and Afterschool Program Enrollment: Confirming participation in enrichment, tutoring, intersession, and summer programming, with priority placement for unduplicated students. 4. IEP and ELD Service Tracking: Ellevation platform for English Learners; IEP service logs for SWDs confirming access to grade-level content with appropriate accommodations. 5. Walkthrough and Observation Data: Confirming standards-aligned instruction across all classrooms. 6. Annual Master Schedule Equity Audit: Reviewing course assignments for disproportionate exclusion of unduplicated students or SWDs from any course.|Based on BPA's locally selected measures and tools, all students in grades 6-8 have full access to, and are enrolled in, a broad course of study aligned to California content standards. Master Schedule Review and disaggregated course enrollment data confirm that 100% of students, including all unduplicated student groups (English Learners, Long-Term English Learners, Socioeconomically Disadvantaged students, and foster youth) and Students with Disabilities (SWDs), are enrolled in ELA, Mathematics, Science, Social Studies, Physical Education, and elective courses. As a single-site charter school, BPA has no differences across school sites. Across student groups, no disparities in course access have been identified through the master schedule review or course enrollment audits. English Learners receive the full core curriculum with designated and integrated ELD support through the Ellevation platform and ELD Coach. SWDs access grade-level content with IEP-aligned accommodations and Specialized Academic Instruction. Beyond the regular school day, BPA's ELOP and Afterschool Program provide enrichment and tutoring with priority placement for unduplicated students, expanding broad-course-of-study access. Progress over time reflects sustained 100% enrollment in the broad course of study across all grade spans and student groups, with continued expansion of electives and enrichment opportunities.|Based on BPA's locally selected measures and tools, no significant barriers have been identified that prevent the school from providing access to a broad course of study for all students. Master Schedule Review and course enrollment data confirm that 100% of students in grades 6-8, including all unduplicated student groups and Students with Disabilities, are enrolled in ELA, Mathematics, Science, Social Studies, Physical Education, and elective courses. BPA has proactively addressed several factors that could otherwise serve as barriers. As a small school serving 164 students, BPA carefully designs its master schedule to ensure that intervention, ELD support, and Specialized Academic Instruction do not displace core academic courses. English Learners receive designated ELD instruction through scheduling structures that maintain full access to grade-level content. Students with Disabilities receive IEP-aligned accommodations and services that support, rather than replace, access to the general education curriculum in the least restrictive environment. BPA's continued challenge is sustaining and expanding the breadth of elective and enrichment offerings within the constraints of a small middle school. To address this, BPA continues its ELOP and Afterschool Program offerings, including the addition of Math Club and Book Club recommended by the Student Advisory Committee for 2026-27.|Based on the results of BPA's locally selected measures and tools, the school will implement the following revisions, decisions, and new actions for the 2026-27 school year to sustain and expand access to a broad course of study for all students. BPA will continue to maintain 100% enrollment in the comprehensive broad course of study across all grade spans (6-8) and student groups through ongoing Master Schedule Review and course enrollment audits. BPA will continue to deliver designated and integrated English Language Development through the ELD Instructional Coach and Ellevation platform, ensuring English Learners maintain full access to grade-level content. BPA will also continue to align Specialized Academic Instruction and IEP services for Students with Disabilities to support, rather than replace, general education curriculum access in the least restrictive environment. For 2026-27, BPA will add Reading and Mathematics Instructional Coaches to provide Tier 2 and Tier 3 intervention without displacing core course access, and will add Math Club and Book Club through the Afterschool Program to expand enrichment in response to Student Advisory Committee feedback. BPA will continue and expand ELOP programming, including daily afterschool, intersession, and summer offerings, with priority placement for unduplicated students, and will continue the USC partnership hosting the BPA Student Ambassador Leadership Program.|Met||2026-06-22|2026 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. 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||2026-06-25|2026 19101991996610|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||2026-06-16|2026 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||2026-06-23|2026 19101996119945|Magnolia Science Academy|7|Magnolia Science Academy-1 (MSA-1) utilizes several locally selected measures to monitor student access to and enrollment in a comprehensive course of study: Master Schedule Reviews: Conducted to ensure all students have access to a full suite of courses—including ELA, Math, Science, Social Studies, Physical Education, Visual/Performing Arts, and Electives—that align with grade-level standards. SIS Data Analysis: Student Information System reports are disaggregated by grade level and student groups (including English learners, low-income students, foster youth, and students with exceptional needs). This allows the school to identify and close any potential access gaps. IEP Compliance Reviews: These ensure that students with disabilities are enrolled in appropriate, individualized courses that meet both their academic and specific learning requirements. Enrollment Audits: Periodic audits are performed to verify equitable participation in enrichment courses, college-preparatory pathways, and Dual-Enrollment programs across all student demographics. Through these tools, MSA-1 ensures that every student, regardless of background, is enrolled in a well-rounded curriculum designed to foster long-term academic success.|Magnolia Science Academy-1 (MSA-1) ensures all students, across all grade spans, have access to a comprehensive course of study. This includes core academic subjects—English Language Arts, Mathematics, Science, and Social Studies—alongside physical education, visual and performing arts, technology, and various enrichment electives. Findings by Student Group Unduplicated Groups: Analysis of SIS data confirms that English learners, low-income students, and foster youth are enrolled in core and elective courses at rates comparable to their peers, with no disproportionate underrepresentation in college-preparatory or enrichment pathways. Students with Exceptional Needs: These students are enrolled in the full range of grade-appropriate core content. IEP compliance reviews verify that they receive access to both general education and specialized academic instruction, with necessary supports in place to ensure full inclusion in elective and non-core courses. Progress and Consistency There are no significant disparities in course access at MSA-1. Over the last two years, the school has successfully expanded elective offerings based on student interest surveys—specifically increasing participation in coding, visual/performing arts, and specialized electives. This ongoing monitoring ensures that all students, regardless of background, engage in a rich and equitable educational experience.|MSA-1 provides access to a college-preparatory, STEAM-focused broad course of study to all our students with no barriers to providing access to a broad course of study.|"Magnolia Science Academy-1 (MSA-1) is dedicated to providing a rigorous, STEAM-focused, college-preparatory curriculum that ensures all students graduate college and career-ready. To maintain and expand this access, the school has implemented the following actions: Program Expansion: MSA-1 continuously evaluates and expands its ""well-rounded education"" offerings based on student interest and identified needs. This includes a growing selection of career-aligned electives, diverse visual and performing arts, and enhanced civics education. Holistic Support: We have integrated robust Social-Emotional Learning (SEL) programs and physical education to support the whole child, ensuring they are mentally and physically prepared to engage with a demanding academic schedule. Experiential Learning: To bridge the gap between classroom theory and real-world application, the school prioritizes instructional field trips, community service projects, and student-led clubs. Resource Optimization: While expansion is subject to financial and human resource availability, MSA-1 is committed to maximizing its current budget and staffing to reflect the core academic and elective programs outlined in our charter petition. Through these responsive actions, MSA-1 ensures that its educational model remains inclusive, equitable, and aligned with the evolving needs of our student population."|Met||2026-06-17|2026 19642120000000|ABC Unified|7|ABC Unified utilizes the Aeries Individualized Academic Planner and Graduation/College Readiness Dashboard to monitor student progress toward graduation and A–G completion requirements, along with College and Career Indicator rates. Counselors and administrators regularly review student progress data, including information related to English learners, foster youth, low-income students, and students with disabilities. Monthly meetings with counselors and secondary administrators support ongoing review of course access, student progress, and intervention needs.|The District’s College and Career Indicator has increased by 10% since 2019, indicating that the district’s efforts to improve access to a broad range of courses of study are moving in the right direction. Students had access to expanded credit-recovery opportunities, summer school, tutoring, dual-enrollment programs, and Career Technical Education (CTE) pathways. Schools also provided scheduling supports, including zero-period, extended-period, and online course opportunities to increase access to graduation and college preparatory coursework. Read 180 and English 3D courses were approved for UC/CSU A–G English credit, increasing access for English learners to earn college-preparatory credit while receiving language development support. Summer courses were offered to English Learners, and Long-Term English Learners focused on CTE, Physical Education, and World History to expand course offerings during the year for specialized groups.|District data identified scheduling barriers for some English learner students and students with disabilities who require support courses during the regular school day. These scheduling conflicts may limit access to additional A–G or elective courses. The District also identified challenges related to participation in zero-period and after-school course options, which impacted the effectiveness of some expanded scheduling opportunities.|The District will continue to explore flexible scheduling models, including, but not limited to, block scheduling and expanded course options, to increase student access to A–G, CTE, and support courses during the school day. Counselor and administrator training will continue to support the effective use of academic planning and monitoring tools, such as the College and Career Guidance Initiative. Summer school, online learning opportunities, tutoring, and dual-enrollment access will also continue to expand. ABC Unified will continue reviewing course access data to identify and address barriers affecting student groups, including English learners, foster youth, and students with disabilities. Progress will be monitored through A–G completion rates, CTE completion data, course enrollment patterns, dual enrollment participation, and subgroup access data.|Met||2026-06-16|2026 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 (347 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 expanding and developing the 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||2026-06-09|2026 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 expanding the district-wide Core Instructional Model (CIM) over the last three 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||2026-06-09|2026 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 2025-26 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 some participation in intervention courses 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 an increase in participation in CTE courses over the past few years. Additional information about course enrollment and the number of courses offered in various subjects at schools can be found on the California Department of Education DataQuest web page. California Department of Education DataQuest web page.|Met||2026-06-04|2026 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 and provision of various supports. According to the CALPADS annual report and additional SEIS data, 61% of students with disabilities spent 80% of their school day in a general education setting. In addition, 22% 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. 95.8% of graduating students go to a four- or two-year college, 1% are enlisting in the military and 3.2% are pursuing other options. Those other options include enlisting in the military, attending a|Based on our high school graduation data (99.6% of students graduated 2025-2026) 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. At two of the middle schools in AUSD, a seven-period day allows all students to have an elective of their choosing while the third offers an advisory period to accommodate appropriate interventions and specialized programs. 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). Starting in the 2026-27 school year, a part-time VAPA support advisor will be working with the visual and performing arts teachers across the district. This position will help coordinate and align arts programs across the district ensuring a standard level of offerings while allowing individual schools to offer unique programs as well. 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 the least restrictive environment.|Met||2026-06-23|2026 19642790000000|Azusa Unified|7|AUSD tracks progress in meeting Priority 7 standards by conducting regular qualitative and quantitative reviews of course offerings, master class schedules, and school site timetables. These reviews assess the extent to which all students have equitable access to, and are enrolled in, a broad course of study. Additionally, detailed course enrollment reports generated through the District’s Student Information System (SIS) are utilized to monitor and verify access and enrollment disaggregated by grade spans, unduplicated student groups, and individuals with exceptional needs. For the 2025-2026 school year, 100% of AUSD students had full access to a broad course of study as defined by California Education Code Sections 51210 (for elementary programs) and 51220(a)-(i) (for secondary programs).|"Azusa Unified School District (AUSD) ensures all TK-6 students participate in a broad course of study by providing full access and enrollment in the seven state-mandated instructional areas at all elementary sites, enriched by visual and performing arts (VAPA) during and after school. At the secondary level, all students retain full access to a broad course of study. While specialized programs vary by site, students have the flexibility to transfer to alternative District schools to access specific pathways. Notable secondary options include Medical, Engineering, and Computer Science pathways, industry-aligned CTE programs, dual-enrollment college courses, and Advanced Placement (AP) classes. To eliminate systemic barriers for unduplicated student groups and individuals with exceptional needs, AUSD designs flexible schedules. For instance, zero-period or seventh-period options allow English learners to receive designated ELD support without sacrificing elective or pathway enrollment. Over time, AUSD has intentionally expanded the variety of courses to meet broad course-of-study goals. A key example of this continuous improvement is the LCAP-funded Mariachi program, which has expanded to serve grades 4–12 and is aligned to meet rigorous UC/CSU ""a-g"" VAPA requirements for high school students, ensuring equitable, culturally responsive access across the District."|Through systemic master schedule audits and local data analysis, AUSD identified two primary structural barriers to providing an equitable course of study. First, overall enrollment levels and localized student demand limit the variety of courses smaller campuses can sustainably provide. Second, traditional instructional-day constraints create scheduling conflicts between required intervention support and desired electives. To dismantle these barriers, the District strategically offers zero-period and seventh-period options at targeted sites, giving students the scheduling flexibility they need to access advanced pathways and enrichment without sacrificing core academic support.|To overcome the limitations of smaller school sizes and ensure equitable access to courses, AUSD implements strategic procedural adaptations funded by a combination of District resources and Supplemental and Concentration (S&C) funds. A key operational change includes funding specialized teacher travel between secondary campuses, allowing high-interest pathways and advanced coursework to be shared across multiple sites rather than restricted to a single location. Moving into the 2026–2027 school year, the District will maintain a continuous improvement cycle that translates enrollment data into master-scheduling and budgeting decisions. This includes offering and expanding zero-period and seventh-period classes at targeted sites to provide the scheduling flexibility students need to enroll in electives and enrichment tracks alongside core requirements. Furthermore, AUSD will implement a more rigorous, ongoing monitoring process specifically focused on the enrollment patterns of underrepresented student groups, unduplicated students, and individuals with exceptional needs. This data-driven review will allow District and site leadership to proactively identify and close participation gaps in college-preparatory (a–g), CTE, and enrichment opportunities, ensuring that a student's campus enrollment or demographic background never limits their access to a broad and engaging course of study.|Met||2026-06-23|2026 19642870000000|Baldwin Park Unified|7|Baldwin Park Unified utilizes multiple locally determined indicators to evaluate and confirm that all students—including those in unduplicated student groups and students with exceptional needs across all grade levels—have equitable access to and participation in a comprehensive course of study. These indicators include review of course catalogs, A–G completion data, master schedules, Advanced Placement (AP) exam participation and performance, and overall course completion outcomes. In addition, the district implements co-teaching models as an instructional strategy to strengthen access to rigorous coursework and support diverse learners within inclusive classroom settings. co-teaching allows educators to collaboratively plan, deliver, and assess instruction, increasing opportunities for differentiation, targeted support, and real-time academic intervention. The district examines these data sets through the lenses of access, availability, equity, enrollment patterns, academic supports, and potential barriers in order to identify gaps and strengthen systems that ensure all students can engage in a broad range of rigorous academic opportunities.|Using locally selected indicators—including course catalogs, master schedules, and enrollment data—Baldwin Park Unified has found that students across the district generally have access to a broad course of study, with some variation between high school sites. Certain specialized programs are currently available at one high school and not the other, reflecting the distinct interests and identity of each school community. The district’s Curriculum Council, which includes representatives from all high schools, supports ongoing collaboration and alignment to promote equitable access. Overall, continued efforts are focused on expanding course offerings and reducing barriers so that all student groups can access a wide range of academic opportunities.|Baldwin Park Unified School District has identified some challenges that may impact equitable access to a broad course of study across all student groups. Some specialized courses are available at only one of the district’s two comprehensive high schools; while transportation options are provided, scheduling and other logistical considerations may still limit student participation. Additionally, limited student interest or low enrollment in certain elective offerings may lead to course cancellations. Fiscal constraints also influence the district’s ability to sustain courses with very small class sizes, which may affect the breadth of course options available to students.|To promote equitable access, the District implements consistent processes to monitor enrollment in a broad course of study for all student groups, including English learners, foster youth, low-income students, and students with disabilities. Ongoing Curriculum Council meetings review course offerings and pathway options, while administrative analysis of master schedules supports balanced and equitable access across school sites.|Not Met|||2026 19642871996479|Opportunities for Learning - Baldwin Park|7|The LEA utilizes multiple locally selected measures and tools to monitor student access to and enrollment in a broad course of study for all student groups, including unduplicated pupils and students with exceptional needs. Academic Learning Plans (ALPs), transcript reviews, credit audits, and Postsecondary Counselor (PSC) meetings guide individualized academic planning and help ensure students remain on track toward graduation, A-G completion, and college and career readiness. Student placement and instructional support are informed through diagnostic and benchmark assessments administered throughout the year, including Renaissance Star, ELPAC, CAASPP, and Exact Path data. English Learners and Students with Disabilities receive ongoing monitoring through ELD staff, Special Education case managers, IEP progress reviews, and intervention planning meetings to ensure appropriate course access, accommodations, and support services. Instruction is delivered through a flexible model that includes independent study curriculum, direct instruction classes, SGI, Edmentum, LYLA, iLit, and intervention supports aligned to CCSS, NGSS, and ELD standards. Students have access to more than 60 core courses and over 100 elective offerings, with approximately 90% meeting UC A-G requirements and 96% incorporating SDAIE strategies. Expanded dual enrollment opportunities, onsite Mt. SAC courses, and CTE pathways continue to increase college and career readiness opportunities for all learners.|All students continue to have access to a broad course of study through individualized academic planning, flexible scheduling, and multiple instructional delivery models. Academic Learning Plans (ALPs), transcript reviews, benchmark assessments, and Postsecondary Counselor (PSC) meetings are used to monitor course access, graduation progress, and college and career readiness for all student groups, including English Learners, Students with Disabilities, foster youth, homeless youth, and socioeconomically disadvantaged students. The LEA’s instructional program includes Direct Instruction, Small Group Instruction (SGI), independent study curriculum, Student Activity Workbooks, Edmentum, LYLA, iLit, and intervention supports aligned to CCSS, NGSS, and ELD standards. Students have access to a wide range of core courses and elective offerings designed to support graduation requirements, A-G completion, and career exploration. Renaissance Star, Exact Path, ELPAC, and CAASPP data are used to identify intervention needs and guide placement into targeted supports. The LEA has also continued expanding college and career readiness opportunities through dual enrollment, onsite Mt. SAC courses such as American Sign Language, and CTE pathways including cosmetology and nursing. These opportunities remain accessible across programs and student groups, with continued efforts to strengthen participation and enrollment among historically underserved students.|Several barriers continue to impact the LEA’s ability to provide full access to a broad course of study for all students. Physical space limitations at the learning center can restrict scheduling flexibility and limit the number of Direct Instruction and Small Group Instruction (SGI) classes offered at one time. As student intervention needs increase, balancing instructional space and staffing remains an ongoing challenge. Within the online program, maintaining smaller class sizes to provide individualized support can limit the availability of electives, intervention courses, and specialized pathways. Student attendance, inconsistent engagement, and credit deficiencies may also impact participation in expanded opportunities such as dual enrollment, CTE pathways, and enrichment activities. Technology access remains a challenge for some students, particularly those experiencing housing instability or unreliable internet access. Although the LEA provides devices and hotspots when available, delays related to inventory or changing student circumstances can affect continuity of instruction. Additionally, some students require intensive academic, behavioral, language, or social-emotional support that may affect pacing and course completion. The LEA continues addressing these barriers through expanded intervention supports, flexible instructional models, targeted outreach, and ongoing review of student needs and course access.|School climate and educational partner feedback reflected continued growth in student perceptions related to academic challenge and access to support. In response, the LEA has continued strengthening instructional systems through expanded tutoring, Small Group Instruction (SGI), Direct Instruction (DI), intervention classes, and targeted academic support designed to address learning gaps among English Learners, Students with Disabilities, and other identified student groups. To further expand access to a broad course of study, the LEA continues enhancing college and career readiness opportunities through additional CTE pathways, dual enrollment participation, onsite college coursework, and individualized academic planning. Cohort-based supports, Postsecondary Counselor (PSC) meetings, and intervention planning continue to help students successfully access and complete these opportunities while strengthening preparation for postsecondary pathways. Educational partner input remains an important component of continuous improvement efforts and continues to inform revisions to programs, supports, and engagement opportunities. Surveys, Achievement Chats, academic planning meetings, and family engagement events continue to guide decision-making and identify student needs. The LEA also maintains access to counseling, social-emotional learning supports, and mental health resources to help remove barriers impacting attendance, participation, and course completion. Together, these eff|Met||2026-06-22|2026 19642950000000|Bassett Unified|7|Bassett Unified School District monitors student access to and participation in a broad course of study through multiple local measures. The district reviews master schedules, student enrollment in courses, course offerings, and course completion data to ensure students have equitable access to standards-aligned academic programs, Career Technical Education (CTE), Advanced Placement (AP), dual enrollment, visual and performing arts, world languages, and intervention and enrichment opportunities. Data are analyzed across grade spans, unduplicated student groups, and students with exceptional needs to identify and address potential gaps in access or participation. These measures support ongoing planning and scheduling decisions to ensure all students have opportunities to engage in a comprehensive educational program that prepares them for college, career, and life.|Bassett Unified School District provides all students with equitable access to a broad course of study through a consistent educational program offered across all school sites. The district uses master schedules, student enrollment data, course offerings, and course completion data to ensure students have access to standards-aligned core academic courses, Career Technical Education (CTE), Advanced Placement (AP), dual enrollment opportunities, visual and performing arts, world languages, intervention, and enrichment programs appropriate to each grade span. Analysis of local data indicates there are no significant differences in access to a broad course of study across school sites, as comparable programs and course offerings are available throughout the district. The district also monitors enrollment and course completion by grade span, unduplicated student groups, and students with exceptional needs to ensure equitable participation and identify any barriers to access. Ongoing review of scheduling and enrollment data supports continuous improvement and ensures all students have opportunities to participate in a comprehensive educational program that prepares them for college, career, and life.|Based on the review of local measures, Bassett Unified School District has identified few barriers to providing students with access to a broad course of study. One barrier identified was the previous bell schedule, which limited scheduling flexibility and reduced students' ability to enroll in additional elective, Career Technical Education (CTE), intervention, and enrichment courses. To address this need, the district implemented a revised bell schedule that includes a seventh instructional period, increasing opportunities for students to access a broader range of courses while meeting graduation and college and career readiness requirements. In addition, the district has expanded access by utilizing the Adult Education campus to offer additional instructional opportunities and increase scheduling flexibility. These changes have improved students' ability to enroll in courses that align with their academic goals, career interests, and individual learning needs. The district will continue to monitor enrollment, scheduling, and course completion data to ensure all students have equitable access to a comprehensive course of study.|In response to the review of local measures, Bassett Unified School District has implemented several actions to ensure all students have equitable access to a broad course of study. The district revised the high school bell schedule to include a seven-period day, providing students with greater scheduling flexibility and increased opportunities to enroll in elective, intervention, Advanced Placement (AP), Career Technical Education (CTE), and college preparatory courses. The district also expanded access to CTE by allowing students to enroll in courses offered at the Adult Education campus, where high school teachers provide instruction in industry-aligned pathways. Additionally, CTE and dual enrollment opportunities have been expanded to both the comprehensive high school and the continuation high school, ensuring that all students have access to college and career readiness experiences regardless of the school they attend. Bassett Unified continues to provide A–G course offerings at all high school sites to support college eligibility, offers Spanish instruction at the middle school to promote world language learning, and provides music instruction from transitional kindergarten through grade 12 to ensure students have access to a well-rounded educational experience. The district will continue to monitor enrollment and course completion data to evaluate participation and make adjustments that promote equitable access and student success across all schools.|Met||2026-06-23|2026 19643030000000|Bellflower Unified|7|BUSD uses Aeries, our student information system, to monitor students who are on track for A-G completion and to regularly run queries to ensure all student groups have access to a broad course of study. Course offerings and enrollment reports are analyzed by grade spans and student groups to see where improvements may be needed. Middle and high school counselors have implemented the California Colleges Guidance Initiative (CCGI) platform. This forum allows students to explore career and college options, monitor their progress towards goals and ensure that their four-year plans are on track.|All students have access to and are enrolled in a broad course of studies as defined by the California Education Code 51210 and 51220. Analysis of the data indicates that the highest enrollment across student groups is in the fine arts and CTE classes. No disparity of student groups is apparent with advanced 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. Additionally, student scheduling practices at the secondary level will be refined and more strategic in reviewing student schedules to ensure that students are provided opportunities to enroll in fine arts, CTE and advanced English and math classes, if appropriate.|Met||2026-06-18|2026 19643110000000|Beverly Hills Unified|7|BHUSD uses multiple locally selected measures to monitor student access to and enrollment in a broad course of study for all students, including unduplicated student groups and students with exceptional needs. These measures include student enrollment data, course enrollment reports, A-G completion data, master schedule reviews, student transcripts, IEP reviews, English Learner progress monitoring, and counselor and administrator reviews of student schedules. The district also monitors participation in Career Technical Education (CTE), Visual and Performing Arts, World Languages, Advanced Placement (AP), Dual Enrollment, High Impact Tutoring, intervention programs, and expanded learning opportunities to ensure equitable access. Educational partner feedback from the LCAP process, Strategic Plan committees, ELAC, DELAC, and advisory groups also informs course offerings and program access. Elementary students receive a comprehensive standards-based program that includes music, art, Maker Space, science, technology, and physical education. Secondary students have access to nearly 40 elective courses at Beverly Vista Middle School and nearly 50 elective courses at Beverly Hills High School, including AP, Dual Enrollment, CTE, Visual and Performing Arts, and World Languages. These measures allow BHUSD to monitor equitable access, identify participation trends, and ensure every student has access to a rigorous, well-rounded educational program.|BHUSD ensures all students have equitable access to a broad course of study aligned with California State Standards and A-G requirements. Elementary students receive instruction in English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Visual and Performing Arts, music, technology, and Maker Space. Secondary students have access to nearly 40 elective courses at Beverly Vista Middle School and nearly 50 elective courses at Beverly Hills High School, including Career Technical Education (CTE), World Languages, Advanced Placement (AP), Dual Enrollment, and Visual and Performing Arts. The district monitors enrollment data, master schedules, A-G completion, IEPs, English Learner participation, and course enrollment reports to ensure equitable access for all students. Additional supports, including High Impact Tutoring, intervention programs, counseling, and expanded learning opportunities, help ensure unduplicated students and students with exceptional needs have access to rigorous coursework. Local data indicate that students across all school sites have access to a comprehensive educational program with no significant disparities in course availability. BHUSD continues to review participation data and educational partner feedback to ensure equitable enrollment and expand opportunities that prepare every student for college, career, and lifelong success.|BHUSD's locally selected measures indicate that all students have access to a broad course of study; however, the district continues to address barriers that may limit full participation for some student groups. These barriers include scheduling conflicts, balancing intervention and elective opportunities, staffing limitations in specialized courses, and ensuring that English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students are fully aware of and supported in accessing advanced coursework and elective programs. The district also recognizes the need to continue expanding access to college and career pathways, Dual Enrollment, Advanced Placement courses, and extracurricular enrichment opportunities while maintaining appropriate academic interventions. BHUSD addresses these barriers through individualized academic planning, counseling services, IEP and English Learner monitoring, High Impact Tutoring, expanded learning opportunities, and ongoing review of enrollment data. Educational partner feedback and annual program reviews continue to guide decisions regarding course offerings, staffing, and student supports to ensure equitable access for every student.|In response to local data and educational partner feedback, BHUSD will continue expanding equitable access to rigorous coursework and enrichment opportunities for all students. The district will regularly review master schedules, course enrollment patterns, and student participation data to identify and address barriers to access, particularly for English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students. BHUSD will continue implementing High Impact Tutoring, targeted intervention programs, expanded learning opportunities, and individualized academic planning to ensure students receive the support needed to access a broad course of study. The district will also continue strengthening college and career pathways through Advanced Placement (AP), Dual Enrollment, Career Technical Education (CTE), World Languages, and Visual and Performing Arts programs. Additionally, BHUSD will provide ongoing professional development for staff, monitor A-G completion and graduation pathways, and use educational partner feedback to refine course offerings and scheduling. These continuous improvement efforts, guided by the district's Strategic Plan and LCAP, ensure all students have equitable access to high-quality learning experiences that prepare them for college, career, and lifelong success.|Met||2026-06-23|2026 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 that specifically target various grade spans, unduplicated student groups, and individuals with exceptional needs. AP courses increased, additional pathways, A-G rates. 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 Aeries data, 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 assess course offerings, scheduling conflicts, and class availability 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 enables the LEA to track students’ preparedness for postsecondary education and ensure they 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 broad areas of study 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, and 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: 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-study 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 2025-26 school year, Bonita USD had 2,451 Advanced Placement student placements, 115 Dual Enrollment students, 2154 Career Technical Education student enrollments, and 1808 Secondary Visual and Performing Arts seats.|Barriers preventing BUSD from maximizing broad course offerings for 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 participation in these programs on our campuses 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 maintaining our rigorous curriculum while also providing greater access to career pathway options. We will continue to implement expanded pathway options and 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||2026-06-24|2026 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.|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||2026-06-25|2026 19643450000000|Castaic Union|7|The district uses several locally selected measures and tools to track student access to and enrollment in a broad course of study across grade spans, unduplicated student groups, and individuals with exceptional needs: Standards-Based Report Card: Serves as a primary tracking tool to monitor student progress and access to grade level content across all student groups. Master Schedule Oversight (Middle School): The assistant principal and academic counselor collaboratively build and monitor the master schedule to ensure all students, including unduplicated groups, have access to a broad course of study. Learning Centers & Co-Taught Classes: English Learners, students with exceptional needs, and struggling learners are tracked through daily support structures — learning centers at the elementary level and co-taught classes at the middle school level. CLIMB Initiative (Castaic Learning Initiative for Mastery and Beyond): Grade-level teams analyzed ELA standards and identified rigor requirements, then developed common assessments aligned to essential standards.|All students at all our schools have access to the same programs.|No barriers|The common formative assessments created this year will be administered across five cycles during the 26/27 school year. After each cycle, grade-level teams review results and adjust instruction, providing a recurring, data driven mechanism to monitor whether all students — including unduplicated groups and individuals with exceptional needs — are meaningfully accessing the full course of study.|Met||2026-06-25|2026 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 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 2024-25, enrollment in Career Technical Education (CTE) courses increased to 31.6% overall, up from 29.4% in 2023-24. Increases were also seen for English Learners, from 18.9% to 23.1%; Foster Youth, from 25.9% to 31.8%; Hispanic students, from 30.1% to 31.9%; and African American students, from 28.3% to 31.4%. Students with Disabilities remained relatively stable, with CTE course enrollment at 31.0%, compared to 31.3% in the prior year. 49.4% of the Class of 2025 completed A-G requirements, up from 43.0% for the Class of 2024; 20.0% completed a CTE pathway, compared to 23.0% in the prior year; and 13.1% completed both A-G requirements and a CTE pathway, up from 11.0%. The Dual Enrollment Course Enrollment Rate for all students was 8.9% in 2024-25, compared to 11.3% in 2023-24. The UC/CSU A-G Required Course Success Rate, defined as earning a C- or better, was 81.7% in “A” History, 73.9% in “B” English, 66.5% in “C” Mathematics, 75.9% in “D” Science, 76.4% in “E” Language Other Than English, 85.3% in “F” Visual and Performing Arts, and 81.4% in “G” College-Prep Elective.|Several barriers continue to affect our ability to provide all students access to a broad course of study. Although CTE enrollment increased from 29.4% to 31.6% in 2024-25, participation remains uneven across student groups. ELs, Foster Youth, Hispanic students, and African American students showed increases, while Students with Disabilities remained stable. These data suggest that scheduling constraints may continue to limit access to academy-aligned, elective, and CTE coursework while students complete A-G requirements. Graduate outcomes show progress, but barriers remain. A-G completion increased from 43.0% to 49.4%, and completion of both A-G and a CTE pathway increased from 11.0% to 13.1%. Yet, CTE pathway completion declined from 23.0% to 20.0%, suggesting students may still face challenges with course sequencing, master schedule limitations, credit recovery needs, or competing graduation requirements. Academic performance also impacts access. The A-G course success rate was lowest in “C” Mathematics at 66.5%, creating a barrier to A-G progress and math-focused pathways. Dual enrollment decreased from 11.3% to 8.9%, showing that most students are not yet accessing college coursework in high school. To address these barriers, the District will continue exploring flexible scheduling, preserving Period 0/7 options, strengthening math and academic supports, improving pathway planning, and expanding dual enrollment through the Early College Program at Lawndale HS and CVISS.|In the 2026-27 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||2026-06-25|2026 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. Thus we are seeking a value added solution to our students but these limitations have made the process a gradual release progress situation for our students in the correctional space as opposed to our community site students.|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. This year we will also incorporate evidence based interventions for our students in the area of Mathematics and ELA. We will utilize the IXL program and we will also offer Saturday School boot-camps to provide further support for students in those two academic areas.|Met||2026-06-24|2026 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 New Opportunities 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. Thus we are seeking a value added solution to our students but these limitations have made the process a gradual release progress situation for our students in the correctional space as opposed to our community site students.|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. This year we will also incorporate evidence based interventions for our students in the area of Mathematics and ELA. We will utilize the IXL program and we will also offer Saturday School boot-camps to provide further support for students in those two academic areas.|Met||2026-06-24|2026 19643780000000|Charter Oak Unified|7|The district uses multiple locally selected measures to monitor the extent to which all students have equitable access to and are enrolled in a broad course of study. These measures include enrollment data from the student information system, master schedule reviews, graduation and A–G completion data, Career Technical Education (CTE) pathway participation, Advanced Placement (AP) and dual enrollment participation, visual and performing arts enrollment, and intervention and enrichment course enrollment. Data are regularly disaggregated by grade span, student group, and individuals with exceptional needs, including English learners, foster youth, low-income students, students with disabilities, and other significant student groups to identify and address any disparities in access or participation. In addition to quantitative data, the district reviews educational partner feedback collected through student, family, and staff surveys, advisory committees, and school site discussions to evaluate whether students have meaningful access to programs and opportunities that support college, career, and life readiness. These measures are reviewed regularly to inform program planning, master scheduling, resource allocation, and continuous improvement efforts that ensure equitable access to a comprehensive educational program for all students.|Based on locally selected measures, the district has determined that students across all school sites have access to and are enrolled in a broad course of study that includes core academic courses, electives, visual and performing arts, physical education, career technical education, intervention, and enrichment opportunities. Course enrollment data, master schedule reviews, and student participation data indicate that the district provides a comprehensive educational program designed to support college, career, and life readiness. While access to core courses is consistent across school sites, differences may exist in student participation in enrichment opportunities, advanced coursework, and specialized programs due to grade span, student interest, staffing, and scheduling factors. The district continues to analyze enrollment patterns by student groups, including English learners, low-income students, foster youth, and students with disabilities, to identify and address potential barriers to equitable access. Students with exceptional needs have access to a broad course of study through general education opportunities, specialized services, accommodations, and individualized supports. The district continues to monitor participation data and gather educational partner feedback to ensure all students have meaningful access to rigorous coursework and opportunities that support their academic, social-emotional, and future goals.|Based on the results of locally selected measures, the district has identified several factors that may create barriers to ensuring all students have equitable access to a broad course of study. Scheduling constraints, including course availability, student graduation requirements, and competing support needs, can impact some students’ ability to enroll in desired electives, advanced courses, enrichment opportunities, and specialized programs. Additionally, students requiring targeted support, including unduplicated students and individuals with exceptional needs, may experience barriers related to accessing and navigating course pathways that align with their interests, strengths, and future goals. Ensuring appropriate placement, accommodations, intervention supports, and access to rigorous coursework requires ongoing coordination among counselors, teachers, administrators, students, and families. The district continues to address these barriers through master schedule reviews, course enrollment analysis, expanded communication with families, and collaboration among educational partners. Ongoing efforts focus on increasing equitable access, identifying gaps in participation, and ensuring that all students have meaningful opportunities to engage in a comprehensive course of study that prepares them for college, career, and life success.|In response to locally selected measures, the district has implemented and continues to refine strategies to ensure all students have equitable access to a broad course of study. The district regularly reviews master schedules, course enrollment data, and student participation patterns to identify barriers and opportunities to expand access. To support unduplicated students and individuals with exceptional needs, the district continues to strengthen academic counseling, individualized planning, intervention supports, and communication with students and families. These efforts ensure students are connected to appropriate coursework, enrichment opportunities, and pathways aligned to their interests, strengths, and future goals. The district also continues to expand learning opportunities through Career Technical Education pathways, visual and performing arts, advanced coursework, enrichment programs, and college and career readiness initiatives. Collaboration among counselors, teachers, administrators, students, families, and community partners supports efforts to increase participation and remove barriers to access. Through ongoing analysis of enrollment data and educational partner feedback, the district remains committed to continuous improvement and ensuring every student has meaningful access to a comprehensive course of study that prepares them for college, career, and life success.|Met||2026-06-18|2026 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 (Aeries); Local Control Accountability Plan metrics; student surveys; School Plans for Student Success; and CALPADS.|Claremont Unified School District currently offers the IB Middle Years Programme in Grades 7-10. Spanish is offered at El Roble Intermediate School. The AVID program has been implemented at all Claremont High School and El Roble. 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 advanced 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 additional elective courses. 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, the math team has worked to disaggregate student data and build interventions and supports, such as student tutors as Teacher’s Aides in the classroom. The team has adjusted math pathways to provide immediate support to students, rather than waiting for the next year to intervene. In addition, math prerequisites have been removed from multiple science courses to ensure all students have access to advanced level courses in their high school career. 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 2025-2026, 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, restorative practices, 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 to ensure the fidelity of curriculum integration was reinstated with a focus on the math framework. TK teachers were provided collaboration time to support the implementation full-day transitional kindergarten. For 2026-2027, professional development will focus on early literacy, effective instructional strategies|Met||2026-06-22|2026 19644360000000|Covina-Valley Unified|7|Covina-Valley Unified School District monitors access to a broad course of study using a comprehensive set of tools, including Aeries, CALPADS, the California School Dashboard, and UC/CSU readiness metrics. To track progress across all TK-12 grade spans and student groups, the district analyzes Smarter Balanced assessments, district benchmarks, the English Learner Progress Indicator (ELPI), and Career Technical Education (CTE) completion rates. Student needs are addressed through a Multi-Tiered System of Supports (MTSS) and collaborative processes such as Student Success Teams (SST) and the Individualized Education Program (IEP), which are closely aligned with SELPA goals to ensure students with needs have equitable access to the curriculum. At the secondary level, counselors provide Strategic Guidance, meeting annually with students to develop and revise four-year academic plans that prioritize A-G requirements, dual enrollment, and CTE pathways. The district maintains 100% access to standards-aligned materials and utilizes Universal Design for Learning to differentiate instruction. This integrated approach ensures that unduplicated groups, including English Learners, Foster Youth, and Low-Income students, receive the targeted interventions and enrichment necessary to achieve high levels of learning and college readiness.|C-VUSD continues to expand access to a broad course of study across elementary, middle, and high school. At the elementary level, all students receive instruction in core academic areas and have access to enrichment opportunities that support a well-rounded educational foundation, including STEM, visual and performing arts, physical education, intervention, and Dual Immersion at designated sites. At the middle school level, students have access to core content, intervention and enrichment courses, electives, AVID, exploratory learning opportunities, and early exposure to college-and career-readiness. These opportunities help prepare students for advanced coursework and pathway options in high school. At the high school level, access to a comprehensive course of study continues to improve through the seven-period day, which expands students' opportunities to enroll in college-and career-prep courses. Students have access to CTE pathways, AVID, Dual Enrollment, Pre-AP, AP, IB, and other specialized programs. In 2025, the District achieved a 97.2% graduation rate, with strong outcomes for Homeless youth at 99.0%, Socioeconomically Disadvantaged students at 97.6%, English Learners at 90.6%, and Foster Youth at 83.3%. The percentage of seniors meeting UC/CSU A-G requirements increased to 68.3%, with English Learners increasing from 32.1% to 60.9%. The District continues to monitor enrollment and outcomes by site and student group to address differences in participation.|While C-VUSD provides access to a broad course of study across all grade spans, barriers continue to impact equitable participation for some students. At the elementary level, differences in access to enrichment, intervention, and specialized programs may arise from staffing constraints and the need to prioritize targeted academic support during the instructional day. At the middle school level, students who require intervention, Designated ELD, or specialized services may have less flexibility in their schedules, which can limit access to electives, exploratory courses, AVID, or enrichment opportunities. These scheduling challenges can affect early exposure to college and career pathways. At the high school level, completion gaps remain in advanced and college-preparatory coursework, particularly for English Learners and Students with Disabilities. In 2025, 60.9% of English Learners and 49.6% of Students with Disabilities met UC/CSU A-G requirements upon graduation. Even with the District’s seven-period day, students needing multiple supports, such as Designated ELD, intensive math intervention, or specialized instruction, may experience conflicts with A-G, AP, Dual Enrollment, IB, or CTE pathway courses. Across all grade spans, chronic absenteeism also remains a barrier, particularly for unduplicated student groups and Students with Disabilities. Missed instructional time makes it more difficult for students to benefit from a comprehensive course of study fully.|C-VUSD will continue implementing strategic actions to expand access to a broad course of study across all grade spans. The District uses ongoing data analysis to inform course offerings, scheduling decisions, intervention planning, and student supports. Supported by LCAP Supplemental and Concentration Funds, C-VUSD expands access to college and career coursework, enrichment, intervention, and consistent support systems. At the elementary level, the District will continue providing standards-aligned core instruction, STEM, VAPA, physical education, Dual Language opportunities at designated sites, intervention, summer enrichment, afterschool programs, and extracurricular opportunities. At the secondary level, the seven-period day increases students' flexibility to enroll in A-G, AP, IB, Dual Enrollment, CTE pathways, AVID, electives, and support courses. The District will continue refining master schedules and strengthening academic counseling to reduce barriers for students who need Designated ELD, specialized services, or intervention. MTSS structures support timely academic and social-emotional interventions, while co-teaching models increase inclusive access for Students with Disabilities. Additional actions include parent education, access to PSAT/SAT opportunities, expanded AP offerings and exam participation, increased participation in the State Seal of Biliteracy, and continued support for VAPA, STEM, sports, and extracurricular activities.|Met||2026-06-29|2026 19644440000000|Culver City Unified|7|CCUSD uses multiple local and state measures to monitor whether all students have access to and are enrolled in a broad course of study. Aeries master schedules, course enrollment reports, student schedules, transcripts, graduation progress reports, and counseling records are reviewed across elementary, middle, and high school grade spans. At the elementary level, the District monitors access to standards-aligned core instruction, intervention, enrichment, arts, science, technology, physical education, world language, and Dual Language Immersion opportunities. At the secondary level, CCUSD reviews enrollment and completion data for core courses, electives, Advanced Placement and honors courses, AVID, Career Technical Education, dual enrollment, visual and performing arts, computer science, world languages, and credit-recovery programs. The District also monitors A–G completion, College/Career Indicator status, AP participation and performance, CTE pathway completion, and Seal and Pathway to Biliteracy participation. Data are reviewed by school, grade level, and student group, including English Learners, Long-Term English Learners, foster youth, students experiencing homelessness, socioeconomically disadvantaged students, racial and ethnic groups, and students with exceptional needs. For students with IEPs, the District reviews course placement, accommodations, assistive technology, specialized services, inclusion opportunities, and access to grade-level curriculum.|The analysis identified several barriers that limit equitable access to a broad course of study. At the secondary level, scheduling conflicts, limited elective space, course sequencing, staffing, and competing graduation or intervention requirements can prevent students from enrolling in advanced, career-connected, arts, world language, or dual-enrollment opportunities. Students may also take an introductory CTE course without enough room in their schedules to complete the full pathway. English Learners and Long-Term English Learners may experience additional barriers related to language development needs.|The analysis identified several barriers that limit equitable access to a broad course of study. At the secondary level, scheduling conflicts, limited elective space, course sequencing, staffing, and competing graduation or intervention requirements can prevent students from enrolling in advanced, career-connected, arts, world language, or dual-enrollment opportunities. Students may also take an introductory CTE course without enough room in their schedules to complete the full pathway. Foster youth, students experiencing homelessness, and socioeconomically disadvantaged students may face attendance, transportation, family communication, or other access barriers that affect consistent participation. This work reflects the district’s ongoing commitment to ensuring students have access to diverse, engaging, and challenging learning opportunities that support college, career, and postsecondary readiness.|Based on locally selected measures, CCUSD will continue refining master schedules, staffing, counseling practices, and student support systems to expand equitable access to a broad course of study. The District will review enrollment data by school site and student group to identify underrepresentation in advanced coursework, CTE, electives, intervention, and other specialized programs. Counselors and site administrators will use this information to strengthen outreach, academic planning, and recruitment for students who have historically participated at lower rates. The District will also examine scheduling conflicts, prerequisite practices, course availability, transportation, staffing, and other barriers that may limit participation. Where needed, CCUSD will adjust course offerings, improve communication with students and families, and provide targeted supports so that students can successfully enroll and remain in rigorous and engaging courses. Additional actions include strengthening pathways in CTE and advanced coursework, supporting inclusive access for students with disabilities and multilingual learners, and monitoring whether intervention or support classes unintentionally reduce access to electives. Progress will be reviewed through course enrollment, completion, and student outcome data, with findings used to guide future scheduling, staffing, and program decisions.|Met||2026-06-23|2026 19644510000000|Downey Unified|7|Downey Unified ensures all students have access to a broad course of study. At the elementary level, including four dual language schools, students receive instruction in core academic subjects supported by technology-rich learning. All 13 elementary schools are Apple Distinguished Schools and provide STEAM opportunities through the district’s STEAMworks initiative, including engineering, robotics, coding, and arts integration. Innovation Labs, music instruction, and visual and performing arts programs further enrich student learning. At the secondary level, access to rigorous coursework is monitored through a comprehensive, data-driven system aligned to college and career readiness. Key measures include A–G completion, graduation rates, College/Career Indicator (CCI) results, AP participation, dual enrollment, and CTE pathway enrollment. The district’s A–G Status Tracker provides real-time monitoring of student progress and supports timely intervention. Transcript reviews, master schedule analyses, the A–G Committee, and monthly A–G Interventionist meetings help ensure equitable access to coursework and identify barriers impacting student success. These structures support continuous improvement and expand opportunities for all students, including multilingual learners and students with disabilities.|All secondary schools (grades 6–12) offer a comprehensive course of study that prepares students for college and careers. Nearly all courses meet UC/CSU A–G requirements, and students have access to 32 Advanced Placement (AP) courses across multiple disciplines. Designated ELD courses support English learner reclassification, while the districtwide AVID program provides academic and social support for low-income students at all middle schools, both comprehensive high schools, and two elementary schools. Career Technical Education (CTE) programs offer 25 pathways at the high school level, while middle schools provide Project Lead the Way (PLTW) courses featuring project-based learning in engineering, biomedical science, and computer science. Students may also participate in dual enrollment to earn college credit and have increased access to co-taught classes that support students with IEPs in rigorous general education settings. Recent results demonstrate expanded access to advanced coursework, with A–G completion rates increasing from 52.48% in 2023–24 to 62.07% in 2024–25. Through master schedule analysis, transcript reviews, and standards-aligned assessments, the district continues to refine course offerings and expand opportunities. During the past year, 13 new A–G approved courses were added, further increasing student access to a broad and rigorous course of study.|Barrier 1: Gap between access and successful completion of A–G coursework Nearly all DUSD course offerings are UC/CSU A–G approved; however, despite substantial growth in A–G completion rates over the past three years, not all students successfully complete the full A–G sequence, indicating a gap between access and completion. Barrier 2: Need for consistent and timely intervention following identification While the A–G Status Tracker has significantly improved the district’s ability to monitor student progress and identify “nearly met” students in real time, ensuring consistent and timely intervention for all identified students remains a continued area of focus. Barrier 3: Structural challenges in catching up within the A–G sequence Because students are required to complete four years of English and three years of math, those who do not pass a course early in high school may encounter challenges catching up within the constraints of the master schedule. This can limit flexibility and reduce access to elective and advanced coursework. Barrier 4: Persistent subgroup disparities Despite overall district progress, disparities persist among certain student groups, particularly students with disabilities, highlighting the need for continued expansion of inclusive practices and targeted supports.|To address identified barriers, Downey Unified has strengthened its A–G for All efforts through the A–G Committee, which analyzes data, aligns practices, and refines strategies across schools. The district also developed TK–12 College and Career Roadmaps to establish clear expectations and increase awareness of college readiness requirements. To improve monitoring and intervention, the district utilizes an A–G Status Tracker that provides real-time student data. Staffing has been expanded at each comprehensive high school, including the addition of a second A–G Interventionist at each site, to provide individualized support, progress monitoring, and coordination with counselors. The district has expanded credit recovery and flexible scheduling options, allowing students to recover credits while maintaining access to AP, CTE, and elective courses. Enhanced credit recovery pathways help keep students on track for graduation and A–G completion. To ensure equitable access, the district continues to expand inclusive practices and targeted supports for multilingual learners, students with disabilities, and other unduplicated student groups. Increased access to co-taught classes, individualized monitoring, and ongoing review of disaggregated data help identify barriers and refine supports. Together, these efforts have strengthened a sustainable, data-driven system that expands access to rigorous coursework and supports college, career, and lifelong success for all students.|Met||2026-06-23|2026 19644690000000|Duarte Unified|7|Duarte Unified School District uses multiple locally selected measures and tools to monitor the extent to which all students have access to, and are enrolled in, a broad course of study across grade spans, student groups, and students with exceptional needs. Each year, district and site administrators review master schedules to ensure students have access to required courses, electives, intervention supports, and programs aligned to college and career readiness. The District analyzes staffing allocations, course offerings, student enrollment patterns, and available resources at each school site. Administrators also monitor course enrollment for low-income students, English Learners, foster youth, and students with disabilities to identify barriers, gaps in participation, or patterns of disproportionality that may limit access to academic, enrichment, intervention, or career-focused opportunities. Student placement decisions are informed by teacher recommendations, state and local assessment results, parent input, grade point average, Lexile levels, prior course completion, student interests, and course availability. The District also reviews teacher schedules and site staffing to ensure course offerings are feasible and responsive to student needs. Through annual master schedule review, enrollment data analysis, and ongoing monitoring of student placement and access, Duarte Unified works to ensure all students have equitable access to a broad course of study and a premium|Using locally selected measures, including master schedule review, enrollment data, placement information, counseling records, credit checks, and site program analysis, Duarte Unified determined that students have broad access to required courses, electives, enrichment, intervention supports, and college and career readiness pathways. At the elementary and K–8 levels, students access the core curriculum and enrichment such as instrumental and choral music, dance, foreign language, and culinary arts. Each TK–8 or TK–6 school also offers a unique focus, including International Baccalaureate, Dual Language Immersion, STEAM, or Technology/Creative Learning. While offerings vary by site, families may use the intra-district transfer process to access programs not available at their school of residence. At the high school level, students access Career Technical Education pathways, Early College, Advanced Placement, electives, intervention supports, and courses required for graduation and college readiness. Counselors support course selection, monitor graduation and A–G progress, and align enrollment with student needs and goals. The District monitors access for student groups and students with exceptional needs. Flexible scheduling, credit checks, online courses, directed studies, intervention supports, and credit recovery help students remain on track. Overall, Duarte Unified continues to strengthen equitable access to and completion of a broad course of study for all students.|DUSD makes every effort to ensure all students have access to a broad course of study; however, locally selected measures show some barriers remain. At smaller school sites, lower enrollment can limit staffing flexibility and make it difficult to offer the same number or variety of electives and enrichment options available at larger schools. As a result, students may not have identical access to specialized courses at every site. To address this, the District uses LCAP funds to expand learning opportunities at sites with lower enrollment. Itinerant teachers provide specialized courses such as art, music, dance, and foreign language so students have access to enrichment regardless of school size. At the high school level, performance in prerequisite courses can also limit access. Students who struggle academically may become credit deficient or need to repeat required courses, reducing schedule flexibility and limiting access to electives, CTE pathways, Early College, and other expanded offerings. Early academic intervention is essential so students receive timely support, complete courses successfully, and remain on track for graduation and college and career readiness. Long-Term English Learners may also face barriers when they need additional language development or prerequisite coursework. Through expanded electives, itinerant staffing, early intervention, credit monitoring, and targeted EL supports, DUSD continues to strengthen equitable access for all.|In response to locally selected measures and analysis of access to a broad course of study, DUSD will continue implementing targeted strategies to ensure all students have equitable access to required courses, electives, intervention supports, and college and career readiness opportunities. Unduplicated pupils will continue to receive supports that reduce barriers to participation in rigorous academic programs and expanded learning opportunities, including school supplies, uniforms and clothing, attendance supports, one-to-one devices, portable Wi-Fi, AP fee waivers, and tutoring. These resources help low-income students, English Learners, foster youth, and other students with identified needs access core courses, electives, Advanced Placement, CTE pathways, Early College, and other college and career readiness programs. Intervention teachers are no longer split among TK–8 sites and are now assigned to individual schools to provide timely and responsive support. At the high school level, administrators, counselors, and departments will monitor course enrollment, student outcomes, course completion trends, and student interest to inform master schedule. Through targeted supports, creative scheduling, expanded elective access, data-informed planning, and counseling support, Duarte Unified will strengthen equitable access to a broad course of study for all students.|Met||2026-06-25|2026 19644690128736|Opportunities for Learning - Duarte|7|The LEA uses multiple internal data systems and reporting tools to monitor student access to and participation in a broad course of study across all grade levels, including unduplicated student groups and students with exceptional needs. The primary monitoring tool is the student information system (SIS), which tracks course enrollment, credit attainment, and course completion across subject areas. Data can be disaggregated by grade level, English Learner status, socioeconomic status, foster youth designation, and special education eligibility. The LEA also reviews benchmark assessment data and course completion reports to monitor student progress in core academic subjects, Career Technical Education (CTE) pathways, and elective courses. Individualized Education Program (IEP) data is regularly reviewed to ensure students with disabilities have equitable access to inclusive, standards-aligned coursework aligned to their academic and transition goals. In addition to quantitative data, the LEA gathers ongoing input from educational partners through academic planning meetings and progress reviews. These discussions help identify barriers to course access and participation while informing adjustments to schedules, academic supports, and intervention strategies. Together, these measures help the LEA monitor equitable access to a broad curriculum and provide targeted supports where needed.|Based on student information system and course enrollment data, most students at OFL-Duarte have access to and participate in a broad course of study that includes core academic subjects, Career Technical Education (CTE) pathways, Dual Enrollment opportunities, and electives. Course completion data reflects steady progress, with most students meeting grade-level expectations in English, Mathematics, Science, and Social Studies. Disaggregated data shows some differences among student groups. English Learners (ELs) and Long-Term English Learners (LTELs) demonstrate slightly lower enrollment and completion rates in some core subjects, indicating a continued need for targeted academic support. Students with disabilities continue to access inclusive coursework aligned to their Individualized Education Programs (IEPs), though increasing participation in electives and advanced courses remains an area for growth. Across grade levels, middle school students actively participate in core and exploratory courses, while high school students have expanded access to CTE pathways and college preparatory coursework. Consistent curriculum implementation and scheduling practices have helped minimize disparities in course access. Overall, data trends reflect continued progress toward equitable access to a broad course of study, with ongoing efforts focused on closing opportunity gaps and expanding access to electives and advanced learning opportunities for unduplicated student groups.|Despite ongoing efforts to provide all students with access to a broad course of study, several barriers continue to impact full participation and enrollment opportunities. Staffing challenges, including limited availability of credentialed teachers in specialized subject areas, can restrict the consistent offering of certain advanced, elective, and specialized courses. Scheduling constraints may also limit opportunities for students who require credit recovery, intervention, or additional academic support services. English Learners (ELs) and Long-Term English Learners (LTELs) often require additional language development support, which can reduce access to elective or enrichment opportunities during the school day. Similarly, students with disabilities may experience limitations in accessing some general education electives or advanced coursework due to scheduling, accommodation, or specialized instructional needs outlined in their Individualized Education Programs (IEPs). In addition, limited resources for expanding Career Technical Education (CTE) pathways, enrichment programs, and extracurricular opportunities may reduce access to career-focused learning experiences. Transportation and technology access also continue to present challenges for some students participating in extended learning opportunities. Addressing these barriers remains a priority as the LEA works to ensure equitable access to a comprehensive and engaging educational program for all students.|In response to identified barriers, the LEA is implementing targeted actions and program improvements to strengthen equitable access to a broad course of study for all students. Efforts include recruitment and retention of credentialed teachers, particularly in specialized and advanced subject areas, to expand course offerings and availability. The LEA is also refining scheduling practices to provide greater flexibility so students can balance core academic requirements with elective and enrichment opportunities. To support English Learners (ELs) and Long-Term English Learners (LTELs), the LEA is strengthening integrated language support within core and elective courses to promote language development while maintaining access to grade-level instruction. Collaboration between special education and general education staff also continues to improve accommodations and inclusive access for students with disabilities. The LEA is further expanding Career Technical Education (CTE) pathways through community partnerships and grant opportunities to increase course availability and resources. To reduce participation barriers, the LEA continues to support transportation assistance and access to technology for virtual and extended learning opportunities. These efforts are supported through ongoing monitoring, data review, and analysis to identify needs and guide continuous improvement in equitable access and enrollment opportunities across student groups and school sites.|Met||2026-06-25|2026 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, 922 of our 1004 students were enrolled in at least 1 AP, CCC, or honors course. Students with disabilities (IEPs and 504 plans) make up 30% of the total enrollment in AP, CCC, or honors classes. 27% of enrollees are Asian (Asian students make up 12% of the total demographic breakdown), 6% are African America or Black (African American or Black students make up 2% of the population), 4% are Filipino (2%), 3% are American Indian or Alaska Native (1%), 25% are White (26%) , 36% are Hispanic or Latino (36%), and 23% Two or More Races (15%). Looking at these numbers, Asian students are overrepresented in advanced classes while Hispanic or Latino students and Black students have made gains. 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 (11%), 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. 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 maintain our RAMP designation - 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. Most recently, we have also added two ERWC ELA courses to the 11th and 12th grade curriculum offerings to better prepare all students to be college ready regarding reading and writing skills.|Met||2026-06-22|2026 19644690139535|Options For Youth - Duarte, Inc|7|OFY-Duarte’s program offers access to 60 core, 100 elective, CSU and UC A-G-approved and SDAIE-aligned courses delivered through online (Edmentum), independent studies and small-group direct instruction. New for 2025-26 and expanding in 2026-27 is the LYLA digital platform, which enables students to complete work offline through a variety of technologies. Students complete diagnostic assessments (RenStar) upon enrollment and at least 2 additional times during the academic year. These assessments support educators in the placement of intervention courses, guide academic and post-secondary goals with input from educational partners and students, and the results are available to educational partners on studenttrac.com. All courseware and platforms are reviewed annually to ensure compliance with CA Common Core and NGSS standards and are designed to meet the needs of students with exceptional needs.|OFY-Duarte’s hybrid learning program includes: small-group direct instruction, the Edmentum online platform, and independent studies student activity workbooks (SAWs). All students receive a personalized planning guide with access to a Broad Course of Study, which supports their academic needs and post-secondary goals. Course enrollment decisions are guided by RenStar ELA and Math benchmark data and are reviewed regularly to ensure appropriate placement in core or intervention classes. Timely targeted interventions, including Exact Path, iLit (for EL students), and Carnegie Algebra I support in building grade-level skills and stamina for challenging core curriculum. All core courses (English, Math, Science and Social Science) meet UC, CSU and NCAA eligibility requirements. Enrollment in AP and Dual Enrollment courses (college courses) is determined collaboratively by families, students and teachers. OFY-Duarte ensures that all student groups, including English Learners, foster youth, homeless and students with disabilities, receive equitable access to coursework, with accommodations and designated supports in place designed to promote successful learning outcomes in rigorous standards-based curriculum. With a centralized course catalog and support from Assistant Principals of Instructional Programs, there are no significant differences in Broad Course of Study access throughout the LEA.|Barriers to enrollment in some areas of the charter’s broad course of study include student learning-modality preferences, physical space limitations in some resource centers (for direct small-group instruction), and transportation challenges for attending multiple classes throughout the week. The LEA has worked to eliminate barriers due to a lack of online connectivity through the LYLA digital platform, which syncs offline student work when students are in the resource center. Additional challenges remain in establishing Dual Enrollment agreements due to the LEA's large geographic area. Community Colleges partner with schools in their designated geographical area, and for OFY-Duarte, this would be Citrus College, which, due to the distance from some resource centers, is not accessible to all students in the LEA. The charter is partnering with LACOE’s Dual Enrollment division to reduce this barrier and increase the number of CCAP agreements with numerous community colleges throughout the LEA’s geographical expanse.|Goal and Actions in the 2024-27 LCAP are designed to align and provide unduplicated students with increased and improved access to a Broad Course of Study. The charter continues to address socioeconomic barriers for unduplicated students (including SWD, LI and EL) through: 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|Met||2026-06-29|2026 19644770000000|Eastside Union Elementary|7|To ensure equitable access across grade spans, EUSD conducts annual reviews of each school’s master schedule. These reviews confirm that students in Grades TK–6 and Grades 7–8 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. These 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. For English learners, enrollment in both designated and integrated English Language Development (ELD) is closely tracked. Language acquisition progress is also monitored through ELPAC performance and local benchmark assessments to ensure appropriate language supports are in place. For students with exceptional needs, special education 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 accommodation|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||2026-06-24|2026 19644850000000|East Whittier City Elementary|7|||||Not Met|||2026 19645010000000|El Monte City|7|For the 2025–26 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 ensure 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 enabled the district to identify and address gaps and 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 2025–26 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 unduplicated students 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||2026-06-15|2026 19645190000000|El Monte Union High|7|The EMUHSD monitors student access to and enrollment in a broad course of study through multiple locally selected measures and data systems. These include student course enrollment reports in the student information system (Synergy), master schedule analyses, A–G completion reports, Career Technical Education (CTE) pathway enrollment and completion data, Advanced Placement (AP) and Dual Enrollment participation, English Learner (EL) program placement, and special education course enrollment. Data are disaggregated by grade level, school site, and student groups, including English Learners, Foster Youth, Low-Income students, students with disabilities, homeless youth, and other identified student populations. School counselors and site administrators regularly review course enrollment, graduation requirement progress, and scheduling patterns to ensure all students have equitable access to rigorous academic, career technical, visual and performing arts, world language, and intervention courses that meet their individual academic and postsecondary goals. These measures are used throughout the year to identify enrollment gaps, inform master schedule development, and guide resource allocation to expand equitable access to a comprehensive course of study.|The EMUHSD provides all students access to a broad course of study that includes A–G approved coursework, Career Technical Education (CTE), Advanced Placement (AP), Dual Enrollment, world languages, visual and performing arts, intervention courses, English Learner supports, and special education services. Annual reviews of master schedules, course enrollment, graduation progress, and participation data indicate that access is consistent across school sites, with alternative education programs offering coursework aligned to students' individualized needs. Enrollment data show that all student groups have opportunities to participate in rigorous coursework; however, participation rates vary among some unduplicated student groups. English Learners, students with disabilities, Foster Youth, and Low-Income students are underrepresented in some advanced courses while participating at higher rates in intervention and support classes designed to accelerate achievement and ensure graduation. To address these differences, the EMUHSD continues to expand counseling services, strengthen academic advising, increase outreach to students and families, and refine master schedules to reduce barriers and broaden participation in advanced and college and career pathways. These efforts have expanded equitable access and increased opportunities for students to enroll in coursework aligned with their academic and postsecondary goals.|While all students have access to a broad course of study, the EMUHSD has identified several barriers that affect equitable enrollment and participation. Scheduling conflicts, limited space in high-demand courses, and staffing constraints can restrict students' ability to enroll in certain Advanced Placement (AP), Career Technical Education (CTE), Dual Enrollment, and elective courses. Some students, particularly English Learners, students with disabilities, Foster Youth, and Low-Income students, may require additional academic, language, or social-emotional supports before enrolling in more rigorous coursework. In addition, varying levels of awareness among students and families regarding course options, graduation pathways, and postsecondary opportunities can influence enrollment decisions. Master schedule limitations, competing graduation requirements, and the need for intervention courses may also reduce flexibility for students to access a wider range of electives and advanced courses. The EMUHSD continues to address these barriers by refining the master scheduling process, expanding counseling and academic advising, increasing targeted outreach to students and families, monitoring enrollment patterns, and strategically allocating resources to improve equitable access and participation across all student groups.|In response to the findings, the EMUHSD will continue to strengthen equitable access to a broad course of study by refining master schedule development, expanding student-centered academic advising, and monitoring enrollment data by school site and student group. The EMUHSD will continue to increase access to Advanced Placement (AP), Career Technical Education (CTE), Dual Enrollment, world language, and elective opportunities while maintaining targeted intervention and support courses that promote student success. Additional actions include expanding outreach to students and families regarding course options and graduation pathways, strengthening transition planning for English Learners and students with disabilities, and using data to identify and remove barriers to participation in rigorous coursework. School counselors, administrators, and educational partners will regularly review course enrollment and participation trends to ensure equitable access and inform scheduling and resource allocation decisions. These efforts will support increased participation in college and career readiness pathways while ensuring all students have access to coursework aligned with their academic needs, interests, and postsecondary goals.|Met||2026-06-17|2026 19645270000000|El Rancho Unified|7|ERUSD uses multiple locally selected measures and data tools to monitor the extent to which all students have access to and are enrolled in a broad course of study across all grade spans, with attention to unduplicated student groups and students with exceptional needs. Key data sources include the student information system (Aeries), which provides enrollment and course-taking data by grade level, school site, and student subgroup. This system is used to monitor student access to A–G coursework, Advanced Placement (AP) and International Baccalaureate (IB) courses, Career Technical Education (CTE) pathways, dual enrollment opportunities, intervention courses, and elective offerings. In addition, ERUSD uses master schedule analysis and course enrollment reports at the secondary level to ensure equitable access to required subject areas and a broad course of study. These reports are disaggregated by student groups, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities. The district also reviews Local Control and Accountability Plan (LCAP) metrics, California School Dashboard indicators, and site-level instructional program data to evaluate participation in academic programs, interventions, and enrichment opportunities. School sites further use scheduling audits, counselor reports, and graduation and A–G completion data to monitor student access and progress. Together, these tools provide a comprehensive system for|Using locally selected measures, including Aeries student enrollment data, master schedules, course enrollment reports, and LCAP/Dashboard indicators, ERUSD monitors student access to and enrollment in a broad course of study across all school sites and student groups. Overall, data indicate that most students across the district have access to a comprehensive instructional program that includes required core subjects, A–G coursework, Career Technical Education (CTE) pathways, Advanced Placement (AP) and International Baccalaureate (IB) courses, dual enrollment opportunities, intervention supports, and a range of elective and enrichment courses. At the secondary level, course enrollment data show that students are generally able to access required graduation and A–G coursework; however, participation rates in advanced coursework such as AP, IB, and dual enrollment vary across student groups and school sites. Some differences are observed in enrollment patterns for English learners, students with disabilities, and socioeconomically disadvantaged students, particularly in access to the most rigorous coursework. These differences are being addressed through increased counseling supports, proactive scheduling practices, and expanded academic guidance. Across school sites, variations in course offerings and student participation are also evident based on staffing availability, site scheduling structures, and student interest. Schools with expanded pathways, such as CTE programs|Based on the analysis of locally selected measures, ERUSD has identified several barriers that can impact equitable access to a broad course of study for all students across grade spans and student groups. One key barrier is variability in course availability across school sites due to staffing constraints, scheduling structures, and course demand. While all sites offer required core subjects and access to graduation requirements, the availability of advanced coursework such as AP, IB, dual enrollment, and specialized CTE pathways may differ by campus, which can result in unequal access to some rigorous learning opportunities. Another barrier is related to student readiness and academic preparation for advanced coursework. Achievement gaps in earlier grade levels can limit eligibility or confidence for enrollment in higher-level courses, particularly among English learners, students with disabilities, and socioeconomically disadvantaged students. This can result in underrepresentation of these student groups in the most rigorous academic pathways. Additional barriers include limited awareness or understanding among students and families regarding course sequencing, A–G requirements, and the long-term benefits of advanced coursework and CTE pathways. This can impact student decision-making during course selection and reduce participation in college- and career-preparatory programs. Scheduling constraints and competing intervention needs may also affect student access to el|In response to locally selected measures, ERUSD will continue to implement and refine actions to ensure that all students have equitable access to a broad course of study across all school sites and student groups. To address identified gaps in access to rigorous coursework, the district will strengthen master scheduling practices to prioritize equitable access to A–G courses, Advanced Placement (AP), International Baccalaureate (IB), dual enrollment, and Career Technical Education (CTE) pathways. Site administrators and counselors will continue to receive support to ensure that scheduling processes are intentionally designed to expand, rather than limit, student access to advanced and enrichment opportunities. ERUSD will also expand academic planning and counseling supports beginning in middle school to ensure students and families understand graduation requirements, A–G eligibility, and available college and career pathways. Increased communication and outreach efforts will focus on helping families make informed decisions about course selection and long-term academic planning. To further support equitable access, the district will continue to strengthen Multi-Tiered System of Supports (MTSS), including academic interventions, tutoring, and credit recovery options, to ensure students have the foundational skills needed to successfully enroll in and complete rigorous coursework. Professional development will continue to focus on culturally responsive practices.|Met||2026-06-29|2026 19645350000000|El Segundo Unified|7|ESUSD uses multiple local and state measures to monitor access to and enrollment in a broad course of study across grade spans and student groups. These include master schedule analysis, course enrollment data (Honors, AP, accelerated math), and pathway participation data at the secondary level. The district reviews California School Dashboard indicators and DataQuest reports, including College/Career Indicator, graduation rate, A–G completion rates, and AP exam participation and pass rates, disaggregated by subgroup (English Learners, low-income students, and students with disabilities). Additional tools include Compliance Improvement Monitoring, student interest surveys, extracurricular and pathway participation tracking, and Career Pathway Experience (CPE) internship data. Program access is further monitored through dual enrollment participation, elective offerings, and pathway alignment work across elementary, middle, and high school. Counseling data, MTSS systems, and course placement trends are also used to evaluate equitable access and participation.|ESUSD provides broad access to a comprehensive course of study, including standards-based core instruction, visual and performing arts, world language, advanced coursework, and expanding CTE and career pathway opportunities. Students at the high school have access to a wide range of courses, including AP, Honors, dual enrollment, and emerging pathways such as computer science and AI. Middle school and elementary programs are increasingly aligned to support pathway exposure and readiness. Dashboard and DataQuest data reflect strong outcomes, including high graduation rates, strong College/Career Indicator performance, high A–G completion rates, and strong AP exam participation and pass rates. Expansion of dual enrollment and Career Pathway Experience (CPE) internships has increased access to real-world learning opportunities. However, disaggregated data shows differences in participation. English Learners, low-income students, and students with disabilities are underrepresented in advanced coursework and some pathway programs. Variability also exists across sites in participation in electives and enrichment opportunities. While access is broadly available, ensuring equitable enrollment across all student groups remains an area of focus.|Analysis of local and state data identifies several barriers to equitable access. Differences in academic readiness and prior preparation impact entry into advanced coursework, particularly in accelerated math and Honors/AP classes. Structural barriers, including master schedule limitations and course sequencing, can restrict flexibility and limit student access to desired programs. Awareness of available opportunities, including dual enrollment, pathways, and internships, varies among families and students, particularly for underrepresented groups. Data also suggests that students from certain groups, including English Learners, low-income students, and students with disabilities, may face additional barriers related to access to supports, early exposure to pathways, and confidence in enrolling in rigorous coursework. Additionally, inconsistent alignment across grade spans has historically limited seamless transitions into advanced coursework and pathways.|In response, ESUSD is implementing actions to expand equitable access to a broad course of study. The district is strengthening TK–12 pathway alignment, including clearer sequencing and increased exposure to pathways at the middle school level. Efforts include expanding dual enrollment, CTE pathways, and Career Pathway Experience (CPE) internships, supported by structured partner outreach, recruitment strategies, and student preparation systems. Counseling practices are being strengthened to provide more targeted guidance on course selection and pathway opportunities. The district is also reviewing placement practices and expanding academic supports through MTSS to increase access to advanced coursework. Student interest and participation data are being used to guide program development and ensure offerings reflect student needs. Additionally, communication and outreach efforts are being expanded to increase awareness among families. Ongoing monitoring of disaggregated data will guide continuous improvement, with a focus on increasing participation among underrepresented student groups and ensuring equitable access to rigorous and engaging programs.|Met||2026-06-23|2026 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. 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.|The District will continue its current system and efforts to ensure access to a broad course of study for all students.|Met||2026-06-25|2026 19645680000000|Glendale Unified|7|GUSD monitors course offerings and schedules to ensure 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. All GUSD TK-12 students have access to classes that help prepare them to meet UC/CSU A-G requirements and potentially attain employment. All elementary schools offer access to all areas defined by CA Ed Code 51210 and 51220 for Grades 1-6 including visual and performing courses offered within and outside of the school day. For Grades 7-12, the course of study includes instruction in skills for adult life, career technical training, and opportunities 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 course sequence, integrating core academic knowledge with technical/occupational skills to provide students with pathways to postsecondary education and careers. All CTE courses follow the CTE Model Curriculum Standards and pathway courses are A-G approved, most with an honors designation. Course descriptions and content are presented publicly at Board of Education meetings for review and discussion prior to implementation. Students in Elementary Self-Contained classrooms follow a Board-adopted, evidence-based curriculum with customized lessons, activities and assessments.|In 2025-2026, 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 33 high school pathway courses across 12 industry sectors and 11 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. A new course for Long-Term English Learners has been developed and approved to support the unique needs of English Learners that have not yet reclassified.|The major barrier GUSD faces in 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 GUSD has policies and practices in place that promote equitable access to a broad course of study, 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 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 first year of implementation of the reading difficulties screener in grades K-2 has been promising and serves as a model for expanding the District’s MTSS structures to help identify students needing intervention and support.|Met||2026-06-23|2026 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 expanded our DLI program and our VAPA program to include Mariachi and expanded arts opportunities. In 2026-27 we will begin our Personal Finance course (Smart Start) and our Culinary CTE pathway. We will continue to expand our Dual Enrollment with our CCAP MOU with Citrus College. 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 98%. We had 88% of our students score 3 or higher on at least 1 AP exam, 62.1% of our students completed a-g requirements. We have 11.3% who completed at least one CTE pathway with a C or better in their capstone course and 7.4 % who completed both CTE pathway and A-G requirements. GUSD ensures that there are no differences across|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 opened 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||2026-06-25|2026 19645840000000|Gorman Joint|7|The LEA utilizes several Student Information Systems (SIS), including Aeries, along with SEIS (Special Education Information System), Master Agreements and individualized student schedules to monitor course enrollment. These locally selected measures allow the LEA to track and ensure that all students—across all grade spans, unduplicated pupil groups, and students with exceptional needs—have access to and are enrolled in a broad course of study.|Based on regular monitoring of student information system (SIS) records, master scheduling logs, and Individualized Education Programs (IEPs), 100% of students enrolled at Gorman Elementary School have full access to and enrollment in a broad course of study Because Gorman Joint School District consists of only one single PK-8 school site, there are no structural or geographic disparities in course access between different physical locations. Furthermore, a close review of local student demographic groups reveals no discrepancies in access or enrollment. Unduplicated pupil populations—including foster youth, English learners, and socioeconomically disadvantaged students—are provided the exact same core academic blocks and elective pathways as all other students, reinforced with integrated language and academic interventions. Students with exceptional needs are actively monitored to ensure their scheduling fulfills standard CDE course requirements alongside customized supports dictated by their IEP goals and services.|While local measures confirm that 100% of students maintain access to a broad course of study, Gorman Joint School District faces distinct operational and resource barriers in sustaining and expanding these programs due to its profile as a small, single-site rural PK-8 school Operating a single school site means that the district lacks the economy of scale to employ full-time, on-site specialized subject teachers (such as dedicated art, music, or foreign language instructors). Curriculum expansion relies heavily on general education teachers holding multiple instructional responsibilities or on sourcing part-time contractors. Because state apportionment funding fluctuates based on a small enrollment base, unexpected budget shifts directly impact the district's capacity to purchase specialized curriculum tools.|Gorman Joint School District sustains access to a broad course of study by utilizing general education teachers for cross-curricular instruction and engaging part-time contractors to overcome specialized staffing limitations. The district is also exploring virtual or regional partnerships to enhance elective offerings in response to operational constraints. For example, our speech and language services are provided virtually, and all of our teachers receive Code to the Future training so they can teach coding to our students. We also have a dedicated certificated staff who provide CTE instruction, serve as FFA advisors, tutor after school, and coach robotics.|Met||2026-06-29|2026 19645841996305|Gorman Learning Center|7|Gorman Learning Charter (GLC) uses its Student Information System (SIS) to monitor the extent to which all students have access to and are enrolled in a broad course of study. Through the SIS, each student has an individualized Master Agreement that outlines the student's courses of study and instructional materials. The system generates reports that allow the LEA to monitor course access and enrollment by grade spans (grades 1–6 and grades 7–12), unduplicated pupil groups, and students with exceptional needs. The LEA uses this data to identify and address any barriers to equitable access. The Homeless and Foster Youth Liaison, Special Education (SPED) team, English Learner (EL) Coordinator, counselors, and school staff collaborate to ensure that all students, including underrepresented student groups, have access to a comprehensive course of study that supports their academic goals and individual learning needs.|The LEA ensures that all students have access to a broad course of study through its personalized learning model. Students have access to standards-aligned instructional materials, independent study courses, A–G courses, Career Technical Education (CTE) pathways, and Advanced Placement (AP). Each student is assigned a credentialed teacher who develops an individualized learning plan that outlines direct instruction and the frequency of instructional support. The personalized learning model also promotes strong parent engagement by requiring regular communication and support for student learning. Overall, all student groups have equitable access to a comprehensive course of study. The LEA works collaboratively through its Homeless and Foster Youth Liaison, English Learner (EL) Coordinator, Special Education (SPED) team, counselors, and other support staff to ensure students receive appropriate services and opportunities based on their individual needs.|Based on the LEA's locally selected measures, the primary barrier to providing equitable access to a broad course of study is inconsistent home internet access. Reliable internet connectivity is essential for students to fully participate in online courses, virtual instruction, digital instructional materials, and supplemental academic services. This need is especially important for students with disabilities, English Learners, and other students who receive virtual instructional supports and specialized services. To address this barrier, the LEA provides mobile hotspot devices to students and families with unreliable internet access to ensure they can fully participate in instructional programs and access educational resources. The IT department will make sure all Chromebooks are updated before giving them to a student. The LEA will continue to monitor technology needs, provide targeted supports, and collaborate with the English Learner (EL) Coordinator, Special Education (SPED) team, Homeless and Foster Youth Liaison, counselors, and other staff to ensure all students have equitable access to a broad course of study and the resources needed for academic success.|In response to the results of the LEA's locally selected measures, Gorman will continue to expand and strengthen access to a broad course of study for all students. Subject Expert Teachers (SETs) will continue to research, evaluate, and implement high-quality, standards-aligned curriculum to meet the diverse learning needs of students. Inclusion Specialists will collaborate with teachers to identify and implement instructional materials and strategies that support students with disabilities and ensure access to the general education curriculum. The LEA will continue expanding Career Technical Education (CTE) pathways and Dual Enrollment opportunities to provide students with additional college and career readiness options. Gorman will also strengthen its Multi-Tiered System of Supports (MTSS) to provide timely academic interventions while ensuring students maintain full access to core instruction. Additionally, counselors, MTSS staff, the Special Education (SPED) team, the English Learner (EL) Coordinator, and other educational partners will increase collaboration to regularly monitor student course access, review data, identify potential barriers, and implement appropriate supports. These continuous improvement efforts will help ensure that every student has equitable access to a comprehensive and rigorous course of study that meets their individual academic goals.|Met||2026-06-18|2026 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 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 special needs. Quantitatively, 100% of Hawthorne School District’s (HSD) students had full access to a broad course of study as defined by the California Education Code.|Hawthorne School District (HSD) is committed to providing all students with equitable access to a comprehensive, rigorous, and engaging course of study. Through board-adopted curriculum, expanded learning opportunities, and community partnerships, students benefit from educational experiences that extend beyond the traditional classroom. Elementary students receive instruction in all California Education Code required subject areas: English Language Arts, Mathematics, History-Social Science, Science, Visual and Performing Arts (VAPA), Health, and Physical Education. Students also participate in technology, STEM, and enrichment opportunities through the Expanded Learning Opportunities Program (ELOP). HSD's partnership with PS Arts provides professional learning for teachers, standards-aligned K–5 arts curriculum, and student programs including drumline and mariachi. Middle school students have access to a broad course of study that includes English Language Arts, Mathematics, Science, History-Social Science, VAPA, Applied Arts, World Language, Career Technical Education, and Physical Education. Each middle school offers specialized pathways, including STEM, Fine Arts, and Business, Language, and Technology, while community partnerships provide authentic, real-world learning experiences that prepare students for college, career, and lifelong success.|A review of locally selected indicators and student data identified factors that may limit equitable access to a broad course of study. HSD's middle school academy model includes STEM, Fine Arts, and Business pathways, providing students with opportunities to pursue areas of interest. However, Fine Arts courses are more concentrated within the Fine Arts Academy, resulting in fewer arts elective options for students enrolled in the STEM and Business Academies. Expanding access to Visual and Performing Arts across all academies remains a district priority. Student interest in academy pathways also varies from year to year. During the current school year, enrollment demand was greater for the Business Academy than the Fine Arts Academy, demonstrating that course participation is influenced by changing student preferences rather than limited access alone. Additionally, scheduling can present a barrier. As the district expands elective and enrichment opportunities, some courses are offered during the same time period, creating conflicts that prevent students from participating in multiple electives of interest. HSD will continue to review master schedules, student enrollment trends, and course offerings to increase scheduling flexibility and ensure all students have equitable access to a comprehensive, well-rounded educational program.|To expand arts access at the two non-Fine Arts academies, Hawthorne School District continues to provide professional learning facilitated by Visual and Performing Arts (VAPA) experts. These sessions support teachers in integrating the arts into core instruction, expanding arts-infused learning experiences, and implementing each school's Proposition 28 Arts and Music in Schools Plan to increase student access to high-quality arts education. The district is also expanding STEM opportunities for all students. Through district-sponsored summer programs, students in grades TK–8 participate in hands-on, technology-rich experiences, including STEAM MAX events and challenges that strengthen creativity, collaboration, problem-solving, and STEM fluency. Looking ahead, HSD plans to expand access to Computer Science and Media Arts clubs at our non-fine arts academies, and all three middle schools will integrate college and career readiness elective experiences, including drone engineering, flight simulations, medical science units, and forensic science labs. These efforts will further ensure students have access to engaging, real-world learning experiences that prepare them for future academic and career success.|Met||2026-06-24|2026 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 UC A-G admission requirements. Students have access to board-adopted, UC-approved courses in all seven required subject areas: English, mathematics, history-social science, science, visual and performing arts, health, and physical education. HMSA also offers 12 College Board-approved Advanced Placement (AP) courses. According to the College Board AP Equity and Excellence Report, 71% of HMSA's 2025 graduating class earned a score of 3 or higher on at least one AP Exam during high school, an increase from 68% for the Class of 2024. During the 2025 AP administration, 221 students completed 427 AP Exams, contributing to HMSA earning Platinum recognition on the College Board's 2025 AP School Honor Roll. HMSA will continue expanding access to rigorous AP coursework while maintaining high levels of student achievement and college readiness.|The biggest challenge is the school size and building structure, which limit the number of teachers and course offerings. In the 2025-26 school year, HMSA currently has 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 2026-27 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. A Yearbook course will continue to be offered as an additional elective option for 11th or 12th graders.|Met||2026-06-24|2026 19646000000000|Hermosa Beach City Elementary|7|At the beginning of each school year, departments and school sites review student course placements to ensure alignment with the district’s approved curriculum and course sequence. This review process is conducted through the PowerSchool Student Information System, which supports accurate scheduling and placement verification. PowerSchool is also utilized to regularly monitor student participation and access, including for unduplicated pupils and students with special needs, helping to ensure equitable educational opportunities for all students.|During the 2025–26 school year, students in Hermosa Beach City School District had full access to a comprehensive course of study aligned with California Education Code sections 51210 and 51220(a)–(i). In addition to rigorous academic instruction, all TK–8 students were provided Chromebooks and received support using digital tools and learning platforms to enhance classroom learning and technology integration. To promote equitable access and student success, the district provides academic and social-emotional supports across all school sites. Resources include three site principals, school counselors at each campus, a dedicated Assistant Principal at Hermosa Valley, Learning Center Teachers, an English Learner Coordinator, Transitional Kindergarten instructional aides, and a districtwide Board Certified Behavior Analyst (BCBA). These supports address the needs of all students, including foster youth, English Learners, low-income students, and those experiencing academic, behavioral, or social-emotional challenges. STAR Education further enriches the student experience by offering before- and after-school programs and enrichment opportunities for students in TK–6. Through the Expanded Learning Opportunities Program (ELOP), STAR Education also provides 20 days of intersession programming. Schools also offer intervention services during and beyond the regular school day to help students needing additional academic support meet grade-level expectations.|A variety of factors may impact students’ access to a broad and comprehensive course of study, including language acquisition needs, accommodations and services identified through Individualized Education Programs (IEPs), and scheduling complexities. Due to the district’s relatively small size, Hermosa Schools also faces challenges related to limited staffing and master schedule flexibility, which can affect the number and variety of courses available during a given grading period. Course offerings are often dependent on staffing allocations and the availability of appropriately credentialed teachers. The district also continues to navigate the challenge of strategically allocating limited resources, including staffing, support personnel, instructional time, and funding, in ways that best support student learning and access. Despite these constraints, Hermosa Schools remains committed to continuously evaluating and improving scheduling practices, instructional programming, and support systems to ensure all students have equitable access to a rigorous, engaging, and high-quality educational experience.|To support teachers and students in meeting grade-level standards, Hermosa Schools provides an instructional schedule that promotes professional learning aligned with a broad curriculum. The district strengthens this work through before- and after-school intervention teachers, an English Learner Coordinator, and Transitional Kindergarten instructional aides who help support student proficiency across content areas. Middle school elective offerings will also continue to be reviewed, revised, and expanded to remain relevant, engaging, and responsive to student interests. Looking ahead to the 2026–27 school year, Hermosa Schools will implement several key initiatives to enhance instruction and student support. These include continued fidelity walkthroughs for Wit and Wisdom (K–8), Geodes (K–3), Fundations (TK–3), and FOSS Science (5–8); coaching for K–8 teachers implementing Wit and Wisdom; recalibration professional development focused on Fundations; and continued emphasis on high-quality Tier 1 instruction for all students. The district will also provide a dedicated English Language Development instructional block for identified students, expand special education staffing to include a Certified Occupational Therapist Assistant, and assign a dedicated counselor to each school site. These efforts reflect the district’s commitment to continuous improvement, instructional excellence, and equitable access to learning opportunities for every student.|Met||2026-06-24|2026 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 10 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||2026-06-18|2026 19646340000000|Inglewood Unified|7|Inglewood Unified School District (IUSD) uses multiple locally selected measures to monitor student access to and enrollment in a broad course of study. These measures include master schedule reviews, course enrollment data, Aeries reports, Advanced Placement (AP) participation and exam data, Career Technical Education (CTE) enrollment, Dual Enrollment participation, Gifted and Talented Education (GATE) enrollment, special education program data, and California Assessment of Student Performance and Progress (CAASPP) results. The District analyzes data by school site, grade span, and student group, including English Learners, Foster Youth, Homeless Youth, Socioeconomically Disadvantaged students, and Students with Disabilities, to identify barriers to access and participation. Data are reviewed through the LCAP process, advisory committees, and School Site Councils to ensure equitable access to rigorous coursework, intervention supports, advanced learning opportunities, college and career pathways, visual and performing arts, and extracurricular programs. Findings are used to address gaps and strengthen opportunities for all students.|Inglewood Unified School District (IUSD) provides all students with access to a broad course of study aligned to graduation requirements, A-G eligibility, college and career readiness, and student interests. Through annual master schedule reviews, the District ensures access to core academic courses, Advanced Placement (AP), Career Technical Education (CTE), Dual Enrollment, Visual and Performing Arts (VAPA), Gifted and Talented Education (GATE), intervention programs, and specialized services for English Learners and Students with Disabilities. Students work with counselors to develop four-year plans and select courses that support their academic and career goals. The District reviews enrollment and participation data by school site and student group to identify and address barriers to access. While all students have access to a broad course of study, IUSD continues to monitor participation in advanced coursework and enrichment opportunities to ensure equitable access and enrollment for all student groups.|Based on local measures and educational partner feedback, IUSD has identified several barriers that can limit student participation in a broad course of study. These barriers include scheduling conflicts, staffing limitations, and varying levels of awareness among students and families regarding available academic, enrichment, and college and career readiness opportunities. Some student groups, including English Learners, Foster Youth, Homeless Youth, and Students with Disabilities, may require additional support to access advanced coursework and specialized programs. To address these challenges, the District provides weekly Banked Time for teacher collaboration and utilizes block scheduling at the high school level. These structures allow teachers to analyze student data, identify learning needs, and plan targeted supports and interventions. Differentiated instruction, counseling services, and ongoing master schedule reviews further support equitable access to rigorous coursework and academic opportunities. IUSD will continue monitoring enrollment patterns and addressing barriers to ensure all students have access to a broad course of study.|In response to local measures and educational partner feedback, Inglewood Unified School District (IUSD) will continue expanding access to a broad course of study for all students. The District will strengthen opportunities for students to participate in Career Technical Education (CTE), Dual Enrollment, Advanced Placement (AP), Visual and Performing Arts (VAPA), Gifted and Talented Education (GATE), and college and career readiness programs. Ethnic Studies will continue to be offered to support culturally relevant and inclusive learning experiences. The District will maintain the high school block schedule to increase access to rigorous coursework, intervention supports, and enrichment opportunities. Students in grades 9–12 will continue to have access to Dual Enrollment courses through partnerships with local colleges. IUSD will regularly review master schedules, course enrollment data, and student participation by school site and student group to identify and address barriers to access. Counselors, teachers, and administrators will collaborate to ensure all students, including English Learners, Foster Youth, Homeless Youth, and Students with Disabilities, have equitable access to programs that support college, career, and life readiness.|Met||2026-06-24|2026 19646340101667|Wilder's Preparatory Academy Charter|7|We take a qualitative and quantitative approach to tracking course offerings, class schedules, and school schedules to the extent which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports created in the student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. Student performance data and information are obtained from our student information system.|All students are offered a Broad course of study period on Wednesdays where they participate in a Visual Performing Arts enrichment. Students have access to technology (at home and in the classroom), leadership, and we are continuing to grow our science and arts programming within the regular school day.|Barriers that could prevent us from maximizing broad course of study offerings to all students include limited time during the regular school day and limited staff size to offer additional courses. Based on a need to increase social-emotional support, the LCAP identified increasing social-emotional learning and counseling support initiatives aimed to expand access to mental health and social emotional counseling for students that will provide strategies for coping skills and cultivate valued experiences within the school community.|A regular analysis of enrollment in a broad course of studies informs decisions regarding offerings and using the LCAP as a planning and budgetary tool to ensure access to course offerings for all students.|Met||2026-06-24|2026 19646340116822|Wilder's Preparatory Academy Charter Middle|7|We take qualitative and quantitative approach to tracking course offerings, class schedules, and school schedules to the extent which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports created in the student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. Student performance data and information are obtained from our student information system.|All students are enrolled in a broad course of study including the adopted courses of study specified in the California Education Code. Students have access to technology (at home and in the classroom), leadership, and we are continuing to grow our science and arts programming within the regular school day.|Barriers that could prevent us from maximizing broad course of study offerings to all students include limited time during the regular school day for students to take additional courses and limited staff size to offer additional courses. Based on a need to increase social-emotional support, the LCAP identified increasing social-emotional learning and counseling support initiatives aimed to expand access to mental health and social emotional counseling for students that will provide strategies for coping skills and cultivate valued experiences within the school community.|A regular analysis of enrollment in a broad course of studies informs decisions regarding offerings and using the LCAP as a planning and budgetary tool to ensure access to course offerings for all students.|Met||2026-06-24|2026 19646340120303|ICEF Inglewood Elementary Charter Academy|7|ICEF Inglewood Elementary Charter Academy (IIECA) serves approximately 383 students in grades TK-5 with the following demographics: 73.89% African American, 25.07% Hispanic, 0.78% Two or More Races, 12.27% Students with Disabilities (SWD), 8.0% English Learners (EL), 0.8% Foster Youth (FY), 8.6% Homeless Youth (HY), and 93.7% 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||2026-06-18|2026 19646340128991|Grace Hopper STEM Academy|7|||||Not Met For Two or More Years|||2026 19646341996529|City Honors International Preparatory High|7|City Honors International Preparatory School tracks access to and enrollment in a broad course of study using several locally selected measures: the annual master schedule review, course enrollment records in the student information system, A–G completion and course-enrollment data, and CALPADS course-section data reported through CDE DataQuest. The school also reviews master-schedule alignment against the adopted courses of study for grades 7–12 specified in California Education Code, and monitors Advanced Placement and college/career pathway enrollment. These tools are disaggregated by grade level and by student group—including socioeconomically disadvantaged students, English learners, and students with disabilities—to ensure unduplicated students and individuals with exceptional needs have equitable access to the full breadth of coursework. Counselor course-placement reviews and IEP team planning further verify that students with exceptional needs are enrolled in and supported within the broad course of study alongside their peers.|As a dependent charter, serving grades 9–12, City Honors provides all students access to a broad, A–G aligned course of study spanning English, mathematics, science, history-social science, world languages, visual and performing arts, and physical education, along with Advanced Placement courses and college/career pathway opportunities. Master-schedule and enrollment data confirm that students across all grade levels are enrolled in a comprehensive sequence of college-preparatory coursework. Access is consistent across student groups: unduplicated students—including socioeconomically disadvantaged students and English learners—are enrolled in the same rigorous core and elective offerings as their peers, and students with disabilities access the broad course of study through inclusive placement with RSP support. The 2025 College/Career Indicator in the Blue band at 78.1% reflects strong outcomes from this broad access. The student survey affirms breadth of opportunity, with 89.2% of students reporting their classes provide meaningful challenges. The school continues to monitor enrollment to ensure all groups participate fully in advanced and enrichment coursework.|City Honors' primary barriers to expanding access to a broad course of study relate to its size as a small high school. A limited master schedule and staffing capacity can constrain the number of sections and the range of elective, world language, Advanced Placement, and Career Technical Education offerings that can be scheduled in a given year, occasionally creating course conflicts for individual students. Survey data also identify counseling capacity as a barrier: only 57.9% of students reported their counselor regularly assists with planning, which can affect timely course placement and awareness of the full range of available courses. In addition, student and parent feedback expressed interest in expanded enrichment, CTE pathways, and college-preparatory options. Scheduling sufficient sections to meet demand for advanced coursework while maintaining required core offerings remains an ongoing challenge for a single-site school serving grades 9–12.|In response to these findings, City Honors will implement several actions through its SPSA and LCAP continuous-improvement process. The school will refine the master schedule to maximize course breadth and minimize conflicts, prioritizing access to A–G coursework, Advanced Placement, world languages, and visual and performing arts for all students. City Honors is expanding college and career pathway opportunities, including CTE and dual-enrollment options, in response to student and family interest in internships, career exploration, and early college preparation. To strengthen course access and placement, the school will increase counselor support and the frequency of academic-planning meetings, ensuring students and families are aware of the full range of available courses and are placed appropriately, including earlier college planning beginning in the ninth grade. The school will continue to use enrollment and A–G data, disaggregated by student group, to monitor equitable participation and to ensure unduplicated students and individuals with exceptional needs have full access to the broad course of study. These actions support City Honors' mission as a 2026 California Distinguished School to prepare every student for college and career.|Met||2026-06-24|2026 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||2026-06-26|2026 19646346014518|La Tijera Academy of Excellence Charter|7|Inglewood Unified School District tracks progress in meeting Priority 7 via our student information system AERIES and CALPADS by undertaking a qualitative and quantitative review of course offerings, class schedules, school schedules, and Aeries Graduation/College Readiness tracker to assess the extent to which students have access and are enrolled in a broad course of studies. IUSD utilizes a number of practices to ensure students have course offerings that allow them to experience a broad course of study. Counselors map out and review a 4-year academic plan with each student which structures and maintains the student’s desired academic pathway. Students and their parents can view the 4-year academic plan and monitor progress towards meeting graduation and A-G requirements through Aeries student and parent portal. The district’s course catalog is updated annually to ensure a wide range of courses is available. Pathway data is collected and reviewed to determine the need of additional or modified courses to meet the pathway’s demands and inform on its usefulness. Students can express their interest in a course through a school site course interest survey. These surveys are used to develop the master schedule. Our elementary and middle school offer educational opportunities that enhance the core instructional program. Students are surveyed to ask their interest. Standards- aligned educational and content offerings are developed to align with students’ interests.|A summary of the differences across school sites and student groups having access to, and are enrolled in, a broad course of study, and may include a description of progress over time in the extent to which all students have access to, and are enrolled in, a broad course of study. All IUSD students in grades TK – 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. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day. All IUSD secondary students have access to a broad course of studies within their school offerings as well-off site and off schedule. Secondary students in the Inglewood Unified School District have access to a broad course of study which prepares them for college and careers. In addition to UC/CSU A-G course requirements, as well as district graduation requirements, students have access to a number of electives and career pathways. Students have the option of attending a school of their choice in the district based on the course offerings that interest them. For courses not offered by the district’s internal master schedule, students may enroll in courses offered by the local community college and receive dual enrollment credit. In addition student continue to have access to The National Equity Lab for to courses offered by at top tier universities.|Currently, the barriers affecting access to course offerings are fiscal, our declining enrollment, and other options including lack of time during the school day. Staffing challenges/ shortages that are impacting districts throughout the country are barriers that IUSD District staff continue to work to resolve.|More offerings were included in the development of the LCAP, our Strategic Plan, and when possible, afterschool programs. Regular analysis of the enrollment in broad course of study courses help to inform the district as it makes decisions on offerings and using LCAP supplemental and concentration funds to support Priority 7. Inglewood Unified School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. Quantitative data tables reflecting the percent of students with access to and/or enrolled in a broad course of studies were constructed.|Met||2026-06-24|2026 19646420000000|Keppel Union Elementary|7|Keppel Union School District monitors student access to a broad course of study through multiple local measures, including course offerings at each school site, master schedules, student enrollment data, instructional program reviews, LCAP metrics, and educational partner feedback. The district also reviews participation in enrichment opportunities, intervention programs, Expanded Learning Opportunities Program (ELO-P), visual and performing arts, music, athletics, field experiences, and technology access. Student participation is reviewed across grade spans and student groups, including English learners, students with disabilities, foster youth, students experiencing homelessness, and socioeconomically disadvantaged students to ensure equitable access.|The district provides all students with access to California Standards-based instruction across all required content areas while expanding opportunities for enrichment and student engagement. Students have access to visual and performing arts, music instruction, physical education, technology, intervention and enrichment programs, athletics, outdoor science schools, field trips, and extended learning opportunities. Additional supports, including intervention teachers, literacy initiatives, counseling services, and special education programs, ensure that students with diverse learning needs can fully participate in the district's educational program. The district continues to monitor access across school sites to ensure equitable opportunities for all students.|As a small rural school district, the primary challenges include limited financial resources, staffing shortages in specialized areas, transportation logistics, and scheduling constraints that can affect the expansion of enrichment opportunities. The district also recognizes the need to continue addressing barriers experienced by student groups requiring additional academic or behavioral supports. Despite these challenges, the district continues to prioritize equitable access by strategically allocating resources and expanding programs that support student participation and success.|The district will continue expanding opportunities that promote equitable access to a comprehensive educational experience. Current and planned actions include strengthening literacy and mathematics instruction, expanding intervention and enrichment opportunities, maintaining visual and performing arts and music programs, supporting athletics and outdoor learning experiences, investing in classroom technology and instructional materials, and providing additional academic and social-emotional supports for students with the greatest needs. The district will continue using educational partner feedback and student outcome data to guide future program improvements and ensure that all students have meaningful access to a broad course of study regardless of background or school site.|Met||2026-06-25|2026 19646420136127|Sage Oak Charter School- Keppel|7|Sage Oak Charter School uses personalized educational planning and student progress monitoring as key tools to ensure all students have access to and are enrolled in a broad course of study. Educational plans are collaboratively developed by the supervising teacher or Educational Advisor (EA), parent/guardian, and student. As needed, additional staff—including counselors, the English Learner (EL) Coordinator, Homeless and Foster Youth Liaison, 504/SST Coordinator, and Special Education Case Managers—support the planning process to ensure equitable access and individualized support for all student groups, including unduplicated pupils and students with exceptional needs. Each personalized plan includes standards-aligned curriculum and course selections from school-approved options that support grade-level expectations, graduation requirements, and college and career readiness pathways. Student enrollment, course participation, progress monitoring data, intervention participation, and graduation tracking are reviewed regularly to evaluate access and participation across grade spans and student groups. This ongoing review process allows Sage Oak to identify barriers, provide targeted supports, and ensure all students have opportunities to participate in a comprehensive and diverse educational program.|Sage Oak ensures all students have access to and are enrolled in a broad course of study through personalized academic planning, continuous progress monitoring, and collaborative support systems. Teachers regularly review student course enrollment, academic performance, intervention participation, and graduation progress to ensure alignment with individual student needs, interests, and goals. Additional support from counselors, the EL Coordinator, Homeless and Foster Youth Liaison, 504/SST Coordinator, Title 1 Coordinator and Special Education Case Managers helps ensure equitable access for unduplicated student groups and students with exceptional needs. All students select curriculum and courses from a school-approved, standards-aligned list that includes core academic subjects, electives, CTE opportunities, synchronous instruction, intervention supports, and college and career pathways. Because Sage Oak operates as an independent study charter school model, students across all programs have equitable access to course offerings and educational resources. Over time, the school has expanded synchronous learning opportunities, elective offerings, intervention supports, and college and career pathways to better support diverse learning styles and student interests. Ongoing review of student participation and achievement data allows the school to identify barriers, provide targeted supports, and ensure all students have meaningful access to a comprehensive educational program.|A primary barrier to providing full access to a broad course of study, particularly in Career Technical Education (CTE), is the lack of a physical school site, which can limit hands-on instructional experiences. To address this challenge, Sage Oak’s high school program partners with local community colleges to provide dual enrollment opportunities, giving students access to in-person CTE courses, industry-specific training, and career preparation resources not typically available in a virtual setting. High school students also have access to virtual CTE pathways aligned to the independent study model, including animation, visual arts, child development, entrepreneurship, sports medicine, and information technology. A photography pathway will also be added in 2026–27. For TK–8 students, Sage Oak has expanded Oakschool online and in-person course offerings and increased partnerships with community providers to support enrichment and career exploration opportunities. Whenever possible, courses incorporate CTE-related themes and real-world learning experiences to promote early college and career awareness.|By the end of the 2026–27 academic year, Sage Oak originally established a goal of offering 200 Career Technical Education (CTE)-aligned courses across TK–12 to support career readiness through practical skills and industry-based learning opportunities. The school has already exceeded this goal, currently offering more than 280 CTE-aligned and career exploration courses across grade levels. To strengthen college and career readiness outcomes, Sage Oak continues working to increase the College and Career Indicator (CCI) rate by 2% annually through expanded access to pathways that support post-secondary success. The school is also focused on increasing student enrollment in A-G courses to improve eligibility for UC and CSU admissions while maintaining high achievement in advanced coursework, including sustaining an AP exam pass rate of 72% or higher. These efforts ensure students have access to a diverse, rigorous, and career-connected course of study that prepares them for future academic and career opportunities.|Met||2026-06-18|2026 19646590000000|La Canada Unified|7|To evaluate its progress under Priority 7, LCUSD continuously analyzes quantitative and qualitative data to ensure all students maintain equitable access to a broad course of study. This multi-layered review analyzes course offerings, elementary class schedules, secondary master schedules, and graduation pathways. Furthermore, LCUSD integrates educational partner feedback through the Annual Student Perception Survey, administered via Panorama Education to families, staff, and students in grades 4-12 alongside the LCAP survey and educational partner visits done throughout the school year. These locally selected tools and measures help to capture valuable insights on course access and enrollment, school experiences and attitudes toward learning. The district’s alignment with state expectations is further affirmed through rigorous public accountability measures, including the School Accountability Report Card (SARC) and the Local Control and Accountability Plan (LCAP). LCUSD uses its student information system, Aeries, to monitor enrollment metrics and course availability, which are submitted annually to the state. Taken together, these tools and measures verify that LCUSD students are meeting the expectations set forth in California Education Code Sections 51210 and 51220(a)–(i).|During the 2025-26 school year, all students had access to and were enrolled in a broad course of study aligned with Priority 7. At the elementary level, students engaged in a robust enrichment curriculum featuring music, art, STEAM, and computer literacy, with dramatic arts introduced in grades 4-6. Students in grades 7 and 8 were provided with core academic courses including honors courses as well as a choice of electives. Electives for 7th grade included music appreciation, graphic noveling, ceramics, STEAM, and drama, while 8th grade students were offered cooking and gardening,art and ceramics, drama, STEAM, and yearbook. Students in grade 9-12 were offered college preparatory, honors, and Advanced Placement (AP) courses as well as dual enrollment pathways through Pasadena City College. A wide range of electives were offered including such courses as Sports Medicine, Culinary Arts, Photography, Computer Science, and World Languages. 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 the Culinary Arts Career Technical Education (CTE) pathway 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.|Based on data collected from the Panorama Education survey and qualitative feedback gathered during various Educational Partner meetings, LCUSD determined that all students across all grade levels were provided access to a broad course of study during the 2025–26 school year. At the secondary level, maximizing these instructional opportunities within the constraints of the traditional school day remains an operational challenge. Specifically, the standard six-period day inherently limits the number of elective courses students can accommodate in their schedules. Despite these structural limitations, students maintain consistent access to a robust selection of both core and elective offerings. Enrollment in certain advanced electives or honors courses remains contingent upon fulfilling specific prerequisites, depending on the academic discipline. At the elementary level, scheduling constraints are less pronounced. Students in these grade levels consistently engage in a comprehensive, well-rounded curriculum that integrates music, visual arts, dramatic arts, and STEAM initiatives.|Each year, LCUSD administration and faculty review course offerings with a focus on continuous improvement and innovation, ensuring that academic programs align with student enrollment trends and educational partner feedback. At the elementary level, students in grades 1-6 continue to benefit from a broad curriculum that includes core subjects as well as enrichment in music, art, drama, STEAM, and computer literacy. The Gifted and Talented Education (GATE) program provides sustained, specialized support to eligible students in grades 4-6. 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, and Robotics. Ethnic Studies content was integrated into the English 1 curriculum. At the middle school, the elective drama clase was redesigned to a Musical Theater course to expand performance opportunities for students. Ultimately, these strategic enhancements reflect LCUSD’s ongoing commitment to fostering an innovative, well-rounded, and rigorous educational experience that supports the interests and academic needs of all students.|Met||2026-06-23|2026 19646670000000|Lancaster Elementary|7|Based on grade span, student group, and program participation data, Lancaster School District uses multiple locally selected measures to monitor the extent to which all students have access to and are enrolled in a broad course of study. These measures include district and school master schedules, course enrollment data, intervention and enrichment participation records, Expanded Learning Opportunities Program (ELOP) participation, English learner and special education program data, staffing allocations, and annual program reviews. The district reviews participation in standards-aligned core instruction, visual and performing arts, physical education, dual-language immersion, intervention services, enrichment opportunities, extracurricular activities, and expanded learning programs. Data are analyzed by grade span and student group, including English learners, foster youth, low-income students, students with disabilities, and individuals with exceptional needs. Additional measures include Individualized Education Program (IEP) service data, English learner program participation, and site-level program implementation reviews. These measures help the district identify participation patterns, monitor equitable access to programs and services, and ensure all students have opportunities to participate in a comprehensive course of study aligned with state standards and local priorities.|Based on locally selected measures, Lancaster School District has determined that students across all grade spans have access to a broad course of study that includes standards-aligned instruction in English language arts, mathematics, science, history-social science, physical education, visual and performing arts, technology, and integrated English language development. Students also have access to intervention and enrichment opportunities, the Expanded Learning Opportunities Program (ELOP), extracurricular activities, and specialized programs, including dual-language immersion and special education services. The district monitors participation and enrollment data by school site and student group to ensure equitable access. While all schools provide access to core academic programs, some differences exist based on enrollment, staffing, specialized programs, and student needs. Additional supports are provided to English learners, foster youth, low-income students, students with disabilities, and individuals with exceptional needs to ensure equitable access to instructional programs and services. District reviews indicate that students continue to have access to a comprehensive educational program aligned with state standards and local priorities. Ongoing monitoring of participation data helps identify and address barriers, supports continuous improvement, and ensures equitable opportunities for all students.|Based on the results of locally selected measures, Lancaster School District has identified several barriers that may limit full access to a broad course of study for some students. These include staffing shortages in hard-to-fill positions, student absenteeism, transportation challenges, and varying levels of participation in enrichment and expanded learning opportunities. Students requiring academic intervention, English language development services, or specialized supports may also experience scheduling challenges that affect participation in enrichment programs. Educational partner feedback identified the need to expand access to academic intervention, enrichment programs, arts education, extracurricular activities, and expanded learning opportunities. Families also cited transportation and scheduling constraints as barriers to participation in programs offered beyond the regular school day. For English learners, foster youth, low-income students, students with disabilities, and individuals with exceptional needs, barriers may include attendance challenges, access to specialized services, and the need for additional academic and behavioral supports. Differences in school size, staffing, and specialized program offerings may also affect participation across school sites. The district continues to monitor participation and enrollment data to identify and address barriers and remains committed to ensuring equitable access to a broad course of study for all students.|In response to the results of locally selected measures, Lancaster School District will continue implementing and refining actions to ensure all students have equitable access to a broad course of study. The district will maintain standards-aligned core instruction, intervention programs, enrichment opportunities, visual and performing arts, physical education, technology integration, dual-language immersion, special education services, and Expanded Learning Opportunities Program (ELOP) offerings. To address identified barriers, the district will continue investing in staffing, academic interventions, English learner services, and specialized supports for students with disabilities, foster youth, and low-income students. The district will also expand before-school, after-school, and summer learning opportunities that provide additional academic and enrichment experiences. The district will continue reviewing enrollment, participation, and program implementation data to identify disparities across school sites and student groups. These data, along with educational partner feedback, will inform decisions regarding staffing, program offerings, resource allocation, and support services. Through ongoing implementation of Multi-Tiered Systems of Support (MTSS), expanded learning opportunities, and targeted interventions, Lancaster School District will continue removing barriers and strengthening equitable access to a comprehensive educational program that supports the academic, s|Met||2026-06-16|2026 19646670123174|Life Source International Charter|7|||||Not Met For Two or More Years|||2026 19646670125559|iLEAD Lancaster Charter|7|iLEAD Lancaster monitors learner schedules, enrollment data, academic progress, and participation in core and enrichment programs to ensure all learners have access to a broad course of study. Data are reviewed by grade level, including learners with disabilities and other unduplicated learner groups, to ensure equitable access and support. |All learners have access to a broad course of study that includes core academics, interventions, and enrichment opportunities. Data indicate equitable access across learner groups, and iLEAD Lancaster continues to monitor participation to ensure all learners are supported in their educational program.|At this time, no significant barriers have been identified that prevent learners from accessing a broad course of study. iLEAD Lancaster continues to monitor learner participation, attendance, and academic progress to ensure equitable access and address any emerging needs. |iLEAD Lancaster will continue to monitor learner enrollment, participation, and academic progress to ensure equitable access to a broad course of study. Ongoing review of learner data and support services will be used to address emerging needs and ensure all leaners have access to appropriate academic and enrichment opportunities. |Met||2026-06-18|2026 19646830000000|Las Virgenes Unified|7|LVUSD has an annual Student Data Student Study Session with the Board of Education where we collectively review CAASPP, iReady, California Healthy Kids, PSAT, AP, A-G completion, D/F data, CTE Pathways completion, and other achievement data. This data is disaggregated by student groups 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 remains committed to providing a broad course of study across all school sites. There has been a recent effort to increase the course of study through dual enrollment and strengthening the CTE Pathways.|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 student group 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||2026-06-23|2026 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 Technology, Robotics, Engineering, Coding (TREC) program, Physical Education, Art (Music, Theater) 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, AVID, 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 2025-26 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 TK-8 program. All students have access to Makerspaces and STEM programming during the school day as well as during lunch, in the library, 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 enrichment 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. This school year, the governing board adopted a new elementary Social Studies curriculum. 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 TREC program. Our RAP program continues to bring in relevant programming to our students before and after school. 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, TREC, and PE have been added to elementary and middle school lunch times.|Met||2026-06-25|2026 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||2026-06-22|2026 19647090000000|Lennox|7|Lennox School District is dedicated to providing every student with access to a comprehensive educational program that promotes both academic achievement and personal growth. In addition to core academic subjects, students have opportunities to participate in Visual and Performing Arts, Dual Language, Applied Arts, and Career Technical Education courses at the middle school level. Students also have access to enriching after-school programs that encourage creativity through music and the arts. To ensure equitable access to these opportunities, the district annually reviews course offerings, master schedules, elementary classroom configurations, report cards, and Individualized Education Programs (IEPs). Student enrollment and participation are monitored through a comprehensive student information system to ensure that all student groups, including students with disabilities and historically underserved populations, have access to a broad course of study. School administrators collaborate with teachers to develop schedules, monitor instructional practices through classroom observations, and review benchmark assessment data to ensure high-quality instruction. These ongoing processes help the district maintain rigorous academic programs while continuously improving learning opportunities for every student.|Lennox School District strives to provide all students with equitable access to a rich and engaging educational experience across every school site. Elementary students receive instruction in English Language Arts, mathematics, history-social science, science, health, physical education, and visual and performing arts. They also participate in technology-integrated learning, STEM activities, and enrichment opportunities offered during the school day and through expanded learning programs. Over the past several years, the district has expanded student access to enrichment opportunities by increasing investments in after-school arts programs, technology, and professional learning for educators. Every student is provided with access to a digital device and instructional technology resources that support learning across all content areas while building essential 21st-century skills. At the middle school level, students continue to engage in a standards-based curriculum while exploring elective courses that reflect their interests and future career pathways. Although access to programs is consistent across student groups and school sites, the district continues to monitor participation and enrollment data to ensure all students benefit from the full range of academic and enrichment opportunities available.|Lennox School District is committed to eliminating barriers that may limit students' access to a comprehensive course of study. The district works to ensure that all students are enrolled in appropriate courses and have access to the instructional materials, services, and supports necessary for success. While students have equitable access to educational opportunities, some continue to experience academic challenges due to unfinished learning and skill gaps. To address these needs, the district implements a Multi-Tiered System of Supports (MTSS) that provides academic, behavioral, and social-emotional interventions based on individual student data. Teachers, administrators, and support staff work collaboratively to identify student needs, monitor progress, and adjust instruction as needed. By combining high-quality classroom instruction with targeted interventions and ongoing progress monitoring, the district continues to reduce achievement gaps and increase opportunities for all students to succeed academically, socially, and emotionally.|Lennox School District collaborates with staff, families, and educational partners to ensure all students have access to a diverse and comprehensive course of study. District and school leaders regularly evaluate course offerings, master schedules, staffing, teacher credentials, and available funding to provide programs that reflect the needs and interests of the student population. The district continues to strengthen its systems for identifying student needs early and providing timely, targeted support. Ongoing improvements to the Multi-Tiered System of Supports (MTSS) expand access to academic, behavioral, and social-emotional interventions that help students overcome challenges and achieve success. In addition, Lennox School District is increasing its focus on social-emotional learning and student wellness by implementing practices that promote positive school climates, mental health, and student engagement. Through continuous program evaluation and evidence-based improvements, the district remains committed to providing equitable learning opportunities and ensuring every student has the support needed to reach their full potential.|Met||2026-06-16|2026 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, CAASPP (Summative and Interim) assessments, 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 that Lennox Academy is providing 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, CAASPP Interim assessments, and NWEA Map Growth assessments help identify students with skill gaps in literacy and mathematical foundations. Through this identification, students are placed in support classes, so they work on their skill sets and be able to access the curriculum in the 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. The Credit Status Report identifies students who may be at risk of not graduating due to credit deficiency. An IEP ensures students are in the least restrictive environment and have access to a rigorous college and career preparatory curriculum with the support needed to demonstrate content mastery and goal growth. The Reclassification Evaluation Progress form 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. Students who need additional academic support are referred to Ganas, an intervention program that helps students further develop their skills and relearn course concepts.|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. Lennox Academy is also working on adding more offerings in CTE/Electives as a result of student/parent interest and industry needs. Ninth grade students who demonstrate strong foundational skills and concept knowledge through standardized tests, math department diagnostic exam, and teacher observations are 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. Lennox Academy is also working on adding more offerings in CTE as a result of student/parent interest and industry needs.|Met||2026-05-28|2026 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||2026-06-01|2026 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||2026-06-26|2026 19647170000000|Little Lake City Elementary|7|To track access to a broad course of study, LLCSD uses several locally selected measures. The District regularly reviews master schedules, course offerings, and student placements to ensure equitable access for all students across grade spans and student groups. The District's student information system, Aeries, is used to track course enrollment, particularly at the middle school level. These tools allow the District to monitor enrollment for all students, including foster youth, socioeconomically disadvantaged students, English learners, and students with disabilities, and to verify that students have equal access to and can succeed in the adopted courses of study outlined in Education Code Sections 51210 and 51220 (a-i).|All LLCSD students have access to a broad course 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 by PE specialists, Arts for All staff, and classroom teachers. At the middle school level, all students access ELA, Mathematics, History-Social Science, Science, and Physical Education, with technology integrated into core subjects. Reflecting progress over time, visual and performing arts instruction is now provided to all students in TK through 8th grade through in-school arts programming, ensuring arts access as part of the regular school day. Services and supports ensure that foster youth, socioeconomically disadvantaged students, English learners, and students with disabilities have equal access. One difference across grade spans is that middle school elective access is more constrained than elementary enrollment, where all students receive the full comprehensive program.|A significant barrier to full implementation of Priority 7 exists at the middle school level, where access to additional elective courses may be limited due to time constraints within the six-period school day. Because the schedule offers a limited number of periods, students requiring language acquisition support or identified as intensive or targeted learners are enrolled in core ELD classes during the elective period. Similarly, students needing additional support in English Language Arts or Mathematics are placed in intervention courses during that same elective period. As a result, these students, who often include English learners and other unduplicated student groups, have fewer opportunities to enroll in elective offerings such as arts courses during the regular school day.|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. At Lakeside Middle School, an after-school art program funded through Proposition 28 provides additional arts enrichment opportunities, particularly for students enrolled in intervention or English Language Development courses during the school day elective period. These after-school opportunities ensure that students who cannot access arts electives during the regular schedule still have meaningful access to enrichment experiences. The District will continue to review master schedules and Aeries enrollment data to identify further opportunities to expand elective and enrichment access, especially for unduplicated student groups and students with exceptional needs.|Met||2026-06-23|2026 19647250000000|Long Beach Unified|7|LBUSD tracks access to a broad course of study through a connected set of state and local tools. CALPADS, DataQuest, the California Dashboard, local course enrollment, A-G on-track reports, College & Career Guidance Initiative/internal monitoring, CTE pathway completion, AP/EAP results, Outdoor Science Camp participation, SPSA needs assessments, and School Site Council input help the district see whether students have access across grade spans, schools, and student groups. Key LCAP measures include A-G completion (58.5%), CTE pathway completion (46.1%), A-G plus CTE completion (33.0%), AP exam pass rate (48.3%), College/Career readiness (59.2%), Title I fifth-grade Outdoor Science Camp participation (80.8%), and Grade 9-11 A-G on-track status (59.5%).|LBUSD provides a broad course of study from elementary through high school. Elementary students receive standards-aligned instruction in ELA, math, science, PE, and the arts, with districtwide elementary music and Outdoor Science Camp adding enrichment. At the secondary level, students can access A-G courses, AP, dual enrollment opportunities, Linked Learning pathways, CTE sequences, work-based learning, world language, visual and performing arts, and college/career supports. Access is improving in several areas: CTE pathway completion rose to 46.1%, A-G plus CTE completion rose to 33.0%, and College/Career readiness rose to 59.2%. LBUSD continues to monitor differences by site and student group so access is not only available, but equitably experienced.|The main barriers are structural and practical rather than a lack of commitment to broad access. At the secondary level, master-schedule constraints, pathway and elective availability, staffing and budget limitations, transportation and participation costs, inconsistent use of college/career planning tools, and uneven family/student understanding of A-G requirements can affect enrollment. Students with IEPs, English learners, foster and homeless youth, and students experiencing mobility or housing instability may face additional barriers. Alternative and Equity Multiplier schools also require targeted intervention, credit recovery, progress monitoring, and family communication because of low Dashboard performance in graduation and college/career readiness.|LBUSD will strengthen access by improving the systems that help students enter and complete a broad course of study. The district will refine master scheduling, implement High School Counselor Expectations, build A-G awareness earlier, strengthen use of CCGI and internal monitoring, and conduct regular A-G/course-progress reviews to identify students needing support. Related actions include school-based LCFF allocations through SSC/SPSA processes, Linked Learning and CTE supports, College/Career Specialists, free PSAT/SAT and AP exam supports, expanded dual enrollment, elementary music, Outdoor Science Camp access, and targeted intervention/credit recovery. Metrics M7.11 and M7.12, along with A-G, CTE, AP, and College/Career outcomes, will guide improvement.|Met||2026-06-17|2026 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||2026-06-03|2026 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||2026-06-28|2026 19647330000000|Los Angeles Unified|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, track progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework.|At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health.|At the secondary level, emergent bilingual students and students with disabilities often need to enroll in supplemental courses to address their specific learning needs. While these courses provide standards-aligned instruction, they can limit opportunities for students to explore additional college preparatory or elective courses within the regular school day. Additionally, small secondary schools, such as pilot schools, may face additional scheduling constraints in offering a broad range of advanced and exploratory electives due to limited staffing and enrollment.|In response to ongoing monitoring of student participation and course access, LAUSD has expanded opportunities beyond the traditional school day through enrichment, arts education, STEM programs, tutoring, internships, athletics, and expanded learning opportunities. The District will continue to leverage federal, state, and local resources to increase student access to programs that complement the core curriculum and support whole-child development. These efforts are designed to ensure students have access to a comprehensive educational experience that promotes academic achievement, engagement, and college and career readiness.|Met||2026-06-23|2026 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||2026-06-23|2026 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||2026-06-23|2026 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||2026-06-16|2026 19647330100743|Accelerated Charter Elementary|7|ACES uses multiple measures to monitor 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. The school conducts an annual review of its master schedule to ensure that all required subject areas, including English Language Arts, Mathematics, Science, History Social Science, Physical Education, and Visual and Performing Arts, are available and accessible to all students. Course enrollment data is reviewed by grade level and student group to identify and address any gaps in access. ACES utilizes its Student Information System, PowerSchool, to track individual student enrollment and participation in coursework. Administrators regularly review this data to ensure that all students, including English Learners, students with disabilities, foster youth, and students experiencing homelessness, have access to the full course of study. For students with exceptional needs, access is monitored through the Individualized Education Program and 504 plan processes to ensure appropriate supports, accommodations, and participation in the general education curriculum. In addition, LCAP Educational Partner Survey data is used as a supplementary measure to understand family and staff perceptions of access to a well-rounded educational program.|Based on analysis of the master schedule, PowerSchool data, IEP and 504 monitoring, and educational partner input, ACES continues to provide consistent access to a broad course of study for all students. The master schedule confirms that required core subjects, including English Language Arts, Mathematics, Science, History Social Science, Physical Education, and Visual and Performing Arts, are available across grade levels and aligned to state expectations. Enrollment data indicate that unduplicated student groups, including English Learners, socioeconomically disadvantaged students, and students experiencing homelessness, are participating in coursework consistent with their peers. IEP and 504 monitoring further confirm that students with exceptional needs access the general education curriculum with appropriate supports and accommodations. Survey data reflect an opportunity to continue strengthening student engagement to ensure all students experience the full benefit of the instructional program.|While ACES has established structural access to a broad course of study, local data highlight areas for continued growth to ensure all students consistently experience meaningful access to learning. Student engagement represents an important area of focus. Survey data indicate that students’ experiences with coursework vary, suggesting an opportunity to strengthen relevance and connection to learning so that all students can fully benefit from the instructional program. Class size and resource allocation also influence access. Staff feedback indicates that in some upper elementary classrooms, larger class sizes can limit opportunities for individualized support and differentiation. This presents an opportunity to continue refining staffing and scheduling practices to better support diverse student needs. In addition, access to intervention and enrichment supports represents an area for continued development. Strengthening specialized supports will help ensure that students with exceptional needs, as well as those who would benefit from additional challenge, are able to fully engage with the breadth of the curriculum.|In response to local data, ACES will continue to refine practices to strengthen meaningful access to a broad course of study. The school will continue to prioritize instructional approaches that support student engagement, including increasing opportunities for relevance, student voice, and active learning, supported through professional development and coaching. ACES will also review class size and staffing structures, particularly in upper elementary grades, to identify opportunities to strengthen individualized support. In addition, the school will continue to evaluate intervention and enrichment supports to better meet diverse student needs. Finally, ACES will continue to strengthen data use practices, including expanding access to disaggregated data, to better inform planning and support equitable access for all students.|Met||2026-06-10|2026 19647330100750|Wallis Annenberg High|7|WAHS tracks student access to and enrollment in a broad course of study through a combination of academic, scheduling, and student outcome measures. PowerSchool serves as the primary student information system for monitoring course enrollment, scheduling, attendance, and course completion across all grade levels. WAHS also monitors A-G course completion, Career Technical Education pathway participation, Advanced Placement enrollment, and dual enrollment opportunities to ensure students have access to college and career preparatory coursework. Academic progress is monitored through NWEA MAP assessments, Interim Comprehensive Assessments, classroom performance data, and Performance Matters reporting systems to support ongoing analysis of student access and achievement across student groups. For English Learners, WAHS reviews ELPAC results, English Learner progress, and reclassification data to support appropriate course placement and access to instructional supports. Students with disabilities are monitored through the IEP process, individualized scheduling reviews, and co- teaching or support service models to ensure access to the least restrictive environment and a broad course of study aligned to individual student needs. In addition, student, family, and staff feedback collected through the LCAP Educational Partner Survey provides qualitative data regarding student engagement, rigor, and relevance of coursework to support continuous improvement and equitable access|Using locally selected measures and educational partner data, WAHS continues to provide students with access to a broad course of study that includes A-G college preparatory coursework, Career Technical Education pathways, elective offerings, dual enrollment opportunities, and college and career readiness courses. PowerSchool scheduling data is used to monitor student enrollment, course completion, and graduation progress across grade levels and student groups. WAHS maintains systems to support equitable access across student populations, including English Learners, socioeconomically disadvantaged students, foster youth, and students with disabilities. English Learners receive designated ELD supports while maintaining access to core academic coursework, and students with exceptional needs participate in individualized scheduling through the IEP process to support access to the least restrictive environment and a broad course of study aligned to individual goals and accommodations. Assessment data, counselor monitoring, and course enrollment reviews support ongoing analysis of student participation and access across programs. Student survey results also provide insight into student experiences related to rigor and engagement. High school students reported Rigorous Expectations at 51% favorable, indicating an opportunity to continue strengthening student engagement and perceptions of academic challenge across coursework.|Based on locally selected measures and educational partner input, WAHS has identified several conditions that may affect students’ full access to a broad course of study. Student engagement remains a significant area for continued focus. Student Engagement averaged 20% favorable and ranked below the 10th national percentile, indicating that some students are not yet fully connected to or engaged in their coursework and learning experiences. Student Belonging also ranked below the 10th national percentile, highlighting the importance of strengthening school connectedness to support student participation in rigorous coursework and learning opportunities. Access to academic and social-emotional supports also represents an area for improvement. Fifty- five percent of teachers reported that students needing additional support can easily access those services, while 39% of teachers indicated a need for additional resources to support student learning. These findings highlight the importance of continuing to strengthen intervention systems and student support structures. Teacher collaboration and instructional alignment also remain areas for continued growth. Teacher Collaboration averaged 42% favorable, suggesting an opportunity to strengthen coordinated instructional practices and consistency across courses and grade levels. In addition, WAHS continues to strengthen disaggregated enrollment and course completion monitoring systems|In response to locally identified needs and educational partner feedback, WAHS will continue strengthening systems and supports to ensure all students have meaningful access to a broad course of study. WAHS will continue implementing strategies to strengthen student engagement, belonging, and connection to coursework, particularly as Student Engagement and Student Belonging ranked below the 10th national percentile. Expanded advisory structures, student voice opportunities, and relationship-building practices will support stronger student connection to learning and school. The school will also continue strengthening academic and social-emotional support systems, including intervention supports, tutoring opportunities, and co-teaching practices, to improve access for students needing additional support. In addition, WAHS will strengthen teacher collaboration and professional learning focused on instructional consistency and student engagement across content areas. WAHS will continue refining its use of PowerSchool and related data systems to monitor course enrollment, completion, and participation across student groups and inform ongoing continuous improvement efforts.|Met||2026-06-10|2026 19647330100800|Central City Value|7|Central City Value High School uses PowerSchool schedules, course grades, transcripts, credit-completion records, report cards, English Learner identification, Individualized Education Programs, Section 504 plans, graduation-progress monitoring, counseling information, assessment data, and master-schedule review to monitor student access to and enrollment in a broad course of study. Administrators, counselors, teacher-advisors, special education staff, English Learner staff, intervention personnel, and school leaders review these measures to verify appropriate course enrollment and identify students who may need academic, language-development, credit-completion, special education, or other individualized support.|Central City Value High School students in grades 9–12 have access to a broad course of study that includes English, mathematics, science, social science, physical education, visual and performing arts, English language development, and other graduation-aligned and college and career readiness coursework. Counselors and school leaders review schedules, transcripts, and graduation progress to ensure students are enrolled in required coursework. English Learners receive language-development and academic support. Students with disabilities receive services and accommodations according to their Individualized Education Programs or Section 504 plans through inclusive and targeted support models. Students requiring additional academic assistance are supported through counseling, intervention, progress monitoring, and Multi-Tiered System of Supports structures. Central City is a single-site LEA; therefore, there are no differences across school sites to report.|No structural barrier preventing access to the broad course of study was identified through the local review. The school will continue monitoring attendance, course scheduling, credit completion, student mobility, prior academic preparation, language access, engagement, wellness, and individual support needs because these factors may affect full participation even when appropriate courses are available. Student-level needs are addressed through counseling, family outreach, academic intervention, English Learner services, special education and Section 504 services, progress monitoring, and other appropriate supports.|Central City Value High School will continue using schedule and transcript review, graduation-progress monitoring, counseling, teacher-advisor structures, English Learner services, special education and Section 504 supports, academic intervention, and Multi-Tiered System of Supports to ensure continued access to the broad course of study. School leaders, counselors, teachers, support staff, and network academic leaders will continue collaborating to strengthen standards-aligned instruction, inclusive practices, intervention, progress monitoring, and family communication. The school will identify students needing additional support and provide appropriate academic, language-development, credit-completion, counseling, or individualized services to support progress toward graduation and postsecondary preparation.|Met||2026-06-05|2026 19647330100867|KIPP Los Angeles College Preparatory|7|Our school works across teams to ensure all students have access to a broad course of study. Every student enrolled 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 students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. 5th Grade core classes are Science, Math, Social Studies English, and Physical Education. 6th Grade core classes are Physical Education, Science, Math, Social Studies, and English. 7th Grade core classes are English, Social Studies, Math, Science, and Physical Education. 8th Grade core classes are English, Science, Social Studies, Math, and Physical Education. In addition to the core classes listed above, students have access to various electives during their time.|Our school is currently able to offer access to a broad course of study to all enrolled students at all schools.|Our school 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||2026-06-11|2026 19647330101196|ICEF View Park Preparatory High|7|ICEF View Park Preparatory High School established in 2003 is a WASC-accredited tuition-free public charter high school that was recognized serves approximately 319 students in grades 9-12 with the following demographics: 91.85% African American, 6.90% Hispanic, 0.63% American Indian or Alaska Native, 0.31% Two or More Races, 19.12% Students with Disabilities (SWD), 0.62% English Learners (EL), 1.88% Foster Youth (FY), 9.71% Homeless Youth (HY), and 95.29% 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||2026-06-18|2026 19647330101444|KIPP Academy of Opportunity|7|Our school works across teams to ensure all students have access to a broad course of study. Every student enrolled 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 students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. 5th Grade core classes are Science, Math, Social Studies English, and Physical Education. 6th Grade core classes are Physical Education, Science, Math, Social Studies, and English. 7th Grade core classes are English, Social Studies, Math, Science, and Physical Education. 8th Grade core classes are English, Science, Social Studies, Math, and Physical Education. In addition to the core classes listed above, students have access to various electives during their time.|Our school is currently able to offer access to a broad course of study to all enrolled students at all schools.|Our school 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||2026-06-11|2026 19647330101659|CATCH Prep Charter High, Inc.|7|At CATCH Prep, student access to a broad course of study is monitored through multiple measures, including individual graduation plans, transcript reviews, PowerSchool course enrollment data, A-G completion tracking, and counselor academic planning meetings. Beginning in 9th grade, students work with counselors and staff to develop and regularly review individualized plans aligned with graduation requirements, college and career goals, and postsecondary aspirations. CATCH provides all students access to a rigorous A-G curriculum, Advanced Placement courses, Dual Enrollment opportunities, Career Technical Education pathways, visual and performing arts, world language, physical education, and intervention supports. Student schedules, course completion data, transcripts, and assessment results are reviewed regularly to ensure equitable access and participation across all student groups. The school monitors enrollment and progress for English Learners, students with disabilities, foster youth, socioeconomically disadvantaged students, and other student groups through counselor reviews, MTSS processes, SSPT meetings, and IEP team meetings, as applicable. School leaders analyze enrollment, achievement, and completion data to identify and address any barriers to participation. These measures help ensure all students have access to a comprehensive course of study that supports graduation, A-G completion, college readiness, career exploration, and postsecondary success.|CATCH Prep uses student schedules, transcript reviews, PowerSchool enrollment data, A-G completion tracking, counselor monitoring, and academic planning meetings to evaluate student access to and enrollment in a broad course of study. As a single-site high school, CATCH provides equitable access to all courses and programs for students in grades 9–12. All students have access to a comprehensive A-G curriculum that includes English, mathematics, science, social science, world language, visual and performing arts, physical education, Career Technical Education (CTE), Advanced Placement (AP) courses, Dual Enrollment opportunities, and intervention supports. Course enrollment and completion data are reviewed regularly to ensure equitable participation across student groups, including English Learners, students with disabilities, foster youth, and socioeconomically disadvantaged students. Analysis of enrollment and transcript data indicates that students across all student groups have access to the courses necessary to meet graduation requirements, complete A-G requirements, and pursue college and career pathways. Through ongoing transcript reviews, counselor support, and individualized academic planning, CATCH continues to monitor student progress and remove barriers to participation. These efforts help ensure that all students have meaningful access to a rigorous and comprehensive course of study that prepares them for postsecondary success.|CATCH Prep is committed to ensuring that all students have access to a broad and rigorous course of study. While all students have access to A-G coursework, Advanced Placement courses, Dual Enrollment opportunities, Career Technical Education pathways, and intervention supports, some barriers may affect students' ability to fully participate and succeed in these opportunities. Analysis of local data indicates that factors such as chronic absenteeism, academic skill gaps, social-emotional needs, and outside responsibilities may impact student engagement and course completion. Students with disabilities, English Learners, foster youth, and socioeconomically disadvantaged students may require additional academic, counseling, and intervention supports to access the full benefits of a rigorous course of study. To address these barriers, CATCH provides individualized academic planning, counseling services, intervention courses, tutoring, Multi-Tiered System of Supports (MTSS), special education services, English Learner supports, and college and career readiness programming. School staff regularly review student progress and enrollment data to identify barriers and implement targeted supports. Through these efforts, CATCH continues to work toward ensuring equitable access, participation, and success for all students.|In response to local data and ongoing review of student access and enrollment patterns, CATCH Prep will continue ensuring equitable access to a broad and rigorous course of study for all students. The school will maintain 100% access to A-G coursework while expanding opportunities for Dual Enrollment, Advanced Placement courses, Career Technical Education pathways, and college and career readiness experiences. Counselors and administrators will regularly review transcripts, course enrollment data, graduation progress, and A-G completion to identify and address barriers to participation. CATCH will continue providing intervention courses, tutoring, counseling services, MTSS supports, English Learner services, and special education supports to help students succeed in rigorous coursework. Professional development will focus on Universal Design for Learning (UDL), differentiated instruction, and culturally responsive teaching to increase access for diverse learners. These actions support CATCH Prep's commitment to equity, access, and postsecondary success for all students.|Met||2026-06-29|2026 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||2026-06-26|2026 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. All RenArts graduates complete University of California A-G requirements. Coursework includes math, science, history, English and Latin every year for every student. e. All graduates complete a CTE pathway. f. Arts curriculum includes music or dance focus, plus music theory, sight singing, percussion, movement lab, and visual aesthetics every year for every student. g. 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. h. h. All academic and arts programs are made fully accessible to all students (English learners, students with special needs, students at socio-economic disadvantage) ensuring full participation, ongoing support, peer collaboration, and multiple modalities for both understanding and expression. There are no auditions or prior training needed.|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 65% economically disadvantaged; 74% under-represented minorities; 42% first-generation college; and 17% Special Education. c. 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 performance. iii. RenArts has sustained long term relationships with professional arts organizations, notably the Los Angeles Philharmonic through both its School Partners program and its Youth Orchestra Partners program. Additional partners include the Camerata Pacifica, Los Angeles Chamber Orchestra, Colburn School, the New England Conservatory Abreu Fellows program, USC Thornton, the UCLA World Arts and Cultures and dance programs, UCLA Herb Alpert School of Music, and the National Endowment for the Arts. iv. RenArts has a history of active participation in the cultural and creative life of the city, including performances with professional|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. RenArts will maintain and deepen its commitment to equitable access by continually monitoring program design to prevent any future barriers.|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||2026-06-23|2026 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||2026-06-25|2026 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||2026-06-10|2026 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||2026-06-26|2026 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||2026-06-10|2026 19647330102483|N.E.W. Academy Canoga Park|7|||||Not Met|||2026 19647330102491|Dr. Theodore T. Alexander Jr. Science Center|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, Track progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. As an Affiliated Charter School in Los Angeles Unified, Dr. 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. Alexander Science Center School is included in these policies and processes as related to a broad course of study.|Met||2026-06-16|2026 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||2026-06-13|2026 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. In addition, through an MOU Ivy Academia moved from Option 3 again for this year to Option 1 with our SELPA partner, LAUSD, for all needs for Students with Disabilities. LAUSD provides special education personnel and ensures all metrics for IEP compliance are met.|All students have access and are enrolled in a broad curse of study appropriate for their grade spans. All students in upduplicated grops and those with exceptional needs have the same opportunities and course of study as well as other students.|There are no barriers for any students to access a broad course of study.|Due to the school closing on June 30, 2026, we have no plans to further improve in this area.|Met||2026-06-12|2026 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 three 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||2026-06-13|2026 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||2026-06-26|2026 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||2026-06-26|2026 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||2026-06-10|2026 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.|BCCS does 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. BCCS does 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||2026-06-29|2026 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. CTE total enrollment: updated : Sept 2, 2025 (269**/927 = 29% of the school’s population) CTE Pathway Completion Rate: 99% Pathways: Marine Transportation, Welding, Commercial & Residential Construction, Digital Photography, Graphic Design. Video Production Pathway has been discontinued for the 2025-26 school year.|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) 2023-24 Number of 3+ Exams by Low Income Students: 81.7% (76/93)|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.|Continued Actions/Plans: • Earth Science Course: POLAHS will provide one credentialed, lower level science teacher to address skill deficits in the area of Science. Earth Science will be offered for either science or elective credit. • Conceptual Physics Course: POLAHS will offer Conceptual Physics designed to meet science requirements, while simultaneously addressing the needs of students struggling with mathematical equations. • Dual enrollment courses with partnering community colleges • Career Counselor position • EL and RSP participation in scheduling of unique populations • Foundational Math, Coding, Statistics courses • Diverse electives course offerings New Courses for 2025-26: Cultural Mythology; AP Biology; Interpretation and Translation (CTE Pathway); Academic Power Hour (Special Education); Learning Essentials and Academic Performance (LEAP) New Courses for 2026-27: Technical Theatre; History Through Film (Ancient and Modern); Psychology; Interpretation and Translation II; Body Conditioning; Crossfit; Introduction to Weight Training and Team Sports; Academic Power Hour II; Physical Health and Exercise Lab; Mental Health and Exercise Lab|Met||2026-06-10|2026 19647330108878|CHAMPS - Charter HS of Arts-Multimedia & Performing|7|At student registration, each student and their family meets individually with counselors to review and plan their academic schedule. Student progress is tracked by the counseling team utilizing an Individualized Graduation Plan for each student. This tracks progress on A-G completion as well as progress to Graduation and individual test scores such as PSAT/SAT/ ACT etc. Note that course access is open to all at CHAMPS; Honors and AP courses have no prerequisites or restrictions to enrollment.|CHAMPS is a single, small high school site with access for all students to a rich, diverse, A-G approved and fully accessible visual and performing arts and design program with many robust CTE pathways available. As indicated previously, counselors meet with all students, including unduplicated students and their families/guardians, to ensure they are provided complete information and support throughout the process of course selection. At monthly academic, counselor and SEAT meetings, team members also review any struggling and all unduplicated students’ schedules to monitor their engagement and performance.|There are no barriers in this regard.|1. Counselors will continue to track student access to a broad course of study by reviewing A-G course completion rates and/or progress on graduation via student IGPs. 2. All students have access to a broad course of study and engage in A-G course completion. 90% of our students were accepted to college with another 10% pursuing career CTE pathways, trade schools or attending local Community Colleges.|Met||2026-06-22|2026 19647330108886|Gabriella Charter|7|The LEA tracks student performance in our charter's adopted broad course of study, which includes the content areas of English language arts, mathematics, science, history, visual and performing arts, physical education, health, and technology. All students participate in the coursework that is designed to be a broad course of study and is identified in our charter.|All students at our charter school have access to and are enrolled in a broad course of study as identified by our charter.|GCS has not currently identified barriers to overall course access in a broad course of study for all students. However, we continue to examine ways in which significant student subgroups (e.g., English learners and students with disabilities) can gain greater proficiency in performance, and how we design instructional supports to increase student success for all students regardless of any challenges they may face.|GCS will continue to implement our charter for our K-8 students which ensures access to a broad course of study for all students, and will continue to examine ways in which we can continue to support student subgroup proficiency in all subjects. This school year, we underwent our re-accredidation for WASC. The self-study has helped us continue to reflect and grow in ensuring all students have access to a broad course of study.|Met||2026-06-22|2026 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||2026-06-10|2026 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||2026-06-12|2026 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 postsecondary goals; this information is for grades 6-12. 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 TK12 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||2026-06-02|2026 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||2026-06-10|2026 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 2025 California School Dashboard report on the school’s performance in English Language Arts (ELA) indicates that the school has earned a performance level of Yellow for All Students, which matched the state’s level of Yellow. Our Orange performance level for math was slightly lower than the Yellow 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 54.6% of students made typical growth in ELA and 57.5% 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 23% 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||2026-06-02|2026 19647330109934|Our Community|7|Our Community School administers a diagnostic assessment in the area of math and ELA three times a year to measure student learning outcomes for all students. Our Community School has been working to develop a math pathway for students in the middle school. It will be implemented in 2026-2027 to support students that are able to participate in advanced courses. We also provide small group intervention for students that demonstrate needing additional support in English and/math CCSS in all grades. Our students with exceptional needs also serviced by LAUSD as an option 1 school. Our Community School also used instructional aides to support our students with exceptional needs.|Students in elementary school have opportunities learn a broad course of study which also includes technology resources, art and visual performing arts. Students in middle school had opportunities to a broad course of study, by implementing various electives to support enriched learning in the areas or science, math, art and social studies. Students in both elementary and middle school both have access to learning supports via intervention or support from an Instructional Aid.|Funding resources to support multiple intervention teachers is a barrier that we faced in 2025-2026. Parent and Staff determined this is a priority for us in 2026-2027, so we have planned to increase our intervention team in 2026-2027.|Parent and Staff determined this is a priority for us in 2026-2027, so we have planned to increase our intervention team in 2026-2027. We also have allocated funding to add a .50% certificated teacher to support students in the area of math. Our advanced students will have a pathway created to support their success. In addition, this position will lower the class size to support our students that need smaller student groupings for academic success. We are also continuing to seek a VAPA or music teacher for the 2026-2027 school year.|Met||2026-06-24|2026 19647330110304|Los Angeles Academy of Arts and Enterprise|7|LAAAE uses multiple locally selected measures and tools to monitor whether students have access to and are enrolled in a broad course of study. These include the master schedule, student course enrollment records, transcript reviews, graduation and A-G progress monitoring, counselor reviews, CTE/VAPA pathway enrollment, credit recovery enrollment, dual enrollment participation, ELD schedules and English Learner monitoring, special education/504 service schedules, and student support team/SSPT meeting records. These tools are reviewed by grade span and student group, including English Learners, socioeconomically disadvantaged students, foster youth if applicable, and students with disabilities/individuals with exceptional needs, to identify access, enrollment, credit completion, course placement, and needed supports.|Using the master schedule, course enrollment rosters, transcript/credit checks, counselor review, and student support data, LAAAE finds that students have access to a broad course of study in a single-site school model. Offerings include ELA, math, science, history-social science, PE, Spanish/world language, visual and performing arts, designated ELD, special education supports, college/career readiness, and CTE/business coursework. Courses include English, integrated math, science, history, government, economics, PE, Spanish, ELD, studio art, film, music, radio production, jazz, marketing, entrepreneurship, leadership, and AP courses. LAAAE also expands access through an LACC business class, a Cerritos College music class, and Edgenuity credit recovery. Because LAAAE operates one school site, there are no site-to-site differences in access. Student group access is monitored through scheduling, counseling, IEP/504 coordination, EL placement, and credit checks. Unduplicated students, English Learners, students with disabilities, and credit-deficient students have access to the same core and elective program, with supports or alternative pathways as needed. Differences in enrollment are generally based on grade level, course sequence, readiness, credit need, and student interest, not exclusion. Overall, LAAAE’s arts and enterprise model provides a broad course of study and continues to strengthen access through AP, arts, CTE/business, dual enrollment, and credit recovery.|Current barriers include limited staffing and course sections due to the size of the school, the need to balance intervention and enrichment within the master schedule, transportation or scheduling challenges for college course access, and the need to ensure that all student groups are consistently enrolled in rigorous, standards-aligned, and college/career-connected coursework.|In response, LAAAE will continue refining the master schedule to protect access to core academics, intervention, CTE, VAPA, AP, dual enrollment, and credit recovery. The LEA will also continue monitoring course enrollment by grade level and student group, strengthening counseling and transcript review systems, expanding partnerships with LACC and Cerritos College, and using Edgenuity strategically for credit recovery so students can remain on track for graduation while still accessing a broad, meaningful course of study.|Met||2026-06-24|2026 19647330111211|New Heights Charter|7|We are an LEA and a single school. In our small school of 19 classrooms, tracking is done by having all teachers submit their pacing plans for the school year in various content areas. In addition, we were subject to a Williams review by LACOE in 2025-26 and our LEA was deemed sufficient in terms of providing textbooks for all students in all grades, including students with exceptional needs.|All students are in classrooms with the same course of study, based on their grade level -- this includes unduplicated student groups and students with exceptional needs. There are no differences across student groups in terms of access or enrollment.|There are no barriers.|New Heights continues to monitor teachers to ensure their pacing allows them to fit in all the content areas. There are no new actions or revisions necessary to ensure access to a broard course of study for all students.|Met||2026-06-17|2026 19647330111484|New Village Girls Academy|7|NVGA uses multiple locally selected tools to track student access to and enrollment in a broad course of study. Course enrollment data is monitored through the Headrush Learning Management System and the master schedule to ensure all students are enrolled in A-G approved coursework spanning English Language Arts, Mathematics, Science, History, Foreign Language (French), and Physical Education. The Academic Counselor reviews each student's graduation plan to verify A-G eligibility and course access across grades 9 through 12. For English Learners, designated ELD enrollment is verified through the master schedule, with all EL students confirmed in one of two designated ELD classes. For Students with Disabilities, IEP service tracking is conducted through Welligent, including review of P-300 service minute reports to confirm course access and accommodations. For unduplicated student groups, NVGA disaggregates enrollment in Learning Through Internships, dual enrollment with LACC and LATTC, Success Seminar, credit recovery, and Exhibition completion. LAUSD Annual Oversight Metrics, including Exhibition Satisfactory Completion Rate and Internship Participation Completion Rate, provide additional tracking aligned to authorizer expectations.|NVGA provides all students in grades 9 through 12 with access to and enrollment in a broad course of study aligned to UC A-G requirements, including English Language Arts, Mathematics, Science, History, Foreign Language (French), and Physical Education. Because NVGA operates as a single school site, there are no cross-site differences in access. All students develop individualized learning plans designed to meet A-G eligibility while participating in core program components, including the Learning Through Internships (LTI) program, Advisory, and Exhibition. Enrollment data confirms that all English Learners are enrolled in designated ELD, with at least 185 instructional minutes weekly delivered by a credentialed English teacher. All Students with Disabilities receive instruction in the general education setting with IEP-aligned accommodations and services tracked through Welligent. In Spring 2026, 91% (58 of 64 eligible students) completed the LTI program, and in December 2025, 75% (55 students) presented at Exhibition, demonstrating broad access to NVGA's signature program elements across student groups. NVGA continues to monitor enrollment patterns through Headrush, the master schedule, and LAUSD Annual Oversight Metrics to identify and address any access gaps that emerge.|NVGA has identified several barriers that affect access to a broad course of study for all students. Declining student enrollment has resulted in a reduction in the total number of credentialed teachers for the 2026-27 school year, limiting opportunities for interdisciplinary planning and constraining the master schedule's flexibility in offering elective and advanced course options. Persistent chronic absenteeism, with rates as high as 84.9% in prior reporting, reduces the practical access many students have to their full course load, even when courses are formally offered in the master schedule. Many NVGA students enter the school below grade level due to prior credit deficiencies, learning loss, and disrupted educational histories, requiring extensive credit recovery through Success Seminar and APEX Credit Recovery that can compete with access to elective and enrichment courses. For English Learners, balancing designated ELD time with full A-G course access remains a scheduling challenge. For Students with Disabilities, small N-size limits the range of specialized course offerings that can be staffed. Additional barriers include housing instability, justice system involvement, and mental health needs that disproportionately affect attendance and engagement, all of which NVGA addresses through wraparound supports.|In response to identified barriers, NVGA has implemented and will continue several actions to ensure broad course of study access for all students. To mitigate the impact of reduced teacher staffing, NVGA will prioritize collaborative planning time within master schedule constraints to sustain instructional coherence across content areas, and will continue the Big Picture Learning model that integrates rigor and relevance across disciplines through project-based instruction. To address attendance barriers, NVGA has implemented a three-tiered attendance support system with home visits, individualized case plans, transportation assistance, and the LACOE Genius Initiative Problem of Practice focused on identifying and supporting Tier II students with attendance rates between 30% and 70%. To address credit recovery needs without limiting access to a broad course of study, NVGA offers summer school, the APEX Credit Recovery Online Program, and a Success Seminar designed to build metacognitive and self-regulation skills alongside credit recovery. For English Learners, NVGA provides 370 minutes of designated ELD weekly while ensuring concurrent enrollment in A-G coursework. For Students with Disabilities, NVGA delivers inclusive instruction with IEP-aligned accommodations, dual enrollment access through LACC and LATTC, and a College Readiness Internship.|Met||2026-06-24|2026 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||2026-06-10|2026 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||2026-06-10|2026 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||2026-06-10|2026 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||2026-06-26|2026 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||2026-06-26|2026 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||2026-06-26|2026 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||2026-06-10|2026 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||2026-06-10|2026 19647330112060|Hesby Oaks Leadership Academy|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, T rack progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. 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||2026-06-16|2026 19647330112201|PUC Excel Charter Academy|7|||||Not Met|||2026 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||2026-05-18|2026 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||2026-06-23|2026 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||2026-06-18|2026 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||2026-06-29|2026 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||2026-06-23|2026 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, and English Language Advisory Council.|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||2026-06-11|2026 19647330115113|Ivy Bound Academy of Math, Science, and Technology Charter Middle|7|||||Not Met For Two or More Years|||2026 19647330115139|Center for Advanced Learning|7|CAL uses the parent survey, curriculum inventory logs, and PD attendance logs to track the extent to which all students have access to a broad course of study.|Students at CAL have access to a well-rounded education that includes ELA, Math, Science, Social Studies, Writing, Physical Education, Art, and Dance and all students are enrolled in all classes.|Barriers are limited to time constraints throughout the day. In response to the results of the tool or locally selected measures, what revisions, decisions, or new actions will the LEA implement, or has the LEA implemented, to ensure access to a broad course of study for all students? (response limited to 1,500 characters) Next school year, CAL will continue to provide dance instruction as enrichment so students may create showcases or exhibitions where students with unique talents—academic, artistic, performance, etc.—can share their work or skills with the broader school community.|CAL will be adding a fine arts enrichment class in 26-27 so students can develop a variety of artistic exposure. CAL will also be rotating these classes each trimester so all students have the opportunity to show their proficiency in different art forms.|Met||2026-06-13|2026 19647330115253|Discovery Charter Preparatory #2|7|The LEA uses multiple locally selected measures and tools to monitor the extent to which all students have access to and are enrolled in a broad course of study. These measures include master schedule reviews, course enrollment data, student transcripts, graduation and A–G completion reports, and student information system (SIS) dashboards. Data are analyzed by grade span and student groups, including unduplicated pupils (English learners, low-income students, and foster youth) and students with exceptional needs, to identify patterns in access and participation in core academic courses, Career Technical Education (CTE), Advanced Placement (AP), electives, and intervention/support classes. The LEA also reviews Individualized Education Program (IEP) service alignment, counselor caseload reports, and student/parent feedback to ensure equitable access to rigorous and supportive coursework for all students.|The LEA has determined that the majority of students across all grade spans have access to and are enrolled in a broad course of study that includes core academic subjects, electives, Career Technical Education (CTE) pathways, visual and performing arts, Advanced Placement (AP) courses, intervention supports, and college/career readiness opportunities. Course access is monitored through master schedule reviews, enrollment reports, counselor monitoring, transcript analysis, and student information system data. Fewer AP classes are offered due to the dual-enrollment and partnership with LAMC. 60% of our students are taking at least one college course and some take two. This percentage has improved over the past ten years. Data reviews indicate that access to a broad course of study has improved over time through expanded elective offerings, increased CTE pathway participation, and additional academic and intervention supports. Most school sites demonstrate equitable access to standards-aligned coursework; however, some differences continue to exist among student groups and school sites. Unduplicated student groups, including English learners, foster youth, and low-income students, are sometimes underrepresented in advanced coursework such as AP and honors classes, while students with exceptional needs may require additional scheduling and support services to ensure full access to the gen ed curriculum. The LEA continues to address these differences through targeted support|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. Based on the results of local indicators and tool findings, the LEA will continue refining and expanding actions that ensure all students have equitable access to a broad course of study. The LEA will review student participation and achievement data to identify gaps in access among student groups and school sites, particularly for unduplicated pupils, students with disabilities, foster youth, and English learners.|Met||2026-06-17|2026 19647330115287|ICEF Vista Middle Academy|7|ICEF Vista Middle Academy established in 2008 is a tuition-free, public charter school and serves approximately 193 students in grades 6-8 with the following demographics: 95.34% Hispanic, 4.15% African American, 0.52% Two or More Races, 10.88% Students with Disabilities (SWD), 13.98% English Learners (EL), 0.51% Foster Youth, 10.53% Homeless Youth (HY), and 97.40% 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||2026-06-18|2026 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||2026-06-10|2026 19647330117036|Enadia Way Technology Charter|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, track progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. 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||2026-06-16|2026 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||2026-06-10|2026 19647330117606|Alliance Leichtman-Levine FF 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||2026-06-10|2026 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. 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. 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: Instructional material 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 $30 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 more differentiated 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. We have also transitioned to FOSS Science from Amplify Science to provide more inquiry-based and hands-on learning. Staffing Stability Measures: To address ELD teacher vacancy, the school prepared comprehensive lesson plans for the long term substitute teacher. The long term sub co-planned with our veteran ELA interventionist and has received coaching and support mentor teacher and principal. Programming Expansion: 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||2026-06-22|2026 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—from grades 6 through 12—have full access to a broad and rigorous course of study. This is evidenced through our master schedule, transcripts, class rosters, and individualized graduation plans. Every student is enrolled in the four core academic areas—English, Mathematics, Social Sciences, and Science—and has opportunities to participate in a range of electives that reflect student interest and academic alignment with college and career readiness goals. In the middle school program (grades 6–8), all students receive daily instruction in core academic content, along with SSR (Sustained Silent Reading) periods and science-focused electives, such as STEM labs, engineering projects, or environmental science. These offerings are designed to foster early academic engagement and curiosity in the sciences while maintaining literacy development and critical thinking across subjects. Advisory courses for grades 9–12 include college readiness content and SAT/ACT prep. Interventions, including CCSS-aligned support in ELA and Math, as well as designated and integrated ELD services, are provided based on need. We use locally tracked tools, including Infinite Campus, Abre, and internal data reviews to monitor enrollment across all subgroups—ensuring equity for English Learners, students with disabilities, socioeconomically disadvantaged youth, and foster/homeless students. No disparities in access have been identified, and our 100% cohort grad|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||2026-06-17|2026 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||2026-06-17|2026 19647330117655|Magnolia Science Academy 7|7|MSA-7 intentionally develops its master schedule to ensure all students, including historically underserved student groups, have equitable access to a comprehensive and well-rounded educational program. Students receive instruction in core academic subjects such as English Language Arts, Mathematics, Science, and Social Sciences, while also participating in non-core areas including Physical Education (PE), Health, and Art, consistent with the school’s charter petition and graduation requirements. MSA-7 is committed to providing inclusive access to the general education curriculum for students with disabilities. Students with Individualized Education Programs (IEPs) receive appropriate accommodations, supports, and Resource Specialist Program (RSP) services based on their identified needs, allowing them to meaningfully participate in general education classes and school programs. The school’s commitment to equity and access is reflected in its master schedule, student schedules, class rosters, and academic planning processes, all of which are designed to support the academic growth, engagement, and overall development of every student.|MSA-7 provides all students with access to a broad and comprehensive course of study, as demonstrated through the school’s master schedule, class rosters, student schedules, transcripts, and after-school program offerings. Students participate in core academic subjects such as English Language Arts, Mathematics, Science, and Social Sciences, along with specialized courses identified in the school’s charter petition, including Computer Science, Physical Education/Health, and Life Skills focused on Social-Emotional Learning (SEL). To support diverse student needs and interests, MSA-7 offers targeted academic programs and intervention services. Students needing additional support receive ELA and mathematics interventions aligned to the Common Core State Standards (CCSS). English Learners, including Newcomer students, participate in both designated and integrated English Language Development (ELD) instruction and interventions to strengthen language acquisition across all academic content areas. Student achievement in ELA/Literacy, Mathematics, and ELD is regularly monitored using interim assessments such as MAP and IAB, allowing staff to make timely, data-informed instructional adjustments and provide appropriate supports. In addition, MSA-7 offers various enrichment opportunities based on student interests and needs, helping ensure a well-rounded educational experience that aligns with the school’s mission and educational goals.|MSA-7 provides all students with access to a comprehensive, STEAM-centered educational program designed to build college and career readiness while supporting long-term academic and professional success.|MSA-7 continues to prioritize preparing students for future success by offering programs and experiences that promote college and career awareness. Through initiatives such as College and Career Week, students are introduced to a variety of postsecondary opportunities and encouraged to explore future academic and professional pathways. The school also remains focused on increasing access to non-core programs that enhance college and career readiness, including health and physical education, visual and performing arts, music, athletics, and social-emotional learning (SEL). In addition to classroom instruction, MSA-7 provides students with meaningful experiential learning opportunities such as instructional field trips, community service activities, school events, clubs, and academic competitions. These opportunities support student engagement while helping students develop leadership, collaboration, and interpersonal skills. Although the continued expansion of these programs depends on available funding and staffing, MSA-7 is committed to utilizing its resources strategically to ensure students receive a well-rounded, enriching educational experience that promotes both academic success and personal development.|Met||2026-06-17|2026 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.|In response to educational partner feedback and the review of local measures, PLN Charter Middle School will continue to refine and strengthen supports that ensure all students have access to a broad and engaging course of study. Feedback from staff, students, and families highlighted the importance of providing rigorous instruction, meaningful learning experiences, and targeted supports that meet the diverse needs of learners. Educational partners also emphasized the value of ensuring that students have access to academic interventions, enrichment opportunities, and social-emotional supports that help remove barriers to success. To address these priorities, PLN CMS will continue implementing research-based instructional practices, providing targeted academic support for students who require additional assistance, and expanding opportunities for enrichment and engagement both during and beyond the school day. The school will also continue to strengthen instructional coherence, utilize high-quality instructional materials, and provide professional learning and collaboration opportunities for staff to support effective teaching and learning. Through these efforts, PLN CMS aims to ensure that all students, including multilingual learners, students with disabilities, foster youth, homeless youth, and other student groups requiring additional support, have equitable access to a comprehensive educational program that prepares them for success in school and beyond.|Met||2026-06-11|2026 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. 97% of SKA students were enrolled in STEM Lab during Fall 2025. Algebra I is offered to all 8th grade students. Tiered English Language Development classes are offered to English Language learners. There are no differences across student groups and resource teachers often push into the classrooms to assist with providing access to students with special needs.|All students and student groups have access to a rigorous curriculum at SKA which includes a broad course of study in core subject areas, as well as regular physical activity, college and career STEM courses, and exploration in the arts. A block schedule that includes an advisory period allows for social-emotional learning opportunities, as well as additional intervention and support to students with IEPs.|SKA will continue to monitor student enrollment data, and plans to implement further professional development to enhance support for multilingual learners, as well as ensure that all instruction is on grade-level, engaging, affirming, and meaningful for students.|Met||2026-06-13|2026 19647330117903|KIPP Raices Academy|7|Our school works across teams to ensure all students have access to a broad course of study. Every student enrolled 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 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 our school.|Our school is currently able to offer access to a broad course of study to all enrolled students at all schools.|Our school 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||2026-06-11|2026 19647330117911|New Millennium Secondary|7|||||Not Met|||2026 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: 89.63% Hispanic, 8.15% African American, 17.40% Students with Disabilities (SWD), 21.11% English Learners (EL), 1.85% Foster Youth (FY), 0.37% Homeless Youth (HY), and 95.18% 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||2026-06-18|2026 19647330117952|ICEF Innovation Los Angeles Charter|7|ICEF Innovation Los Angeles Charter School currently serves 245 students in grades TK-5. Our student demographics include: 40.0% African American, 60.0% Hispanic, 15.10% are Students with Disabilities (SWD); 29.79% English Language Learners (EL); 0.81% Foster Youth (FY); 22.44% Homeless Youth (HY), and 98.77% 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. IILAC 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||2026-06-18|2026 19647330117978|Goethe International Charter|7|Goethe International Charter School (GICS) uses several locally selected measures to track student access to and enrollment in a broad course of study, disaggregated by grade span, unduplicated student group, and students with exceptional needs. The master schedule is reviewed each semester by the Elementary (PYP) and Middle School (MYP) Principals to verify that every student is enrolled in the full IB course of study, including core academics, German or Spanish language acquisition, and Specials or Exploratory courses (Visual Arts, Performing Arts, Digital Design, Product Design, and Physical Education). CALPADS enrollment and course completion data are reviewed annually to confirm participation across grade spans and student groups. IB curriculum maps and the IB Programme Standards and Practices self-evaluation provide internal audits of programmatic coverage. For Students with Disabilities, IEP teams review course access during annual and triennial meetings to ensure that least restrictive environment placement supports access to the broad course of study. For English Learners, designated and integrated ELD scheduling, ELPAC results, and Reclassification Rates are monitored to confirm course access. Elective and enrichment participation is tracked through the master schedule, and Physical Fitness Test participation in Grades 5 and 7 is reported through SARC.|As a single-site TK-8 charter school, GICS does not have differences in broad-course-of-study access across school sites. All TK-8 students are enrolled in the full International Baccalaureate course of study (Primary Years Programme in TK-5 and Middle Years Programme in 6-8), including core academics, language acquisition (German Language Immersion or German Language Acquisition in elementary; German or Spanish in middle school), and Specials (Spanish, Physical Education, Visual Arts) or Exploratory courses (Visual Arts, Performing Arts, Digital Design, Product Design, Physical Education). Master schedule and CALPADS review confirms that all numerically significant student groups, including Socioeconomically Disadvantaged students, English Learners, Hispanic, African American, and Students with Disabilities, are enrolled in the full course of study at the same rate as the All Students group. The 2024-25 elective and enrichment participation rate was 100%, and Physical Fitness Test participation was 100% in Grade 5 and 98% in Grade 7. For Students with Disabilities, IEP teams confirm that least restrictive environment placement supports access. For English Learners, designated and integrated ELD time is scheduled alongside, not in place of, core content. Over time, GICS has maintained universal access to the broad course of study, with no identified student group denied access to any component of the program.|GICS has maintained universal access to the broad course of study across all student groups, and no student is currently denied enrollment in any component of the IB Primary Years or Middle Years Programme, language acquisition program, or Specials and Exploratory courses. The locally selected measures do not identify barriers that prevent access to the broad course of study for any student group, school site, or category of students. The school has identified several capacity-related limitations that affect the depth and operational delivery of the broad course of study rather than access to it. These include the completion of the middle school transition to fully single-subject credentialed instruction, planned for 2026-27, the limited dedicated space and staffing required to operate a peer tutoring and homework center within the regular school day, device availability constraints during assessment windows that have been partially addressed through recent iPad purchases for middle school, the cost of fully implementing the E.L. Achieve curriculum across all grade levels, which has required phased professional development, and the scheduling complexity of providing RSP-supported small-group testing environments for all Students with Disabilities who require testing accommodations. GICS continues to address each of these through ongoing budget, staffing, and scheduling decisions reflected in the LCAP.|In response to the locally selected measures, GICS has implemented and will continue several actions to sustain and strengthen broad course of study access. The middle school transition to fully single-subject credentialed instruction will be completed in 2026-27, ensuring every middle school student receives content-specialist instruction across all core subjects. A peer tutoring and homework center, recommended by the Middle School Student Advisory Council, will be established in 2026-27 to expand academic support within the regular school day. Dedicated intervention and enrichment courses will be embedded within the middle school master schedule to provide protected time for targeted support without compromising access to core instruction or exploratory courses. The recent delivery of iPads to middle school has allowed Chromebooks to be passed down to elementary grades, addressing device availability during assessment windows. E.L. Achieve curriculum implementation and teacher training will continue on a phased schedule across the LCAP cycle, expanding the number of teachers trained each year. RSP-supported small-group testing scheduling will continue to be refined to ensure that all Students with Disabilities receive accommodations in appropriate testing environments. The 2026-27 schedule will also include continued Spanish program development in alignment with the German program at A1, A2, and B1 proficiency targets.|Met||2026-06-22|2026 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||2026-06-26|2026 19647330119982|Equitas Academy Charter|7|Due to the size and nature of our small school system, all students are given the same exact curriculum for all subject areas, and programs. This intentionally reduces any risk of not providing all students with a broad course of study to zero.|All students at our single school LEA have access to and are enrolled in a broad course of study.|No barriers currently present.|None needed at this time.|Met||2026-06-25|2026 19647330120014|KIPP Endeavor College Preparatory Charter|7|Our school works across teams to ensure all students have access to a broad course of study. Every student enrolled 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 students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. 5th Grade core classes are Science, Math, Social Studies English, and Physical Education. 6th Grade core classes are Physical Education, Science, Math, Social Studies, and English. 7th Grade core classes are English, Social Studies, Math, Science, and Physical Education. 8th Grade core classes are English, Science, Social Studies, Math, and Physical Education. In addition to the core classes listed above, students have access to various electives during their time.|Our school is currently able to offer access to a broad course of study to all enrolled students at all schools.|Our school 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||2026-06-11|2026 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||2026-06-23|2026 19647330120030|Alliance College-Ready Middle Academy 4|7|Our rigorous graduation requirements ensure that all students have access to a course of study that prepares students to meet A-G requirements. We serve our students according to the priorities of LCFF and provide electives, interventions, and an advisory program to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students have the prerequisites to meet A-G graduation requirements in high school and provide them with the information they need to successfully enter into high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size as a single school LEA.|We will continue to work to provide students with a wide range of course options, including social-emotional learning, while at the same time including those needed to complete A-G requirements once they enter high school.|Met||2026-06-10|2026 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||2026-06-13|2026 19647330120097|Academia Moderna|7|Students have access to and enrolled in English Language Arts, Mathematics, Social Sciences, Science, HEalth, Physical Education, Spanish, Art, and English Language Development.Academia Moderna evaluates course equity using its International Baccalaureate (IB) Primary Years Programme (PYP) framework, the school's Master Schedule auditing process, and standards-aligned material tracking systems. IB Unit Matrices: The school tracks course access using the IB PYP transdisciplinary themes. This ensures visual arts, performing arts, and world languages are systematically woven into the schedule for every grade span.|All students have access to and are enrolled in the IBPYP courses. Academia Moderna has demonstrated consistent literacy growth across multiple grade levels over the past three school years. Kindergarten and 3rd Grade met or exceeded one year’s typical growth in two of the past three years, while 4th and 5th Grade achieved this benchmark in all three years. These results reflect sustained success in supporting student reading growth and a strong foundation for continued literacy achievement across the elementary grades. Academia Moderna has demonstrated steady mathematics growth across multiple elementary grade levels over the past three school years. 2nd and 4th Grade students met or exceeded one year’s typical growth in two of the past three years, while Kindergarten, 1st, and 3rd Grade each met the benchmark in one year. These results demonstrate sustained mathematics growth across the elementary program while identifying opportunities to strengthen consistency in future years.|Some of the barriers are when they are absent from school and miss instruction and events as well as activities that help promote safe and learning environment.|Academia Moderna will establish a proactive attendance monitoring system that identifies students with attendance concerns as early as possible. Attendance data will be reviewed weekly by school leadership, staff, and support staff to identify patterns of chronic absenteeism and intervene before attendance problems become severe. Interventions will include: Weekly attendance reports reviewed by an attendance team. Immediate parent contact after repeated absences or excessive tardiness. Individual attendance improvement plans for students at risk of chronic absenteeism. Regular progress monitoring to assess the effectiveness of interventions. Students are more likely to attend school when they feel valued, safe, and connected to their learning community. Academia Moderna will continue fostering a positive school culture by: Expanding extracurricular activities, clubs, and leadership opportunities. Increasing student voice through leadership councils and school improvement committees. Implementing mentoring programs that connect students with trusted adults. Celebrating student accomplishments both inside and outside the classroom. Promoting restorative practices that strengthen relationships and build a sense of belonging.|Met||2026-06-30|2026 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||2026-06-18|2026 19647330120527|Watts Learning Center Charter Middle|7|Watts Learning Center Charter Middle School tracks access to and enrollment in a broad course of study, in alignment with Education Code sections 51210 and 51220, through several locally selected measures and tools. The master schedule and CALPADS course enrollment data are reviewed each semester to confirm that all students in grades six through eight are enrolled in the core academic subjects (English language arts, mathematics, science, history and social science, and physical education) and in the school's grade-level enrichment courses (Music Production in sixth grade, Art in seventh grade, Drama in eighth grade), with Drama and Production supplementing eighth-grade Drama and Yoga supplementing physical education for all grade levels. As reported in Metric 12, 100% of students participated in an elective or enrichment course in each of the last three years. To monitor equitable access by student group, schedule and enrollment data are disaggregated by grade, by unduplicated student groups (English Learners and socioeconomically disadvantaged students), and for students with exceptional needs served. The school reviews English Learner participation alongside designated and integrated ELD service records and reviews Students with Disabilities enrollment alongside IEP service delivery and least restrictive environment documentation, confirming that intervention and special education services supplement rather than displace access to the broad course of study.|Based on the master schedule and CALPADS course enrollment data, all students at Watts Learning Center Charter Middle School are enrolled in a broad course of study aligned to Education Code sections 51210 and 51220. All students access English language arts, mathematics, science, history and social science, and physical education taught by appropriately credentialed teachers, and all students are enrolled in the grade-level enrichment sequence (Music Production in sixth grade, Art in seventh grade, Drama in eighth grade), with Drama and Production supplementing eighth-grade Drama and Yoga supplementing physical education for all grade levels. Metric 12 confirms 100% participation in an elective or enrichment course in 2022-23, 2023-24, and 2024-25, and the school projects 100% for 2025-26, demonstrating sustained universal access over time. Disaggregation by student group shows no differences in access. English Learners receive designated and integrated English Language Development support structured to preserve full access to core and enrichment coursework, and Students with Disabilities receive their services in the general education program with accommodations and modifications per IEP, accessing the same broad course of study as their peers. As a single-school LEA, there are no differences across school sites to report.|Based on the locally selected measures, all students at Watts Learning Center Charter Middle School currently have access to and are enrolled in a broad course of study, including core academic subjects, physical education, and grade-level enrichment courses. However, two barriers have prevented the school from providing the full range of elective offerings originally planned in the 2025-26 LCAP. The primary barrier is the difficulty of recruiting credentialed teachers qualified to teach the originally planned Coding, Digital Art, and Cartooning courses. The absence of these courses represents a gap between the elective programming outlined in the prior LCAP and what has been feasible to deliver given current staffing constraints. This barrier is consistent with the school's broader teacher recruitment challenge documented in the Goal 2 analysis, including the ongoing search to fill the vacant English language arts position. A secondary barrier is alignment between elective offerings and student interest. Preliminary observation suggests that engagement in the current Music Production course may be lower than what might be expected in a Coding course, indicating a need to align future elective options with student interest as the school works toward expanding its course offerings.|In response to the barriers identified through the master schedule review and locally selected measures, Watts Learning Center Charter Middle School will implement the following revisions and actions to ensure continued and expanded access to a broad course of study for all students. First, to address the teacher recruitment barrier, the school will continue intensified recruitment efforts to identify and hire credentialed teachers qualified to teach the originally planned Coding, Digital Art, and Cartooning courses, leveraging multiple hiring platforms and partial funding of teacher induction expenses to support teacher effectiveness and credential clearance. This work is captured in the Goal 2 actions on credentialed educators and professional development. Second, to address alignment between elective offerings and student interest, the school will engage students through the Student Advisory Committee and student surveys to inform decisions about future elective options, ensuring that course offerings reflect both the breadth required under Education Code 51220 and student interest. Third, the school will sustain the access already in place by continuing the master schedule review, CALPADS course enrollment monitoring, and disaggregated review of enrollment by student group, so that universal access to core academics, physical education, and enrichment is maintained and any future gaps are identified and addressed promptly.|Met||2026-06-24|2026 19647330121079|Ararat Charter|7|Ararat Charter School tracks access to and enrollment in a broad course of study using our master schedule, course enrollment records, and annual program review. We examine participation by grade span (TK-2, 3-5) and monitor whether students with exceptional needs, English Learners, and students with disabilities have equitable access to all core and enrichment offerings, including Armenian language, visual arts, physical education, and technology integration. Our small school size allows for individualized monitoring of each student’s program.|All students at Ararat have access to a broad course of study that includes ELA, math, science, social studies, Armenian language and culture, Spanish language and culture, physical education, visual arts, and social-emotional learning. There are no tracked or differentiated course pathways that would limit access by student group. Students with IEPs receive instruction within the general education setting to the maximum extent appropriate, with supports provided. No significant disparities in access have been identified across student groups at this time.|The primary barrier Ararat faces is resource constraints inherent to small charter school operations. Offering specialists in every enrichment area, including credentialed specialty teachers, requires funding and staffing that can be difficult to sustain. Additionally, students with intensive behavioral or academic needs occasionally require pull-out supports that may reduce time in certain enrichment courses. We monitor these situations individually to minimize instructional displacement.|In response to our self-reflection, Ararat has committed to protecting enrichment course time in the master schedule as a non-negotiable, ensuring that intervention and support services are scheduled so they do not systematically displace Spanish and Armenian languages, arts, or PE instruction. We are also exploring additional partnership opportunities to expand enrichment offerings, including the Californians for All Fellows program through the California Corps, which would bring additional instructional support to supplement our broad course of study.|Met||2026-06-18|2026 19647330121137|Ingenium Charter|7|Teachers at Ingenium Charter have a daily schedule with clearly identified time blocks for all core subjects including ELD. Calendars and schedules for art and PE are also monitored for access. Individual student groups are monitored throughout the year for involvement in intervention opportunities to ensure access and supports to increase academic success. This is monitored through flexible grouping rosters that change throughout the year based on need.|All students have access to and are enrolled in a broad course of study. This includes all required content areas (mathematics, English Language Arts, Science, History/Social Science, PE) and support opportunities throughout the day. All students across the school are provided time with a certificated teacher at the elementary level. With Chromebooks for all grades, students have access to technology for the purposes of developing keyboarding skills and learning how to become good digital citizens in addition to its integration into rigorous learning in developing 21st century skills.|All students receive a broad course of study. Additional personnel would certainly allow us to increase offerings and time allotted for various programs (art, music, etc.) Funding from Prop 28 will allow for this personnel to support expanding programs within the school day while we continue to offer opportunities through ELOP before and after school. One of our biggest growth areas continues to be to offer more variety of activities that interest students.|With the continuation of ELOP funding, we are fine tuning enrichment and intervention opportunities for both before and after school that will broaden the scope of offerings for students based on both interest and need. We have increased offerings for all 4-year olds as well as part of the Universal Pre-Kindergarten requirements. This includes additional students in the Transitional Kindergarten program. We will continue to look at opportunities to expand programs in an effort to address the whole child. Both the Prop 28 funding and the Arts and Music Block grant have allowed the school to hire additional personnel to support the expansion of some offerings and the development of different programs.|Met||2026-06-08|2026 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||2026-06-10|2026 19647330121293|Alliance Tennenbaum Family Technology High|7|||||Not Met|||2026 19647330121699|KIPP Empower Academy|7|Our school works across teams to ensure all students have access to a broad course of study. Every student enrolled 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 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 our school.|Our school is currently able to offer access to a broad course of study to all enrolled students at all schools.|Our school 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||2026-06-11|2026 19647330121707|KIPP Comienza Community Prep|7|Our school works across teams to ensure all students have access to a broad course of study. Every student enrolled 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 students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. 5th Grade core classes are Science, Math, Social Studies English, and Physical Education. 6th Grade core classes are Physical Education, Science, Math, Social Studies, and English. 7th Grade core classes are English, Social Studies, Math, Science, and Physical Education. 8th Grade core classes are English, Science, Social Studies, Math, and Physical Education. In addition to the core classes listed above, students have access to various electives during their time.|Our school is currently able to offer access to a broad course of study to all enrolled students at all schools.|Our school 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||2026-06-11|2026 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 continues to show growth in the Wilson Reading program which has allowed for regular access to high quality reading.|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 6th-8th grade students are enrolled are English Language Arts, Math, Science, Social Studies, Physical Education, and Health. In addition to the core classes, all students have access to various electives including STEM enrichment courses like design and modeling and medical detectives to need-specific electives including but not limited to ELD, intervention classes, resource classes, and more.|Crown Prep Academy is currently able to offer access to a broad course of study to all enrolled students.|Crown Prep Academy continuously evaluates our course offerings to meet the needs of our students. As our number of ELs have increased, we continue to refine our ELD Supports through designated and integrated ELD instruction. Additionally, 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||2026-06-24|2026 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||2026-05-26|2026 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||2026-06-26|2026 19647330122556|Citizens of the World Charter School Hollywood|7|Citizens of the World – Hollywood is a WASC-accredited school serving approximately 478 students in grades TK-5 with the following student demographics: 36% White, 37% Hispanic, 5% Asian, 11% Two or More Races, 6% African American, 1% Filipino, 1% Native Hawaiian/Pacific Islander, including 11.9% Students with Disabilities (SWD), 16.7% English Learners (EL), and 55% 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||2026-06-17|2026 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 due to intervention and / or English Language Development needs.|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||2026-06-16|2026 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||2026-06-10|2026 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||2026-06-18|2026 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||2026-06-18|2026 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||2026-06-12|2026 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||2026-06-18|2026 19647330122739|Vista Charter Middle|7|VCMS tracks access to and enrollment in a broad course of study through five locally selected measures and tools. First, an annual master-schedule audit confirms that all areas of study required under California Education Code § 51220 are offered to every student in grades six, seven, and eight. Second, course enrollment data is maintained in PowerSchool and disaggregated by grade level, unduplicated student group (English Learners, Long-Term English Learners, Socioeconomically Disadvantaged students, foster youth), Hispanic students, and Students with Disabilities. Third, the Director of Special Education conducts a quarterly review of course enrollment for Students with Disabilities to confirm access to elective offerings consistent with each student's Individualized Education Program (IEP) and the Least Restrictive Environment (LRE) standard. Fourth, CALPADS course enrollment (CRSE) submissions are monitored across all reporting windows to confirm alignment with the master schedule and the disaggregated enrollment data. Fifth, the California Department of Education Priority 7 Self-Reflection Tool is completed annually as part of the LCAP development cycle to document the extent to which all students, including unduplicated students and Students with Disabilities, have access to the broad course of study required under State Priority 7.|VCMS operates as a single charter school site serving grades six through eight, so this summary addresses differences across grade spans and student groups within a single site. The annual master-schedule audit confirms that every student in grades six, seven, and eight has access to all required areas of study under California Education Code § 51220, including ELA, Mathematics, Science, Social Studies, and the five elective and pathway domains documented in the Broad Course of Study LCAP action. PowerSchool enrollment data, disaggregated by unduplicated student group, documents that English Learners, Long-Term English Learners, Socioeconomically Disadvantaged students, foster youth, and Hispanic students are enrolled in elective and pathway offerings at rates substantially proportional to their representation in the overall population (94% SED, 35% EL, 89% Hispanic). The Director of Special Education's review confirms that Students with Disabilities access the full elective and pathway offerings consistent with each student's IEP and the Least Restrictive Environment standard. VCMS has rated the Priority 7 Self-Reflection Tool at Full Implementation and Sustainability across multiple LCAP cycles. The five locally selected measures and tools do not identify substantive differences in access across grade spans, unduplicated student groups, or individuals with exceptional needs served.|The five locally selected measures and tools document that VCMS provides access to a broad course of study consistent with California Education Code § 51220 for all students, but four operational barriers limit the school's capacity to expand that access further. First, declining enrollment has reduced the per-student funding available to support elective staffing and has required the school to consolidate elective offerings rather than expand them. Second, teacher credentialing constraints (TAMO documented 41.7% fully credentialed and appropriately assigned in 2023-24) limit the elective subject areas that can be staffed without authorization waivers; the school is currently supporting a music teacher pursuing English Learner authorization under a LACOE waiver. Third, master-schedule constraints inherent to a middle school day limit the number of elective courses a single student can enroll in per year while still meeting required instructional minutes in core academic subjects. Fourth, the planned makerspace program did not come into full fruition during 2025-26 due to budget and staffing realities, deferring the school's planned expansion into hands-on STEAM enrichment. These barriers do not prevent VCMS from meeting the EC § 51220 requirement for all students, but they constrain the school's capacity to expand the breadth or depth of the existing course of study without additional funding and staffing capacity.|VCMS has implemented or will implement four revisions and new actions in response to the barriers identified through the broad course of study tools and measures. First, the school has expanded the Innovation Village STEAM integration delivered through the Tier 3 intervention model and the year-long Global Project initiative (engaging students with real-world problems identified by the United Nations) to provide hands-on, applied, and project-based learning opportunities that compensate for the deferred makerspace program and the master-schedule constraints on individual elective enrollment. Second, the school is supporting staff credentialing pipelines, including the music teacher currently pursuing English Learner authorization under a LACOE waiver, to expand the elective subject areas that can be staffed in-house. Third, the school is investing in the ELA, Math, and ELD Instructional Coaches in Goal 2, Action 2, which addresses the teacher capacity root cause documented in the needs assessment and reduces credentialing pressure on elective teachers by strengthening core instructional capacity. Fourth, the Expanded Learning Opportunities Program (ELOP) delivered in partnership with Think Together provides before-school, after-school, intersession, and summer enrichment programming that extends the breadth of student access beyond the master schedule, particularly for unduplicated student groups.|Met||2026-06-15|2026 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.|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||2026-06-17|2026 19647330122754|Valley Charter Elementary|7|Valley Charter Elementary uses the following locally selected tools to assess whether all students, including unduplicated pupils, are enrolled in a broad course of study: key information from our Student Information System, including master schedule, class schedules, student designations/identifications, progress reports, and Individualized Education plans.|All Valley Charter Elementary, all students have access to a full and broad course of study. All students learn how to be readers and writers through our balanced literacy program, which includes phonics, reading workshop and writing workshop, to become mathematicians through our study of Singapore math, and have access to and master science and history standards through our unique and engaging project-based learning curriculum (PBL). Social-emotional learning is woven into the fabric of each classroom and provides the foundation for our collaborative work through a common use of “cool tools” and “PAWS” which help our students understand and be able to adhere to school-wide expectations. Music and art are integrated into projects and all students participate in a robust and fun physical education program. In addition to physical education, all students at VCES participate in a weekly yoga program.Each classroom has a dedicated Teaching Assistant to support all students to access the curricula and we have a dedicated RSP teacher and Behavior Interventionists as needed to support our students with disabilities.|There are no barriers in place that would prevent our students from accessing the appropriate course, materials, or coursework given the access to the broad course of study described.|Valley Charter Elementary will continue to ensure a strong focus on identifying and providing professional development and support to staff to maintain and elevate our program so that all students continue to have access to a broad, coherent, and rigorous course of study. In SY 22-23, VCS reorganized operational support across the network by hiring a VCS Director of Operations to provide organization-wide support on operations so that the Executive Director and school leaders can reallocate time to program quality and continuous improvement. In SY 22-23, VCES also integrated yoga into the weekly schedule for all VCES students. Beginning several years ago,, VCES utilizes a part-time art teacher to focus time in TK and Kindergarten classrooms, as well as plan and execute several arts projects each semester in the other grade levels that align with PBL. VCES will continue to maintain these structures and roles to ensure our students have continued access to a broad course of study.|Met||2026-06-26|2026 19647330122838|Valley Charter Middle|7|Valley Charter Middle uses the following locally selected tools to assess whether all students, including unduplicated pupils, are enrolled in a broad course of study: key information from our Student Information System, including master schedule, class schedules, student designations/identifications, progress reports, and Individualized Education plans.|All Valley Charter Middle students have access to a full and broad course of study. All students learn how to be readers and writers through our integrated ELA curriculum: Reading reconsidered, become mathematicians through a mastery-based math curriculum rooted in Eureka math, and have access to science and history standards through our unique and engaging project-based curriculum and use of TCI “Bring History Alive” and “Bring Science Alive” curricula. The English 3D curriculum is used to support our English learners. Social-emotional learning is woven into the fabric of each classroom and through a dedicated Advisory class, providing the foundation for our collaborative work. Students take a visual arts course in 7th and 8th grade and all students, 6-8, participate in a robust and fun physical education program. Core classrooms have a dedicated Assistant Teacher to support all students to access the curricula and we have a dedicated RSP teacher and Behavior Interventionists as needed to support our students with disabilities.|With the exception of attendance and tardiness, there are no barriers in place that would prevent our students from accessing the appropriate course, materials, or coursework given the access to the broad course of study described.|Valley Charter Middle will continue to ensure a strong focus on identifying and providing professional development and support to staff to maintain and elevate our program so that all students continue to have access to a broad, coherent, and rigorous course of study. In SY 23-24, VCS reorganized operational support across the network by hiring a VCS Operations Manager to provide organization-wide support on operations so that the Executive Director and school leaders can reallocate time to program quality and continuous improvement.|Met||2026-06-25|2026 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 due to intervention and / or English Language Development needs.|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||2026-06-16|2026 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||2026-06-10|2026 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||2026-06-10|2026 19647330123158|Arts In Action Community Charter|7|The LEA uses Power School to track student placement and data. In addition, the school has a robust accessible education team who conduct periodic internal audits and checkpoints for accessibility, particularly for students with exceptional needs. The school also has a strong English Language Development support department, which provides support for students who are English Learners. The school also has strong systems for students who are homeless, and a strong community and family engagement team. The school also collects survey data from parents, students and staff twice yearly. The results are analyzed and shared with stakeholders, and goals are created for areas of growth.|100% of students have access to a broad course of study. The LEA is comprised of one school, and all students have access to the broad course of study.|There are no barriers, the LEA has done a great job in ensuring access to a broad course of study for all students.|There are no revisions needed in this area. Rather, the LEA will continue building off the foundation of success from the prior year. Arts in Action continuously reflects on student access, and is committed to continuing to improve the quality of academic programming for all students.|Met||2026-06-13|2026 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||2026-06-12|2026 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||2026-06-12|2026 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 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||2026-06-26|2026 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||2026-06-26|2026 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||2026-06-26|2026 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.|N/A - this is a close-out report.|Met||2026-06-16|2026 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||2026-06-23|2026 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 A- G 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 2025, 51% 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 A- G 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||2026-06-13|2026 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||2026-06-18|2026 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||2026-06-18|2026 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||2026-06-18|2026 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||2026-06-16|2026 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 due to intervention and / or English Language Development needs.|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||2026-06-16|2026 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||2026-06-10|2026 19647330124933|PUC Early College Academy for Leaders and Scholars (ECALS)|7|||||Not Met|||2026 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||2026-06-10|2026 19647330125609|KIPP Philosophers Academy|7|Our school works across teams to ensure all students have access to a broad course of study. Every student enrolled 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 students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. 5th Grade core classes are Science, Math, Social Studies English, and Physical Education. 6th Grade core classes are Physical Education, Science, Math, Social Studies, and English. 7th Grade core classes are English, Social Studies, Math, Science, and Physical Education. 8th Grade core classes are English, Science, Social Studies, Math, and Physical Education. In addition to the core classes listed above, students have access to various electives during their time.|Our school is currently able to offer access to a broad course of study to all enrolled students at all schools.|Our school 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||2026-06-11|2026 19647330125625|KIPP Scholar Academy|7|Our school works across teams to ensure all students have access to a broad course of study. Every student enrolled 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 students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. 5th Grade core classes are Science, Math, Social Studies English, and Physical Education. 6th Grade core classes are Physical Education, Science, Math, Social Studies, and English. 7th Grade core classes are English, Social Studies, Math, Science, and Physical Education. 8th Grade core classes are English, Science, Social Studies, Math, and Physical Education. In addition to the core classes listed above, students have access to various electives during their time.|Our school is currently able to offer access to a broad course of study to all enrolled students at all schools.|Our school 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||2026-06-11|2026 19647330125641|KIPP Sol Academy|7|Our school works across teams to ensure all students have access to a broad course of study. Every student enrolled 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 students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. 5th Grade core classes are Science, Math, Social Studies English, and Physical Education. 6th Grade core classes are Physical Education, Science, Math, Social Studies, and English. 7th Grade core classes are English, Social Studies, Math, Science, and Physical Education. 8th Grade core classes are English, Science, Social Studies, Math, and Physical Education. In addition to the core classes listed above, students have access to various electives during their time.|Our school is currently able to offer access to a broad course of study to all enrolled students at all schools.|Our school 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||2026-06-11|2026 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||2026-06-04|2026 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 UC and CSU 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. Students also have access to a broad range of rigorous advanced coursework, including twelve different Advanced Placement classes and three dual-enrollment courses that allow students to earn college credit while in high shcool. These opportunities expand college readiness and provide multiple pathways for students to challenge themselves academically. In addition, students who require targeted support are enrolled in need-specific courses, including English Language Development, intervention classes, and special education resource classes.|All students have equitable access to MSCP's comprehenive 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||2026-06-24|2026 19647330126169|Equitas Academy #2|7|Due to the size and nature of our small school system, all students are given the same exact curriculum for all subject areas, and programs. This intentionally reduces any risk of not providing all students with a broad course of study to zero.|All students at our single school LEA have access to and are enrolled in a broad course of study.|No barriers currently present.|None needed at this time.|Met||2026-06-25|2026 19647330126177|Citizens of the World Charter School Silver Lake|7|CWC-Silver Lake is a WASC-accredited public school serving approximately 714 students in grades TK-8 with the following student demographics: 59% Hispanic, 12% White, 10% African American, 10% Two or More Races, 5% Asian, 5% Filipino, including 16% Students with Disabilities (SWD), 13% English Learners (EL), 1% Foster/Homeless Youth, and 70% 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 class|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||2026-06-17|2026 19647330126193|Citizens of the World Charter School Mar Vista|7|Citizens of the World – Mar Vista is a WASC-accredited public school serving approximately 460 students in grades TK-8 with the following student demographics: 53% Hispanic, 19% African American, 14% White, 10% Two or More Races, 3% Asian, and less than 1% Filipino, including approximately 14% Students with Disabilities (SWD), 6% English Learners (EL), 61% Socioeconomically Disadvantaged (SED), and 1% Foster and Homeless Youth. 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||2026-06-17|2026 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||2026-06-18|2026 19647330127670|KIPP Iluminar Academy|7|Our school works across teams to ensure all students have access to a broad course of study. Every student enrolled 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 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 our school.|Our school is currently able to offer access to a broad course of study to all enrolled students at all schools.|Our school 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||2026-06-11|2026 19647330127886|City Language Immersion Charter|7|City Language Immersion Charter (CLIC) uses the following locally selected measures and tools to track student access to and enrollment in a broad course of study, disaggregated by grade span, unduplicated student group, and individuals with exceptional needs. CLIC conducts an annual master schedule review by the Chief of Schools and Principal confirming that every grade level from TK through 5 offers all core academic subjects (ELA, Spanish Language Arts, Mathematics, Science, and Social Studies) and enrichment subjects (Visual Arts, Music, Physical Education, dance, and garden classes). CLIC reviews classroom rosters disaggregated by English Learner, Socioeconomically Disadvantaged, Foster Youth, Hispanic, African American, and Students with Disabilities student groups to verify full enrollment in each subject area. CLIC conducts IEP service delivery review documenting full inclusion of Students with Disabilities in the general education broad course of study under CLIC's full inclusion model. CLIC conducts annual EL Master Plan implementation review confirming designated and integrated ELD across grade levels. CLIC reviews enrichment programming participation rates by student group. Together, these measures confirm 100% student access to and enrollment in CLIC's broad course of study across all grade spans, unduplicated student groups, and individuals with exceptional needs.|City Language Immersion Charter (CLIC) is a single-site TK through 5 charter school. The locally selected measures and tools confirm that 100% of CLIC students have access to and are enrolled in a broad course of study. CLIC's annual master schedule review confirms that every grade level from TK through 5 offers all core academic subjects (ELA, Spanish Language Arts, Mathematics, Science, Social Studies) and enrichment subjects (Visual Arts, Music, Physical Education, dance, and garden classes). Classroom roster review disaggregated by English Learner, Socioeconomically Disadvantaged, Foster Youth, Hispanic, African American, and Students with Disabilities student groups confirms full enrollment in each subject area, with no differences in access or enrollment across student groups. Under CLIC's full inclusion model, all Students with Disabilities are enrolled in the general education broad course of study with IEP- mandated supports delivered through co-teaching and push-in services. CLIC's 90/10 dual immersion model provides all students with access to instruction in both Spanish and English across the grade span. The single identified difference in extent of access is in garden classes, which the 2026-27 needs assessment identified as varying by grade level (some grades receive 5 weeks, others 10 weeks, others the entire year). CLIC's 2026-27 plan increases garden access across grade levels.|Based on the locally selected measures and tools, CLIC has identified barriers that affect the consistency and depth of access to a broad course of study, while not preventing any student or student group from being enrolled in the full broad course of study. First, funding constraints have resulted in inconsistent allocation of garden classes across grade levels, with some grades receiving 5 weeks, others 10 weeks, and others the entire year of garden instruction. The 2026- 27 LCAP increases garden access across grade levels with emphasis on earth sciences. Second, the absence of an adopted core science curriculum has resulted in reliance on Mystery Science as a supplemental resource, contributing to uneven coverage of science standards across classrooms and to inconsistent depth of access to science learning. The 2026-27 LCAP adopts ARC Core, an interdisciplinary curriculum that integrates science with reading and writing, providing teachers with a consistent scope and sequence across grade levels. Additional contributing factors identified through the needs assessment include the absence of formal professional development on Open Up Resources mathematics and inconsistent translation of Open Up Resources teaching slides into Spanish, both of which the 2026-27 LCAP addresses through summer professional development and through continued investment in dual immersion instructional coaching.|In response to the barriers identified through the locally selected measures and tools, CLIC has implemented or will implement the following revisions, decisions, and new actions to strengthen access to a broad course of study for all students. For 2026-27, CLIC has adopted ARC Core as its bilingual reading, writing, and science curriculum, providing a consistent scope and sequence and integrating science with literacy instruction. CLIC will increase the number of garden classes available across grade levels with emphasis on earth sciences and will purchase Mystery Science materials in advance through structured pre-planning processes. For mathematics, CLIC will provide structured summer and academic-year professional development on Open Up Resources, organized in partnership with New LA Charter School, and will continue Ensemble dual immersion coaching that supports curriculum adaptation for Spanish-medium instruction. For literacy, CLIC will purchase additional Spanish-language books to address the identified shortage and will adopt the Language Study program for 3rd grade English Learners, expanding to 4th and 5th grade in subsequent years. These actions will be monitored through CLIC's annual review of master schedules, classroom rosters, IEP service delivery, EL Master Plan implementation, and enrichment programming participation, with progress reported through the LCAP annual update process.|Met||2026-06-22|2026 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||2026-06-23|2026 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 due to intervention and / or English Language Development needs.|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||2026-06-16|2026 19647330127936|PREPA TEC - Los Angeles|7|Students have access to and enrolled in English Language Arts, Mathematics, Social Sciences, Science, Health, Physical Education, Spanish, Art, and English Language Development. PREPA TEC - Los Angeles evaluates course equity using its International Baccalaureate (IB) Middle Years Programme (MYP) framework, the school's Master Schedule auditing process, and standards-aligned material tracking systems. IB Unit Matrices: The school tracks course access using the IB MYP transdisciplinary themes. This ensures visual arts, performing arts, and world languages are systematically woven into the schedule for every grade span.|All students have access to and are enrolled in the IBPYP courses. PREPA TEC - Los Angeles has demonstrated consistent literacy growth across multiple grade levels over the past three school years. Kindergarten and 3rd Grade met or exceeded one year’s typical growth in two of the past three years, while 4th and 5th Grade achieved this benchmark in all three years. These results reflect sustained success in supporting student reading growth and a strong foundation for continued literacy achievement across the elementary grades. PREPA TEC - Los Angeles has demonstrated steady mathematics growth across multiple elementary grade levels over the past three school years. 2nd and 4th Grade students met or exceeded one year’s typical growth in two of the past three years, while Kindergarten, 1st, and 3rd Grade each met the benchmark in one year. These results demonstrate sustained mathematics growth across the elementary program while identifying opportunities to strengthen consistency in future years.|Some of the barriers are when they are absent from school and miss instruction and events as well as activities that help promote safe and learning environment.|PREPA TEC - Los Angeles will establish a proactive attendance monitoring system that identifies students with attendance concerns as early as possible. Attendance data will be reviewed weekly by school leadership, staff, and support staff to identify patterns of chronic absenteeism and intervene before attendance problems become severe. Interventions will include: Weekly attendance reports reviewed by an attendance team. Immediate parent contact after repeated absences or excessive tardiness. Individual attendance improvement plans for students at risk of chronic absenteeism. Regular progress monitoring to assess the effectiveness of interventions. Students are more likely to attend school when they feel valued, safe, and connected to their learning community. PREPA TEC - Los Angeles will continue fostering a positive school culture by: Expanding extracurricular activities, clubs, and leadership opportunities. Increasing student voice through leadership councils and school improvement committees. Implementing mentoring programs that connect students with trusted adults. Celebrating student accomplishments both inside and outside the classroom. Promoting restorative practices that strengthen relationships and build a sense of belonging.|Met||2026-06-30|2026 19647330127985|Ingenium Charter Middle|7|Teachers at Ingenium Charter Middle School have a daily schedule with clearly identified time blocks for all core subjects including ELD. Calendars and schedules for art and PE are also monitored for access. Individual student groups are monitored throughout the year for involvement in intervention opportunities to ensure access and supports to increase academic success. This is monitored through flexible grouping rosters that change throughout the year based on need.|All students have access to and are enrolled in a broad course of study. This includes all required content areas (Mathematics, English Language Arts, Science, History, PE) and support opportunities throughout the day. All students across the school are provided time with a certificated teacher. With Chromebooks for all grades, students have access to technology for the purposes of developing keyboarding skills and learning how to become good digital citizens in addition to its integration into rigorous learning in developing 21st century skills.|All students receive a broad course of study.|NA. ICMS will close on June 30, 2026.|Met||2026-06-08|2026 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||2026-06-10|2026 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||2026-06-10|2026 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,|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||2026-06-10|2026 19647330128058|Alliance College-Ready Middle Academy 12|7|Our rigorous graduation requirements ensure that all students have access to a course of study that prepares students to meet A-G requirements. We serve our students according to the priorities of LCFF and provide electives, interventions, and an advisory program to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students have the prerequisites to meet A-G graduation requirements in high school and provide them with the information they need to successfully enter into high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.|As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for college.|We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size as a single school LEA.|We will continue to work to provide students with a wide range of course options, including social-emotional learning, while at the same time including those needed to complete A-G requirements once they enter high school.|Met||2026-06-10|2026 19647330128132|Extera Public School No. 2|7|Extera Public School No. 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 No. 2 is situated in East Los Angeles serving just over 100 students in grades TK-5 with the following student demographics: 98% Hispanic, 39% English Learners (EL), 17% Students with Disabilities (SWD), and 100% Socioeconomically Disadvantaged (SED). Extera Public School No. 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 No. 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 No. 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 during afterschool. There are no differences in accessibility to courses, across student groups at Extera Public School No. 2.|Currently, 100% of the students have access to a broad course of study and Extera Public School No. 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||2026-06-16|2026 19647330128371|New Horizons Charter Academy|7|online and textbooks available to all students|all students have full access|no barriers|access to all resources provided|Met||2026-06-24|2026 19647330128512|KIPP Academy of Innovation|7|Our school works across teams to ensure all students have access to a broad course of study. Every student enrolled 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 students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. 5th Grade core classes are Science, Math, Social Studies English, and Physical Education. 6th Grade core classes are Physical Education, Science, Math, Social Studies, and English. 7th Grade core classes are English, Social Studies, Math, Science, and Physical Education. 8th Grade core classes are English, Science, Social Studies, Math, and Physical Education. In addition to the core classes listed above, students have access to various electives during their time.|Our school is currently able to offer access to a broad course of study to all enrolled students at all schools.|Our school 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||2026-06-11|2026 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||2026-06-26|2026 19647330129460|KIPP Vida Preparatory Academy|7|Our school works across teams to ensure all students have access to a broad course of study. Every student enrolled 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 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 our school.|Our school is currently able to offer access to a broad course of study to all enrolled students at all schools.|Our school 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||2026-06-11|2026 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||2026-06-10|2026 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 Learners.|Met||2026-06-10|2026 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||2026-05-26|2026 19647330129650|Equitas Academy #3 Charter|7|Due to the size and nature of our small school system, all students are given the same exact curriculum for all subject areas, and programs. This intentionally reduces any risk of not providing all students with a broad course of study to zero.|All students at our single school LEA have access to and are enrolled in a broad course of study.|No barriers currently present.|None needed at this time.|Met||2026-06-25|2026 19647330129858|Everest Value|7|Everest Value School uses class schedules, course and grade-level assignments, student work, grades, assessment data, instructional-materials access, English Learner identification, Individualized Education Programs, and school-level review processes to monitor access to a broad course of study. Administrators, teachers, and support staff review information through PowerSchool and local instructional and student-support systems. These measures were selected because they help the school verify access across grade levels and identify students who may need language development, intervention, or special education support.|All Everest Value School students in grades TK–8 have access to a broad course of study that includes English language arts, mathematics, science, social science, physical education, visual and performing arts, and language development, as applicable. Students have access to standards-aligned instructional materials. English Learners receive language-development support and access to grade-level content. Students with disabilities are supported through inclusive practices and Resource Specialist Program services, including push-in or pull-out support when appropriate. Students needing additional academic assistance may receive support through the school's Multi-Tiered System of Supports. The school is a single-site LEA; therefore, there are no differences across school sites to report.|No structural barrier preventing access to the broad course of study was identified through the local review. The school will continue to monitor attendance, scheduling, language access, engagement, and individual support needs because these factors may affect full participation even when courses and instructional materials are available. Student-level needs are addressed through family outreach, intervention, English Learner services, special education services, and other appropriate supports.|Everest Value School will continue professional learning, instructional coaching, collaborative planning, classroom observations, and targeted support from school and network academic leaders. The school will continue strengthening inclusive and co-teaching practices for students with disabilities, English Learner and bilingual supports, Multi-Tiered System of Supports, and family communication regarding available academic services. School leaders will monitor schedules, student participation, instructional materials, and student-support data to ensure continued access across grade levels and student groups.|Met||2026-06-05|2026 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||2026-06-17|2026 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, and English Language Advisory 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||2026-06-11|2026 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||2026-06-11|2026 19647330131771|KIPP Ignite Academy|7|Our school works across teams to ensure all students have access to a broad course of study. Every student enrolled 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 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 our school.|Our school is currently able to offer access to a broad course of study to all enrolled students at all schools.|Our school 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||2026-06-11|2026 19647330131797|KIPP Promesa Prep|7|Our school works across teams to ensure all students have access to a broad course of study. Every student enrolled 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 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 our school.|Our school is currently able to offer access to a broad course of study to all enrolled students at all schools.|Our school 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||2026-06-11|2026 19647330131821|Equitas Collegiate High|7|Due to the size and nature of our small school system, all students are given the same exact curriculum for all subject areas, and programs. This intentionally reduces any risk of not providing all students with a broad course of study to zero.|All students at our single school LEA have access to and are enrolled in a broad course of study.|No barriers currently present.|None needed at this time.|Met||2026-06-25|2026 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. 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||2026-06-13|2026 19647330132027|University Preparatory Value High|7|University Prep Value High School uses PowerSchool schedules, course grades, transcripts, credit-completion records, report cards, English Learner identification, Individualized Education Programs, Section 504 plans, graduation-progress reviews, assessment data, and counselor or advisor review to monitor student access to and enrollment in a broad course of study. Administrators, counselors, teacher-advisors, special education staff, English Learner staff, and intervention personnel review these measures to verify that students are enrolled in appropriate coursework and to identify students who may need academic, language-development, credit-completion, or other individualized support.|University Prep Value High School students in grades 9–12 have access to a broad course of study that includes English, mathematics, science, social science, physical education, visual and performing arts, world language, English language development, college-preparatory coursework, and other graduation-aligned courses. Students are enrolled in coursework needed to make progress toward graduation and prepare for postsecondary opportunities. English Learners receive language-development support and access to grade-level course content. Students with disabilities receive services according to their Individualized Education Programs through inclusive and targeted support models. Students needing additional academic assistance are monitored through counseling, intervention, and progress-monitoring systems. University Prep is a single-site LEA; therefore, there are no differences across school sites to report.|No structural barrier preventing access to the broad course of study was identified through the local review. The school will continue monitoring attendance, credit completion, scheduling, language access, student engagement, wellness, and individual support needs because these factors may affect full participation even when appropriate courses are available. Student-level needs are addressed through counseling, family outreach, academic intervention, English Learner services, special education and Section 504 services, credit monitoring, and other appropriate supports.|University Prep Value High School will continue monitoring student schedules, transcripts, graduation progress, credit completion, course enrollment, and intervention needs. The school will provide academic counseling, teacher-advisor support, English Learner services, special education and Section 504 supports, tutoring and intervention, progress monitoring, and targeted assistance for students who need additional support to remain on track. School leaders, counselors, teachers, support staff, and network academic leaders will continue collaborating to identify enrollment or participation concerns and ensure equitable access to required coursework, grade-level content, graduation requirements, and postsecondary preparation.|Met||2026-06-05|2026 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||2026-06-10|2026 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.|BCCHS does 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. BCCHS does 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, BCCHS monitors student's success through student transcripts, UC Doorways courses approved as meeting A-G requirements, and periodic review by WASC for maintaining successful accreditation.|Met||2026-06-29|2026 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||2026-06-04|2026 19647330132928|Anahuacalmecac International University Preparatory of North America|7|Anahuacalmecac monitors TK–12 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 ensures 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, Honors and dual enrollment courses is monitored using academic plans, with a focus on unduplicated student groups—English Learners, foster youth, and socioeconomically disadvantaged students—to ensure equity. Course access reviews happen regularly through formative assessments and Learning Management Systems like Google Classroom and Canvas. 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, embedded 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. 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. New courses are in development and dual enrollment opportunities for 8-12 are a priority to expand relevant learning opportunities for all students.|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 guided team conversations, 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||2026-06-24|2026 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 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||2026-06-10|2026 19647330133280|PUC Nueva Esperanza Charter Academy|7|All PUC Schools middle schools use PowerSchool for scheduling, student rosters, teacher qualifications, and gradebook monitoring. Additionally PowerSchool’s Power Scheduler tool is used 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 Learners.|Met||2026-06-10|2026 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||2026-06-10|2026 19647330133686|Equitas Academy 4|7|Due to the size and nature of our small school system, all students are given the same exact curriculum for all subject areas, and programs. This intentionally reduces any risk of not providing all students with a broad course of study to zero.|All students at our single school LEA have access to and are enrolled in a broad course of study.|No barriers currently present.|None needed at this time.|Met||2026-06-25|2026 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||2026-06-23|2026 19647330133702|New Los Angeles Charter Elementary|7|NLACES uses several locally selected measures and tools to track all students' access to and enrollment in a broad course of study across grade spans TK-5, unduplicated student groups (foster youth, English learners, and low-income students), and individuals with exceptional needs served. These tools include: (1) the Master Schedule, which documents weekly instructional minutes for each student in English Language Arts, Mathematics, Science, Social Studies, Physical Education, Art, Music, Health, and Coding across TK-5; (2) CALPADS enrollment and course participation reporting; (3) the SARC, which annually reports student participation in enrichment courses (currently 100%) and the five components of the Physical Fitness Test in grade 5 (currently 100%); (4) classroom observation and walkthrough data verifying instructional delivery across all content areas; (5) textbook and instructional materials inventory documenting standards-aligned curriculum across content areas; (6) IEPs and accommodation plans for students with disabilities to ensure access to grade-level content alongside specialized instruction; and (7) ELPAC and English Learner Master Plan documentation tracking English Learner access to integrated and designated ELD across content areas. Data is reviewed by the leadership team and disaggregated by unduplicated pupil group and by students with disabilities to ensure equitable access.|NLACES operates as a single school site serving TK-5; comparisons across school sites are not applicable. Across grade spans TK-5, unduplicated student groups, and individuals with exceptional needs served, all NLACES students have access to and are enrolled in a broad course of study. Master Schedule documentation confirms 100% of TK-5 students receive instruction in English Language Arts, Mathematics, Science, Social Studies, Physical Education, Art, Music, Health, and Coding. SARC reporting confirms 100% student participation in enrichment courses for 2022-23, 2023-24, and 2024-25, sustained across all reported years. SARC reporting also confirms 100% of grade 5 students completed all five components of the Physical Fitness Test in 2023-24 and 2024-25, an increase of 2.5% from the 2022-23 baseline of 97.5%. Textbook inventory and classroom observations confirm 100% of students have access to standards-aligned instructional materials. Students with disabilities access the same broad course of study with IEP-aligned accommodations and specialized instruction provided through the school's full-inclusion model. English Learners access the same broad course of study with designated and integrated ELD providing language scaffolding across content areas. No differences in access or enrollment have been identified across grade spans or student groups, indicating consistent equitable implementation.|Although 100% of NLACES students have access to and are enrolled in a broad course of study, locally selected measures identified several barriers that affect the depth and quality of that access. First, limited instructional time dedicated to Science across the school day, particularly in upper grades, restricts the number of CA NGSS units students complete each year. This is a resource constraint common in small elementary schools where pressure to allocate instructional minutes to tested ELA and Mathematics reduces time for Science. Second, the school has not yet adopted a single schoolwide CA NGSS-aligned Science curriculum, which limits the consistency and depth of three-dimensional Science instruction across classrooms. Third, the school's small enrollment of approximately 175 students produces fixed per-pupil revenue constraints that limit the school's ability to scale specialist enrichment staffing, refresh aging Chromebook and projector inventory, and fully fund field trips and outdoor education that extend the broad course of study into real-world contexts. Fourth, aging building infrastructure presents ongoing maintenance challenges that occasionally affect access to specific instructional spaces. The 2026-27 LCAP responds to these barriers through investments in CA NGSS-aligned instructional resources, science notebooks, hands-on investigation materials, and continued technology infrastructure maintenance.|In response to the barriers identified, NLACES has implemented and will continue to implement several revisions and new actions to ensure access to a broad course of study for all students. First, the 2026-27 LCAP expands protected instructional time for Science in TK-5, with the leadership team working with teachers to identify scheduling adjustments that ensure upper- grade teachers complete a full sequence of CA NGSS-aligned units across the year. Second, the LCAP invests in CA NGSS-aligned instructional resources, science notebooks, hands-on investigation materials, and high-quality informational science texts to support three- dimensional learning across all grade levels. Third, the school will implement CAST Interim Assessments in October and January in grades 3-5 to support data-driven Science instructional planning. Fourth, cross-curricular integration with ELA will strategically extend instructional time devoted to Science content. Fifth, the new addition of Studies Weekly as a social studies supplement for 2026-27 expands the volume and quality of nonfiction text available to students. Sixth, continued investment in Art, Music, Health, and Coding enrichment (Title IV funded) sustains the full broad course of study. Seventh, continued janitorial services and annual FIT-based maintenance respond to facility barriers. Vertical articulation meetings three times per year ensure coherent delivery across TK-5.|Met||2026-06-22|2026 19647330133710|Girls Athletic Leadership School Los Angeles|7|GALS uses student schedules, course enrollment data, the master schedule, and annual reviews of instructional programming to monitor the extent to which all students have access to and are enrolled in a broad course of study. As a school serving grades 6–8, GALS provides all students access to standards-aligned instruction in English Language Arts, Mathematics, Science, History-Social Science, Physical Education, English Language Development, Visual and Performing Arts, wellness education, leadership opportunities, and expanded learning opportunities. School leadership regularly reviews enrollment and participation data to ensure equitable access for all student groups, including English learners, socioeconomically disadvantaged students, foster youth, students experiencing homelessness, and students with disabilities. Students with exceptional needs are provided access to the general education curriculum and appropriate supports and services as identified through their Individualized Education Programs (IEPs).|Based on a review of student schedules, course enrollment data, and the master schedule, GALS determined that 100% of students in grades 6–8 have access to and are enrolled in a broad course of study. All students have access to standards-aligned instruction across core academic subjects, English Language Development, Visual and Performing Arts, wellness education, leadership opportunities, and expanded learning experiences. Analysis of enrollment and participation data found no differences in access among student groups, including English learners, socioeconomically disadvantaged students, foster youth, students experiencing homelessness, students with disabilities, and students receiving special education services. Students with exceptional needs participate in the general education curriculum and receive appropriate accommodations, modifications, and services as identified in their IEPs. As a single-school LEA, there are no differences across school sites. GALS has maintained 100% access to and enrollment in a broad course of study and remains committed to ensuring equitable access for all students.|There are no barriers preventing the LEA from providing access to a broad course of study for all students.|Based on the review of student schedules, course enrollment data, and instructional programming, no significant revisions were identified as necessary to ensure access to a broad course of study. Local data indicate that all students in grades 6–8 continue to have access to and are enrolled in a broad course of study. To maintain and strengthen access, GALS will continue implementing a data-driven, student-centered master schedule and providing students with opportunities that support academic, social-emotional, and personal growth. In addition to core academic subjects, students participate in daily Movement classes that exceed California Physical Education requirements and the GALS Series, a daily social-emotional learning course focused on wellness, healthy relationships, self-advocacy, and life skills. GALS also expanded learning opportunities available to students through before-school care, the All Stars after-school program, Saturday enrichment events, leadership opportunities, wellness activities, and community-building experiences. The school will continue monitoring enrollment and participation data to ensure all students, including English learners and students with disabilities, maintain equitable access to the full educational program.|Met||2026-06-11|2026 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||2026-06-23|2026 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||2026-06-26|2026 19647330134205|Arts in Action Community Middle|7|The school uses Powerschool and Dean's list, as well as internal tools to create and review student schedules to ensure access to a broad course of study.|100% of students have access to a broad course of study. The LEA is comprised of one school, and all students have access to the broad course of study.|There are no barriers, the LEA has done a great job in ensuring access to a broad course of study for all students. The LEA is comprised of one small middle school, and so has had the capacity to provide a high quality program for all students, including students in significant subgroups.|Next steps are to continuing to elevate overall programming, which the school is doing by adding college course opportunities for students in the upcoming school year.|Met||2026-06-13|2026 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 any challenges they may face.|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||2026-06-22|2026 19647330135517|KIPP Corazon Academy|7|Our school works across teams to ensure all students have access to a broad course of study. Every student enrolled 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 students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. 5th Grade core classes are Science, Math, Social Studies English, and Physical Education. 6th Grade core classes are Physical Education, Science, Math, Social Studies, and English. 7th Grade core classes are English, Social Studies, Math, Science, and Physical Education. 8th Grade core classes are English, Science, Social Studies, Math, and Physical Education. In addition to the core classes listed above, students have access to various electives during their time.|Our school is currently able to offer access to a broad course of study to all enrolled students at all schools.|Our school 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||2026-06-11|2026 19647330135616|Crete Academy|7|||||Not Met For Two or More Years|||2026 19647330135632|WISH Academy High|7|WISH Academy High School tracks the extent to which all students have access to, and are enrolled in, a broad course of study through an annual master schedule and course enrollment review. This review examines course offerings and student enrollment across all required subject areas for grades 9-12, disaggregated where applicable by unduplicated student groups and individuals with exceptional needs. The master schedule review allows WISH Academy to confirm that every student, regardless of student group, has access to the full range of required coursework and elective offerings each school year.|Based on its annual master schedule and course enrollment review, WISH Academy High School provides full access to a broad course of study for all students in grades 9-12. All required subject areas, including English Language Arts, Mathematics, Science, History-Social Science, Visual and Performing Arts, World Language, Career Technical Education, and Physical Education, are offered and available to every student. This access extends equitably to unduplicated student groups and individuals with exceptional needs, with no identified differences in course access across student groups at WISH Academy.|WISH Academy did not identify any major barriers preventing access to a broad course of study for all students. The school's master schedule and course enrollment review confirmed that all required subject areas are consistently offered and accessible to every student, including unduplicated student groups and individuals with exceptional needs.|While WISH Academy's master schedule and course enrollment review did not identify barriers to a broad course of study, WISH Academy remains committed to continuous improvement and will not become complacent in this area. WISH Academy is expanding its broad course of study by adding additional Career Technical Education pathways, giving students more options to explore career-connected learning alongside their core academic coursework. WISH is also developing internship opportunities for students, providing real-world, hands-on experience that complements classroom instruction and strengthens students' readiness for college and career.|Met||2026-06-29|2026 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 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||2026-06-04|2026 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||2026-06-04|2026 19647330135921|WISH Community|7|WISH Community TK-8 tracks the extent to which all students have access to, and are enrolled in, a broad course of study through an annual master schedule and course enrollment review. This review examines course offerings and student enrollment across all required subject areas for grades TK-8, disaggregated where applicable by unduplicated student groups and individuals with exceptional needs. The master schedule review allows WISH Community to confirm that every student, regardless of student group, has access to the full range of required coursework and enrichment offerings each school year.|Based on its annual master schedule and course enrollment review, WISH Community TK-8 provides full access to a broad course of study for all students in grades TK-8. All students have access to high-quality music, art, physical education, and STEM instruction, and all students complete service learning projects as part of their coursework. This access extends equitably to unduplicated student groups and individuals with exceptional needs, with no identified differences in course access across student groups at WISH Community.|WISH Community did not identify any major barriers preventing access to a broad course of study for all students. The school's master schedule and course enrollment review confirmed that all required subject areas, including music, art, physical education, STEM, and service learning, are consistently offered and accessible to every student, including unduplicated student groups and individuals with exceptional needs.|Because WISH Community's master schedule and course enrollment review did not identify barriers to a broad course of study, WISH Community will continue its current practices, including the annual master schedule review, to ensure all students maintain full access to high-quality music, art, physical education, STEM instruction, and service learning projects. WISH will continue to monitor enrollment data each year to proactively identify and address any emerging gaps in course access for any student group before they affect students.|Met||2026-06-29|2026 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||2026-06-12|2026 19647330136986|STEM Preparatory Elementary|7|All students at STEM Prep Elementary School are enrolled in high-quality core subjects and electives, along with access to rigorous enrichment and targeted intervention courses. This year, all students participate in STEM courses designed to develop engineering and scientific practices. Students identified as needing additional support receive targeted services, including but not limited to ELD, intervention classes, and other designated supports. Our Special Education department has strengthened reading instruction through the adoption of Wilson Reading, increasing access to structured, high-quality literacy intervention. Teachers participate in weekly professional development focused on strengthening instruction, deepening understanding of state standards, and aligning curriculum implementation. The school also maintains a strong MTSS framework and SSPT process to ensure early identification of student needs and coordinated supports across tiers.|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 continued the use of Wilson Reading intervention.|Met||2026-06-24|2026 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||2026-06-23|2026 19647330137463|California Creative Learning Academy MS|7|||||Not Met|||2026 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||2026-06-16|2026 19647330137513|Learning by Design Charter|7|Learning by Design uses multiple locally selected measures and tools to monitor student access to and enrollment in a broad course of study across the PK–5 grade span. These measures include student schedules, master schedules, academic progress reports, Personalized Learning Plans, intervention records, and student support plans. The LEA reviews these data sources to ensure that all students, including unduplicated student groups and students with exceptional needs, have equitable access to grade-level instruction, enrichment opportunities, interventions, and individualized supports based on their academic and developmental needs. Teachers and school leaders regularly analyze student progress data and collaborate to identify students who may need additional support or enrichment opportunities. Personalized Learning Plans and targeted interventions help ensure instruction is responsive to each student's strengths, needs, and goals. Through ongoing monitoring of enrollment, participation, and student outcomes, Learning by Design works to ensure that all PK–5 students have meaningful access to a comprehensive educational program that supports their academic growth and success.|Based on locally selected measures, including student schedules, academic progress reports, Personalized Learning Plans, intervention records, and student support plans, Learning by Design has determined that all PK–5 students have access to and are enrolled in a broad course of study aligned to grade-level standards. Students receive instruction in core academic areas, as well as enrichment opportunities and targeted interventions designed to support their individual learning needs. The LEA reviews access and participation data for all student groups, including unduplicated student groups and students with exceptional needs, to ensure equitable opportunities for learning. Current data indicate that students across grade levels and student groups have access to the full instructional program, with additional supports provided through intervention services, specialized academic supports, and Personalized Learning Plans when needed. As a single-site elementary school, Learning by Design does not have differences in access across school sites. The school continues to monitor student progress and participation data to identify any gaps among student groups and make adjustments to instruction, enrichment opportunities, and support services to ensure all students have equitable access to a comprehensive educational experience.|Based on the results of locally selected measures, Learning by Design has not identified significant barriers preventing students from accessing a broad course of study. All PK–5 students have access to grade-level instruction, enrichment opportunities, intervention supports, and individualized learning plans based on their academic needs. The LEA has identified areas for continued improvement, including ensuring that all students consistently access enrichment opportunities and receive timely academic interventions based on progress data. Additional attention is given to monitoring the needs of unduplicated student groups and students with exceptional needs to ensure that supports are equitable, accessible, and responsive. Learning by Design will continue to use student progress data, Personalized Learning Plans, and collaboration among staff and families to identify and address any barriers that may impact student access and success.|In response to the results of locally selected measures, Learning by Design will continue to refine systems that ensure all TK–5 students have access to a broad course of study that meets their academic, social-emotional, and developmental needs. The LEA will continue monitoring student progress through academic progress reports, Personalized Learning Plans, intervention data, and student support plans to identify areas where additional support, enrichment, or instructional adjustments are needed. Learning by Design will continue to strengthen the use of targeted interventions, enrichment opportunities, and individualized learning supports to ensure equitable access for all students, including unduplicated student groups and students with exceptional needs. Teachers and school leaders will regularly collaborate to review student data, adjust instructional practices, and provide resources that support student growth. The LEA will also continue engaging families as partners in understanding student needs and supporting student success. These ongoing actions will support continuous improvement by ensuring that all students have meaningful access to a comprehensive PK–5 educational program and the resources needed to achieve positive outcomes.|Met||2026-03-07|2026 19647330137521|Vox Collegiate of Los Angeles|7|Vox Collegiate uses multiple locally selected measures to track student access to and enrollment in a broad course of study for grades 6 through 8. These include master schedule development and analysis, course enrollment and roster tracking systems, and internal enrollment audits disaggregated by student subgroup, including unduplicated students, English learners, and students with exceptional needs. Additional tools include standards-aligned curriculum maps and pacing guides across all core content areas (English Language Arts, mathematics, science, and social studies), English Language Development (ELD) placement and monitoring tools, and special education service tracking systems that document access to grade-level standards-aligned instruction within the least restrictive environment. Vox also uses schedule review processes to ensure students are placed appropriately in core content classes, ELD supports, electives, and intervention or enrichment courses aligned to middle school grade span requirements.|Across grades 6 through 8, all students are enrolled in a standards aligned broad course of study that includes English Language Arts, mathematics, science, social studies, English Language Development supports, and a range of electives. Master schedule analysis indicates that all students have access to core content coursework aligned to state standards, with no exclusion based on student subgroup. English learners receive both designated and integrated ELD instruction aligned to their proficiency levels, in addition to full access to grade-level core content and electives. Unduplicated students are enrolled in the same standards-aligned academic program as their peers and have access to intervention and enrichment supports embedded within the school day. Students with exceptional needs access core content through general education inclusion models and individualized education program accommodations and modifications aligned to grade-level standards. Across the school site, enrollment data shows consistent access to a full course of study for all grade levels, with structured scheduling that embeds ELD, intervention, and enrichment supports within the instructional day. Over time, Vox has maintained full access to core coursework while strengthening the integration of ELD supports and intervention structures without reducing access to electives or grade-level standards-based instruction.|Vox does not have systemic barriers that limit student access to a broad course of study, as all students in grades 6 through 8 are enrolled in standards-aligned core content courses, English Language Development supports, special education services as appropriate, and enrichment opportunities embedded within the school day. The primary limitation is not access, but the breadth and expansion of enrichment offerings available. While all students receive enrichment opportunities, the range of available enrichment courses is currently constrained by staffing capacity, scheduling structure, and resource allocation. For English learners and students with exceptional needs, access to enrichment is fully available within existing structures; however, there is an opportunity to further expand enrichment options to provide greater depth, choice, and specialization for all student groups.|In response to these findings, Vox will maintain its current structure, ensuring all students in grades 6 through 8 have full access to a standards-aligned core program, English Language Development supports, special education services, and existing enrichment opportunities embedded within the school day. Future improvements can include expanding the breadth and variety of enrichment offerings available to students. This includes exploring additional enrichment pathways in areas such as arts, STEM, leadership development, and career exposure to increase student choice and deepen engagement within the middle school experience. To support this expansion, Vox will assess staffing capacity, partnership opportunities, and scheduling structures that would allow for a wider range of enrichment courses without reducing access to core instruction or existing supports. This may include strengthening community partnerships, leveraging external enrichment providers, and strategically adjusting the master schedule to accommodate additional enrichment options. In addition, Vox will continue to ensure that English learners and students with exceptional needs have equitable access to any expanded enrichment opportunities through integrated supports and inclusive scheduling practices. Overall, these actions are intended to build upon a strong foundation of universal access to a broad course of study while increasing the richness, variety, and student choice within enrichment.|Met||2026-06-17|2026 19647330137562|Matrix for Success Academy|7|Matrix for Success Academy utilized multiple local measures and data sources to monitor student access to and enrollment in a broad course of study. These measures included master schedules, student transcripts, course enrollment reports, graduation and A-G completion tracking, credit completion reports, student learning plans, special education service plans, English Learner program records, and School Pathways student information system reports. The school also reviewed course participation data by grade level, English Learner status, socioeconomically disadvantaged status, foster youth status, homeless status, and students with disabilities to ensure equitable access to academic and elective coursework. Ongoing monitoring by counselors, teachers, and administrators was used to identify student needs and ensure students remained on track toward graduation and postsecondary goals.|An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At Matrix all students are enrolled in all required ELA, mathematics, science/lab science, History, physical education courses. In addition, our students have access to and enroll in UC A-G approved college preparatory electives, Foreign Language, Visual Arts, as part of the school's high school graduation requirements. There are no differences in accessibility to courses, across student groups at Matrix for Success Academy.|Review of local data identified several barriers that impacted students' ability to fully participate in and successfully complete a broad course of study. These barriers included chronic absenteeism, gaps in prior learning, credit deficiencies, social-emotional needs, housing instability, and other challenges commonly experienced by the school's at-risk student population. Some students required additional academic interventions, individualized support, and counseling services to remain engaged and make satisfactory progress toward graduation. As an independent study school serving students with diverse academic and personal needs, maintaining consistent student engagement and participation remained an ongoing challenge. While students had access to available coursework, these factors sometimes affected course completion rates and overall academic progress. As Matrix for Success Academy will cease operations effective June 30, 2026, no future implementation cycle is anticipated. However, these barriers were identified through the school's self-reflection process during its final year of operation.|Due to the current success of Matrix for Success Academy in providing all students with access to a broad course of study, no major changes are currently planned, however, this data will continue to be monitored and revisions made, with implementation as needed. As has been the practice at Matrix since opening, teaching staff continuously work in collaboration to create and update curriculum in professional learning communities (PLCs) on a weekly basis. Coaching and consultants are accessible and available for support as well.|Met||2026-06-23|2026 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||2026-06-23|2026 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 Platinum Medal AP Participation prize from the College Board, which only about 6% of schools receive for expanding and having success in the AP program.|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 2025-2026, we expanded the 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 continue implementing and revising 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.|Met||2026-06-03|2026 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||2026-05-26|2026 19647330138883|Equitas Academy 6|7|Due to the size and nature of our small school system, all students are given the same exact curriculum for all subject areas, and programs. This intentionally reduces any risk of not providing all students with a broad course of study to zero.|All students at our single school LEA have access to and are enrolled in a broad course of study.|No barriers currently present.|None needed at this time.|Met||2026-06-25|2026 19647330139089|Vista Horizon Global Academy|7|Vista Horizon Global Academy (VHGA) uses multiple locally selected measures to track all students' access to and enrollment in a broad course of study. The PowerSchool Student Information System tracks enrollment and participation across English Language Arts, Mathematics, Science, Social Studies, English Language Development (ELD), Physical Education, Health, and the Visual and Performing Arts (Music, Visual Art, and Dance) for all students in grades TK through 5. The annual master schedule review confirms that all students, including unduplicated student groups (English Learners, Foster Youth, and Low-Income students) and Students with Disabilities, are enrolled in the full broad course of study. Annual textbook and instructional materials inventories verify that 100% of students have access to standards-aligned materials in every subject area. Classroom observations conducted by the Leadership Team confirm consistent implementation across grade levels. Disaggregated enrollment data is reviewed by grade span, English Learner status, Socioeconomically Disadvantaged status, and Students with Disabilities to verify equitable access. CALPADS reporting provides additional state-level verification.|Vista Horizon Global Academy (VHGA) is a single-site charter school operating as its own LEA, so this summary reflects access and enrollment across one school site rather than across multiple sites. Based on the locally selected measures identified, 100% of students in grades TK through 5 have access to and are enrolled in the full broad course of study, including English Language Arts, Mathematics, Science, Social Studies, English Language Development (ELD), Physical Education, Health, and the Visual and Performing Arts (Music, Visual Art, and Dance). Disaggregated enrollment data confirms that no differences exist across student groups in access to or enrollment in the broad course of study. Unduplicated student groups (English Learners, Foster Youth, and Low-Income students) and Students with Disabilities are enrolled in the full course of study consistent with the school's full inclusion model. The annual textbook and instructional materials inventory verify 100% access to standards-aligned materials across all subject areas, a metric that has been sustained at 100% across the 2023-24, 2024-25, and 2025-26 school years. Leadership Team classroom observations and CALPADS reporting confirm continued, consistent implementation of the broad course of study for all students across all grade levels.|Based on the results of the locally selected measures, Vista Horizon Global Academy (VHGA) has not identified barriers currently preventing the school from providing access to a broad course of study for all students. The annual textbook and instructional materials inventory verify 100% access to standards-aligned materials across all subject areas for three consecutive school years. The PowerSchool Student Information System and the annual master schedule review confirm 100% enrollment of all students in grades TK through 5 in the full broad course of study, including unduplicated student groups and Students with Disabilities. The school proactively monitors several operational considerations to ensure that access is sustained as enrollment grows. These include sustained recruitment of fully credentialed teachers, given that the 2023-24 credentialing rate of 69.2% represents an area for continued growth toward the school's 100% target; ongoing facility coordination with LAUSD under the school's Proposition 39 co-location arrangement to ensure adequate instructional space for all subjects, including the Visual and Performing Arts; and budget planning to sustain continued investment in arts instruction, English Language Development programming, and Special Education services as enrollment grows from 135 students in 2023-24 to 173 students in 2025-26.|In response to the results of the locally selected measures, Vista Horizon Global Academy (VHGA) is implementing the following actions to ensure sustained access to a broad course of study for all students. First, the school continues active monitoring and recruitment to advance teacher credentialing toward the 100% fully credentialed target, including support for non-fully-credentialed teachers pursuing credentialing pathways. Second, VHGA sustains its full Visual and Performing Arts programming through continued investment in Music, Visual Art, and Dance instruction, including the expanded Dance Education partnership with Conga Kids for the 2026-27 school year. Third, the school maintains its full inclusion model for Students with Disabilities to ensure consistent access to the broad course of study across all classrooms and grade levels. Fourth, VHGA continues to implement Designated and Integrated English Language Development across all content areas so that English Learners access grade-level content alongside language development. Fifth, the school sustains annual textbook and instructional materials inventories, master schedule reviews, and Leadership Team classroom observations to verify continued 100% access. Sixth, ongoing facility coordination with LAUSD under the Proposition 39 arrangement ensures adequate instructional space for all subject areas as the school continues to grow in enrollment.|Met||2026-06-15|2026 19647330139097|Scholarship Prep - South Bay|7|Scholarship Prep uses multiple measures and tools to ensure all students have access to and are enrolled in a broad course of study. These include the master schedule, student schedules and rostering, English learner and intervention schedules, Individualized Education Programs (IEPs), Section 504 plans, and ongoing review through the Local Control and Accountability Plan (LCAP) process. School leaders regularly review enrollment, schedules, service delivery, and student participation to ensure all students, including English learners, foster youth, students experiencing homelessness, low-income students, and students with disabilities, have access to grade-level instruction and required supports. Student access is monitored across grade spans, student groups, and individuals with exceptional needs to ensure equitable access to the full educational program.|Based on locally selected measures and tools, Scholarship Prep has determined that all students have access to and are enrolled in a broad course of study aligned to grade-level standards. There are no significant differences across school sites or student groups in access to the core educational program. Students, including ELs, foster youth, students experiencing homelessness, low-income students, and students with disabilities, have access to grade-level instruction, intervention supports, and services needed to participate in the educational program. Students with disabilities receive accommodations, modifications, and services identified through the IEP process to support access to instruction. Scholarship Prep continues to monitor student access and participation to ensure all students are able to fully engage in the educational program.|Based on locally selected measures, Scholarship Prep has not identified significant barriers preventing students from accessing a broad course of study. SP works to ensure all students have access to grade-level instruction and necessary supports regardless of background or student group. Some students may require additional academic, behavioral, language, or special education supports to fully access instruction. Scholarship Prep addresses these needs through intervention services, English learner supports, accommodations, specialized services, and ongoing monitoring to ensure students can meaningfully participate in the educational program.|Scholarship Prep will continue implementing systems to ensure all students have equitable access to a broad course of study. We will continue monitoring student schedules, intervention services, IEP implementation, and access to grade-level instruction to ensure supports are provided as needed. SP will continue reviewing student access through the LCAP process, school leadership review, and ongoing monitoring of student groups to ensure equitable access across school sites. Scholarship Prep will also continue refining systems and supports to ensure all students are able to meaningfully participate in the full educational program.|Met||2026-06-18|2026 19647330139121|Equitas Academy 5|7|Due to the size and nature of our small school system, all students are given the same exact curriculum for all subject areas, and programs. This intentionally reduces any risk of not providing all students with a broad course of study to zero.|All students at our single school LEA have access to and are enrolled in a broad course of study.|No barriers currently present.|None needed at this time.|Met||2026-06-25|2026 19647330139832|Citizens of the World Charter School West Valley|7|CWC-West Valley serves approximately 415 students in grades TK–6 with the following student demographics: 31% White, 37% Hispanic, 9% African American, 13% 2+ Races, 7% Asian, 4% Filipino, including 13% Students with Disabilities (SWD), 7% 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 23 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||2026-06-17|2026 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, art, outdoor education, handwork, and Spanish 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||2026-06-25|2026 19647330140111|Invictus Leadership Academy|7|ILA measures student access to the curriculum and all our supplementary programming.|All students have access to our curriculum and supplementary programming.|None|Action for 2026-27: Expand course and extracurricular offerings based on student interest and needs, particularly in STEAM, Arts, and enrichment activities. Respond to stakeholder requests for Cooking, Art, Cheer, and Student Council. Differentiate the upper-grade learning environment to better meet the developmental needs of middle school students.|Met||2026-06-18|2026 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||2026-06-04|2026 19647330140749|Citizens of the World Charter School East Valley|7|CWC – East Valley currently serves 485 students in grades TK–5. Student demographics include 42.5% White, 31.1% Hispanic, 16.1% Two or More Races, 6.4% African American, 2.3% Filipino, and 1.6% Asian. Additionally, 15.1% of students are Students with Disabilities (SWD), 4.3% are English Learners (EL), 0.8% are Foster Youth and/or Homeless Youth, and 36.1% are Socioeconomically Disadvantaged (SED). In the 2026–27 school year, the school will expand to serve grades TK–6. 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 t|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, Art, Mindfulness. 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||2026-06-17|2026 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||2026-06-04|2026 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 CAASPP/ELPAC 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 95.6% for the SY24-25 and is projected to be 96% for the SY25-26. Our graduation rate has remained consistent (at or above 95%) for the last four years with a graduation rate of 99.8% for SY24-25 and a projected graduation rate of 98.5% for the SY25-26. 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 SY24-25 and over 1200 students enrolled in one or more AP courses in SY25-26. 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||2026-06-27|2026 19647331931708|Chatsworth Charter High|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, track progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. 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||2026-06-16|2026 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||2026-06-16|2026 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 under-resourced students. Personalized support includes after-school interventions, online courses, credit recovery, targeted tutoring, and a summer class 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||2026-06-25|2026 19647331933746|Granada Hills Charter|7|GHC monitors student access to a broad course of study using the College and Career Indicator (CCI), A–G requirements, eSchool/Cognos reports, and CALPADS data. These tools track enrollment, course completion, graduation progress, CTE pathway participation, and college/career readiness across grade spans, unduplicated student groups, and students with exceptional needs. Counselors review student progress at each grading period to ensure appropriate placement, identify needs, and provide timely intervention. School leaders also meet with administrators and department chairs to review data, refine the master schedule, and maintain access to rigorous coursework and academic opportunities. GHC expands college and career access through CTE pathways, industry certifications, dual enrollment, the Nursing Pathway, Umoja, Nuestra Comunidad, and iGranada early college and certification opportunities. Students with exceptional needs are supported through co-taught and clustered classes, Learning Labs, and a 0-period Math Skills course. English Learner courses support language development and grade-level content access. These efforts contributed to GHC’s Blue CCI rating, with 76.5% of students prepared.|GHC uses locally selected measures, including A–G completion, the College/Career Indicator (CCI), graduation rates, dual enrollment participation, and eSchool/Cognos reports, to evaluate student access to a broad course of study. These data are reviewed annually with the Board and educational partners and used to refine LCAP goals, course offerings, and student supports. Overall, results show strong and consistent access across programs. Expanded A–G offerings and alignment with UC/CSU expectations support student participation in rigorous coursework. More than 500 students are enrolled in dual enrollment courses, with Umoja and Nuestra Comunidad cohort models expanding access for Black and Latino students. iGranada students also benefit from early college and certification opportunities. All students meet with counselors to plan courses aligned to graduation and postsecondary goals. GHC earned a Blue rating on the CCI, with 76.5% of students prepared, and maintained a 96% graduation rate. The school continues monitoring English Learners, Students with Disabilities, and other student groups to support equitable participation and success.|GHC’s locally selected measures, including the College/Career Indicator (CCI), graduation rate, and English Learner Progress data, show strong overall access to a broad course of study while also identifying areas for continued improvement. GHC earned a Blue rating on the CCI, with 76.5% of students prepared, and maintained a 96% graduation rate. However, some students are not yet meeting “Prepared” status, indicating continued gaps in access to or completion of college and career pathways. A key barrier is ensuring that English Learners, Students with Disabilities, and other identified student groups are fully supported in accessing and completing advanced coursework, dual enrollment, CTE pathways, and other CCI-aligned opportunities. Although dual enrollment participation has expanded to more than 500 students, GHC continues to strengthen support for enrollment, persistence, and course completion. Scheduling constraints and alignment between college course offerings and high school programs also remain challenges. Addressing these barriers will support more equitable outcomes across student groups.|In response to locally selected measures, GHC has implemented and refined actions to ensure all students have access to a broad course of study. With strong outcomes, including a Blue College/Career Indicator rating with 76.5% of students prepared and a 96% graduation rate, GHC is focused on strengthening coherence, engagement, and successful completion across student groups. Across TK–12, GHC has deepened Understanding by Design (UbD) implementation through vertical articulation to align expectations, assessments, and skill progression. High school professional learning has emphasized student engagement through purposeful questioning, student-generated questions, and structured discourse, supported by Student Engagement Walkthroughs reaching approximately 85% of classrooms. GHC has expanded access to STEM pathways, dual enrollment, CTE opportunities, iGranada early college options, and targeted supports, including Learning Labs, 0-period Math Skills, bilingual ELD tutoring, and 24/7 Tutor.com. GHC also continues working with Special Programs and dual enrollment partners to strengthen CCI pathways, outreach, monitoring, and support for all students.|Met||2026-06-22|2026 19647331937226|Reseda Charter High|7|and individuals with exceptional needs served. 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||2026-06-16|2026 19647331938554|Sylmar Charter High|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, Track progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. 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||2026-06-16|2026 19647331938612|Taft Charter High|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, T rack progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. 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 fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond-the-school-day, credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Taft Charter High School is included in these policies and processes as related to a broad course of study.|Met||2026-06-16|2026 19647331938885|University High School Charter|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, Track progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. 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||2026-06-16|2026 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||2026-06-09|2026 19647331996610|Los Angeles Leadership Academy|7|||||Not Met|||2026 19647336015986|Beckford Charter for Enriched Studies|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, track progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. 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||2026-06-16|2026 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 Acadmey, is included in these policies and processes as related to a broad course of study.|Met||2026-06-17|2026 19647336016265|Calvert Charter for Enriched Studies|7|||||Not Met|||2026 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||2026-06-16|2026 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 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, Carpenter Community Charter, is included in these policies and processes as related to a broad course of study.|Met||2026-06-16|2026 19647336016562|Colfax Charter Elementary|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, track progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. As an Affiliated Charter School in Los Angeles Unified, Colfax 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, Colfax Charter is included in these policies and processes as related to a broad course of study.|Met||2026-06-16|2026 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||2026-06-16|2026 19647336016778|Dixie Canyon Community Charter|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, track progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework.|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, Dixie Canyon Community Charter is included in these policies and processes as related to a broad course of study.|Met||2026-06-16|2026 19647336016869|El Oro Way Charter for Enriched Studies|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, T rack progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. As an Affiliated Charter School in Los Angeles Unified, El Oro Way Charter for Enriched Studies is included in these policies and processes as related to a broad course of study.|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, El Oro Way Charter for Enriched Studies is included in these policies and processes as related to a broad course of study.|Met||2026-06-16|2026 19647336016935|Encino Charter Elementary|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, track progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. As an Affiliated Charter School in Los Angeles Unified, Encino 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, Encino Charter Elementary School is included in these policies and processes as related to a broad course of study.|Met||2026-06-16|2026 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||2026-06-11|2026 19647336017438|Hamlin Charter Academy|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, T rack progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. 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||2026-06-16|2026 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.|Met||2026-06-16|2026 19647336017693|Justice Street Academy Charter|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, T rack progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. As an Affiliated Charter School in Los Angeles Unified, Justice St. 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, Justice St. Academy is included in these policies and processes as related to a broad course of study.|Met||2026-06-16|2026 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||2026-06-16|2026 19647336017743|Knollwood Preparatory Academy|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, rack progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. 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||2026-06-16|2026 19647336017891|Lockhurst Drive Charter Elementary|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, Track progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. 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||2026-06-16|2026 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 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, Marquez Charter School is included in these policies and processes as related to a broad course of study.|Met||2026-06-16|2026 19647336018204|Montague Charter Academy|7|MCA uses multiple locally selected measures and tools to monitor the extent to which all students, including unduplicated students and students with exceptional needs, have access to and are enrolled in a broad course of study. MCA develops a Master Schedule annually to ensure that all students have equitable access to standards aligned instruction, arts and sciences classes, physical education, interventions, and enrichment opportunities. The Master Schedule, student schedules, enrollment records, program participation records, curriculum and instructional materials reviews, teacher assignment data, and local records are used to confirm that ELs, SED students, SWD, and all other student groups have access to the full instructional program. For ELs, MCA schedules designated and integrated ELD supports, targeted interventions, and access to the full course of study so that language development needs do not limit participation in core instruction, arts, sciences, physical education, or enrichment opportunities. For SWD, MCA tracks all services in Welligent ensuring that students receive the services written into their IEPs while maintaining access to the broad course of study with their peers to the greatest extent appropriate. MCA also uses Goal 6 metrics to monitor access to science and arts enrichment, including participation in robotics competitions, science fairs, music showcases, and visual arts opportunities connected to the Charter School’s arts and sciences theme.|MCA is a single site TK-5 Charter School, and locally selected measures indicate that all students have access to and are enrolled in a broad course of study. Through the annual Master Schedule, MCA ensures that all students have access to standards aligned core instruction, arts and sciences classes, physical education, interventions, and enrichment opportunities. MCA also uses student schedules, enrollment records, program participation records, teacher assignment data, curriculum reviews, instructional materials reviews, Welligent service records, Resource Teacher schedules, and Goal 6 participation data to monitor access. MCA monitors access across student groups, including ELs, SED students, SWD, and other significant student groups, to ensure that supports do not limit participation in the full instructional program. ELs receive designated and integrated ELD, targeted interventions, and access to core instruction, arts, sciences, physical education, and enrichment opportunities. SWD receive services through IEP implementation tracked in Welligent, with push in and pull-out support while maintaining access to the broad course of study with peers to the greatest extent appropriate. MCA has also made progress in expanding access to arts and science enrichment. Goal 6 data show that MCA exceeded its science themed event target in 2025 to 2026 by providing seven robotics competitions and two science fairs, music showcases, and the Spring Art gallery.|Based on MCA’s locally selected measures, there are no significant barriers preventing all students from accessing a broad course of study. MCA operates one TK through grade 5 Charter School site and uses the Master Schedule, student schedules, staffing assignments, instructional materials reviews, intervention schedules, Welligent service tracking, Resource Teacher schedules, and Goal 6 arts and science participation data to ensure that all students, including ELs, SED students, and SWD, have access to core instruction, physical education, arts and sciences classes, interventions, and enrichment opportunities. The primary areas for continued monitoring are scheduling and staffing capacity. MCA must continue balancing intervention services, designated and integrated ELD, and special education push in and pull-out services so that students receiving targeted supports do not lose access to arts, sciences, physical education, or other enrichment opportunities. MCA will also continue monitoring resources and staffing as COVID related funds are reduced to ensure that the Charter School can sustain arts, sciences, intervention supports, and enrichment opportunities. Overall, MCA’s current systems support broad access, and ongoing monitoring will help ensure that student supports are provided in a way that maintains access to the full course of study.|In response to the locally selected measures, MCA will continue using the annual Master Schedule, student schedules, Resource Teacher schedules, Welligent service tracking, intervention schedules, staffing assignments, and program participation records to ensure all students have access to a broad course of study. MCA will continue to review schedules to ensure that ELs, SED students, SWD, and all other student groups have access to core instruction, arts and sciences classes, physical education, interventions, and enrichment opportunities. MCA will continue implementing designated and integrated ELD supports, special education push in and pull-out services, and academic interventions in a manner that preserves access to the full instructional program. MCA will also continue strengthening its arts and sciences theme through music, visual arts, science, robotics, science fairs, and student showcases. As COVID related funds are reduced, MCA will monitor staffing, scheduling, and resources to sustain access to interventions, enrichment, and broad course offerings. These ongoing decisions and actions will help ensure that all students continue to receive equitable access to standards aligned instruction, required services, and enrichment opportunities connected to MCA’s arts and sciences program.|Met||2026-05-28|2026 19647336018287|Nestle Avenue Charter|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, T rack progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. As an Affiliated Charter School in Los Angeles Unified, Nestle 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, Nestle Charter Elementary is included in these policies and processes as related to a broad course of study.|Met||2026-06-16|2026 19647336018634|Palisades Charter Elementary|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, track progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. As an Affiliated Charter School in Los Angeles Unified, Palisades 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, Palisades Charter Elementary is included in these policies and processes as related to a broad course of study.|Met||2026-06-16|2026 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 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||2026-06-09|2026 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 ACA 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 ACA is included in these policies and processes as related to a broad course of study.|Met||2026-06-16|2026 19647336018774|Pomelo Community Charter|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, T rack progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. As an Affiliated Charter School in Los Angeles Unified, Pomelo 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, Pomelo CC is included in these policies and processes as related to a broad course of study.|Met||2026-06-16|2026 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||2026-06-16|2026 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 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, and English Language Advisory 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||2026-06-11|2026 19647336019111|Serrania Avenue Charter for Enriched Studies|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, Track progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. 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||2026-06-16|2026 19647336019186|Sherman Oaks Elementary Charter|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, T rack progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. 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||2026-06-16|2026 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.|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||2026-06-16|2026 19647336019525|Topanga Elementary Charter|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, track progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. 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||2026-06-16|2026 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 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 for Advanced Studies is included in these policies and processes as related to a broad course of study.|Met||2026-06-16|2026 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, Van Gogh 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 is included in these policies and processes as related to a broad course of study.|Met||2026-06-16|2026 19647336019715|Vaughn Next Century Learning Center|7|To monitor access to a broad course of study for all students including unduplicated pupils and students with exceptional needs our LEA uses several locally selected tools. A-G completion rates are reviewed annually and disaggregated by student group to assess access to college-preparatorycoursework. We track CTE pathway participation and completion, helping ensure students have equitable access to career-aligned learning opportunities. 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 participation and 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.|The LEA uses multiple local measures to monitor students' access to and enrollment in a broad course of study that prepares them for college and career success. These measures include A-G completion, Career Technical Education (CTE) pathway completion, Early Assessment Program (EAP) results, and Advanced Placement (AP) performance. Current data show that 73% of graduates completed the A-G course sequence, while 24.6% completed a CTE pathway. Additionally, 23.4% of graduates completed both A-G and CTE requirements, demonstrating that many students are taking advantage of multiple postsecondary pathways. College readiness measures indicate that 61.15% of graduates met the EAP standard in English Language Arts, compared to 19.11% in mathematics, identifying math readiness as an area for continued improvement. In addition, 49% of graduates earned a score of 3 or higher on at least one AP exam, reflecting successful participation in rigorous coursework. Overall, the data demonstrate that students have access to a comprehensive course of study that includes college preparatory, career technical, and advanced academic opportunities. The LEA will continue to monitor participation and outcomes across school sites and student groups to ensure equitable access and will strengthen supports that increase success in mathematics, CTE completion, and other college and career readiness opportunities.|Vaughn provides access to any coursework for students who are interested in persuing that coursework. We believe students can choose coursework for themselves and we will support them to particpate and thrive in that coursework. One area that we can improve upon is advertisement of the programs available to students so that we increase participation and completion of pathways and A-G requirements. We provide rich opportunities for students but we can increase particpation rates. Addiitionally, we will be working on increasing opportuniies for students to participate in dual enrollment.|In response to the results of our locally selected measures, we are taking several actions to ensure all students have equitable access to a broad course of study. We continue to align the rigor of instruction with the rigor of state standards to better prepare students for college and career readiness. To expand access, we are deepening our partnership with our local community college to offer a wider range of dual enrollment opportunities, including courses in English, math, and career technical education (CTE) pathways such as health sciences and business. Additionally,we are strengthening our CTE program by increasing student awareness by highlighting available programs and their long-term benefits. We are also incorporating student voice surveys to identify interests and gaps in course offerings.|Met||2026-06-24|2026 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 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 Magnet is included in these policies and processes as related to a broad course of study.|Met||2026-06-16|2026 19647336019939|Westwood Charter Elementary|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, track progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. As an Affiliated Charter School in Los Angeles Unified, Westwood 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, Westwood Charter is included in these policies and processes as related to a broad course of study.|Met||2026-06-16|2026 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||2026-06-16|2026 19647336020036|Woodlake Elementary Community Charter|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, Track progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. As an Affiliated Charter School in Los Angeles Unified, Woodlake ECC 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 ECC is included in these policies and processes as related to a broad course of study.|Met||2026-06-16|2026 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 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, Woodland Hills Elementary Charter for Enriched Studies is included in these policies and processes as related to a broad course of study.|Met||2026-06-16|2026 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||2026-06-16|2026 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, Armstrong 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, Armstrong Middle School, is included in these policies and processes as related to a broad course of study.|Not Met|||2026 19647336058267|Paul Revere Charter Middle|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, rack progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. 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||2026-06-16|2026 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, George Ellery 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, George Ellery Hale Charter Academy is included in these policies and processes as related to a broad course of study.|Met||2026-06-16|2026 19647336061543|Alfred B. Nobel Charter Middle|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, Track progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. 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||2026-06-16|2026 19647336061584|Gaspar De Portola Charter Middle|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, Track progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. As an Affiliated Charter School in Los Angeles Unified, Portola Middle Scool 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, Portola Middle School is included in these policies and processes as related to a broad course of study.|Met||2026-06-16|2026 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||2026-06-16|2026 19647336094726|Community Magnet Charter Elementary|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, track progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. 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||2026-06-16|2026 19647336097927|Open Charter Magnet|7|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, T rack progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework. At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework. At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. As an Affiliated Charter School in Los Angeles Unified, Open Charter Magnet 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 Charter Magnet School is included in these policies and processes as related to a broad course of study.|Met||2026-06-16|2026 19647336112536|Accelerated|7|TAS monitors student access to a broad course of study through a combination of course enrollment data tracked in PowerSchool, master schedule reviews conducted annually by school leadership, and IEP documentation for students with exceptional needs to ensure access to the least restrictive environment. Enrollment patterns are reviewed across grade spans at both the Elementary and Middle School campuses, with particular attention to unduplicated student groups including English Learners, students experiencing foster care, and students from low-income households. These data points are reviewed collaboratively by the Academics Team to identify gaps in access and inform scheduling decisions for the following school year.|TAS provides all students in grades TK–8 with access to a broad course of study that includes core academic content in English Language Arts, Mathematics, Science, and Social Studies, alongside supplemental programming in physical education and the arts. At the Elementary campus, all 15 students regardless of subgroup designation follow a common instructional program, with intervention and enrichment supports layered in as needed. At the Middle School campus, all students access the full core curriculum, with IEP teams ensuring students with exceptional needs receive appropriate accommodations and placement. No significant enrollment disparities across unduplicated student groups have been identified in current scheduling structures, though TAS continues to monitor access patterns annually to ensure equity across all student populations.|Survey data and staff feedback identify several conditions that may affect consistent access to a broad course of study at TAS. Instructional time impacted by student behavior can affect the consistency of content delivery, particularly in classrooms with higher levels of disruption. Staffing capacity also influences access, especially in specialized areas such as the arts, physical education, and intervention services. Student engagement data further indicate an opportunity to strengthen how students connect to their learning. While course access is in place, participation is not yet consistent, highlighting the importance of addressing access and engagement together.|In response to local data, TAS will continue to refine practices to support equitable access to a broad course of study across both campuses. The school will continue to strengthen behavior systems to support consistent classroom environments and protect instructional time. TAS will also review scheduling and staffing practices to support access to specialized programming and ensure students with exceptional needs receive appropriate supports. In addition, TAS will continue to support instructional practices that promote student engagement through ongoing professional development. Data from PowerSchool and annual surveys will be used to monitor access and participation and inform ongoing adjustments.|Met||2026-06-10|2026 19647336114912|Watts Learning Center|7|Watts Learning Center Charter Elementary School uses several locally selected measures and tools to track the extent to which all students have access to, and are enrolled in, a broad course of study under LCFF State Priority 7 and California Education Code section 51210. These include: (1) review of course schedules and master schedules across grades TK through 5 to confirm that all students receive instruction in English language arts, mathematics, science, social studies, physical education, and the school's universal arts and wellness enrichment; (2) review of enrollment and participation rosters for in-school enrichment (Music, Yoga, Physical Education, Choir, Orchestra, Dance, Art, Doby Boys, Just Girls) and after-school enrichment offerings; (3) review of instructional materials sufficiency by subject area; and (4) review of student-group enrollment and performance across the core subjects, including unduplicated pupils (English learners, foster youth, low-income students) and students with disabilities, to ensure students furthest from opportunity have meaningful access. Findings are reviewed by the leadership team and reported as part of the school's annual self-reflection on Priority 7.|The school's locally selected measures confirm that 100% of students are enrolled in and have access to a broad course of study during the instructional day. Master and course schedule reviews show that all students in grades TK through 5 receive instruction in English language arts, mathematics, science, social studies, and physical education, alongside universal in-school enrichment in Music, Yoga, and Physical Education. Targeted in-school enrichment in Dance reaches all students in grades 2 through 5, and Art, Doby Boys, and Just Girls reach designated students in those grades. After-school enrichment in grades 3 through 5 has operated at full enrollment with an active waitlist. As a single-school charter LEA, the school does not have differences across school sites. Enrollment reviews show no differences in access by student group: unduplicated pupils (English learners, foster youth, low-income students) and students with disabilities participate in the same universal core and enrichment programming as their peers. Progress over time has been characterized by expansion rather than contraction. Music has grown to include Beginning and Advanced Orchestra, general and Advanced Choir, with Choir extended to TK and Kindergarten. The school continues to monitor physical space as the principal logistical constraint on further expansion.|The school's locally selected measures did not identify barriers preventing access to a broad course of study for any student or student group. All students in grades TK through 5 are enrolled in and have access to the full broad course of study during the instructional day, including the core subjects and universal arts, physical education, and wellness enrichment, and unduplicated pupils and students with disabilities participate on the same basis as their peers. The one constraint the school has identified relates to the further expansion of enrichment rather than to access itself. As the school's music and enrichment programs have grown, securing sufficient physical space for equipment storage, particularly for the music program, and appropriate instructional environments for enrichment classes has become more difficult. This spatial constraint has not reduced student access or enrollment, but it is the principal logistical barrier the school will continue to monitor as it sustains and grows programming. The school will address this barrier by continuing to review storage and space organization through its facility monitoring, including the classified-staff recommendation to conduct monthly facility walk-throughs to proactively identify maintenance and space-use opportunities.|Because the school's locally selected measures confirm 100% access to and enrollment in a broad course of study with no access barriers identified for any student or student group, the school's response focuses on sustaining current access, expanding enrichment, and addressing the one identified constraint of physical space. The school will continue universal in-school instruction in Music, Yoga, and Physical Education for all students in grades TK through 5, including the expanded Music program with Beginning Orchestra, Advanced Orchestra, general Choir, and Advanced Choir, with Choir extended to TK and Kindergarten. Targeted in-school enrichment in Dance, Art, Doby Boys, and Just Girls will continue for students in grades 2 through 5. After-school enrichment in grades 3 through 5 will continue, with the school working to maximize available seats given the active waitlist, and consistent with parent recommendations to expand enrichment activities, including sports. To address the physical space constraint, classified staff will conduct monthly facility walk-throughs to proactively identify storage and space-use opportunities. The school will continue to monitor course schedules, enrollment and participation rosters, and instructional materials sufficiency by subject and by student group through its annual Priority 7 self-reflection.|Met||2026-06-24|2026 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||2026-06-10|2026 19647336117048|ICEF View Park Preparatory Elementary|7|ICEF View Park Preparatory Elementary School is a tuition-free public charter school that serves approximately 484 students in grades TK-5 with the following demographics: 86.16% African American, 12.40% Hispanic, 0.83% American Indian or Alaska Native, 0.21% Native Hawaiian and Other Pacific Islander, 0.41% White, 13.01% Students with Disabilities (SWD), 2.06% English Learners (EL), 2.7% Foster Youth (FY), 10.53% Homeless Youth (HY), and 95.45% 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||2026-06-18|2026 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 due to intervention and / or English Language Development needs.|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||2026-06-16|2026 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 and Instruction: Access is first established through strategic planning of curriculum and instruction, aligned across grade levels to ensure equity and coherence. - Data-Driven Instruction and 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 Students with Disabilities: 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. - Middle School 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 and Stakeholder Engagement: Instructional observations, staff collaboration, and family engagement help us evaluate the quality and breadth of course access, so that changes are made|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||2026-06-23|2026 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 heterogeneous 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||2026-06-23|2026 19647336119903|Downtown Value|7|Downtown Value School uses class schedules, report cards, PowerSchool data, curriculum maps, student work, teacher assessment data, English Learner identification, Individualized Education Programs, Section 504 plans when applicable, and intervention records to monitor student access to and enrollment in a broad course of study. Administrators, teachers, special education staff, English Learner staff, intervention personnel, and school leaders review these measures to verify access across grade levels and identify students who may need academic, language-development, special education, or other individualized support.|Downtown Value School students in grades TK–8 have access to a broad course of study that includes English language arts, mathematics, science, history-social science, physical education, visual and performing arts, and English language development as applicable. Students have access to standards-aligned instructional materials. English Learners receive language-development support and access to grade-level content. Students with disabilities receive services according to their Individualized Education Programs through inclusive, push-in, pull-out, or other appropriate support models. Students requiring additional academic assistance may receive intervention through school-based support and progress-monitoring systems. Downtown Value School is a single-site LEA; therefore, there are no differences across school sites to report.|No structural barrier preventing access to the broad course of study was identified through the local review. The school will continue monitoring attendance, language access, student engagement, wellness, prior academic preparation, scheduling, and individual support needs because these factors may affect full participation even when courses and instructional materials are available. Student-level needs are addressed through family outreach, academic intervention, English Learner services, special education and Section 504 services when applicable, counseling or social-emotional supports, and other appropriate assistance.|Downtown Value School will continue supporting access to a broad course of study through professional learning, instructional coaching, collaborative planning, classroom observations, assessment and student-work review, intervention planning, English Learner services, and special education collaboration. School leaders, teachers, support staff, and network academic leaders will continue collaborating to strengthen standards-aligned instruction, inclusive practices, progress monitoring, and targeted intervention. The school will identify students requiring additional support and provide appropriate academic, language-development, special education, Section 504, counseling, or family-outreach services to support participation in grade-level instruction.|Met||2026-06-05|2026 19647336120158|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 continues to increase the amount of dual enrollment courses that are available to high school students.|Met||2026-06-23|2026 19647336120471|Puente Charter|7|Puente Charter School uses several locally selected measures and tools to track the extent to which all students in grades TK through 5 have access to, and are enrolled in, a broad course of study, including unduplicated student groups and individuals with exceptional needs. The Master Schedule serves as the primary source for verifying that all students are enrolled in standards-aligned instruction across English Language Arts, Mathematics, Science, Social Studies, Physical Education, and enrichment, including music and dance. CALPADS enrollment and course data confirm enrollment in all required content areas across grade spans. For students with disabilities, the IEP master caseload spreadsheet, Welligent 300L service reports, and the Director of Special Education's classroom observation cycles verify that students with exceptional needs access the general education curriculum to the greatest extent appropriate while receiving required services and accommodations. For English Learners, the designated ELD instructional block, ELPAC participation, and Panorama Education tracking confirm enrollment in language acquisition supports. Classroom observations, the SARC, and the annual textbook inventory verify that all students, including Unduplicated Pupils, have access to standards-aligned instructional materials. Together, these measures provide a multi-source picture of access and enrollment.|Based on the locally selected measures and tools, all 305 students enrolled at Puente Charter School in grades TK through 5 have access to, and are enrolled in, a broad course of study during the 2025-26 school year. The Master Schedule, CALPADS enrollment data, and classroom rosters confirm 100% student enrollment in standards-aligned instruction across English Language Arts, Mathematics, Science, Social Studies, and Physical Education, along with weekly music and dance enrichment for all students in grades TK through 5. As a single-site charter school, Puente has no differences in access across school sites. Across student groups, English Learners, Socioeconomically Disadvantaged students, Foster Youth, and Students with Disabilities are enrolled in the same broad course of study as all other students, with accommodations, modifications, designated and integrated ELD, and IEP-aligned supports provided as needed to ensure full participation. The primary area of partial implementation has been theater and visual arts, which were not delivered in 2025-26 due to a strategic reallocation of instructional time toward academic intervention. For 2026-27, Puente will restore theater arts for grades TK through 2 and visual arts for grades 3 through 5, broadening the enrichment program to a more complete arts education offering for all students.|The primary barrier identified through Puente's locally selected measures is the competing demand on instructional time between enrichment programming and academic intervention. During the 2025-26 school year, Puente made a strategic decision to reallocate the time originally designated for theater and visual arts to support academic intervention groups, in response to the 2025 California School Dashboard ELA and Mathematics performance gaps for All Students, English Learners, Socioeconomically Disadvantaged students, and Hispanic students. This reallocation resulted in the partial implementation of the broad course of study and represents an ongoing tension between the urgency of academic acceleration and the school's commitment to a complete enrichment program. A related barrier is limited instructional staffing capacity. Puente has identified staffing transitions during the 2025-26 school year, including paraprofessional and teacher transitions, that reduced the school's ability to deliver simultaneous high-quality core instruction, tiered intervention, and full enrichment programming. Educational partner feedback also identified the need for additional paraprofessionals, campus aides, and a school library as resources that would expand both academic and enrichment access for students. These barriers are being addressed for 2026-27 through the restoration of theater and visual arts and expanded staffing investments.|In response to the partial implementation of the broad course of study identified through Puente's locally selected measures, the school is implementing the following revisions, decisions, and new actions for the 2026-27 school year. First, Puente will restore theater arts for students in grades TK through 2 and visual arts for students in grades 3 through 5, alongside continued weekly music and dance programming for all students in grades TK through 5. This restoration responds directly to the partial implementation status documented in the 2025-26 Goal Analysis and to student feedback from the Spring 2026 Student Climate Survey, which identified music and dance as valued enrichment experiences students want to continue. Second, Puente will revise its master schedule for 2026-27 to protect instructional time for both academic intervention and the full enrichment program, ensuring that the restoration of theater and visual arts does not require continued displacement of intervention time. Third, Puente will continue and strengthen partnerships with Neighborhood Music School and Theatre of Hearts/Youth First to deliver high-quality, culturally responsive arts instruction for all students. These actions, combined with the addition of an additional Transitional Kindergarten classroom for 2026-27, ensure that all students, including Unduplicated Pupils and Students with Disabilities, have full access to a complete broad course of study.|Met||2026-06-10|2026 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.|In response to educational partner feedback and the review of local measures, PLN Charter Elementary School will continue to strengthen and refine the programs, services, and supports that ensure all students have access to a broad and engaging course of study. Feedback from staff, students, and families highlighted the importance of providing rigorous instruction, meaningful learning experiences, and targeted supports that meet the diverse needs of learners. Educational partners also emphasized the value of academic interventions, enrichment opportunities, social emotional supports, and instructional practices that help students access grade-level content and achieve success. To address these priorities, PLN CES will continue implementing research-based instructional practices, providing targeted support for students who require additional academic assistance, and expanding opportunities for enrichment and engagement both during and beyond the school day. The school will also continue supporting educators through professional learning and collaboration, utilizing high-quality instructional resources, and strengthening systems that promote equitable access to learning for all students. Through these efforts, PLN CES aims to ensure that all students, including multilingual learners, students with disabilities, foster youth, homeless youth, and other student groups requiring additional support, have access to a comprehensive educational program that supports their academic,|Met||2026-06-11|2026 19647336121081|ICEF View Park Preparatory Middle|7|ICEF View Park Preparatory Middle School is a tuition-free public charter school that serves approximately 245 students in grades 6-8 with the following demographics: 90.20% African American, 9.39% Hispanic, 0.41% American Indian or Alaska Native, 19.59% Students with Disabilities (SWD), 0.40% English Learners (EL), 0.81% Foster Youth (FY), 11.83% Homeless Youth (HY), and 95.51% 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||2026-06-18|2026 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 ____ 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 arts and enrichment, Los Nietos School District has taken strategic steps to expand offerings for all students. With Prop 28 funding, the district has fully implemented visual arts and choral music at all four elementary sites. Through Community Schools grant funding, instrumental music has been introduced, creating a comprehensive arts program across TK–6. The district is also finalizing a Strategic Plan for Arts Education with the Los Angeles County Arts Ed Collective to guide long-term implementation and sustainability. To further support equity, ELO-P programming has expanded across sites to include diverse after-school and summer activities, including folklórico, esports, karate, golf, music, STEM, academic intervention, sports, and student leadership opportunities. Equitable access is prioritized for English learners, students with disabilities, foster youth, and low-income students by ensuring programs are inclusive, accessible, and responsive to student needs and interests. Through ongoing review of participation data, student and parent feedback, and academic outcomes, the district will continue to strengthen and diversify ELO programming so all students have meaningful opportunities to engage in enriching experiences beyond the core.|Met||2026-06-25|2026 19647740000000|Lynwood Unified|7|Lynwood Unified School District (LUSD) utilizes a combination of state and locally selected measures to ensure that all students—including English learners, foster youth, homeless students, and individuals with exceptional needs—are enrolled in and have access to a broad course of study. To track this progress effectively, the district leverages specific data tools tailored to different grade spans. Vista, Lynwood, and Firebaugh High Schools monitor access through their master schedules, graduation metrics, and A-G completion rates, while Cesar Chavez and Hosler Middle Schools rely on master schedules and course enrollment data. A recent analysis of these metrics confirms that students from unduplicated and exceptional needs groups are successfully accessing all subjects within a comprehensive curriculum. To further guarantee this equitable access, site administrators continuously identify and implement targeted, site-level supports within their individual School Plans for Student Achievement.|In the Lynwood Unified School District, all TK-6th grade students—including unduplicated students and those with disabilities—are enrolled in a comprehensive curriculum featuring English, Math, History-Social Science, and Science, alongside a minimum of 200 minutes of Physical Education every ten days and full access to Visual and Performing Arts lessons through district partnerships. Similarly, all 7th and 8th-grade students are consistently enrolled in core English, Math, and Physical Education courses. To further ensure a well-rounded education, LUSD middle schools provide additional access to History-Social Science, Science, Visual and Performing Arts, and English Language Development (ELD), as well as a diverse selection of enriching elective courses.|While the Lynwood Unified School District (LUSD) is actively working toward a full-inclusion model, scheduling vital support services continues to create barriers to a broad course of study for specific student populations across all grade levels. At the elementary level, these challenges primarily involve scheduling related services and differentiating instruction for students with disabilities to meet the specific goals outlined in their Individualized Education Programs (IEPs). In middle schools, scheduling conflicts arise for a small number of English learners who are unable to enroll in certain classes because their mandatory English Language Development (ELD) courses and intensive interventions occupy specific periods during the day. This systemic challenge extends to the high school level, where the necessity of placing English learners and students with disabilities into targeted support classes inherently restricts their schedules, inadvertently limiting their capacity to participate in a wider variety of educational courses.|To cultivate a learning environment where every student can succeed, the district is implementing a comprehensive support strategy that addresses academic, behavioral, and social-emotional needs. Central to this effort is ongoing collaboration with the MTSS committee to build robust multi-tiered systems of support at both the district and site levels. Within this framework, educators will regularly monitor student progress to deliver timely interventions, while secondary students will benefit from enhanced tutoring and credit recovery options designed to improve achievement. To further strengthen classroom instruction, teachers and administrators will receive targeted professional learning focused on evidence-based strategies. Finally, the district remains committed to empowering families and educational partners by consistently sharing vital information regarding graduation requirements, course scheduling, A-G pathways, and overall college readiness.|Met||2026-06-25|2026 19647900000000|Monrovia Unified|7|The LEA utilizes the Aeries Student Information System to monitor enrollment data continuously. Additionally, College and Career Indicator (CCI) measures are tracked year-round within Aeries to ensure accurate reporting on the California School Dashboard.|MUSD ensures equitable access to Advanced Placement (AP) and Career Technical Education (CTE) courses for all students, resulting in steady enrollment growth. Concurrently, AP exam passing rates and CTE pathway completion rates continue to climb. Notably, enrollment among English learners, low-income students, and foster youth has increased consistently over the past three years.|Since our CTE pathways are still growing, we are working hard to learn exactly what tools and supports our students need to thrive in these programs. At the same time, we know that the high level of difficulty in AP courses can sometimes feel intimidating, so we are focused on breaking down those barriers to encourage more students to enroll. Current CTE enrollment continues to increase with more streamlined pathways and AP results continue to improve.|We are actively expanding and refining our CTE pathways to ensure students successfully earn industry certifications upon completion. This includes aligning curriculum across all courses to maximize student mastery and exploring new certification options for both existing and upcoming pathways. Additionally, we are working to extend CTE opportunities into our middle schools. To support advanced academics, all AP students receive targeted study materials and resources, and the district covers all AP exam fees to eliminate financial barriers for low-income families.|Met||2026-06-24|2026 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 using the Student Information System (PowerSchool/Aeries) 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/Aeries is used to track academic progress. Teachers 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 6-8receive 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||2026-06-24|2026 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. We did add 3 new elective offerings based on student need and feedback and are happy to share they have been very positive. Additional access to opportunities is provided through extended/expanded 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. We are also bound by scheduling challenges due to the 6 period day structure.|In order to ensure that more students have access to a broad course of study, current VAPA programs have been expanded at all sites. Three ART TOSAs provided visual arts instruction to students in grades K-6. In collaboration with LACOE and Disney, all 5th & 8th-grade students participate in STEAM activities and enrichment experiences. Music, media arts, and visual arts programs will be offered as elective offerings for all interested middle school students. Additionally, middle schools received training on master schedule and course creations leading to the development of 3 new elective offerings for middle schoolers.|Met||2026-06-16|2026 19648320000000|Newhall|7|As a TK-6 district, the Newhall School District ensures all students have access to and are enrolled in a broad course of study aligned to Education Code 51210, including English language arts, mathematics, science, history and social science, visual and performing arts, health, and physical education. The district uses the following locally selected measures and tools to track access and enrollment: Master schedules and program offerings at each school site, reviewed annually to confirm that every grade span provides instruction across all required subject areas. Student information system enrollment data, disaggregated by grade span and by unduplicated student groups (English learners, low-income students, and foster youth), to confirm equitable access across all ten school sites. Curriculum maps, pacing guides, and the district's instructional materials and enrollment workbook, which verify that adopted materials and programming in each content area are available for every grade level, including visual and performing arts staffing and the Dual Language Immersion program at Old Orchard Elementary. Report card standards, which reflect all required content areas and provide a record that students are being assessed across the broad course of study. For individuals with exceptional needs, Individualized Education Program records and special education placement data, reviewed in coordination with the SELPA, to confirm that students with disabilities have access to the full broa|Based on site master schedules, enrollment data, curriculum maps, and adopted materials, the Newhall School District provides all students access to and enrollment in a broad course of study across all ten sites. Students in every grade span, transitional kindergarten through grade six, receive instruction in all required content areas: English language arts, mathematics, science, history and social science, visual and performing arts, health, and physical education. Access is consistent across sites, with districtwide visual and performing arts staffing ensuring arts instruction is available at every school. The Dual Language Immersion program at Old Orchard Elementary offers an additional pathway while maintaining full access to the broad course of study. Enrollment data disaggregated by unduplicated student groups, including English learners, low-income students, and foster youth, show the same access as their peers, with no content area excluded for any group. For students with exceptional needs, IEP records confirm access to the broad course of study in the least restrictive environment. Over time, the district has maintained full access across all sites and student groups and continues to monitor staffing, scheduling, and materials to sustain it.|Review of local measures confirms that all students have access to the broad course of study, so the district has not identified barriers that exclude any student or group from a required content area. The district has, however, identified factors it monitors to sustain and strengthen access. Staffing capacity is the primary constraint, particularly recruiting and retaining specialized staff such as visual and performing arts teachers, where availability can affect the consistency and depth of programming across sites. Scheduling within the elementary instructional day also limits how much time can be devoted to each content area while protecting core instruction. Site-level enrollment differences mean smaller schools have fewer staffing allocations, which the district works to offset so that program access remains equitable regardless of school size. For students with exceptional needs, ensuring access to the full broad course of study in the least restrictive environment requires ongoing coordination of specialized supports and staffing. The district addresses these factors through annual review of staffing, scheduling, and materials, and through its enrollment and materials planning process, to ensure no factor becomes a barrier to access for any student or group.|The district will continue and refine the following actions to ensure all students maintain access to a broad course of study. Staffing: The district will continue to prioritize recruitment and retention of specialized staff, particularly visual and performing arts teachers, so arts instruction remains available districtwide and is not dependent on school size. Staffing allocations will be reviewed annually against enrollment to keep program access equitable across all ten sites. Scheduling and materials: Through its annual enrollment and materials planning process, the district will confirm that every site provides instruction across all required content areas and that adopted, standards-aligned materials are in place for each grade level. Students with exceptional needs: The district will continue coordinating with the SELPA to ensure students with disabilities access the full broad course of study in the least restrictive environment, with specialized supports provided as needed. Monitoring: The district will continue reviewing master schedules, enrollment data disaggregated by student group, and curriculum maps to verify sustained access and to identify any emerging gaps across sites or groups before they affect students. These actions ensure local data directly informs staffing, scheduling, and materials decisions so that access to a broad course of study is maintained for all students.|Met||2026-06-23|2026 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 6143 (Courses of Study). 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, 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||2026-06-22|2026 19648570000000|Palmdale Elementary|7|A) PSD uses the following reports available on DataQuest, published by CDE: 1) Number of classes by subject, and 2) Enrollment in Courses Taught. B) 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). C) 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. D) 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). E) 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). At the secondary level, the elective offerings have been streamlined to align to the thematic curriculum of the individual school site, specifically for the magnet academies.|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.|1) 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. 2) 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 an addition 2 instructional coaches, supporting 250 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. 3) Additional Funding: ELOP enrichment in instruction beyond the school day, and CCSPP. 4) Curricular Alignment: Course Curriculum Maps: Updated for Instructional Alignment & Vertical Articulation (MS). 5) Director of Assessment and Ed Tech - will monitor state & local data to inform teacher collaboration. 6) LCAP adds daily minutes for weekly staff collaboration & extended instructional time. 7) ES: Intervention/Lesson Extension time for students. 8) MS: 7-period schedule to embed intervention/support while preserving elective access (at least 1, if not 2).|Met||2026-06-23|2026 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 2025-26 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, drivers' education, 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 intervention courses 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 an increase in participation in CTE courses over the past few years. Additional information about course enrollment and the number of courses offered in various subjects at schools can be found on the California Department of Education DataQuest web page.|Met||2026-06-04|2026 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 2025-2026 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||2026-06-16|2026 19648570140889|Palmdale Academy Charter|7|||||Not Met|||2026 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||2026-06-24|2026 19648730000000|Paramount Unified|7|Paramount Unified School District uses multiple locally selected measures and tools to monitor student access to and enrollment in a broad course of study across grade spans, unduplicated student groups, and students with exceptional needs. These measures include participation and enrollment data in Career Technical Education (CTE) pathways, dual enrollment programs, Advanced Placement (AP) courses, A-G coursework, Visual and Performing Arts (VAPA), world language programs, and alternative education pathways. In addition, Paramount tracks student participation in work-based learning experiences, industry-recognized certification opportunities, college and career counseling services, intervention and enrichment programs, and leadership activities. Finally, Paramount uses data monitoring systems to analyze equitable access and participation across student groups, ensuring that historically underrepresented students, unduplicated pupils, and students with exceptional needs have access to rigorous academic coursework, college and career pathways, and support structures that promote success and postsecondary readiness.|Based on locally selected measures, students across Paramount Unified School District have access to a broad course of study that includes Advanced Placement (AP) courses in multiple core subject areas and other rigorous academic opportunities that support college and career readiness. Schools continue to promote participation in advanced coursework and provide students with opportunities to engage in challenging, college-level learning experiences. Paramount Unified has also focused on increasing awareness of and access to advanced academic programs for historically underrepresented student groups. A review of enrollment and participation data indicates that access to these opportunities is available across school sites; however, differences in enrollment patterns persist among some student groups. Paramount continues to monitor participation in advanced coursework to identify and address opportunity gaps, expand supports for students who may benefit from additional encouragement or academic assistance, and increase equitable access to rigorous learning experiences. Over time, efforts to strengthen outreach, counseling, and academic supports have contributed to increased awareness and participation in advanced academic opportunities, supporting broader access for all students.|Based on a review of local measures, barriers to providing all students access to a broad course of study include scheduling constraints, staffing limitations in specialized subject areas, and varying levels of student readiness for rigorous coursework. These factors can affect student participation in A–G courses, Visual and Performing Arts (VAPA), world language programs, and other college and career readiness pathways. Paramount Unified School District also recognizes the need to strengthen equitable access for all student groups through targeted interventions, enrichment opportunities, and expanded counseling supports. Ongoing analysis of participation and outcome data is needed to identify and address opportunity gaps, increase awareness of available programs, and ensure all students have access to the academic, artistic, and career pathways necessary for postsecondary success.|In response to the results of locally selected measures, Paramount will continue collaborating with school counselors to strengthen student scheduling practices, increase access to rigorous coursework, and support students in planning for postsecondary opportunities. The Paramount will regularly review and revise course offerings based on student interest, enrollment trends, and identified needs to ensure a broad and relevant course of study is available at all school sites. Additionally, the district is strengthening a sustainable Multi-Tiered System of Supports (MTSS) framework to provide academic, behavioral, and social-emotional supports that help all students successfully access and complete challenging coursework. Ongoing monitoring of participation and outcome data will guide continuous improvement efforts and help ensure equitable access for all student groups.|Met||2026-06-24|2026 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||2026-06-25|2026 19648810113464|Aveson Global Leadership Academy|7|AGLA maintains a comprehensive course catalog that includes core courses, electives, career pathways, course descriptions, prerequisites, and grade-level alignment. A centralized scheduling system ensures students are enrolled in courses aligned with their grade level, interests, and Individual Learning Plans while promoting equitable access to college- and career-preparatory opportunities. Students with exceptional needs are supported through individualized IEPs and 504 Plans. Special education staff collaborate with teachers and counselors to ensure students receive appropriate accommodations and access to rigorous, inclusive coursework. Professional development in Universal Design for Learning (UDL) has strengthened inclusive instructional practices. AGLA uses student information systems and data dashboards to monitor course access across student groups, including English Learners, socioeconomically disadvantaged students, and other historically underserved populations. This data informs scheduling and course planning. Academic counseling, provided through the advisory program, supports course planning, graduation progress, and early identification of barriers. Equity audits review participation in advanced courses, electives, and enrichment opportunities, leading to expanded access and program improvements. Family and student input, gathered through surveys, advising sessions, and Student-Led Conferences, helps guide course planning and ensure equitable access.|AGLA is committed to ensuring all students have equitable access to a broad and rigorous course of study. An annually updated course catalog includes core academics, electives, dual enrollment, and college and career pathways. A centralized scheduling process promotes equitable access through balanced course offerings and rotating electives. Students with disabilities are supported through IEPs and 504 Plans that provide accommodations, modifications, and inclusive instructional practices. Ongoing professional development in Universal Design for Learning (UDL) strengthens access to grade-level curriculum. AGLA expands learning opportunities through a credit-bearing externship program for grades 10–12 and dual enrollment courses offered in partnership with Outlier, providing workplace experience and college credit opportunities. Student information systems and equity reviews monitor course enrollment and participation across student groups to identify and address disparities. Academic advising is embedded in the advisory program, where students receive ongoing support with course planning, graduation progress, and postsecondary readiness. Family and student feedback, gathered through Student-Led Conferences, surveys, advisor communication, and ParentSquare, informs program improvements and course planning. These integrated systems ensure all students have meaningful access to challenging coursework and opportunities for future success.|Through data analysis, equity reviews, and stakeholder feedback, AGLA has identified barriers to equitable access to a broad course of study, including limited staffing, scheduling constraints, and opportunity gaps for historically underserved student groups. As a small charter school, limited financial and staffing resources impact the availability of specialized electives, STEM, world language, CTE, and dual enrollment opportunities. To address these challenges, AGLA has expanded community partnerships and redesigned the master schedule to improve access to electives, intervention, and student support services. Equity reviews identified lower participation in enrichment and elective opportunities among English Learners, students with disabilities, and socioeconomically disadvantaged students. In response, AGLA strengthened academic advising, embedded supports within general education classrooms, and expanded culturally relevant course offerings. To increase family engagement, the school enhanced multilingual communication through ParentSquare, increased advisor-family outreach, and offered Student-Led Conferences and family events at varied times to improve accessibility. Professional learning has focused on inclusive, culturally responsive instruction through Universal Design for Learning, Gholdy Muhammad's Historically Responsive Literacy Framework, and educator inquiry groups, strengthening equitable access to rigorous, student-centered learning.|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||2026-06-25|2026 19648810113472|Aveson School of Leaders|7|Aveson School of Leaders (ASL) provides all students with access to standards-aligned curriculum through a two-teacher specialty model in grades 1–5, allowing educators to develop subject-area expertise and deliver high-quality instruction. Students with exceptional needs are supported through IEPs, 504 Plans, and a data-driven Student Study Team (SST) process that provides individualized interventions, accommodations, and ongoing progress monitoring. The school uses assessment and data tracking systems to monitor student achievement in literacy and mathematics, identify achievement gaps, and guide targeted interventions, including a comprehensive literacy intervention program. Student support services include daily social-emotional learning, behavior support provided by a dedicated instructional assistant, and access to Marriage and Family Therapist (MFT) trainees to support student well-being. Equity reviews examine access to learning opportunities across grade levels and student groups, informing decisions that promote equitable participation. Parent and student feedback, gathered through surveys, meetings, and other engagement opportunities, is used to strengthen programs, remove barriers, and improve access to educational opportunities for all students.|Based on locally selected measures, Aveson School of Leaders (ASL) has determined that students have access to a comprehensive, standards-aligned course of study. Curriculum in every grade level and subject area is reviewed to ensure alignment with California standards and to provide rigorous learning opportunities for all students. As a single-school LEA, ASL does not have differences in access across school sites. However, analysis of student achievement and participation data indicates that opportunity and achievement gaps persist for some student groups. To address these disparities, the school continues to strengthen its Student Study Team (SST) process, expand targeted interventions, and identify students in need of additional academic and behavioral support as early as possible. Ongoing review of local data shows continued progress in expanding equitable access to learning opportunities and improving student participation. These findings guide continuous improvement efforts, resource allocation, and instructional planning. While progress has been made, ASL remains committed to reducing achievement gaps and ensuring every student has equitable access to a broad, rigorous course of study.|Based on locally selected measures and stakeholder feedback, Aveson School of Leaders (ASL) has identified several barriers to ensuring all students have equitable access to a comprehensive course of study. As a small charter school, limited financial and staffing resources can affect the availability of specialized electives, intervention programs, and enrichment opportunities. Recruiting and retaining experienced educators also remains a challenge, making ongoing coaching and professional learning essential to strengthening instruction. Student data indicates that opportunity and achievement gaps persist for some student groups. ASL addresses these through its Student Study Team (SST) process, targeted academic interventions, inclusive instructional practices, and regular review of student data to identify needs and monitor progress. Family engagement may also be affected by language barriers, scheduling conflicts, or limited awareness of available supports. To improve access, ASL provides multilingual communication, flexible family engagement opportunities, and proactive outreach to ensure families can actively participate in their student's education. ASL will continue using data and stakeholder feedback to remove barriers, improve access, and expand equitable learning opportunities for all students.|Aveson School of Leaders (ASL) continues to implement strategies that expand equitable access to a comprehensive course of study. The school prioritizes available resources to strengthen instructional materials, technology, intervention supports, and professional learning that improves student access and outcomes. Professional development focuses on curriculum implementation, effective instructional practices, and support for new teachers to build instructional capacity and increase student achievement. Student support services have been expanded to address academic, behavioral, and social-emotional needs through targeted interventions, Student Study Team (SST) processes, and counseling supports, helping remove barriers to learning. ASL regularly reviews instructional practices and student data to ensure equitable access to rigorous learning opportunities for all students. The school also partners with community organizations and higher education institutions to provide enrichment opportunities that extend learning beyond the classroom. Communication with families is strengthened through multilingual outreach, ParentSquare, newsletters, and family engagement events to ensure families are informed about academic programs, available supports, and opportunities to participate in their student's educational planning.|Met||2026-06-25|2026 19648810113894|Pasadena Rosebud Academy|7|PRACS uses its Student Information System (PowerSchool) to monitor and ensure all TK-8 students have access to a broad course of study. The system tracks enrollment, attendance, and academic progress by grade span (TK-2, 3-5, and 6-8), unduplicated student groups (English learners, foster youth, and socioeconomically disadvantaged students), and students with exceptional needs, including those with IEPs and 504 plans. Enrollment and participation data are reviewed to verify equitable access to core academic subjects, enrichment opportunities, and elective offerings. Teacher assignment reports confirm that students are served by appropriately credentialed staff, including special education teachers. Student surveys and periodic equity reviews provide additional information regarding access, engagement, and satisfaction across student groups. As a small TK-8 school with one classroom per grade level and small class sizes, PRACS provides individualized attention and close monitoring of student participation in all areas of study. Students in grades TK-6 receive comprehensive instruction in self-contained classrooms, while students in grades 7 and 8 participate in a block schedule with two teachers and have access to elective courses, including Financial Literacy and Journalism. All students are provided with Chromebooks and standards-aligned instructional materials to support access to the curriculum. Students also participate in three to four experiential field trips each year.|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 is a small TK-8 charter school with one classroom per grade level that provides a comprehensive core academic program and middle school electives in Financial Literacy and Journalism. While student mobility, language acquisition needs, socioeconomic challenges, and specialized support needs can create barriers to participation, PRACS provides targeted services to ensure all students have access to the curriculum. As a small school, staffing and resource limitations can affect the variety of elective offerings. Despite these challenges, PRACS continues to perform at levels comparable to or higher than state and local school district outcomes. Through standards-aligned instruction, instructional technology, enrichment activities, field trips, extracurricular opportunities, and targeted student support, PRACS remains committed to providing equitable access to a broad course of study for all students. PRACS continues to strengthen access through strategic use of funding, professional development, technology investments, and targeted student support to ensure equitable opportunities and positive outcomes for all learners.|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 as we recover from the effects of the Eaton Fire. We will be able to expand our program once we are able to rebuild our school and increase our enrollment. Equitable Resource Allocation: Targeted Funding: Increase funding, including grants, to rebuild and expand our program and enrollment which will allow us to expand elective and advanced courses. Infrastructure Enhancements: Facility Rebuild: Rebuild our school so that we can create and maintain a proper facility for our students and staff. Implementation and Monitoring: Educational Partner Involvement: Engage parents, teachers, students, and community members in decision-making. These revisions aim to ensure equitable access to a broad course of study, fostering academic success and well-rounded development for every student. Technology Improvements: Provide devices and improve internet access for all students. Implementation and Monitoring: 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||2026-06-29|2026 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 professional development and materials to support ELD, transitioning in 2026-27 to a focus on reading and literacy across the school. ELA textbooks were the most recent adoption (2023) and there are annual improvements and refinements to curriculum modules across the program. LW will continue to build on college and career supports 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 A-G approved. We are continuing to select courses for A-G approval.|Met||2026-07-23|2026 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||2026-06-23|2026 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 partnersh|-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, 7th period, or through clubs -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||2026-06-24|2026 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 partnersh|-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, 7th period, or through clubs -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||2026-06-11|2026 19649071996693|School of Arts and Enterprise|7|The SAE monitors access to a broad course of study through student schedules, course enrollment data, Aeries reports, graduation requirement tracking, master schedule development, and annual review of enrollment by grade level and student subgroup, including English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students.|All students have access to a broad course of study that includes California standards-based core academics, sequential arts pathways, college preparatory (A-G) coursework, CTE, dual enrollment opportunities, visual and performing arts, physical education, and student support services. Enrollment data are reviewed to ensure equitable access across student groups, with accommodations and supports provided to meet individual student needs.|The primary barriers to expanding access include staffing and scheduling constraints, course demand, and balancing student interests with available resources. The SAE continues to address these challenges while maintaining equitable access for all student groups.|The SAE will continue to review enrollment and scheduling data to ensure equitable access to courses for all students. The school will refine its master schedule, expand dual enrollment and college opportunities when feasible, and continue providing academic, special education, English learner, and counseling supports to promote successful participation in a broad course of study.|Met||2026-05-05|2026 19649076021984|La Verne Science and Technology Charter|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 partnersh|-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, 7th period, or through clubs -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||2026-06-17|2026 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 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. We will be adding 6th grade next 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||2026-06-25|2026 19649640000000|San Marino Unified|7|For the 2025/26 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 2025/26 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.|Based on the summary of data from our selected measures and tools, it has been determined that during the 2025/26 school year, SMUSD provided a broad course of study to all students at all levels. Potential barriers to students' access to a broad course of study include language needs, individual needs identified in students’ IEPs, honors prerequisites, 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 access to courses for all students, including AP, Honors, dual enrollment, articulated courses, academic academies, and CTE pathways. Throughout the 2025/26 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||2026-06-23|2026 19649800000000|Santa Monica-Malibu Unified|7|The district continues to expand college and career readiness opportunities through the establishment of Academies at Samohi, increased CTE pathway completion at Malibu High School and Samohi, and the implementation of Career Exploration Wheel courses at Lincoln and JAMS.|District outcomes reflect steady growth in college and career readiness. The percentage of students identified as “Prepared” on the California Dashboard College and Career Indicator increased from 54.3% to 65.4% over the past four years. Of those prepared, 14.2% met readiness through CTE pathway completion, 73.5% through AP participation and performance, and 81.1% through A–G completion. AP participation and achievement have also continued to increase, with student participation rising from 1,066 to 1,255 students, AP exams increasing from 2,146 to 2,707, average AP scores improving from 3.2 to 3.6, and the percentage of students earning a score of 3 or higher increasing from 69% to 80%.|Enrollment numbers in various programs impact some programs. The largest barrier is master schedule.|Continued collaboration and professional learning within departments including implementation of site learning walks and professional learning community development. All students have access to ELD and a new math curriculum is coming.|Met||2026-06-23|2026 19649980000000|Saugus Union|7|All students in the Saugus Union School District are enrolled in a broad course of study. Our district uses a variety of local measures to track the extent to which all students have access to and are enrolled in a broad course of study. These include qualitative and quantitative measures. Our student information system contains current student data to ensure students have access to a broad course of study. Our credentialed teachers are provided with a detailed class roster where students’ information is monitored on a daily basis. Teachers provide their students with a daily schedule for all subjects, including targets for student learning and criteria for mastery in all of the subject areas. All students have access to all of the grade level curriculum as well as i-Ready supportive tools for their individual academic needs. Students with exceptional needs are provided with additional instructional support to ensure their individual instructional needs are met. Our English language learners are provided with additional language support in all academic areas and specifically provided with language instruction for a minimum of 30 minutes each school day. All of our K-2 students are administered the Basic Phonics Skills Assessment (BPST) to determine the most appropriate supports in the area of reading foundational skills. All students including our unduplicated student groups are provided with enrichment opportunities throughout the school day.|Following the SUSD Board approval process, all school staff ensure students have the necessary instructional materials across all grade levels. Dedicated staff review all instructional materials to ensure students have access to the broad course of study. Our Infinite Campus student data system provides detailed information regarding students and their specific learning profiles. As an example, our English Learners (ELs), students with disabilities, and Foster Youth are identified through the state and district approved process. Our staff are provided the most current information to ensure the appropriate course of study is in place for each student. Our English Learners continue to make progress. Our Socioeconomically disadvantaged students continue to receive additional support with academic and social interventions. We are analyzing and addressing the academic and social/emotional needs of our socioeconomically disadvantaged students and providing additional support that includes academic and social emotional interventions. Mental health supports are available at all school sites to support all students. All students including our unduplicated student groups are enrolled in a broad course of study throughout our schools.|For the 2025-2026 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: 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||2026-06-30|2026 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 of those on track to complete UC/CSU a-g required courses for all students and significant student 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: Biomedicine, Engineering, Computer Science, Visual/Media Arts, Performing Arts, Production and Managerial Arts, Entrepreneurship, Education, and Patient Care. 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 during the school day and after school.|The data reviewed indicated that some students were not aware of the full advantage of completing pathway courses. Therefore, pathway communication documents have been built to articulate to students and parents the value of completing a pathway. Counselors have also been trained regarding the value of pathway completion for students. Career resources that are part of the new College Guidance Initiative (CCGI) will also be used to support students in learning more about career opportunities aligned with their pathway completion.|Met||2026-06-16|2026 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 2025-26 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, 5th and 6th grades at two schools and will expand to seventh grade in 2026-27.|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 2026-27 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||2026-06-23|2026 19650450000000|Sulphur Springs Union|7|The Sulphur Springs Union School District serves students in Transitional Kindergarten through sixth grade in self-contained classroom settings. All students have access to a comprehensive, standards-aligned curriculum that includes English Language Arts, Mathematics, Science, History-Social Science, Health, Physical Education, and Visual and Performing Arts. Students also have access to supplemental programs and instructional materials that provide both enrichment and intervention opportunities to meet individual learning needs. To ensure equitable access to a broad course of study, instructional schedules are monitored regularly to verify that all students receive instruction in each core subject area. Student progress is measured through a variety of local assessments, including curriculum-based and teacher-created assessments administered throughout the school year. These assessments help determine student mastery of grade-level standards, identify opportunities for enrichment, and guide intervention supports. In addition, all students participate in Visual and Performing Arts instruction during the regular school day, providing opportunities to develop creativity, self-expression, and critical thinking skills. The District remains committed to ensuring that every student, regardless of ability level or educational setting, has access to high-quality instruction, enrichment opportunities, and the resources necessary to achieve academic success.|All students, including unduplicated students, English Learners, foster youth, and students experiencing homelessness, have equitable access to a broad course of study at the District’s nine schools. To provide additional academic support, eight Title I schools each have three Learning Support Teachers, while the District’s non-Title I school has two. These teachers provide targeted Tier 2 and Tier 3 interventions outside of core instructional time whenever possible, ensuring students continue to access grade-level instruction. The District further supports student achievement through an Educational Program Coordinator and Teachers on Special Assignment (TOSAs), who work with school sites to strengthen instruction, support English Learners, and provide teachers with coaching and resources to meet diverse student needs. These efforts have contributed to positive student outcomes. The 2025 CAASPP results showed overall growth across the District, with students increasing 5.2 points in English Language Arts (ELA) and 1.4 points in Mathematics. Socioeconomically disadvantaged students increased 8.8 points in ELA and 2.7 points in Mathematics. Long-Term English Learners demonstrated significant gains, increasing 18.2 points in ELA and 18.7 points in Mathematics. Students experiencing homelessness also showed strong growth, increasing 22.8 points in ELA and 11.7 points in Mathematics.|The Sulphur Springs Union School District takes great pride in its commitment to meeting the needs of all students by supporting the development of the whole child through a comprehensive Multi-Tiered System of Supports (MTSS). This approach integrates both academic and social-emotional supports to ensure that every student has the opportunity to succeed. To provide equitable access to a broad course of study, the District has strengthened efforts to ensure the full implementation of adopted core curriculum across all general and special education classrooms. These efforts help guarantee that all students have access to high-quality, standards-aligned instruction and learning opportunities. In addition, the District has expanded student support services by providing Social Workers at every school site and ensuring access to counselors who are dedicated to supporting students and families. These professionals work collaboratively with staff and families to address social-emotional, behavioral, and attendance needs, while connecting families to resources and services that help remove barriers to learning. Through these integrated academic and wellness supports, the District continues to create learning environments where students feel supported, connected, and empowered to achieve their full potential.|The Sulphur Springs Union School District remains committed to supporting the whole child through a comprehensive system of academic, behavioral, and social-emotional supports. Social Workers and counselors at all nine schools provide direct services to students and families, helping address barriers that may impact student success. In addition, Behavior Intervention Aides at every school site provide targeted support for students requiring additional behavioral and emotional assistance. To expand access to mental health services, the District offers telehealth therapy both at school and in students' homes when requested. This partnership has increased access to counseling services and ensured that more students receive timely support to meet their individual needs. The District also continues to implement the Second Step social-emotional learning curriculum at all nine schools. Through this program, students develop skills in self-awareness, emotional regulation, goal setting, responsible decision-making, and positive relationships, helping them succeed both academically and socially. Additionally, the Educational Services Department has prioritized support for students who are new to the country and other at-risk student groups. An Educational Program Coordinator and two Teachers on Special Assignment (TOSAs) provide coaching and support to teachers serving English Learners, foster youth, students experiencing homelessness, and low-income students.|Met||2026-06-24|2026 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 at Longden and World Language Chinese at Oak. 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.|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. The district has added three and a half 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||2026-06-24|2026 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 fifth year in a row, a majority of College/Career indicators improved, with huge gains in CCI Completion, AP Exams, and completing at least one College Credit Course. We attained all-time highs in CCI Completion (73.4%, +5.1%), AP Exams 3+ on 2+ exams (44.9%, +11.7%), UC A-g Completers (66.6%, +.1%), One College Credit Course (36.5, +5.5%). Additionally, we track these measures for our at-risk populations. 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 26-27 school year. Across these measures, we will be focused on AA, SwD and HY for CTE Pathway Completion; SwD, FY and HY for UC A-G Completion and College Credit Course Completion; and AA and HY for Seal of Biliteracy Completion.|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.|To ensure access to a broad course of study for all student: Resources are focused on groups not meeting CCI and A-G, and enrollment in high level coursework: Tutorial periods and extended school day support at all sites to focus on at-risk students to improve % meeting and exceeding standards. Continued staff mindset shift on the importance of A-G, further embracing and ensuring open access, and encouraging prepared students to take advanced classes. Continued growth and importance placed on Literacy across the curriculum as seen in ELA results showing growth in CAASPP scores, grades, and positive AP assessment results. Increase student and parent College-Career Readiness opportunities and experiences: College Week activities, Weekly Principal E-Newsletter with College-Career Readiness news and offerings. Expanding CTE pathways to provide a broader range of course options for students and to increase CCI completion among targeted students. Identifying students with grades below C in A-G coursework and providing credit recovery/grade improvement. Early identification and enrollment in Honors courses, including acceleration opportunities in grades 5-0 math. Summer Bridge to Honors English and Algebra to targeted 8th and 9th graders to increase the representation of targeted students in Honors and higher level coursework.|Met||2026-06-16|2026 19650780000000|Valle Lindo Elementary|7|Valle Lindo Elementary 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 a review of master schedules and course enrollment records to confirm that all students in grades TK-6 and 7-8 have access to and are enrolled in the adopted courses of study specified in the California Education Code, including English language arts, mathematics, science, social sciences, visual and performing arts, health, and physical education. The district also analyzes enrollment and participation data disaggregated by grade span, unduplicated student groups (English learners, socioeconomically disadvantaged students, and foster youth), and individuals with exceptional needs to ensure equitable access. Additional measures include a review of program offerings such as the Dual Immersion program, English Language Development, special education services, and enrichment programs, along with staffing and credentialing records, instructional materials sufficiency data, and IEP information. Educational partner input further supplements these measures to help identify any barriers or gaps in access.|Based on the locally selected measures, Valle Lindo Elementary School District confirms that all students across both school sites have access to, and are enrolled in, a broad course of study as specified in the California Education Code. Review of master schedules and enrollment records shows that students in grades TK-6 and 7-8 are enrolled in the adopted courses of study, including English language arts, mathematics, science, social sciences, visual and performing arts, health, and physical education. Analysis of enrollment data disaggregated by grade span, unduplicated student groups, and individuals with exceptional needs indicates that all student groups have equitable access to the broad course of study. English learners receive access through integrated and designated ELD, and students with disabilities are provided access with appropriate supports and services through their IEPs. The Dual Immersion program further expands access to a broad, biliterate course of study. No significant differences were identified across school sites or student groups in access to or enrollment in a broad course of study. The district has maintained consistent progress over time in ensuring equitable access for all students and continues to monitor enrollment data to sustain these outcomes.|Based on the results of the locally selected measures, Valle Lindo Elementary School District has identified only limited barriers to providing access to a broad course of study for all students, as all students currently have access to and are enrolled in the adopted courses of study. However, the district recognizes certain factors that can present ongoing challenges. One potential barrier is limited funding and resources, which can affect the district's ability to expand course offerings, enrichment opportunities, and specialized programs, particularly in areas such as visual and performing arts and world languages beyond the Dual Immersion program. A second barrier is staffing and recruitment, as the availability of appropriately credentialed teachers in certain subject areas can impact the breadth of programming the district is able to offer. Additionally, meeting the diverse needs of unduplicated student groups and individuals with exceptional needs requires ongoing supports, interventions, and resources to ensure these students not only have access to, but can fully participate in and benefit from, the broad course of study. Scheduling constraints and the need to balance intervention time with access to enrichment can also present challenges at the site level. Valle Lindo Elementary School District remains committed to addressing these barriers through thoughtful resource allocation, targeted staffing efforts, and continued monitoring to ensure equitable access.|In response to the results of the locally selected measures, Valle Lindo Elementary School District has implemented and will continue to implement several actions to ensure access to a broad course of study for all students. The district will continue to allocate resources strategically to maintain and, where possible, expand course offerings and enrichment opportunities, including visual and performing arts, physical education, and the Dual Immersion program. To address staffing needs, the district will continue its recruitment and retention efforts to ensure appropriately credentialed teachers are in place across all subject areas. The district will strengthen supports for unduplicated student groups and individuals with exceptional needs through Multi-Tiered Systems of Support (MTSS), integrated and designated English Language Development, and specialized services aligned to students' IEPs, ensuring these students can fully access and benefit from the broad course of study. The district will also review site-level scheduling to balance intervention and enrichment time so that access to a broad course of study is not diminished. Additionally, the district will continue to monitor enrollment and access data disaggregated by grade span, student group, and school site, using these results along with educational partner input to guide continuous improvement. These ongoing actions reflect Valle Lindo Elementary School District's commitment to providing equitable access.|Met||2026-06-17|2026 19650940000000|West Covina Unified|7|The West Covina Unified School District utilizes multiple local measures to monitor students' access to and enrollment in a broad course of study across all grade levels. At the elementary level, classroom instructional schedules, student schedules, and class rosters are reviewed to ensure that all students, including low-income students, English learners, foster youth, students experiencing homelessness, and students with disabilities, receive instruction in English language arts, mathematics, science, history-social science, health, physical education, and visual and performing arts within the self-contained classroom setting. At the secondary level, master schedules, course enrollment data, and student transcripts are reviewed to monitor equitable access to English language arts, mathematics, science, history-social science, physical education, visual and performing arts, world languages, Career Technical Education (CTE), Advanced Placement (AP), dual enrollment, and other college and career readiness opportunities. Student information system reports, enrollment data, and counseling reviews are used to monitor participation across grade spans and student groups to ensure equitable access to a comprehensive educational program. These measures enable the district to regularly evaluate participation, identify potential barriers, and ensure that all students have equitable access to a rigorous, well-rounded course of study.|West Covina Unified ensures equitable access to a rigorous curriculum for all students, including unduplicated pupils and students with disabilities. Elementary students receive a comprehensive education (ELA, math, science, history-social science, health, PE, and VAPA) supplemented by AVID and enrichment like STAGE theatre, music, and mariachi. Signature programs include Spanish and Mandarin Dual Language Immersion, and International Baccalaureate (IB) offerings at Orangewood Elementary, Edgewood Middle, and Edgewood High. At the secondary level, students access robust AP courses (including AP Capstone), CTE pathways, dual enrollment, and the Mt. SAC Early College Academy. The district monitors enrollment and participation data to ensure equitable access and provides intentional support services. At the secondary level, students have access to a robust selection of Advanced Placement (AP) courses, including the AP Capstone Program at West Covina High School, comprehensive Career Technical Education (CTE) pathways, dual enrollment opportunities at both comprehensive high schools, and the Mt. SAC Early College Academy, where students may simultaneously earn high school and college credit and have the opportunity to graduate with an associate degree.|West Covina Unified consistently provides equitable access to a broad course of study across all grade levels. Our primary focus remains ensuring that all students, particularly unduplicated pupils, English learners, students with disabilities, and other targeted groups, can participate fully in rigorous coursework while receiving necessary specialized supports. We prioritize balancing comprehensive academic programs with essential interventions and support services, such as Designated English Language Development (ELD) and targeted academic support. Programs like Lexia English further assist English learners—especially newcomers—by strengthening academic language skills without removing them from core instructional programs. As we continue to expand options including Dual Language Immersion, AVID, Advanced Placement, CTE pathways, and dual enrollment, we remain committed to equitable participation. Through ongoing communication, proactive counseling, and individualized academic planning, we ensure students and families stay informed and empowered to select the pathways best suited for their success.|WCUSD will continue refining instructional and master schedules to ensure equitable access to a broad course of study for all students, including unduplicated pupils and those with disabilities. The district maintains its Multi-Tiered System of Supports (MTSS), utilizing mCLASS DIBELS reading diagnostics in grades K–5 for timely intervention and progress monitoring. English Learner Coordinators will continue collaborating with staff and families to provide essential language supports while ensuring access to rigorous coursework. Secondary counselors and college advisors will maintain regular meetings with students and families to facilitate personalized academic planning, support college and career readiness, and encourage participation in AP, CTE, dual enrollment, and other advanced learning opportunities. Finally, the district will continue expanding high quality programs such as VAPA, CTE, and AVID across elementary and secondary school sites. These initiatives, alongside our Dual Language Immersion pathways, aim to build college and career ready skills from elementary through secondary school, ensuring all students have equitable opportunities to engage in a well-rounded and rigorous educational program.|Met||2026-06-11|2026 19650940112706|California Virtual Academy @ Los Angeles|7|The school uses multiple local measures and data systems to monitor 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. Individualized Learning Plans (ILPs) and graduation plans are used to track student course enrollment, progress, and alignment to grade-level expectations and graduation requirements. PowerSchool and Canvas reports are regularly reviewed to monitor course enrollment, participation, and completion across grade spans and student groups. Administrative teams and counselors conduct semi-annual course reviews to ensure students are appropriately placed in core and elective courses, including A-G requirements at the high school level. Additionally, student group data is disaggregated to monitor equitable access to courses such as Career Technical Education (CTE), electives, and advanced coursework. For students with Individualized Education Programs (IEPs), service plans and course placements are reviewed through IEP meetings and progress monitoring to ensure access to both general education and alternate courses of study, as appropriate.|In each review period, at the TK–8 level, 100% of students are enrolled in core subjects, including 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 Technical Education (CTE) programs at both the middle and high school levels. Students across all grade levels enroll in electives in addition to their core coursework, supporting a well-rounded educational experience. Data reviews indicate consistent access across student groups, with no significant disparities in enrollment in core courses. Ongoing monitoring of elective, CTE, and advanced course participation supports efforts to maintain equitable access and identify areas for continued growth.|Barriers to access and enrollment in a broad course of study include limited access to reliable Wi-Fi and school materials, particularly for students experiencing homelessness, students in foster care, and those from socioeconomically disadvantaged backgrounds. These challenges can impact consistent participation in core and elective courses. Additionally, platforms that require multiple student logins create barriers, especially for younger students who may need increased support to navigate systems and access course content. An additional barrier during this school year has been the implementation of the new online learning platform, Canvas. Technical issues at times limited seamless access to courses, affecting student participation. The transition also required a significant learning curve for staff, families, and students, which temporarily impacted the ability to fully access and engage in the full course of study.|In response to the results of locally selected measures, the school has implemented and will continue to refine actions to ensure access to a broad course of study for all students. To support access, the school provides Internet Service Provider (ISP) reimbursement, mobile hotspots, school supplies, and Advanced Placement (AP) exam fee reimbursements for eligible students. The school is also implementing single sign-on (SSO) systems to reduce barriers caused by multiple student logins. The school continues to expand course access by increasing Career Technical Education (CTE) pathway offerings, including Engineering and Architecture and Public Safety, and by encouraging enrollment in A-G approved coursework. Middle school students participate in Career Explorations courses, and qualifying students have access to high school CTE courses. Ethnic Studies and Personal Finance courses have been added, and the Advanced Placement program has expanded to include AP Seminar. To support equitable access, after-hours instructional sessions with credentialed teachers are provided for English Learners, students experiencing housing instability, and other students needing additional support to ensure participation in A-G coursework. Math and Literacy Lab courses continue to support 9th and 10th grade students in building foundational skills in Algebra, Geometry, and English language arts, while teachers and leaders regularly analyze data and refine course materials to improve implementing|Met||2026-06-09|2026 19650946023527|San Jose Charter Academy|7|During the 2025–2026 school year, San Jose Charter Academy (SJCA) used multiple local measures to monitor student access to a broad course of study across all grade spans, student groups, unduplicated pupils, and students with exceptional needs. These measures included master schedules, class rosters, instructional minutes, curriculum implementation review, participation data, assessment results, MTSS data, IEP/504 processes, and collaboration among teachers, counselors, and administrators. SJCA’s TK–8 program provided all students with standards-based instruction in English language arts, mathematics, science, social studies, physical education, health, technology, and visual and performing arts. Character education, leadership development, and social-emotional learning were also embedded throughout the school experience to support the whole child. Through data discussions, team collaboration, and student support meetings, staff reviewed access, participation, and support needs to identify and address potential gaps. These local measures helped ensure that all students, including unduplicated pupils and students with disabilities, were included in the full instructional program and received appropriate support to participate meaningfully in a well-rounded, inclusive educational experience.|During the 2025–2026 school year, San Jose Charter Academy (SJCA) used local measures including master schedules, class rosters, instructional minutes, assessment data, MTSS records, intervention data, and IEP/504 review processes to monitor student access to a broad course of study. Based on these measures, all students had access to standards-based instruction in English language arts, mathematics, science, social studies, visual and performing arts, physical education, technology, and leadership development. As one TK–8 school site, SJCA provided consistent access across grade spans and student groups, with no differences identified by school site. Unduplicated pupils and students with exceptional needs participated in the full instructional program with appropriate supports, accommodations, and interventions. Universal and diagnostic assessments, including NWEA screeners and skills assessments, helped staff identify learning needs and provide targeted support. K–2 literacy tutoring and intervention tools such as FastForWord, Lexia, Achieve3000, ST Math, Symphony Math, and Carnegie MATHia supported student growth and access to grade-level standards. Technology was embedded in daily instruction, with iPads used in TK–5 and laptops in grades 6–8. Overall, SJCA’s local measures indicate that students had equitable access to a comprehensive, well-rounded course of study throughout the 2025–2026 school year.|During the 2025–2026 school year, San Jose Charter Academy (SJCA) used local measures including master schedules, class rosters, instructional minutes, assessment data, MTSS records, intervention data, and IEP/504 review processes to monitor student access to a broad course of study. Based on these measures, all students had access to standards-based instruction in English language arts, mathematics, science, social studies, visual and performing arts, physical education, technology, and leadership development. As one TK–8 school site, SJCA provided consistent access across grade spans and student groups, with no differences identified by school site. Unduplicated pupils and students with exceptional needs participated in the full instructional program with appropriate supports, accommodations, and interventions. Universal and diagnostic assessments, including NWEA screeners and skills assessments, helped staff identify learning needs and provide targeted support. K–2 literacy tutoring and intervention tools such as FastForWord, Lexia, Achieve3000, ST Math, Symphony Math, and Carnegie MATHia supported student growth and access to grade-level standards. Technology was embedded in daily instruction, with iPads used in TK–5 and laptops in grades 6–8. Overall, SJCA’s local measures indicate that students had equitable access to a comprehensive, well-rounded course of study throughout the 2025–2026 school year.|During the 2025–2026 school year, San Jose Charter Academy (SJCA) implemented actions to ensure all students had access to a broad course of study. These included strengthening MTSS, expanding social-emotional learning, providing behavioral support training for staff, and continuing college and career readiness support through counselors and guidance staff. To address attendance-related barriers, SJCA monitored attendance data regularly and identified students needing support. Staff communicated with families about how absences impact instruction, intervention, enrichment, and school connection. When concerns were identified, teachers, counselors, and administrators worked with families to better understand root causes and provide support. SJCA also used attendance incentives, recognition, intervention blocks, tutoring, and individualized support plans to help students stay engaged. The school continued to build a welcoming culture where students feel seen, valued, and connected. Families were encouraged to participate in multiple ways, strengthening home-school partnership. These actions supported consistent student participation and helped ensure access to standards-based academics, enrichment, leadership development, and whole-child learning opportunities.|Met||2026-06-16|2026 19651020000000|Westside Union Elementary|7|PowerSchool SIS Course Enrollment Site Master Schedules|As of the 2025–2026 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 2025–2026 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 2025 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, including our newly established CTE pathways.|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. This curriculum is fully aligned with the newly adopted California Mathematics Framework and state standards. In the 2025–2026 school year, the District also adopted new instructional materials for new English Language Arts to ensure continued alignment with academic standards. Staffing: Three Teachers on Special Assignment (TOSAs) support the training and onboarding of new staff across various curricular platforms. The New Teacher Support program works specifically with teachers on PIPs, STSPs, or intern credentials, providing guidance and resources until they earn full certification. Additionally, a dedicated TOSA supports the English Language Development (ELD) department, helping to improve access for English Learners while providing targeted support and professional development for classroom teachers. Career Technical Education (CTE): In an effort to expand opportunities and better prepare students for high school and future careers, the District is actively expanding Career Technical Education offerings at the elementary and middle school levels. Current CTE courses include Woodshop, Home Economics, and Project Lead the Way (PLTW). Starting in the 2025-2026 school year, all three middle schools in the district will have access to Paxton/Patterson Career Discovery labs, allowing for hands on work with in|Met||2026-06-16|2026 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, WCSD 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 alongside 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. These tools ensure that all students have equitable access to a well-rounded education aligned with their needs & interests.|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 offer a wider variety of elective courses that better meet students' diverse interests and needs. 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 that the expanded course offerings effectively address student interests and positively impact 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||2026-06-16|2026 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 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. Finally, a teacher at each school site serves in the extra duty role of Data Lead to assist admin and teachers in the analysis of the data to ensure students' success. Other specific metrics used by Whittier Union to measure course access are the student/section ratio and the percentage of students enrolled in AP classes.|The longer that WUHSD reviews its sites’ data and achievement, which is based on the district’s Annual Reports, the achievement gap is closing between our schools. One factor that impacts student achievement when it comes to A-G completion rates is that ninth and tenth graders always have a lower percentage of A-G courses in the schedule; however, this is when students are enrolled in Physical Education courses. P.E. courses are typically the only courses not approved for A-G status. Due to the fact that we do not offer very many classes that are not A-G approved, the A-G rate increases for most of our students as they matriculate from grade to grade. Our A-G rate exceeds that of Los Angeles County and the State of California. The year-over-year progress of our students is also true for College and Career Indicator-related data points. Students enrolled in AP classes saw improvement in 2025-2026 as did CTE pathway completion.|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||2026-06-23|2026 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, ethnicity and students with exceptional needs.|For the 2025-26 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 25 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. Expansion in 2025-26 includes Exploring Pathways Achieve classes, blending designated ELD with CTE to allow 7th and 8th grade EL students to explore career pathways and expand their language development, at 4 of our 6 junior high schools.|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 expanded opportunities to more fully integrate students with disabilities into general education environments with targeted focus on inclusion and co-teaching.|The data does show that more students, especially those from special populations, are accessing the CTE program. Targeted data analysis supports annual increased growth for all students, especially at promise, for enrollment in CTE and more CTE Pathway completers. Expanded training for 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. Next school year, district social workers will be utilized by visiting designated Achieve classes monthly to better connect to students to get them into the CTE extended day classes and assist in meeting their social-emotional needs. 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. The district has recently completed its second year of targeted MTSS training guiding all schools and sites through the development of professional learning communities designed to ensure site collaboration focused on monitoring and increasing student achievement.|Met||2026-06-24|2026 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 2025-26 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 intervention courses 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 an increase in participation in CTE courses over the past few years. Additional information about course enrollment and the number of courses offered in various subjects at schools can be found on the California Department of Education DataQuest web page.|Met||2026-06-03|2026 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||2026-06-24|2026 19651361996263|Opportunities for Learning - William S. Hart|7|OFL-WSH provides all students with personalized academic and career plans that support engagement in a rigorous, standards-aligned curriculum. Upon enrollment, English Learners and Students with Disabilities receive timely access to appropriate courses, supports, accommodations, and a Free Appropriate Public Education (FAPE). Diagnostic assessments are administered three times annually to inform course placement, guide instruction, and monitor progress. Intervention staff provide targeted academic support, while teachers and counselors regularly review student performance and adjust plans to ensure continued progress. Instruction is delivered through a blended model that includes independent study, direct instruction, and online learning, aligned with Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS). All courseware is state-compliant and delivered through Edmentum. All English and Math courses are aligned to CCSS, and Science courses, including Biology, are aligned to NGSS. Students have access to a comprehensive course catalog, including more than 60 core courses and over 100 electives. Approximately 90% of courses meet UC A–G requirements, and 96% incorporate Specially Designed Academic Instruction in English (SDAIE) strategies to support diverse learners.|All students at OFL-WSH have access to a comprehensive course of study supported by planning tools that help identify required coursework and address learning gaps. The instructional model is blended, combining direct instruction, independent study through Student Activity Workbooks, and online learning delivered through the Edmentum Learning Management System across all sites. In the 2025-26 school year, an additional digital curriculum platform, Lyla, was rolled out which enables students to access digital curriculum at home without internet/wifi access. Core academic courses are aligned to A–G requirements and support NCAA eligibility. For students interested in Advanced Placement (AP) coursework, placement is determined collaboratively among the student, teacher, and parent or guardian to ensure readiness and appropriate support. Direct instruction provides structured support in core subject areas and is integrated with online learning to reinforce key concepts. Course selection and pacing are individualized based on student progress and performance on RenStar ELA and Math benchmark assessments. Students needing additional support have access to targeted interventions through Response to Intervention (RTI) resources, including Exact Path. The iLit program is also implemented across the charter to provide focused English Language Development (ELD) and strengthen literacy skills, particularly for English Learners.|Access to a broad course of study at OFL-WSH can be impacted by site-specific and student-centered factors. At some locations, limited access to reliable technology presents challenges for students—particularly those identified as socioeconomically disadvantaged—in fully engaging with online curriculum. Transportation barriers may also limit participation in in-person Direct Instruction, specialized courses, and experiential learning opportunities offered at other sites. Social-emotional factors, including anxiety and depression, can affect student engagement and consistent use of available academic support. In addition, facility space constraints at certain sites may limit the expansion of Direct Instruction offerings and reduce opportunities to increase the frequency or duration of student appointments. OFL-WSH continues to address these barriers through targeted support and strategic planning to ensure all students have equitable access to a comprehensive and engaging course of study.|OFL-WSH will continue offering CTE courses based on student input. In the 2026-27 school year the CTE course offerings will be Nursing and Culinary Arts. The school will continue providing access to digital curriculum via the Edmentum platform which offers multiple A-G approved course options including foreign languages, electives, visual performing arts, and AP courses. The addition of another digital curriculum platform, Lyla, enables students who do not have internet and/or wifi to access their digital curriculum at home (LCAP Goal 1, Action 1). EL Specialists will continue to teach language acquisition skills to English Learners via iLit and to Long Term English Learners via the Academic Language Development curriculum (LCAP Goal 3, Actions 7 and 9). My Math Path and My Reading Path cohorts have proven to be effective interventions for students who were identified as needing urgent intervention during benchmark testing and will continue to be utilized to improve student outcomes (LCAP Goal 2, Actions 1 and 2).|Met||2026-06-29|2026 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. The district's size and remote location present barriers to the district's ability to provide a broad course to all grades.|Met||2026-06-18|2026 19734370000000|Compton Unified|7|Compton Unified School District uses multiple locally selected measures to monitor equitable access to and enrollment in a broad course of study aligned with California Education Code requirements for grades TK–12. The District monitors student enrollment through course enrollment trackers, the student information system, master schedule reviews, transcript audits, graduation and A–G reports, Career Technical Education (CTE) pathways, Advanced Placement (AP), dual enrollment, visual and performing arts (VAPA), world language, and special education course enrollment. These measures are incorporated into the District's Local Control and Accountability Plan (LCAP) metrics and reviewed annually to ensure equitable access across all schools. Enrollment and participation data are analyzed by grade span and student group, including English Learners, Reclassified Fluent English Proficient (RFEP) students, low-income students, foster youth, students experiencing homelessness, students with disabilities, and racial/ethnic groups. The District also monitors participation in Designated and Integrated English Language Development (ELD), Academic Language Development (ALD), Newcomer programs, Dual Language Immersion, and the Seal of Biliteracy. These measures are reviewed through district and site continuous improvement processes to ensure all students have equitable access to rigorous, standards-aligned coursework that prepares them for college, career, and life success.|Analysis of the District's locally selected measures indicates that students across all grade spans have broad access to standards-aligned coursework and programs that support college, career, and life readiness. All schools provide access to core academic courses, Career Technical Education (CTE), visual and performing arts (VAPA), special education services, and intervention supports appropriate to each grade span. Secondary students also have access to Advanced Placement (AP), dual enrollment, and world language courses. The District continues to expand opportunities for multilingual learners through Designated and Integrated English Language Development (ELD), Academic Language Development (ALD), Newcomer programs, Dual Language Immersion, and pathways leading to the State Seal of Biliteracy. Enrollment trackers and LCAP metrics indicate that access is equitable across schools; however, participation varies by grade span, program availability, and student eligibility. The District monitors participation among English Learners, Reclassified Fluent English Proficient (RFEP) students, students with disabilities, foster youth, students experiencing homelessness, and low-income students to ensure equitable access to rigorous coursework and specialized services. Annual reviews of enrollment, master schedules, and participation data continue to inform program expansion and efforts to remove barriers to student access.|Analysis of the District's locally selected measures identified several barriers that may limit equitable access to a broad range of courses of study. Differences in school size, staffing, scheduling, facilities, and student enrollment can affect the availability of specialized courses and programs, particularly Advanced Placement (AP), dual enrollment, Career Technical Education (CTE), world language, and specialized intervention courses. Student eligibility requirements, prerequisite coursework, and scheduling conflicts may also limit participation in advanced or specialized programs. The District also recognizes that some student groups, including English Learners, students with disabilities, foster youth, students experiencing homelessness, and low-income students, may require additional academic, language, counseling, or transition supports to fully access rigorous coursework and college and career pathways. Ongoing monitoring of enrollment and participation data has also identified the need to strengthen student and family awareness of available course options and ensure consistent access across school sites. To address these barriers, the District regularly reviews enrollment trackers, master schedules, LCAP metrics, and student participation data to identify disparities, expand course offerings where feasible, improve scheduling practices, and provide targeted supports that increase equitable access for all students.|In response to the results of the District's locally selected measures, Compton Unified will continue expanding equitable access to a broad course of study by strengthening course planning, monitoring, and student supports. The District will use enrollment trackers, master schedule reviews, and LCAP metrics to monitor participation by school and student group, identify disparities, and ensure equitable access to rigorous coursework and specialized programs. The District will continue expanding multilingual learner pathways through Designated and Integrated English Language Development (ELD), Academic Language Development (ALD), Newcomer programs, Dual Language Immersion, world language courses, and opportunities leading to the State Seal of Biliteracy. Schools will strengthen counseling, academic advising, and family outreach to increase awareness of available courses and encourage participation in Advanced Placement (AP), Career Technical Education (CTE), dual enrollment, and college and career pathways. The District will continue reviewing master schedules and staffing to address barriers related to course availability and scheduling while ensuring students with disabilities and other underserved student groups have equitable access to grade-level curriculum and specialized supports. Progress will be monitored annually through LCAP metrics and continuous improvement processes to evaluate implementation and inform future program decisions.|Met||2026-06-23|2026 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 2026 the WASC visitation committee noted Lifeline’s efforts to provide rigorous 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. - Continue to improve math instruction and support programs to help students reach grade level. - Improve the science program with full alignment to the NGSS. - Continue to fully implement 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, and age appropriate activities for the elementary students focused on building self-esteem and understanding of choices. - Continue with students receiving social emotional support. - Continue to increase the college and career preparedness of students over previous year as identified on the CA Dashboard. - Reduce student chronic absenteeism and suspensions schoolwide.|Met||2026-06-30|2026 19734370118760|Barack Obama Charter|7|Teachers at Barack Obama have a daily schedule with clearly identified time blocks for all core subjects including ELD. Calendars and schedules for dance, sports and PE are also monitored for access. Individual student groups are monitored throughout the year for involvement in intervention opportunities to ensure access and supports to increase academic success. This is monitored through flexible grouping rosters that change throughout the year based on need.|All students have access to and are enrolled in a broad course of study. This includes all required content areas (mathematics, English Language Arts, Science, History/Social Science, PE) and support opportunities throughout the day. All students across the school are provided time with a certificated teacher at the elementary level. With Chromebooks for all grades, students have access to technology for the purposes of developing keyboarding skills and learning how to become good digital citizens in addition to its integration into rigorous learning in developing 21st century skills.|All students receive a broad course of study. Additional personnel would certainly allow us to increase offerings and time allotted for various programs (art, music, etc.) Funding from Prop 28 will allow for this personnel to support expanding programs within the school day while we continue to offer opportunities through ELOP before and after school. One of our biggest growth areas continues to be to offer more variety of activities that interest students in TK through 5th grade.|With the continuation of ELOP funding, we are fine tuning enrichment and intervention opportunities for both before and after school that will broaden the scope of offerings for students based on both interest and need. We have increased offerings for all 4-year olds as well as part of the Universal Pre-Kindergarten requirements. This includes additional students in the Transitional Kindergarten program. We will continue to look at opportunities to expand programs in an effort to address the whole child. Both the Prop 28 funding and the Arts and Music Block grant have allowed the school to hire additional personnel to support the expansion of some offerings and the development of different programs.|Met||2026-06-08|2026 19734370132845|Today's Fresh Start-Compton|7|For the 2025–2026 school year, Today’s Fresh Start Charter School (TFSCS) ensured that all students had access to a broad and comprehensive course of study aligned with state standards and designed to support the academic, social, and emotional development of every learner. Middle school students (grades 6–8) followed structured daily schedules that included all required core subject areas, while students in grades TK–5 received instruction across English Language Arts, mathematics, science, and social studies, in addition to dedicated instructional time for English Language Development (ELD), Physical Education, visual and performing arts, and science. These instructional components were clearly reflected in grade-level schedules and lesson planning documents. To support diverse learning needs, TFSCS implemented structured small-group instruction and differentiated learning opportunities across all grade levels. These supports were designed to address individual student needs, accelerate learning, and ensure access to grade-level content for all students. The school also maintained comprehensive support systems to meet the needs of students with exceptionalities, including Student Success Team (SST) processes, Individualized Education Programs (IEPs), and Section 504 plans. These structures ensured that students received appropriate accommodations, modifications, and targeted services to support their success.|For the 2025–2026 school year, data from locally selected measures indicate that Today’s Fresh Start Charter School (TFSCS) provides equitable access to a broad course of study across all school sites. Although the Compton charter operates on two campuses, both locations offer consistent resources, programming, and instructional opportunities to ensure that all students receive a comprehensive, standards-aligned curriculum. This consistency is supported by clearly defined procedures, aligned instructional expectations, and ongoing collaboration among staff to ensure fidelity of implementation across sites. As a result, there are no identified differences in student access to core subjects, enrichment opportunities, or academic supports based on campus location or student group. At this time, TFSCS has not identified any barriers preventing students from accessing a broad course of study. The school remains committed to maintaining equitable practices and will continue to monitor data to ensure all students, regardless of background or need, have full access to high-quality educational opportunities.|For the 2025–2026 school year, Today’s Fresh Start Charter School (TFSCS) confirms that there are no identified barriers preventing students from accessing a broad course of study. Through ongoing review of student enrollment, course participation, instructional services, intervention programs, and educational partner feedback, the school determined that all students have equitable access to a comprehensive educational program aligned with California State Standards and the requirements of the California Education Code. TFSCS maintains established systems, aligned instructional practices, and equitable resource allocation across all grade levels and school sites to ensure that every student has consistent access to a broad and rigorous course of study. Students receive instruction in English Language Arts, Mathematics, Science, Social Studies, Physical Education, and English Language Development, as applicable, while also participating in enrichment opportunities designed to support whole-child development. The school’s instructional program is supported through the implementation of state-adopted curriculum, technology-based learning resources, intervention programs, and supplemental instructional materials that provide access to grade-level content for all learners. Special attention is given to ensuring equitable access for English Learners, students with disabilities, foster youth, students experiencing homelessness, and socioeconomically disadvantaged students.|For the 2025–2026 school year, the LEA ensured that all students had equitable access to a broad course of study through the implementation of a comprehensive Master Schedule. This schedule strategically allocates dedicated instructional time for all required subject areas, ensuring that students receive consistent and balanced instruction in core academics, including English Language Arts, mathematics, science, and social studies. In addition, the Master Schedule guarantees access to enrichment and support programs such as English Language Development (ELD), Physical Education, visual and performing arts, and science instruction across all grade levels. This structured approach ensures that all student groups, including English Learners and Students with Disabilities, have access to a well-rounded educational experience. The Master Schedule is reviewed and refined regularly based on student needs, assessment data, and educational partner input to maintain equitable access and instructional effectiveness. This ongoing process ensures that scheduling practices remain responsive and aligned with the school’s commitment to providing a comprehensive and inclusive educational program for all students.|Met||2026-06-25|2026 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||2026-06-12|2026 19734370137893|KIPP Compton Community|7|Our school works across teams to ensure all students have access to a broad course of study. Every student enrolled 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 students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. 5th Grade core classes are Science, Math, Social Studies English, and Physical Education. 6th Grade core classes are Physical Education, Science, Math, Social Studies, and English. 7th Grade core classes are English, Social Studies, Math, Science, and Physical Education. 8th Grade core classes are English, Science, Social Studies, Math, and Physical Education. In addition to the core classes listed above, students have access to various electives during their time.|Our school is currently able to offer access to a broad course of study to all enrolled students at all schools.|Our school 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||2026-06-11|2026 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 a broad course of study to all students. The school provides all students with a wide range of courses, including A-G requirements."" "|The school works to meet the needs of all student groups including 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||2026-06-26|2026 19734450000000|Hacienda la Puente Unified|7|The LEA utilized multiple data sources to evaluate 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. These measures include the College and Career Indicator, Graduation Requirements, Course Code Alignment, A-G Completion Analysis, Aeries Master Schedule, and LCAP Survey. Together, these tools provide a comprehensive view of course access, enrollment patterns, and alignment with state expectations.|Analysis of 2025–26 data indicates that students across grade spans continue to have access to a broad course of study through A-G aligned coursework, Dual Enrollment opportunities, Advanced Placement offerings, and CTE Pathway expansion. Master schedule reviews confirm that schools are providing a wide range of academic, elective, and career-focused courses designed to support college, career, and life readiness. The district continues to expand access to rigorous coursework and career-connected learning, ensuring that students—including English learners, low-income students, foster youth, homeless youth, and students with disabilities—are enrolled in programs that support their postsecondary goals.|The primary barrier impacting access to a broad course of study remains student enrollment fluctuations. Variability in enrollment affects staffing allocations and limits the number and variety of courses that can be offered, particularly at smaller sites or in specialized subject areas. These constraints influence the ability to provide multiple sections of advanced coursework, specialized electives, and expanded pathway options.|To address identified barriers and strengthen equitable access, the LEA is implementing the following actions: Provide targeted academic supports — including tutoring, intervention programs, and expanded Summer School offerings to ensure students remain on track for graduation and A-G eligibility. Expand Dual Enrollment — increasing opportunities for students to earn college credit while in high school and broadening access to college-level coursework. Strengthen CTE Pathways — continuing to expand high-quality pathways aligned to industry sectors, ensuring students have access to hands-on learning and career exploration. These actions reinforce the district’s commitment to ensuring that all students—across grade spans and student groups—have meaningful access to a broad, rigorous, and engaging course of study.|Met||2026-06-25|2026 19734520000000|Rowland Unified|7|RUSD tracks the extent to which all students have access to, and are enrolled in, a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs, by monitoring course enrollment data in our student information system Aeries.|For the 2025-2026 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 to continue for the 2026-2027 school year. Funding for these offerings comes from the LCAP and the Extended Learning Opportunities Grant.|Continued expansion of academic supports to ensure success in being college and career ready.|Through a partnership with Mt. SAC, the district will implement CCAP dual enrollment courses starting in fall 2026 open to students in grades 9-12.|Met||2026-06-25|2026 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||2026-06-16|2026 19734600000000|Walnut Valley Unified|7|WVUSD continues to monitor student access to a broad course of study through qualitative and quantitative reviews of course offerings, master schedules, and enrollment data. For the 2025/2026 school year, 100% of WVUSD students had access to a broad course of study as defined by California Education Code 51210 and 51220(a)-(i). The District uses AERIES as its locally selected tool to track student access and enrollment. Instructional deans and guidance counselors at both comprehensive high schools regularly analyze enrollment data to ensure equitable access for all students, including underserved student groups and students with exceptional needs. Students have access to a wide range of programs, including visual and performing arts, world languages, design-based learning, honors, Advanced Placement, International Baccalaureate, Brahma Tech, Pathway Communication Academy, and the Academic Design Program. All TK-5 students are enrolled in a broad course of study that includes the seven required subject areas, as well as visual and performing arts, language instruction, physical education, Dual Language Immersion, and the Primary Years Programme International Baccalaureate (PYP IB).|WVUSD continues to expand equitable access to a broad course of study while monitoring enrollment trends among student groups to identify and address disparities. During the 2025–2026 school year, participation in Advanced Placement (AP) and International Baccalaureate (IB) courses increased significantly for several student groups. Enrollment of English learners in AP/IB courses nearly doubled, increasing from 53 students in 2024/2025 to 99 students in 2025/2026. Similarly, enrollment of low-income students increased from 366 to 432 students, reflecting the District's continued efforts to expand access to rigorous coursework and remove barriers to participation. Despite this progress, opportunities remain to increase participation among foster youth. During the 2025/2026 school year, four foster youth were enrolled in AP or IB courses. The District will continue working with counselors, administrators, and school staff to identify and encourage students from underrepresented groups to participate in advanced coursework while ensuring appropriate academic and social-emotional supports are available. These efforts will help ensure all students have equitable access to rigorous learning opportunities and a broad course of study.|WVUSD recognizes that expanding equitable access to a broad course of study requires ongoing attention and continuous improvement. While the District has made meaningful progress in increasing participation in advanced coursework among historically underrepresented student groups, barriers remain. Limited funding, staffing, facilities, and scheduling constraints can affect the availability of courses and students' ability to enroll in them. At the secondary level, prerequisite requirements for some Advanced Placement courses may continue to present challenges for students seeking access to rigorous coursework. Additional barriers include ensuring that students and families are aware of available academic opportunities and providing timely guidance to support informed course selection. The District also remains committed to strengthening inclusive practices so that students with disabilities, English learners, and other student groups have equitable access to a broad course of study. Cultural and language differences may continue to affect participation, making ongoing communication and outreach essential. At the high school level, the lack of dedicated time within the instructional day for systematic intervention and academic support also remains a challenge. WVUSD will continue working to address these barriers through thoughtful planning, equitable practices, and targeted supports over time.|Students in grades TK–5 continue to receive instruction in visual and performing arts, world languages, and physical education. All three middle schools continue to offer pathways in Project Lead the Way, visual and performing arts, publications, and video production. Both comprehensive high schools continue to expand Career Technical Education (CTE), Advanced Placement (AP), International Baccalaureate (IB), dual enrollment, and elective opportunities, while increasing access to rigorous coursework for all students. The District has made significant progress in increasing AP and IB participation among English learners and low-income students; however, continuing to expand access and provide appropriate academic supports remains a priority. Secondary schools will continue to offer parent information nights highlighting CTE, AP, IB, and dual enrollment opportunities, with translated materials and recordings available. To strengthen student supports, the District has added a Teacher on Special Assignment for Multi-Tiered System of Supports (MTSS) and a School Psychologist on Special Assignment. These positions will strengthen Tier I systems, support newcomer students, expand staff professional learning, and improve academic, behavioral, and mental health supports across the District.|Met||2026-06-17|2026 19741950000000|San Gabriel Valley Regional Occupational Program|7|||||Not Met|||2026 19743280000000|Tri-Cities ROP|7|||||Not Met|||2026 19743360000000|Southern California ROC|7|||||Not Met|||2026 19744270000000|Long Beach Unified ROP|7|||||Not Met|||2026 19744350000000|Los Angeles Unified ROCP|7|||||Not Met|||2026 19744430000000|Los Angeles County ROP|7|||||Not Met|||2026 19747730000000|Hart ROP|7|||||Not Met|||2026 19747990000000|Antelope Valley ROP|7|||||Not Met|||2026 19748310000000|Compton Unified ROP|7|||||Not Met|||2026 19748490000000|San Antonio ROP|7|||||Not Met|||2026 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 2026 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||2026-06-23|2026 19752911996016|Options for Youth San Gabriel|7|The LEA monitors student access to a broad course of study through course enrollment data, completion rates, direct instruction participation, College and Career Planning Guide participation, academic progress monitoring systems, counselor reviews, and subgroup data analysis. Additional measures include A-G tracking, intervention participation, attendance data, and individualized academic planning for English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students. Students access standards-aligned coursework, intervention supports, Career Technical Education (CTE) pathways, dual enrollment opportunities, and college and career readiness activities through independent study, direct instruction, and online coursework. The LEA also reviews participation in dual enrollment, world language, arts, Advanced Placement (AP), and college and career readiness opportunities to monitor equitable access across student groups. Additional local measures include educational partner feedback, student achievement data, and review of Uniform Complaint Procedure (UCP) data related to educational access and participation.|The LEA monitors student access to a broad course of study through course enrollment, completion rates, direct instruction participation, college and career readiness planning, and progress monitoring systems. Students access standards-aligned coursework, intervention supports, Career Technical Education (CTE) pathways, dual enrollment opportunities, and college and career readiness activities through independent study, direct instruction, and online coursework. Through May 2026, local data indicates strong participation and course completion across student groups. Low-income students demonstrated higher participation in direct instruction (41%) than the overall participation rate (34%) and exceeded overall average core course completion rates in ELA (10.8), mathematics (8.9), science (7.2), and history (7.8). English learner students also exceeded overall average completion rates in ELA (9.8), mathematics (8.7), science (7.2), and history (8.5). Students with disabilities participated in direct instruction at a rate of 36.5%, above the overall participation rate. College and Career Planning Guide participation remained strong among low-income (85.6%), English learners (83.6%), and students with disabilities (82.7%). The LEA continues expanding access to dual enrollment, CTE, arts, world language, and college coursework opportunities through new partnerships and programs.|The LEA has identified several barriers that may impact consistent access to and participation in a broad course of study for all students. Due to the flexible nature of the independent study model, some students experience challenges with consistent engagement, course pacing, attendance at direct instruction opportunities, and participation in college and career readiness activities. Students requiring additional academic intervention or social-emotional support may also need increased individualized guidance to fully access available programs and supports. Local data indicates that while many student groups demonstrate strong participation and course completion outcomes, some subgroup differences remain. The LEA identified a need to continue strengthening A-G completion rates for students with disabilities through increased academic counseling, individualized planning, and targeted intervention support. Foster youth participation in some instructional supports and college and career readiness activities also remains inconsistent due to mobility and individualized graduation pathway needs. The LEA continues monitoring participation and course completion data to identify barriers and improve equitable access to coursework, interventions, and college and career readiness pathways for all students.|In response to local indicator results and educational partner feedback, the LEA will continue expanding access to college and career readiness opportunities and increasing participation in a broad course of study for all students. The LEA is working to increase completion of the College and Career Planning Guide and overall A-G completion rates, with a particular focus on improving A-G access and completion for students with disabilities through individualized academic planning, counseling support, and targeted intervention services. To expand postsecondary opportunities, the LEA has completed a Memorandum of Understanding (MOU) with Pasadena City College and plans to offer its first on-campus dual enrollment course in Fall 2026. The LEA will continue partnering with Pathways College to provide access to online core and elective college courses. The LEA is also expanding opportunities through a virtual Nursing CTE pathway, nail technology micro-certifications, exploration of child development coursework, a new American Sign Language (ASL) course, direct instruction Spanish and AP Spanish courses, and Prop 28-funded arts programming focused on career exploration in visual and performing arts.|Met||2026-06-25|2026 19753090000000|Acton-Agua Dulce Unified|7|AADUSD uses multiple 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 (TK–12), unduplicated student groups (English Learners, Socioeconomically Disadvantaged students, Foster Youth/Homeless youth), and students with disabilities. Key tools include student course enrollment data from the district’s student information system, master scheduling and course offering reviews at each school site, and A-G completion tracking at the high school level. The district also uses college and career readiness indicators (including College and Career Indicator data), CTE pathway enrollment reports, and participation data in advanced coursework such as honors, AP courses, AVID, and dual enrollment opportunities where available. In addition, the district uses CAASPP participation and performance data, attendance data, and locally developed dashboard and LCAP monitoring tools to evaluate whether access to a broad course of study is equitable across student groups and grade spans, and to identify any gaps in enrollment patterns or course availability.|AADUSD uses multiple locally selected measures to monitor the extent to which all students have access to, and are enrolled in, a broad course of study across TK–12 grade spans. These include student course enrollment data from the district’s student information system, master schedule and course offering reviews at each school site, A-G completion tracking at the high school level, CTE pathway enrollment reports, participation in advanced coursework (such as AP, honors, and AVID), and curriculum implementation checks across TK–8 to ensure alignment with state standards in core and enrichment subject areas. Overall, analysis of these measures indicates that all student groups have access to a broad course of study that includes core academic subjects, English Language Development services, physical education, science, social studies, and enrichment opportunities. At the elementary and middle school levels, master scheduling data shows generally consistent access to standards-based instruction and intervention/enrichment supports across all sites, with no significant structural differences in course offerings between schools. However, participation data suggests variation in enrichment and intervention access based on student need and site-level programming, which is addressed through MTSS supports and targeted academic interventions.|Based on the analysis of locally selected measures (course enrollment data, master schedules, A-G completion tracking, CTE pathway participation, and advanced coursework enrollment), one barrier that may limit full equitable access to a broad course of study for all students across AADUSD is academic readiness gaps that emerge prior to high school. Achievement data and intervention placement patterns suggest that some students enter secondary school needing additional support in ELA and mathematics, which can limit early access to advanced coursework sequences unless intentionally addressed through intervention and acceleration pathways.|In response to locally selected measures (course enrollment data, master schedules, A-G completion tracking, CTE pathway participation, and advanced coursework enrollment), and the identified barrier of academic readiness gaps in ELA and mathematics prior to high school, AADUSD is implementing targeted revisions and new actions to ensure all students have equitable access to a broad course of study. To address readiness gaps, the district is strengthening early identification systems and intervention supports in the upper elementary and middle school grades. This includes more consistent use of assessment data to identify students who need additional support in ELA and mathematics and ensuring timely placement in targeted intervention programs designed to accelerate skill development rather than remediate at grade level only. AADUSD is also refining its MTSS framework to provide more structured and intensive academic interventions, with a focus on closing foundational skill gaps before students transition to high school. These supports include increased access to small-group instruction, structured literacy and math intervention, and progress monitoring to ensure students are on track for grade-level proficiency and future course access.|Met||2026-06-11|2026 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 2025-26 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 drivers' education 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 intervention courses 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 an increase in participation in CTE courses over the past few years. 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||2026-06-04|2026 19753090131383|SIATech Academy South|7|SIATech Academy South 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 Academy South have the flexibility to pursue various graduation pathways, including a traditional non-A-G pathway, an A-G graduation track, and a specialized pathway for AB216 students. Upon enrollment, each student receives an Individual Learning Plan to outline the courses necessary for graduation and their anticipated graduation date. Students begin the SIATech Way journey, characterized by regular engagements with staff to discuss goals, course selections, career exploration, and opportunities in Career and Technical Education (CTE). Our staff members provide personalized support, scaffolding, and interventions tailored to address individual needs. Modifications and accommodations are readily available as needed, ensuring every student has equitable access to a broad course of study.|SIATech Academy South 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 Academy South 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 Academy South 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||2026-06-16|2026 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 also 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||2026-06-23|2026 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 who 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 were 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 who 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||2026-06-16|2026 19753090134619|Empower Generations|7|For high school 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||2026-06-24|2026 19753090135145|Compass Charter Schools of Los Angeles|7|We ensure that every scholar is enrolled in grade-level courses and our counselors use graduation pathway planning tools to make sure that every high school scholar has a pathway to graduation via a broad course of study. Our team has a robust catalog of course offerings linked to our student information system. Scholars enrolled in our Online Learning Program and those in our Options Learning Program who choose to take online courses have access to coursework via Accelerate Education and our approved Curriculum list. Our supervising teachers create personalized learning plans using a template to share a clear plan of study for scholars to access. For our English 2026-27 Local Performance Indicator Self-Reflection for Compass Charter Schools Los Angeles Page 19 of 22 Learners, we adopted the Lexia ELD courses, which are research-based. Scholars advance in language proficiency, which allows them to access our full course offerings. Scholars with exceptional needs have access to supplemental resources to bolster skills to allow full participation in our course of study; these are accessed via our Clever single sign-on system. We regularly conduct self-audits to ensure that all scholars are enrolled in their courses per their Master Agreement. We expanded our MTSS tutoring offerings, and we reached out to unduplicated scholar groups to ensure they have the support they need to access the full course of study. For high schoolers, we also track scholar access to Accelerated Course|All scholars at Compass Charter Schools have access to and are enrolled in a broad course of study. Our team has a robust catalog of course offerings based on standards-based, board-approved curriculum 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||2026-06-13|2026 19753090136531|iLEAD Online Charter|7|iLEAD Online uses multiple tools and systems to ensure all learners have access to a broad and comprehensive course of study aligned with California Ed Code requirements. Individualized Learning Plans (ILPs) guide learner goal setting, monitor progress, and align coursework to each learner’s academic needs and interests. ILPs are reviewed regularly in collaboration with academic coaches and families. Learners participate in Presentations of Learning (POLs), which are evolving to include virtual portfolios that allow learners to reflect on and demonstrate growth across subject areas. Academic progress is monitored through multiple assessment tools, including NWEA MAP assessments administered three times per year and AMIRA screening to support literacy development. These tools provide data used to inform instruction and ensure learners are progressing toward grade-level expectations. Structured data protocols are implemented each semester to review learner growth, academic goals, and College/Career Indicator progress. Instructional resources such as IXL, BrainPOP, and Rosetta Stone support skill development and language acquisition. To ensure equitable access, iLEAD Online provides Chromebooks, hotspots, and access to digital library resources so all learners can fully participate in the curriculum. Additional systems include the use of Brightspace to deliver standards-aligned curriculum with embedded supports, expanded CTE pathways and Dual Enrollment opportunities.|All iLEAD Online learners in grades TK–12 have access to a broad course of study aligned with state standards and designed to support both academic and postsecondary success. Instructional programs provide equitable access across subject areas, including core academics, CTE pathways, and college-level coursework through dual enrollment. Learners are supported through personalized structures, including ILPs and regular check-ins with academic coaches. Unduplicated student groups and learners with exceptional needs are supported through inclusive practices within the general education setting. Courses delivered through Brightspace include universal supports, such as integrated English Language Development (ELD) strategies and tools like ReadSpeaker, while supplemental programs such as Rosetta Stone provide additional language development support. To further ensure equitable access, learners are provided with necessary technology and connectivity, including devices and internet access, allowing full participation regardless of circumstance. At this time, no significant differences have been identified in access to or enrollment in a broad course of study across student groups. |At this time, iLEAD Online has not identified significant systemic barriers preventing learners from accessing a broad course of study. The school continues to monitor participation, progress, and performance data across student groups through tools such as MAP, AMIRA, and internal progress monitoring systems. Ongoing review of data allows the school to identify and address any emerging barriers related to access or completion. |iLEAD Online will continue to refine and strengthen systems that support access and successful completion of a broad course of study for all learners. Planned actions include continued expansion of CTE pathways and certification opportunities, further development of dual enrollment partnerships, and ongoing alignment to College/Career Indicator (CCI) outcomes. The school will also continue enhancing Brightspace courses to ensure universal supports and best instructional practices are embedded, including integrated ELD strategies and accessibility tools. Additionally, iLEAD Online will continue to strengthen data-driven practices, including the use of MAP and AMIRA assessments and structured data protocols, to monitor learner progress, adjust supports, and ensure all learners remain on track for academic success and postsecondary readiness. |Met||2026-06-23|2026 19753090136648|Options for Youth-Acton|7|OFY-Acton uses multiple local measures and tools to track the extent to which all students have access to and are enrolled in a broad course of study. Upon enrollment, each student receives an individualized academic plan developed with support from teachers and counselors to ensure placement aligns with graduation requirements, academic needs, and post-secondary goals. Student schedules, course enrollments, credit completion, transcript reviews, and graduation progress are monitored regularly to ensure students remain on track. English Learners, Students with Disabilities, unduplicated students, and students with other identified needs are reviewed to ensure appropriate course placement, access to supports, and necessary accommodations and services, including FAPE for students with IEPs. Diagnostic assessments, benchmark data, course completion data, teacher input, and student progress monitoring are used to guide placement and instructional decisions. Instruction is delivered through independent study, direct instruction, and online coursework aligned with state standards. Students have access to core and elective courses that support academic, career, and post-secondary goals. These tools help OFY-Acton monitor access across grade spans and student groups, including unduplicated students and individuals with exceptional needs.|OFY-Acton uses local measures to ensure all students have access to a broad course of study aligned with graduation requirements, state standards, and postsecondary goals. Planning guides, transcript reviews, course enrollment data, benchmark assessments, and ongoing progress monitoring are used to identify the courses and support students need to remain on track. Students have access to Independent Study coursework, Student Activity Workbooks, online curriculum, and Direct Instruction opportunities. Core courses are available charter-wide, while some elective offerings, such as music and art, vary by site based on staffing, student interest, and available space. Most core courses are A-G approved and NCAA aligned, though some electives may not carry these designations. Advanced Placement opportunities are available based on student readiness and individualized planning. Course offerings and support are informed by course completion data, RenStar ELA and Math benchmark results, and student needs. Students requiring additional academic support have access to RTI interventions through Freckle and Exact Path. English Learners receive targeted support through iLit and Academic Language Development courses, including services for Long-Term English Learners. These measures help ensure equitable access to a broad course of study for all students, including unduplicated students and students with exceptional needs.|Barriers to providing all students with access to a broad course of study continue to vary across school sites. Student needs, schedules, and learning preferences differ, with some students thriving in online or independent study formats while others benefit more from face-to-face instruction and structured Direct Instruction classes. These differences can make it challenging to provide the same instructional format for every learner across all sites. The size, staffing, and infrastructure of individual school sites also present ongoing barriers. Limited classroom space can restrict the number and variety of Direct Instruction classes, intervention programs, and elective opportunities that can be scheduled at each location. In addition, some specialized courses or electives may depend on student interest, available staff, and site capacity, which can result in differences in access across school sites. While OFY-Acton continues to provide charter-wide access to core coursework, online curriculum, independent study options, and intervention supports, site-specific limitations remain a key consideration in ensuring consistent access to the full range of courses and supports. The LEA will continue reviewing course enrollment, completion data, student needs, staffing, and space utilization to identify barriers and improve 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, independent study, Direct Instruction, online coursework, and in-person teacher appointments. This structure allows students to complete coursework through digital platforms, Student Activity Workbooks, and scheduled support with teachers. In response to local measures, OFY-Acton will continue reviewing course enrollment, credit completion, graduation progress, benchmark data, staffing, and space utilization to guide decisions that improve access to courses and support. Course offerings will continue to be adjusted based on student need, including access to core courses, intervention supports, elective opportunities, and post-secondary planning resources. To address barriers related to physical space and site capacity, OFY-Acton will continue exploring options such as expanding existing sites, adjusting scheduling models, and using online coursework when appropriate. The LEA will continue monitoring enrollment trends, student progress data, and site capacity to promote equitable course access and improved learning opportunities for all students.|Met||2026-06-29|2026 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 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 intervention 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 sessions.|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. Method successfully launched a dual enrollment program with College of the Canyons. Further, in order to better serve students enrolling credit deficient, Method is exploring ways to better support their path towards graduation including options for credit recovery.|Method has expanded its course availability and MTSS supports 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 expanded its Smartfox Curriculum to include core subjects in Grades 9-10. These courses were written with a focus on competency and standard mastery. Teachers continue to receive development to issue effective feedback and push students toward mastery rather than completion.|Met||2026-06-03|2026 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 2025-26 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.|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 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. 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||2026-06-05|2026 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 26-27: -Amira Literacy Screener -Pear Assessment -Math Dreambox for grades 6-8 -UFLI for grades TK-2 -BrightThinker for 9-12 -Reading Dreambox |Met||2026-06-23|2026 19753330000000|Manhattan Beach Unified|7|MBUSD has chosen measures and tools to monitor access to a comprehensive course of study. All MBUSD parents and staff have been invited to participate in the LCAP Annual Survey, which provides the District with important information regarding access to such a curriculum. Additionally, MBUSD monitors A-G completion rates, Advanced Placement (AP) passage rates, graduation rates, and Career Technical Education (CTE) pathway completion rates.|MBUSD offers a comprehensive instructional program for all elementary students across five school sites, encompassing the required course of study. Through the Manhattan Beach Education Foundation (MBEF), students participate in MakerSpace sessions and science labs, which both prepare and inspire them to pursue STEAM subjects in middle and high school. Additionally, students receive physical education (PE) and music instruction from teachers specialized in these areas. Manhattan Beach Middle School (MBMS) follows the adopted course of study and provides access to various electives, including STEAM, music, drama, visual arts, film, yearbook, and exploratory wheels. Mira Costa High School (MCHS) delivers the required course of study alongside a diverse range of elective options, such as technology and engineering, visual and performing arts, and numerous student leadership opportunities, including Associated Student Body (ASB), journalism, and Link Crew, which encourages student-to-student connections. According to the California School Dashboard College and Career Measures for 2025, 92.5% of Mira Costa High School (MCHS) students completed all A–G requirements, 90.13% passed an AP exam with a score of 3 or higher per the College Board K–12 report, and the graduation rate was 98.4%. LCAP Survey 2026: Course Access 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|District staff reviewed LCAP Survey responses from parents and staff related to course access. Survey results indicate that access to a broad course of study is a strength of the District. However, a potential barrier remains parent awareness of certain secondary course offerings and pathways. While 87% of parents strongly agreed or agreed that MBUSD offers a wide variety of Advanced Placement (AP) courses, a substantial percentage of parents responded “don’t know” when asked about Career Technical Education (CTE) pathways and Dual Enrollment opportunities. 60% of parents responded “don’t know” to the question, “MBUSD offers CTE and career pathways to better prepare students for 21st-century careers.” 37% percent of parents responded “don’t know” to the question, “MBUSD offers a wide variety of required courses with Dual Enrollment,” while 47% strongly agreed or agreed with the statement. While these results indicate a continued need to increase awareness of CTE pathways and Dual Enrollment opportunities, survey data also reflects meaningful improvement compared to prior years. The addition of a Dual Enrollment/CTE Counselor has helped increase communication, outreach, and student access to these programs. The District continues to identify communication and awareness of CTE pathways and Dual Enrollment opportunities as potential barriers to ensuring all students and families fully understand the broad course of study available to them.|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||2026-06-18|2026 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, and ELPI and reclassification rates for English learners, specifically. 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. 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 integrated and 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 (ie. Career Technical Education), resulting in a wide array of new and innovative courses available to all secondary students.|Based on the results of local measures and educational partner feedback, RBUSD regularly reviews and monitors student course placement and enrollment to identify and address any potential systemic barriers to accessing a broad course of study. This includes analyzing enrollment patterns and participation data to ensure equitable access for all student groups. The District is committed to providing all students with access to a comprehensive, standards-aligned educational program that includes core academic courses, Career Technical Education (CTE), visual and performing arts, world languages, Advanced Placement (AP), honors, dual enrollment, and intervention and enrichment opportunities. Ongoing monitoring allows RBUSD to identify disparities, make data-informed adjustments, and ensure all students have equitable opportunities to participate in rigorous and engaging coursework. RBUSD remains committed to ensuring that student groups have equitable access to these learning opportunities. Through the implementation of its Multi-Tiered System of Supports (MTSS) and an inclusive co-teaching model, students with disabilities receive instruction alongside their peers in the least restrictive environment while accessing rigorous grade-level curriculum with appropriate accommodations and supports. RBUSD will evaluate local data, educational partner feedback, and student participation trends to ensure all students have equitable access to comprehensive educational programs.|RBUSD will continue to monitor student enrollment in courses through its student information system, with counseling teams and site administrators regularly reviewing enrollment patterns to ensure equitable access to a broad course of study. The District will make adjustments to master schedules, as needed, to maintain open access to academic, elective, and enrichment opportunities for all students. RBUSD also remains committed to expanding educational opportunities by strengthening Career Technical Education (CTE) pathways, increasing partnerships with local community colleges, and providing additional college and career experiences that meet the diverse interests and needs of all students, including students with disabilities. Based on educational partner feedback and local data, a key area of focus for the upcoming school year will be expanding parent education opportunities related to early college and career awareness, academic planning, and advanced learner pathways. The 2026 Strategic Plan/LCAP Survey identified advanced learner pathways and college and career readiness as two of the highest-priority topics for RBUSD parents. In response, the District will provide targeted workshops and resources to help families better understand academic options and support informed decision-making throughout their child's educational journey.|Met||2026-06-16|2026 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 continues to increase the amount of dual enrollment courses that are available to high school students.|Met||2026-06-23|2026 19757130000000|Alhambra Unified|7|The district ensures that all students have access to and are enrolled in a broad course of study through systematic data monitoring and analysis across grade spans, student groups, and individuals with exceptional needs. To track access and enrollment, the district uses multiple locally selected tools, including CALPADS, the California Department of Education’s DataQuest, and PowerSchool. CALPADS provides comprehensive, student-level data that allows the district to monitor course enrollment patterns, demographic representation, and participation across elementary and high schools, including unduplicated student groups and students with disabilities. DataQuest is used to review course offerings, A–G enrollment, class sizes, and overall enrollment trends to ensure equitable access to required and elective courses aligned with the board-approved course of study. PowerSchool supports site-level monitoring by allowing staff to track individual student schedules, progress, and performance, while also facilitating communication among educators, students, and families. Together, these tools enable the district to regularly review enrollment data, identify gaps in access, and make informed decisions to ensure that all students, including English learners, socioeconomically disadvantaged students, foster youth, and students with exceptional needs, are provided meaningful opportunities to participate in a broad and rigorous course of study.|Using locally selected measures. the district monitors student access to and enrollment in a broad course of study across all school sites, grade spans, and student groups. Data from the most recent year indicate that all elementary (K–8) students districtwide are enrolled in a comprehensive program that includes English Language Arts, Mathematics, Science, Social Sciences, Visual and Performing Arts, STEM, and Physical Education, demonstrating consistent access across sites and student groups, including unduplicated students and students with disabilities. Two elementary schools continue to offer Dual Language Immersion, providing expanded opportunities in world language and biliteracy for participating students, while access to core subjects remains equitable at non-DLI sites. At the secondary level, students across high schools have access to a wide range of core academic courses, Visual and Performing Arts, World Languages, Physical Education, and Career Technical Education (CTE) pathways. While CTE offerings vary by site to reflect local interests and workforce needs, all secondary sites provide equitable access to A–G college-preparatory coursework, including honors and Advanced Placement options. A variety of other programs and electives are carefully curated to align with their individual academic and extracurricular interests, fostering personalized learning experiences.|The California School Dashboard Student Group Report indicates that Alhambra Unified School District generally provides students access to a broad course of study aligned to state requirements. However, student group data reveal barriers that limit equitable access and outcomes for specific student populations. English Learners demonstrate Orange performance, with Long-Term English Learners showing particularly low (RED) performance in mathematics, indicating limited access to grade-level instruction and rigorous coursework. Placement in extended intervention and designated English language development courses can restrict opportunities for electives, enrichment, and advanced academic pathways. Student Group Report data also reveal achievement gaps in mathematics and science between Asian and Hispanic students, suggesting inequitable access to instructional supports, advanced coursework, and consistent engagement in rigorous STEM pathways. These disparities indicate that not all student groups are benefiting equally from the district’s broad course offerings. 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.|To ensure all students have equitable access to a broad course of study, Alhambra Unified School District will implement several key revisions and actions. The district will expand targeted academic and social-emotional supports for unduplicated students, including Hispanic/Latino students, socioeconomically disadvantaged students, English learners, and students with disabilities to close learning gaps in core subjects. Special education placement practices will be reviewed and revised to ensure students are educated in the Least Restrictive Environment, providing maximum access to general education courses. English Language Development programs will be enhanced with integrated language support across all content areas to accelerate language acquisition and academic success for English learners. Additionally, the district will address disproportionality in the special education identification of Hispanic students by revising policies, adopting culturally responsive assessment practices, and providing ongoing professional development for staff. Scheduling and staffing decisions will be evaluated to increase availability of electives, advanced courses, and career technical pathways. These combined actions are intended to remove barriers and ensure that every student has meaningful access to a comprehensive, rigorous curriculum.|Met||2026-06-23|2026 19768690000000|Wiseburn Unified|7|For the 2025-26 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 Page 16 of 20 2026-27 Local Performance Indicator Self-Reflection for Wiseburn Unified School District 2026-27 Local Performance Indicator Self-Reflection for Wiseburn Unified School District Page 17 of 20 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, including iReady, CPM Math, Wonders ELA workbooks, Eureka Squared textbooks, CANVAS learning management system, No Red Ink, NewsELA, and Google Classroom. In addition, supplemental materials are available to families as needed and upon request. WUSD will continue to track all student enrollment in courses through our student information system, monitor access by counseling teams and administrators, and make adjustments to the master schedule as necessary to ensure open access and enrollment in a broad course of study.|Met||2026-06-25|2026 19768690119016|Da Vinci Science|7|Da Vinci Science monitors access to a broad course of study through UC/CSU A-G completion data, student transcripts, and internal course enrollment and grade reports, disaggregated by race, gender, unduplicated student groups, and students with exceptional needs. Because the school's graduation requirements are fully aligned with A-G subject requirements, enrollment in a college-preparatory and career-ready course of study is embedded in the standard experience for all students. All students engage in core coursework across English, Math, Science, Social Science, World Language, Visual and Performing Arts, and College Prep Electives through a project-based, mastery-graded instructional model. Da Vinci Science's Career Pathways in Mechanical Engineering, Civil Engineering, and Biomedical Science and Engineering provide specialized coursework, professional mentorship, and internship opportunities, with select courses offering dual enrollment credit through El Camino College to strengthen college and career readiness. Students with disabilities access the full course of study through individualized education plans (IEPs) that address their specific learning needs while maintaining meaningful engagement in both academic and elective coursework. Strong partnerships with industry and higher education institutions ensure that all students, regardless of background or learning need, have equitable access to a rigorous, relevant, and future-focused educational experience.|According to the 2025 Met UC/CSU Requirements and CTE Pathway Completion Report on the CA Dashboard, 95.5% of the DVS graduating class of 2025 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 our smallest subgroups, White students and students with disabilities, both of whom only had 14 students and had eligibility rates of 93.3%. Comparatively, the A-G eligibility rate for the State of California was 46.3% in 2025, which was less than half the rate of any DVS subgroup. Additionally, with the addition of a CTE credentialed teacher for the Biomedical Sciences pathway, DVS saw a 35% jump in CTE completion for the class of 2025. 76.7% of the DVS graduating class of 2025 completed a CTE pathway prior to graduation, and all significant subgroups (11+), except Special Education students, had CTE eligibility rates above 65%. Our subgroup with the lowest CTE completion rate was students with disabilities who were significantly lower than the school average with a 53.3% completion rate, though still well above the 2025 CA state CTE completion rate of 23% for all students and 16.5% for students with disabilities. Similar to A-G eligibility, this was a very small subgroup of students, many of whom have exceptional needs and follow IEPs that provide a customized course of study aligned with their specific learning goals.|In diving deeper into subgroup data, African American (95%) and Hispanic or Latino (97.4%) students had the highest A-G eligibility rates of all subgroups. Socioeconomically Disadvantaged students were just lower than the all student average at 93.5%, and White students and Students with Disabilities were just behind that at 93.3%. DVS is proud to say that 95.5% of our class of 2025 was A-G eligible and completed a broad course of study. Of all of the significant subgroups, White students and students with disabilities had the lowest rates at 93.3%, both of which are still very high, and more than double the CA state rate of 46.3%. DVS 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 personalized course of study that may not necessarily meet UC/CSU subject area requirements, but who are able to earn their diplomas with at least the state minimum graduation requirements, which also constitute a broad course of study across all major subjects. In looking more closely at 2025 CTE completion, African American (80%) and Hispanic Latino (75%) students had higher than average CTE completion rates, followed by Socioeconomically Disadvantaged students at 69.4% and White students at 66.7%. Of all of the significant subgroups, students with disabilities had the lowest rate at 53.3%, though this was a 40% increase from 2024.|Based on locally selected measures, Da Vinci Science will continue refining supports to ensure all students have equitable access to a broad and rigorous course of study. With 95.5% of the class of 2025 meeting A-G requirements and strong performance across nearly all subgroups, the school will continue on expanding CTE access and closing the gap in CTE pathway completion for students with disabilities. To build on this momentum, DVS will continue strengthening collaboration between special education staff and academic counselors to ensure that IEP-aligned course planning more intentionally incorporates CTE pathway options where appropriate. Professional development for both general and special education staff will continue to focus on inclusive practices, co-teaching, and differentiated instruction within pathway courses to expand access for students with exceptional needs. The school recognizes that some students with disabilities follow individualized plans that may not align with CTE or A-G completion, and will continue to ensure those students access a comprehensive course of study aligned with their specific learning goals and state graduation requirements. DVS will also maintain and expand its partnerships with El Camino College and industry mentors to ensure dual enrollment and real-world learning opportunities remain accessible across all student groups, supporting both college and career readiness for every graduate.|Met||2026-06-26|2026 19768690119636|Da Vinci Design|7|Da Vinci Design monitors access to a broad course of study through UC/CSU A-G completion data, student transcripts, and internal course enrollment and grade reports, disaggregated by race, gender, unduplicated student groups, and students with exceptional needs. Because the school's graduation requirements are fully aligned with A-G subject requirements, enrollment in a college-preparatory course of study is embedded in the school's standard experience for all students. All students engage in core coursework across English, Math, Social Science, Science, World Language, Visual and Performing Arts, and College Prep Electives through a project-based, mastery-graded instructional model. Da Vinci Design's four Career Pathways, Architecture, Graphic Design, Entrepreneurship, and Fine Arts, provide hands-on, industry-aligned learning experiences, with many pathway courses offering dual enrollment credit through El Camino College to strengthen both college and career readiness. Students with disabilities access the full course of study through individualized education plans that address their specific learning needs while maintaining meaningful engagement in both academic and elective coursework. Strong partnerships with industry and higher education institutions ensure that all students, regardless of background or learning need, have equitable access to a rigorous, relevant, and future-focused educational experience.|According to the 2025 CA Dashboard Met UC/CSU Requirements and CTE Pathway Completion Report, 91% of Da Vinci Design’s graduating class met the UC/CSU A-G course requirements. Most significant student groups (11+ students) maintained high rates of A-G eligibility, with Hispanic or Latino (92.9%) and English Learners (92.3%) students exceeding the schoolwide average. Socioeconomically disadvantaged students (90.1%) also showed strong performance and were close to the overall school average. Two subgroups showed rates significantly lower than average in 2025, African American students (76.9%) and students with disabilities (60%), a subgroup that includes students with individualized education plans (IEPs) that may outline alternative graduation paths based on their unique needs. Comparatively, the A-G eligibility rate for the State of California was 46.3% in 2025, far lower than any Da Vinci Design subgroup. Additionally, 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, had CTE eligibility rates above 76%, though Da Vinci Design English Learners were still well above the 2025 California state CTE completion rate of 23% for all students and 16.1% for statewide English Learners. 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 2025 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 remained high at 91%, students with disabilities continue to have the lowest rate of any subgroup at 60%. 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.|Based on locally selected measures, Da Vinci Design is refining supports to address gaps identified in 2025 data. While the school's overall A-G eligibility rate of 91% reflects strong broad access, students with disabilities (60%) and English Learners in CTE pathways (63.6%) remain the two groups with the most significant room for growth. For students with disabilities, the school recognizes that many students have individualized education plans that may call for modified coursework or alternative graduation paths that do not align with UC/CSU A-G requirements. These students still access a comprehensive course of study tailored to their unique needs. Where A-G completion is an appropriate and achievable goal, the school will continue expanding access to academic support in higher-level coursework and investing in professional development for both general and special education staff in inclusive practices, co-teaching, and differentiation. For English Learners, the school is reviewing course sequencing and counseling touchpoints to identify where students are falling short of CTE completion and what earlier intervention could help. Da Vinci Design will maintain and expand its partnership with El Camino College and industry partners to ensure dual enrollment and CTE experiences remain accessible to all student groups, with targeted outreach to those currently underrepresented in pathway completion.|Met||2026-06-26|2026 19768690128728|Da Vinci Connect|7|Da Vinci Connect monitors access to a broad course of study through A-G completion data, transcripts, and internal enrollment reports, disaggregated by race, gender, unduplicated student groups, and students with exceptional needs. Graduation requirements are aligned with A-G standards, embedding college- and career-ready access into the school's core design. All students engage in English, Math, Science, Social Science, World Language, Visual and Performing Arts, and Electives through a project-based, mastery-graded model. High school students begin dual enrollment with ASU in 9th grade and may pursue an AA or BA through Rivet School. Career Pathways in Entrepreneurship and Aviation provide specialized coursework, and Aviation dual enrollment through Embry Riddle launched in 2025-26 along with career pathways in Pharmacy Tech, EMT, and CMA through our LifeLaunch program. LifeLaunch also partners with Rivet to offer an additional AA/BA college pathway, and is looking forward to adding an automotive pathway in 2026-27. In TK-8, access is tracked through work samples, PBL rubrics, progress reports, and parent-educator check-ins. Students with disabilities access the full curriculum through IEPs with appropriate supports.|In 2025, 71.1% of Da Vinci Connect graduates completed A-G requirements. Of the 70.2% rated College Prepared on the CCI, 88.5% met the requirement through dual enrollment, with all significant subgroups above 72%. Students with disabilities made notable gains, with 76.9% meeting A-G, more than 10 points above the prior year. Hispanic or Latino students had the lowest reported eligibility rate at 63.8%, and Socioeconomically Disadvantaged students were similarly below average at 65.9%, reflecting areas of continued focus. Comparatively, the A-G eligibility rate for the State of California was 46.3% in 2025. In TK-8, all students participate in core and enrichment programming including arts, SEL, and STEM, monitored through rubrics, work samples, and progress reports disaggregated by grade span and subgroup. Students with disabilities access the full curriculum through IEPs, and access is consistent across student groups. 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.|Subgroup A-G completion data reveals variations that Da Vinci Connect will continue to work towards narrowing. Hispanic or Latino students had the lowest eligibility rate at 63.8% and Socioeconomically Disadvantaged students at 65.9%, suggesting ongoing barriers in academic preparation and access to support. White students (84.6%) and African American students (82.2%) were above the school average. Despite an over 10% gain in A-G eligibility for students with disabilities, from 66.7% in 2024 to 76.9% in 2025, it remains important context that students with disabilities follow individualized courses of study aligned with IEP goals that may or may not always map to UC/CSU requirements. These students still access a broad course of study and earn diplomas meeting state minimum graduation requirements. Because these plans are developed collaboratively with students, families, and support staff, the school considers them a meaningful form of equitable access even where A-G completion is not the appropriate measure.|To address subgroup eligibility gaps, Da Vinci Connect will continue to strengthen academic advising and course sequencing for all students with intentional focus on Hispanic or Latino and Socioeconomically Disadvantaged students, with increased counseling touchpoints and expanded academic supports in 9th and 10th grade. For students with disabilities, the school is refining course offerings that align with A-G while honoring IEP needs, building on the significant progress demonstrated in the class of 2025. In TK-8, Da Vinci Connect continues to monitor and explore tools and new options for enrichment participation across subgroups in STEM, arts, and SEL, and strengthening curriculum alignment for parent-educators to improve consistency in off-site instruction. Across all grade spans, investment in improved data systems will allow for more real-time tracking of enrollment and progress by subgroup, enabling earlier identification of gaps throughout the year.|Met||2026-06-26|2026 19768690131128|Da Vinci Communications|7|DVC 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 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. 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: Computer Science, Marketing, Multimedia Journalism, and Media Production. These pathways offer specialized coursework, professional mentorship, and internship opportunities. Some courses offer dual enrollment credit, 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 educational experiences.|According to the 2025 Met UC/CSU Requirements and CTE Pathway Completion Report on the CA Dashboard, 92.9% of the DVC graduating class of 2025 completed the UC/CSU A-G course requirements, 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 74.1% eligibility rate, which was a significant increase from the 57.9% eligibility rate the year before. It is notable that this was a his was a small subgroup of only 20 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. Comparatively, the A-G eligibility rate for the State of California was 46.3% in 2025, far lower than any DVC subgroup. Additionally, 84.4% of the Da Vinci Communications graduating class of 2025 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 66.7% completion rate, which was a small gain from the 63.2% completion rate in 2024. Similar to A-G eligibility, this was a small subgroup of only 18 students, many of whom have exceptional needs.|In diving deeper into 2025 A-G Eligibility subgroup data, African American (25), Hispanic or Latino (76), and Socioeconomically Disadvantaged (SED) students (84) were both above 90% A-G eligible. 96.2% of African American students, 92.8% of Hispanic or Latino students, and 90.3% of SED students graduated A-G eligible in 2025. White students (16) 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 74.1%. There are students whose IEPs require a personalized course of study that may not necessarily meet UC/CSU subject area requirements, but who are able to earn their diplomas with at least the state minimum graduation requirements, which also constitute a broad course of study across all major subjects. For 2025 CTE completion, Hispanic or Latino (71) and African American (22) had higher than average CTE pathway completion rates at 87.7% for Hispanic or Latino, and 84.6% for African American students. SED (77) and White students (15), were were both slightly lower than average with SED students completing CTE pathways at a rate of 80.6%, and White students completing at an 83.3% rate. All other subgroups did not have enough students to have results reported publicly due to privacy reasons. Students with disabilities had the lowest rate at 66.7%.|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 almost 93% of students A-G eligible and 84% completing a CTE pathway, students with disabilities continue to show lower outcomes in both metrics. DVC will continue to review IEP-aligned course planning to ensure students with exceptional needs are better supported in accessing A-G and CTE-aligned coursework where appropriate, while still honoring the individualized nature of their 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 in college-preparatory and pathway courses. Additionally, the school is working to strengthen case management collaboration and increase counselor engagement in academic planning for students with IEPs to 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 and ensure that all students are enrolled in a rigorous course of study.|Met||2026-06-26|2026 19769680109926|Academia Avance Charter|7|||||Not Met For Two or More Years|||2026 19770160000000|California Advancing Pathways for Students in Los Angeles County ROC/P|7|||||Not Met|||2026 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. i-Ready assessments for ELA and Math 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 close academic gaps and increase access to grade-level curriculum for all students. Barriers to sustained academic growth for students can be attributed to low stability rates of students, and an average length of incarceration of 35 days, which includes non-school days. However, the master schedule, credit recovery options, and online courses minimize those barriers to student access of curriculum.|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 challenged to provide 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 for required courses and i-Ready assessments that include prescriptive lessons.|Met||2026-06-16|2026 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. A low stability rate of 50.5% for all students creates challenges in providing consistent academic support and interventions. 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. This year, student offerings included music/instruments classes after school.|The LEA is limited to providing a broad course of study to students based on students low stability rates of 50.5% and ongoing enrollments throughout the year. Students are enrolled as late as May, which affects their access to courses or time to make significant academic progress.|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||2026-06-16|2026 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 gradelevel 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 which help fulfill PTC graduation requirements.|The LEA is limited to providing a broad course of study to students based on students low stability rates of 42.5% and ongoing enrollment throughout the year. Students are enrolled as late as May, which affects their access to courses or 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||2026-06-16|2026 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. At Dairyland, those interesting in drawing or creative writing have access to an after-school art and creative writing class. 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 10% of students have access to and are enrolled in intervention. At both Alview and Dairyland, approximately 65% of students have access to and are enrolled in tutoring. In the district, 27% 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, 13% of students have access to and are enrolled in GATE. 21% of Alview and Dairyland students have access to and are enrolled in the After School Program. At Dairyland, 11% of students have access to and are enrolled in the after-school STEM program. At Dairyland, 38% 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. 9% of TK-8th graders have access to and are enrolled in the Summer Enrichment Program. In addition, 25% of 3rd-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||2026-06-23|2026 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||2026-06-24|2026 20651850129015|Yosemite-Wawona Elementary Charter|7|All students at the Yosemite-Wawona Elementary Charter School have access to a broad course of study. Given the size of the school (15 students) and the multi-grade (TK-6) approach employed, it is surprising how broad a course of study students have access to. Individual Learning Goals are established for each student in joint agreement between the staff, student and parent. These goals are monitored closely throughout the year and are periodically revised as necessary. Unduplicated students and students with exceptional needs also have individual goals in place that are based on their individual need and interest. Progress on ELA and Math skills through Montessori lesson tracking and software applications is also monitored electronically. It is safe to say that at anytime, staff can identify each student's strengths, weaknesses and academic growth.|Yosemite-Wawona Elementary Charter School is a single school Charter organization.|The need for additional and updated technology (hardware and software) will be an area of focus for the coming year - as will the need for additional bandwidth to support the new devices. The remote location of the school makes this a challenge that is not easily overcome.|Updated hardware and software will be addressed in the school's future budget. Art and Music opportunities will be broadened. Investigations on increasing bandwidth are ongoing.|Met||2026-06-23|2026 20651930000000|Chowchilla Elementary|7|CESD uses multiple local measures to monitor access to, and enrollment in, a broad course of study for TK-8 students. These measures include annual master-schedule, student-schedule, and Aeries course/enrollment reviews; site and district review of curriculum and instructional-material inventories; classroom walkthroughs; PLC agendas and minutes; coaching feedback; assessment and progress-monitoring data; English learner service schedules; IEP and 504 plans and service logs; and participation records for intervention, counseling, and other student supports. Data are reviewed by grade span, school site, and student group, including English learners, LTEL and at-risk LTEL students, socioeconomically disadvantaged students, foster and homeless youth, and students with disabilities. CESD selected these measures because they show both whether students are scheduled into required subjects and whether the materials, accommodations, services, and instructional supports needed to access grade-level learning are in place.|CESD's grade-specific TK-8 structure supports a consistent course of study as students advance through the district. Annual reviews show that students are scheduled into the core instructional program, including ELA, mathematics, science, history-social science, physical education, and designated and integrated ELD as appropriate. Middle school students also have access to elective opportunities. Curriculum, materials, PLC processes, and site/district monitoring help maintain alignment across sites, including the two TK-2 schools. Students with disabilities, English learners, LTEL students, and students needing additional academic, behavior, attendance, or social-emotional support access the general education curriculum through accommodations, specialized instruction, designated ELD, intervention, counseling, and Tier 2 supports. The review did not identify a systemwide difference in access to required core courses by school site or student group; however, the depth and consistency of implementation varies across content areas. ELA, mathematics, and physical education are more established, while ELD, science, history-social science, health, and visual and performing arts remain areas for continued development.|The review did not identify a systemwide barrier that prevents students from enrolling in required core subjects. CESD did identify implementation barriers that can affect equitable access to full grade-level learning: staffing changes; the time needed for staff to fully implement newer or less-developed standards and curriculum; maintaining common instructional expectations across grade-specific sites; and ensuring students receive designated ELD, intervention, specialized instruction, counseling, and Tier 2 support without unnecessarily missing essential core instruction or electives. Student needs related to reading, language development, behavior, attendance, and social-emotional wellness can also reduce access to instruction when supports are not carefully coordinated. In addition, some content areas are at earlier stages of implementation than ELA, mathematics, and physical education. CESD will continue to improve materials, professional learning, scheduling, and instructional consistency so every student can participate meaningfully in the full course of study.|CESD will maintain annual schedule, course-enrollment, and instructional-material reviews and add clearer site-level checks by grade span and student group. The district will continue PLC time, Solution Tree coaching, and embedded CESD Coaches professional learning focused on continuous improvement, ELA, mathematics, PLC cycles, TACA, performance scales, and classroom implementation. CESD will also strengthen training, materials, and instructional support for NGSS, history-social science, health, visual and performing arts, and ELD. English 3D will continue to support K-8 English learner instruction, with ELPAC Essentials used for designated ELD. Sites will coordinate intervention, Tier 2, IEP/504, and ELD schedules so services increase access to grade-level learning and do not unnecessarily remove students from core instruction or electives. Staff will use formative assessment, progress-monitoring, and student-support data to monitor participation and progress, particularly for students with disabilities, English learners, LTEL and at-risk LTEL students, socioeconomically disadvantaged students, foster/homeless youth, and students with attendance, behavior, or wellness needs. Family feedback from surveys, SSC, ELAC, DELAC, PAC, and LCAP engagement will inform adjustments.|Met||2026-06-22|2026 20652010000000|Chowchilla Union High|7|The district uses several specific tools and procedures to track student access and enrollment in a broad course of study: Annual Graduation & Course Presentations: Every student receives an annual presentation outlining A-G requirements, elective course offerings, and Career Technical Education (CTE) pathways. Credit Evaluations: Credit evaluations are completed for every student and shared directly with families via ParentSquare to monitor graduation progress. Google Forms & Docs Integration: Students submit course choices via Google Forms, which automatically populate a Google Doc shared directly with counselors and students. Aeries SIS Tracking: Counselors utilize these Google Docs to review correct placements and log requests into the Aeries Student Information System, which is then used to construct the master schedule.|"Students generally have open access to courses based on their site, with structured restrictions depending on prerequisites and grade levels: By School Site: At Chowchilla Union High School (CUHS), students enroll in classes through counseling meetings, whereas Gateway High School utilizes the digital Edgenuity platform to expand elective access and expose students to classes supervised by credentialed teachers. Gateway also operates morning and afternoon cohorts to double site capacity. By Student Group & Grade Spans: At CUHS, AP and Honors enrollment requires a grade of ""C"" or higher in prerequisite courses to align with A-G standards. Freshmen and sophomores have unrestricted access to CTE pathways, but juniors and seniors face enrollment restrictions to ensure they are placed in pathways they can complete before graduation. Exceptional Needs & Language Learners: Edgenuity at Gateway provides built-in accessibility tools, including translated text, pausing/rewinding videos, and annotation tools to support student needs."|The district identified several critical barriers that limit a broad course of study for certain student groups: Support Class Conflicts: At CUHS, English Learners (EL) and students in Special Education (SpEd) are required to take mandatory support classes, which cause them to lose an elective slot and limit their opportunities to complete varied coursework. Pathway Restrictions: Sophomores at CUHS experience pathway restrictions that can cause a loss of momentum from what they initiated during their freshman year. Independent Environment Obstacles: At Gateway High School, students frequently struggle with self-confidence and may lack the strong support or structure needed to push them to excel in their studies|To minimize these barriers and improve continuous access, the district has implemented or planned the following actions: Instructional Capacity & Alternative Scheduling: Gateway High School added a third teacher to boost cohort capacity and continues to offer reduced graduation requirements alongside a flexible, seat-time CTE Photography class scheduled between the morning and afternoon sessions. Targeted Credit Recovery: CUHS will continue providing summer school and credit recovery opportunities to help students complete necessary graduation credits. Pathway and Instructional Growth: CUHS plans to scale its CTE program enrollment and available industry certifications while establishing Professional Learning Communities (PLCs) to drive data-driven classroom instruction.|Met||2026-06-08|2026 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 47.0% 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 624 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 25-26 school year, 692 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 25-26 school year, 47.0% 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||2026-06-23|2026 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||2026-06-23|2026 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||2026-06-18|2026 20652430118950|Sherman Thomas Charter High|7|The locally selected measures and tools used by Sherman Thomas Charter High School to track the extent to which all students have access to and are enrolled in a broad course of study continue to include individualized academic planning, student progress monitoring systems, and pathway enrollment data. Each student works collaboratively with their family and supervising teacher to develop an individualized four-year course of study aligned to the student’s graduation requirements, post-secondary goals, career interests, and individual learning needs. These individualized plans are reviewed regularly to ensure students remain on track for graduation and continue to have access to a broad range of academic and career-focused learning opportunities. The school’s Student Information System (SIS) is used to monitor course enrollment, credits earned, graduation progress, and participation in programs across grade spans. The SIS allows the LEA to monitor access to coursework for all students, including unduplicated student groups and individuals with exceptional needs, and helps identify students who may require additional supports or interventions. STCHS also monitors enrollment and participation in multiple pathway options, including direct instruction courses, independent study, online coursework, educational enrichment college courses, credit recovery, tutoring supports, internships, service learning opportunities, and intervention classes.|Using locally selected measures and tools, Sherman Thomas Charter High School determined that students continue to have broad access to a wide range of academic and career-focused learning opportunities through the school’s flexible hybrid independent study model. All students participate in an individualized four-year academic planning process designed to align coursework with graduation requirements, post-secondary goals, career interests, and individual learning needs. Students have access to multiple instructional pathways, including direct instruction classes, independent study, online coursework, educational enrichment college courses, credit recovery options, tutoring supports, internships, service learning, and intervention classes. The LEA also continues to provide opportunities for students to participate in college and career readiness activities, including educational enrichment courses through the community college, career exploration, internships, and senior projects connected to community needs. Student Information System (SIS) data, four-year plans, and ongoing progress monitoring indicate that students across grade spans continue to be enrolled in courses aligned with graduation requirements and individualized academic goals. Students with exceptional needs and unduplicated student groups are provided access to the same broad course offerings, with individualized supports and accommodations provided as needed through IEPs.|There are currently no barriers preventing student access to a broad course of study.|In response to the results of the locally selected measures and educational partner feedback, Sherman Thomas Charter High School continues to implement and explore additional opportunities to ensure all students have access to a broad course of study aligned with their individual interests, goals, and learning needs. During the 2025–2026 school year, the LEA added a Yearbook and Media course in response to student interest and engagement requests. Due to positive student participation and feedback, the course will continue to be offered moving forward. The LEA is also currently in the process of seeking an in-person Spanish teacher in response to both student and parent feedback requesting greater access to direct instruction and increased opportunities for language acquisition and engagement. Additionally, STCHS continues to explore opportunities to expand Career Technical Education (CTE) pathway offerings and increase career-focused learning opportunities for students. Due to the school’s smaller size and limited staffing, the LEA is actively researching sustainable ways to implement CTE pathways while maintaining the flexibility and individualized supports provided through the hybrid independent study model.|Met||2026-06-23|2026 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||2026-06-23|2026 20652760000000|Raymond-Knowles Union Elementary|7|Raymond-Knowles Union Elementary School District uses its master schedule, student enrollment data, student information system reports, Individualized Education Programs (IEPs), Section 504 plans, pacing guides, curriculum inventories, and LCAP review process to monitor student access to a broad course of study. The District reviews access across grade spans, unduplicated student groups, and students with exceptional needs to ensure all students have equitable access to standards-aligned instruction and enrichment opportunities.|The District's review indicates that all students have access to a broad course of study aligned with California State Standards, including English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Health, Visual and Performing Arts, and Technology. Students also have opportunities for differentiated instruction and academic enrichment throughout the school day. No significant differences were identified in access to coursework among grade spans, unduplicated student groups, or students with exceptional needs. Students receiving special education services or academic interventions continue to participate in the general education curriculum to the maximum extent appropriate, with accommodations and supports provided through IEPs and Section 504 plans. As a single-school district, all students have equitable access to the same instructional program and educational opportunities.|The primary barrier to expanding the District's course offerings is its small size and limited enrollment, which restricts the ability to offer a wider variety of elective and specialized courses. Staffing limitations and available funding also impact the District's ability to provide additional instructional programs. Despite these limitations, the District continues to maximize available resources to ensure all students have access to a comprehensive standards-based instructional program and enrichment opportunities.|The District will continue refining pacing guides and instructional planning to ensure consistent access to California State Standards across all grade levels. The Learning Director will continue supporting teachers through instructional coaching, lesson planning, and classroom collaboration to strengthen standards-based instruction. The District will also continue providing differentiated instruction, intervention supports, and enrichment opportunities to meet the diverse needs of all learners while monitoring student access through the annual LCAP process. As resources allow, the District will continue exploring additional enrichment opportunities and partnerships to expand learning experiences for students.|Met||2026-06-26|2026 20755800000000|Golden Valley Unified|7|To monitor progress under Priority 7, GVUSD defines and measures student access to a broad course of study using distinct, grade-span indicators. For grades 1–6, the district evaluates student access to board-approved core instructional materials via School Accountability Report Card (SARC) data, along with verified physical education logs and documented visual and performing arts instruction—supported by Art Docent contracts and music enrollment rosters. Consequently, 100% of elementary students maintain full access to these core and enrichment areas. For grades 7–12, a broad course of study is verified using AERIES Class Load Analysis reports to ensure comprehensive access to UC/CSU A–G approved courses and robust Career Technical Education (CTE) pathways. Currently, secondary students have equitable access to university preparatory coursework alongside six fully articulated CTE pathways, which include specialized programs in ROP Sports Medicine, ROP Digital Media, ROP Robotics, Agricultural Mechanics, Agricultural Floral Design, and Agricultural Animal Science.|GVUSD ensures that all student demographics maintain equitable access to a broad course of study. At the secondary level, the implementation of a strategic 7-period instructional day maximizes scheduling flexibility. This structure guarantees that all students have the necessary credit opportunities to concurrently fulfill UC/CSU A–G university entrance requirements, complete comprehensive Career Technical Education (CTE) pathways, and enroll in rigorous Dual Enrollment college courses.|Based on recent evaluative findings, GVUSD remains dedicated to providing a comprehensive, broad course of study across all grade levels. While fiscal constraints and smaller school sizes naturally limit the sheer volume of course expansion, the district has strategically optimized existing resources to meet targeted student needs. In response to community feedback, elementary sites have successfully prioritized their Gifted and Talented Education (GATE) frameworks. Additionally, the district has established MESA (Mathematics, Engineering, Science, Achievement) programs across grades 4–8 to address localized academic goals, complemented by the targeted hiring of a dedicated middle school STEM educator to enrich science and technology instruction for the student body.|As student enrollment expands and corresponding state funding increases, the district plans to systematically broaden its instructional course offerings. The strategic objectives, fiscal allocations, and specific action items governing this scalable curriculum expansion are explicitly articulated and monitored under Goal 2 of the Golden Valley Unified School District LCAP.|Met||2026-06-25|2026 20756060000000|Chawanakee Unified|7|Chawanakee Unified School District uses multiple measures to monitor the extent to which all students have access to and are enrolled in a broad course of study. The district utilizes Aeries, CALPADS reporting, student schedules, graduation tracking, local enrollment data, CA Dashboard indicators, and the PARSEC Information and Intervention Dashboard to monitor student access, participation, attendance, academic progress, and intervention needs across grade spans and student groups. Students with disabilities are monitored and supported through the IEP process, with placement and services determined based on individual student needs within the least restrictive environment. The district also monitors access and participation for unduplicated pupil groups, including socioeconomically disadvantaged students, English learners, foster youth, homeless youth, and Native American students through intervention team meetings, counseling supports, progress monitoring, and site and district-level data reviews. In addition, the district monitors student participation in electives, career pathway opportunities, athletics, enrichment programs, intervention supports, and extracurricular activities to help ensure equitable access to a broad course of study for all students.|Chawanakee Unified School District uses Aeries enrollment data, CALPADS reporting, graduation tracking, student schedules, intervention monitoring, and the PARSEC Information and Intervention Dashboard to monitor student access to a broad course of study across grade spans and student groups. Students across the district have access to a variety of academic, career technical education (CTE), enrichment, athletics, intervention, and Visual and Performing Arts (VAPA) opportunities. Districtwide, 183 students are enrolled in at least one VAPA course, representing approximately 55% of the district’s total enrollment. Participation rates include approximately 68% of students at Minarets Charter High School and 57% of students at Chawanakee Academy Charter enrolled in VAPA courses including media arts, visual arts, music, theatre, photography, dance, and floral design. The district continues to expand access to Agriculture, Media, arts, athletics, dual enrollment, and career pathway opportunities at both the elementary and secondary levels. Students with disabilities, foster youth, homeless youth, English learners, and socioeconomically disadvantaged students are monitored through intervention meetings, counseling supports, IEP processes, and progress monitoring systems to help ensure equitable access to programs and services|Chawanakee Unified School District strives to ensure all students have access to a broad course of study; however, several barriers continue to impact implementation. As a small, rural district, budget limitations and challenges in hiring and retaining highly qualified teachers can limit the number of course offerings and enrichment opportunities available to students. The district’s TK–8 school sites are small, often with only one or two teachers per grade level, which creates challenges in developing middle school master schedules and expanding elective offerings.|In response to local data and educational partner feedback, Chawanakee Unified School District will continue implementing Multi-Tiered Systems of Support (MTSS) to ensure all students have access to a broad course of study. The district plans to continue providing behaviorist support at each TK–8 school site to strengthen social-emotional growth, improve school connectedness, and reduce barriers to student engagement and learning. The district will also continue supporting Lead Teachers and Professional Learning Communities to strengthen instructional practices, differentiated instruction, and student interventions across grade spans. To expand enrichment and career-connected learning opportunities, the district will continue allocating funds to support Agriculture and Media programs at the elementary and secondary levels as part of the district’s career pathway development. Chawanakee Unified will also continue expanding Dual Enrollment opportunities, athletics, electives, Visual and Performing Arts (VAPA), and the Chawanakee Chargers middle school sports program to increase student engagement and access to extracurricular opportunities. These actions are intended to support equitable access to rigorous academics, enrichment, intervention, and career preparation opportunities for all students.|Met||2026-06-17|2026 20756060125021|Minarets Charter High|7|Minarets Charter High School uses multiple locally selected measures to monitor the extent to which all students have access to and are enrolled in a broad course of study. The charter utilizes Aeries enrollment and transcript data, CALPADS reporting, graduation and A-G completion tracking, dual enrollment participation records, CTE pathway enrollment data, student schedules, CA Dashboard indicators, local assessment results, and the PARSEC Information and Intervention Dashboard to monitor student participation and outcomes. As a comprehensive high school, Minarets Charter High School provides students access to a broad range of college preparatory, Career Technical Education (CTE), Visual and Performing Arts (VAPA), and elective courses aligned to California State Standards and graduation requirements. The charter monitors student enrollment and completion of A-G courses, participation in dual enrollment opportunities, and engagement in career pathways, including Arts, Media and Entertainment and Agriculture and Natural Resources. Students with disabilities are monitored through the IEP process, while socioeconomically disadvantaged students, English learners, foster youth, homeless youth, and Native American students are monitored through academic progress reviews, counseling supports, intervention systems, and ongoing data analysis.|Local measures indicate that all students enrolled at Minarets Charter High School have access to a broad course of study that includes A-G aligned coursework, Career Technical Education (CTE) pathways, dual enrollment opportunities, Visual and Performing Arts (VAPA), college and career readiness experiences, and intervention supports. As a comprehensive high school, Minarets Charter provides students with access to rigorous academic courses as well as career-focused learning opportunities in pathways such as Arts, Media and Entertainment and Agriculture and Natural Resources. Enrollment data demonstrates strong student participation in enrichment and elective opportunities. During the 2025–26 school year, approximately 68% of students were enrolled in at least one VAPA course. Students also had opportunities to participate in dual enrollment coursework, internships, career exploration activities, project-based learning experiences, and extracurricular programs designed to build college and career readiness skills. Review of Aeries, CALPADS, graduation tracking, counseling records, and local data indicates that students across student groups, including socioeconomically disadvantaged students, English learners, Native American students, and students with disabilities, have access to the same broad course offerings. Students with disabilities access the broad course of study through the IEP process, with accommodations and supports provided based on individual needs.|While Minarets Charter High School provides students with access to a broad course of study, several barriers continue to impact implementation and participation. As a small rural high school, enrollment size, staffing capacity, and funding limitations can affect the number of elective courses, specialized programs, and advanced coursework that can be offered each year. Student interest and enrollment numbers may also impact the sustainability of certain electives, dual enrollment opportunities, and CTE pathway offerings. Transportation and geographic distance can create challenges for some students seeking to participate in dual enrollment courses, internships, work-based learning experiences, and extracurricular activities. Additionally, some socioeconomically disadvantaged students may face barriers related to transportation, technology access outside of school, or scheduling conflicts that can limit participation in enrichment opportunities beyond the regular school day.|In response to local data and educational partner feedback, Minarets Charter High School will continue to prioritize actions that expand student access to rigorous academic coursework, Career Technical Education (CTE) pathways, dual enrollment opportunities, Visual and Performing Arts (VAPA), and college and career readiness experiences. The charter has implemented and will continue to support project-based learning, career pathway programs, internships, work-based learning opportunities, and dual enrollment courses to provide students with multiple pathways to postsecondary success. To address barriers related to participation and achievement among student groups, the charter will continue providing academic interventions, counseling services, credit recovery opportunities, and targeted supports for socioeconomically disadvantaged students, English learners, students with disabilities, foster youth, homeless youth, and Native American students. The charter will also continue monitoring A-G completion rates, dual enrollment participation, CTE pathway enrollment, and student achievement data to identify and address gaps in access or outcomes.|Met||2026-06-17|2026 20756060132936|Chawanakee Academy Charter|7|Chawanakee Academy Charter School (CAC) utilizes multiple measures to monitor the extent to which all students have access to and are enrolled in a broad course of study aligned to California State Standards. The charter uses Aeries, CALPADS reporting, student learning plans, local assessment data, graduation tracking, CA Dashboard indicators, and the PARSEC Information and Intervention Dashboard to monitor attendance, participation, academic progress, and intervention needs. As a TK–12 independent study homeschool program, CAC provides individualized learning opportunities tailored to student needs and interests. Supervising teachers meet regularly with students and parents to review progress, monitor coursework completion, and adjust learning plans as needed to ensure access to core academic subjects, enrichment activities, career exploration, and college and career readiness opportunities. Students with disabilities are monitored through the IEP process, while English learners are monitored through ELPAC results and academic progress data. The charter also reviews outcomes for socioeconomically disadvantaged students, foster, homeless youth, and Native American students through progress monitoring, intervention supports, and family collaboration. CAC monitors participation in enrichment activities, field trips, visual and performing arts opportunities, interventions, and extracurricular programs. Annual student, parent, and staff surveys provide additional feedback.|Chawanakee Academy Charter School uses Aeries enrollment data, CALPADS reporting, student learning plans, local assessment results, graduation tracking, and the PARSEC Information and Intervention Dashboard to monitor student access to and enrollment in a broad course of study. As a TK–12 independent study homeschool program, all students have access to California State Standards-aligned curriculum, enrichment opportunities, intervention supports, career exploration activities, and college and career readiness experiences. Local measures indicate that students across all grade spans have access to a broad course of study. During the 2025–26 school year, 53 students were enrolled in at least one Visual and Performing Arts (VAPA) course, representing approximately 57% of the charter's enrollment. Students also participated in educational field trips and enrichment activities that support academic and personal growth. The charter monitors participation and outcomes for socioeconomically disadvantaged students, English learners, foster youth, homeless youth, Native American students, and students with disabilities. Local data indicates that all student groups have access to the same educational opportunities; however, academic performance data demonstrate continued achievement disparities for socioeconomically disadvantaged students.|Chawanakee Academy Charter School strives to ensure all students have access to a broad course of study; however, several barriers continue to impact implementation. As a small, rural TK–12 independent study charter school, enrollment size and funding limitations can affect the breadth of enrichment, elective, and specialized course offerings available to students. Because instruction is individualized and delivered through a homeschool model, access to certain courses, extracurricular activities, and specialized programs may depend on student interest, available staffing, community partnerships, and geographic location.|In response to local assessment data, student achievement results, and educational partner feedback, Chawanakee Academy Charter School will continue to expand opportunities that provide students access to a broad course of study. The charter has prioritized actions that increase access to enrichment opportunities, Visual and Performing Arts (VAPA), educational field trips, career exploration activities, and intervention supports for students who are not meeting academic standards. The LEA will continue to utilize individualized learning plans, regular teacher-student meetings, and progress monitoring systems to ensure students have access to standards-aligned instruction and appropriate academic supports. To address achievement disparities identified among socioeconomically disadvantaged students, the charter will maintain targeted intervention services, supplemental instructional resources, and expanded opportunities for academic support. The charter will also continue to leverage district programs and community partnerships to increase student access to enrichment experiences, college and career readiness activities, and hands-on learning opportunities that may not otherwise be available within a small rural independent study program.|Met||2026-06-17|2026 20764140000000|Yosemite Unified|7|Yosemite Unified School District (YUSD) is committed to ensuring that all students have access to a broad and rigorous course of study that prepares them for college, career, and life readiness. This includes access to all required academic content areas as well as enrichment and support systems that promote equity and student success. Access to Core Academic Program • All students have access to state-standard-aligned instruction in ELA, mathematics, science, social studies, and ELD. • Instruction is designed to support both grade-level learning and acceleration where appropriate. • Instructional materials and programs are aligned to adopted standards and district priorities. Equity of Access for All Student Groups • YUSD works to ensure unduplicated students (English learners, low-income students, and foster youth) have equitable access to grade-level content. • MTSS structures are in place to provide additional academic support where needed. • Data is used to monitor student participation, progress, and access to interventions and supports. Intervention and Academic Support Systems • Students have access to tiered academic interventions through MTSS. • Programs such as Lexia, ST Math, Magma Math, and Amira support reading and mathematics development. • Intervention staff support students in accessing core instruction and closing achievement gaps. Enrichment and Expanded Learning Opportunities • Efforts continue to expand elective and enrichment opportunities|Overall District Findings: All students are enrolled in required core academic subjects and have access to intervention and enrichment supports that extend learning. Districtwide systems (MTSS, curriculum adoption, and intervention programs) ensure access to a full academic program. Programs such as Lexia, ST Math, Magma Math, and Amira support literacy and math across elementary and middle grades. Differences Across School Sites: Elementary Schools (Rivergold & Coarsegold): Full access to core instruction and interventions, with limited elective-style opportunities due to grade level. Rivergold shows stronger engagement, while Coarsegold has greater needs related to behavior, engagement, and consistent access to instruction. Yosemite High School: Broadest course offerings including electives and college/career pathways. However, student feedback indicates uneven experiences in engagement, fairness, and support. Differences Across Student Groups: Unduplicated Students (EL, Low-income, Foster Youth): Full access to core instruction with increased participation in intervention supports, though they require additional academic and behavioral support. English Learners: Receive ELD support, with continued need for stronger academic language development. Students with Disabilities: Access grade-level curriculum with supports, with variability in implementation across sites.|Areas for Continued Growth • Expand access to electives and enrichment opportunities across all school sites. • Strengthen consistency of rigorous instruction across grade levels and schools. • Continue improving equitable access to advanced learning opportunities and supports. • Increase alignment between intervention systems and core instruction to ensure all students can access grade-level learning.|YUSD continues to prioritize equitable access to a broad course of study by strengthening core instruction, expanding academic and enrichment opportunities, and providing targeted interventions . Ongoing work focuses on ensuring all students—especially unduplicated student groups—have the support and access needed to succeed in a rigorous and well-rounded educational program.|Met||2026-06-25|2026 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, pro|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, pro|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 instruct|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, pro|Met||2026-06-16|2026 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|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|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 instru|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|Met||2026-06-16|2026 21102150000000|Marin County Office of Education|7|As a credit recovery program, our students are programmed into classes that meet their graduation requirement needs to a great extent. When their schedules allow, students can take electives such as art and work experience education. We also allow students to take many sections of courses as needed. When students have the time and inclination, we help them co-enroll in our community college to access courses that are not available in our school day.|See above. Our students have access first to the courses they need to graduate (credit recovery included), and then they can get access to after school programs, co-enrollment, and other means of learning beyond the core classes.|The constraint for us is our size and our typical student. It is hard to offer a wide array of courses to any student because of our master schedule being limited by the number of teachers we have and our focus on credit recovery. However, we facilitate co-enrollment, after school access, and other means of exploring interests including Personal Learning Plans.|"This year we will be expanding our off-campus ""Leaving to Learn"" opportunities whereby students explore and take place in more job shadows, internships, and training opportunities."|Met||2026-06-23|2026 21102150135350|Ross Valley Charter|7|As a single-school transitional kindergarten through grade 5 (TK–5) local educational agency (LEA), Ross Valley Charter School (RVC) uses a combination 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 all grade spans, unduplicated student groups, and individuals with exceptional needs. The primary tools include the school's master schedule and classroom schedules, which document the instructional time allocated to each subject area, English language arts, mathematics, science, history-social science, visual and performing arts, physical education, and health—as well as enrichment offerings. Because RVC serves all students in multi-age classrooms, these schedules allow the school to verify that students at every grade span have access to the full course of study. The school also reviews student enrollment and attendance records through its student information system to confirm that all students, including unduplicated pupils (socioeconomically disadvantaged students, English Learners, and foster youth), are enrolled in and accessing the broad course of study. Curriculum maps and inquiryunit plans, further document subject-area coverage across grade levels. For individuals with exceptional needs, the school reviews Individualized Education Program (IEP) records and service logs to confirm that students with disabilities access the broad course of study with appropriate supports a|Using the locally selected measures described above, Ross Valley Charter School (RVC) determined that all students have access to, and are enrolled in, a broad course of study. The school's local data indicate that 100% of students, across all grade spans and student groups, have access to a broad course of study that includes students with exceptional needs and unduplicated pupils. As a single-school TK–5 LEA, RVC has no differences in access across school sites. The school's multi-age classroom structure further ensures that students within each grade span receive consistent access to the full course of study. All students participate in English language arts, mathematics, science, and history-social science, delivered substantially through transdisciplinary, inquiry-based units, along with visual and performing arts, physical education, health, music, and enrichment opportunities. Local data show no meaningful differences in access or enrollment across student groups. Unduplicated pupils, socioeconomically disadvantaged students, English Learners, and foster youth, are enrolled in the same broad course of study as their peers. English Learners receive designated and integrated English language development and targeted intervention to support their access to core content, and students with disabilities access the broad course of study within the general education setting, with supports, accommodations, and services provided through their Individualized Education Programs. T|While Ross Valley Charter School (RVC) provides all students with access to a broad course of study, the locally selected measures identify several constraints that affect the breadth and depth of certain offerings rather than students' enrollment or access overall. The most significant barrier relates to the resource and staffing limitations inherent to a small, single-school TK–5 charter. With a modest enrollment and a correspondingly small staff, the school has limited capacity to offer certain specialized content areas. This is reflected in the school's self-reflection ratings, where world language and career technical education remain at early stages of implementation. While these areas are less typical at the elementary level, the school's size constrains its ability to expand into them and to deepen implementation in developing areas such as physical education and health. A related barrier is the limited availability of specialist staff and the scheduling challenges of a small school. Dedicating sufficient staff time to specialized instruction and to intervention across all content areas is difficult when resources are finite. For example, the school's prioritization of high-frequency literacy intervention this year reduced the time available for mathematics intervention, illustrating the trade-offs that limited staffing capacity can require. A third barrier concerns ensuring fully equitable access to content within the school's distinctive instructional model. Because|In response to the results of its locally selected measures, Ross Valley Charter School will continue implementing and refining strategies to ensure all students have access to a broad and engaging course of study. Feedback from educational partners and a review of local data reinforced the importance of maintaining a strong academic program while providing targeted support for students with diverse learning needs. The school will continue to strengthen instructional practices through professional learning, differentiated instruction, and supports that promote access to grade-level curriculum for all students, including English Learners and students with disabilities. Ross Valley Charter School will also continue reviewing instructional materials, intervention supports, and enrichment opportunities to ensure students have access to a well-rounded educational experience. In addition, the school will maintain its commitment to inquiry-based learning, visual and performing arts, music, field trips, and other enrichment experiences that broaden student learning beyond the core curriculum. The school will continue to monitor student participation, achievement, and access to programs and services as part of its continuous improvement process, ensuring that all students have equitable opportunities to engage in a comprehensive course of study.|Met||2026-06-24|2026 21102152130102|Phoenix Academy|7|||||Not Met For Two or More Years|||2026 21653000000000|Bolinas-Stinson Union|7|"100% of Bolinas-Stinson School students have full access to the school's broad course of study across grades TK-8. The tool we use to monitor this is the all-school schedule of classes and activities. Specialized Academic Instruction ""pull-outs"" for students with Individualized Education Plans are carefully scheduled to ensure each student retains access to the school's broad course of study."|BSUSD is a one-school district. 100% of Bolinas-Stinson School students have full access to the school's broad course of study across grades TK-8.|There are not barriers preventing the LEA from providing access to a broad course of study for all students.|As 100% of Bolinas-Stinson School students have full access to the school's broad course of study across grades TK-8, there are no measures, revisions, decisions, or new actions the LEA must implement to ensure access to a broad course of study for all students.|Met||2026-06-23|2026 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. The Miller Creek School District uses student reports cards, individual student schedules, and the master schedule to track the extent to which all students have access to a broad course of study.|Students in grades TK-8 are enrolled in a broad course of study. Along with the core curriculum in ELA, math, and science, all elementary students, including students with disabilities and unduplicated students, are included in specialist classes of library, art, PE and music during the school day. At the middle school level students choose an elective class based on interest and have access to technology, applied science, leadership, art, drama, music and world language. Students that receive an intervention class in grades 7 and 8 also have access to an elective class. Miller Creek School District 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 but LTEL, SED, and SPED students are disproportionately represented in both chronic absenteeism and suspension. The district implemented a Differentiated Assistance Support Team to reduce this overrepresentation through increased monitoring, mentors, behavior plans, and family partnerships.|The barrier to all students receiving access to a broad course of study is the need to provide targeted intervention for students in need of Tier 2 or Tier 3 services. In order to make progress on IEP goals or to receive designated support students need additional instructional time to remediate and accelerate. This intervention, at times, comes at the cost of losing access to enrichment. Pull-out intervention programs can present a barrier to providing access to a broad course of study. To address this, schools design a master schedule that reduces this possibility by offering small group instruction to differentiate learning during the pull-out intervention.|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, school MTSS teams meet regularly to review student data and partner with classroom teachers to implement Tier 2 interventions in the classroom, minimizing the need for pull-out programs.|Met||2026-06-09|2026 21653340000000|Kentfield Elementary|7|The locally selected measures or tools that we are using to track the extent to which all students have access to, and are enrolled in, a broad course of study 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 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||2026-06-09|2026 21653420000000|Laguna Joint Elementary|7|We are a one room school with a multiage program. All of our students are provided a broad course of study. We are able to provide a highly individualized broad course of study for our students.|We operate a program that is rich with opportunities for students to experience art, music, gardening and physical education. We do not have a measure per se since our class size is relatively small and our adult to student ratio is high, we are able to monitor participation by each student.|We are a multiage program. It is important to keep the chronological and developmental ages of the students in mind when creating opportunities and programs for students to engage.|"Our location is consider rural and remote. Field trips are more challenging to provide. We have mitigated this by providing more ""in-house"" field trips."|Met||2026-06-02|2026 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 2025-26 school year, all students in grades TK-8 were enrolled in a broad course of studies. This included instruction in the arts, technology/Maker's space, 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||2026-06-17|2026 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 and/or specialist time.|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||2026-06-10|2026 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||2026-06-18|2026 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||2026-06-18|2026 21654170000000|Novato Unified|7|The Novato Unified School District tracks the extent to which all students have access to, and are enrolled in, a broad course of study through the school schedules and course offerings. Administration and counseling staff review student schedules to ensure that unduplicated students who require additional support and opportunity are served, and administration and education specialists review the schedules of students with special needs to determine if their IEP services are met and students are progressing academically. Administrators are mindful of the additional support and interventions students require, and the instructional teams work to ensure that students are not missing important direct instruction when receiving tiered interventions from service providers or additional staff. Staff at the elementary and high school levels are mindful of utilizing the universal access/advisory times for interventions rather than core academic instruction times at the sites.|The Novato Unified School District provides all students with access to a broad course of study that includes core academic subjects, enrichment opportunities, career pathways, visual and performing arts, world languages, and specialized programs designed to meet diverse student interests and needs. Students have access to unique educational opportunities including the Dual Language Immersion (DLI) pathway at Lynwood Elementary School and San Jose Middle School, which extends into high school through Spanish for Spanish Speakers courses that support students in becoming bilingual and biliterate. Additional specialized programs include Career Technical Education (CTE) pathways at both comprehensive high schools, Marin School of the Arts at Novato High School, the STEAM Academy at San Marin High School, and the newly established Next Gen STEM program at Novato High School beginning in the 2026–27 school year. Students requiring alternative educational settings have access to programs at Hill Education Center, including independent study and continuation high school options. The district also continues to expand inclusive practices and access to electives, enrichment opportunities, and support services for English Learners, students with disabilities, and other student groups. Students residing within district boundaries may attend their neighborhood school or request an intradistrict transfer to access specialized programs that best meet their educational needs and interests.|While all students have access to a broad course of study, some students may experience barriers that affect full participation in available programs and opportunities. These barriers may include attendance challenges, language acquisition needs, scheduling constraints related to intervention services, and the specialized supports required by students with disabilities. The district works to minimize these barriers through strategic scheduling, inclusive practices, counseling and wellness supports, English Learner services, and collaborative planning among general education teachers, specialists, and support staff. NUSD remains committed to ensuring that students receiving interventions, special education services, or English Learner supports maintain access to core instruction, electives, enrichment opportunities, and extracurricular activities.|NUSD will continue implementing actions that ensure all students have access to a broad and rigorous course of study. Proposition 28 funding will continue expanding access to Visual and Performing Arts (VAPA) opportunities across grade levels. The district will implement a newly adopted English Language Arts curriculum and continue supporting mathematics instruction through Building Thinking Classrooms strategies. NUSD will maintain its commitment to the Dual Language Immersion pathway and continue expanding inclusive practices to increase access to general education curriculum and elective opportunities for students with disabilities. At the secondary level, students and families will utilize the California College Guidance Initiative (CCGI) platform to develop academic plans and explore college and career pathways. The district will also continue implementing Standards-Based Grading through JumpRope at the middle school level to provide clearer feedback regarding student learning and progress. These actions support equitable access to academic, artistic, and career focused opportunities for all students.|Met||2026-06-23|2026 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||2026-06-03|2026 21654250000000|Reed Union Elementary|7|Reed Union School District utilizes locally selected measures to track the extent to which students have access to and are enrolled in a broad course of study. This information is gathered based on grade levels, unduplicated student groups, and individuals with exceptional needs. The broad course of study data pulled from our student information system demonstrates that all students have access and are enrolled in a broad course of study.|Reed Union School District has three school sites. At the TK-2nd grade school site, all students have access and are enrolled in a broad course of study well beyond the state requirements. At the 3rd-5th grade school site, all students also have access and are enrolled in a broad course of study well beyond the state requirements. At the 6th-8th grade middle school site, all students have access to and are enrolled in a broad course of study well beyond the state requirements.|For Reed Union School District, we do not find there are barriers to giving students access to a broad course of study.|Reed Union School District does not need to implement revisions to this plan as all student have access to and are enrolled in a broad course of study.|Met||2026-06-08|2026 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 exceptions are for 6th-grade students, who take one elective of their choice in addition to participating in the ""6th Grade Wheel"" and 7th graders who take ""driver ed for your phone"" at the end of 7th grade. This rotating program introduces essential skills such as executive functioning, media literacy, online safety, and first aid."|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 instruction time and can come and go as needed.|Met||2026-06-03|2026 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 K-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. Our updated language arts curriculum incorporates content, specifically science and social studies. Our TK curriculum is thematic units. 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 English learner students so that they have greater access to the English-based content in all areas of study. Within our schools we use integrated ELD strategies to ensure access to content and this broad course of study.|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||2026-06-16|2026 21654660000000|San Rafael City High|7|In San Rafael City High School District, we use i-Ready twice a year in 9th and 10th grade, and once in 11th grade to complement the CAASPP ELA assessment students take in the spring of 11th grade. We have piloted and are planning to implement the UC/CSU Mathematics Diagnostic Testing Project (MDTP) once a year in the spring in 9th-11th grade math classes (Algebra A/B, Algebra 1, Geometry, Algebra 2, Precalculus. These local measures are intended to support student course placement, reclassification for our multilingual learners, and instructional practices and program monitoring for our core classes. Other measurements include: 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 2,507 students we have in San Rafael City High District, nearly 250 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, and 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. Teachers and administrators used two early release days and ongoing collaboration time to develop a shared grading philosophy and establish districtwide agreements on equitable grading practices aligned to standards-based learning.|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||2026-06-16|2026 21654740000000|Sausalito Marin City|7|The district uses a combination of local data, instructional program reviews, enrollment data, and school site monitoring to ensure all students have access to and are enrolled in a broad course of study. Priority measures include maintaining a full stock of high-quality instructional materials, expanding access to comprehensive music and visual arts programs, and ensuring English Learners and students with disabilities have access to specialized instructional tools and supports. The district also reviews participation and access across grade spans and student groups to identify and address gaps. Additionally, the middle school has begun the initial implementation of career exploration and pathway experiences to expand students' awareness of future college and career opportunities.|The district's locally selected measures indicate that the vast majority of students have access to a broad course of study across all grade spans. We operate one site and continue to monitor student group participation to ensure equitable access to enrichment opportunities and instructional supports.|One of the district's ongoing barriers is staff turnover, which can create gaps in the consistent implementation of instructional programs and student supports. Changes in personnel may affect the continuity of services, the delivery of specialized programs, and the fidelity of implementation across school sites. While the district has made progress in expanding access to instructional materials, enrichment opportunities, and targeted supports, continued efforts to recruit, retain, and effectively onboard staff are essential to ensuring all students experience consistent, high-quality programming.|To further expand students' access to a broad course of study, the district plans to introduce additional world language opportunities and continue developing middle school career exploration experiences. These improvements are intended to provide students with a more well-rounded educational experience while increasing exposure to global learning, college and career readiness, and future pathway opportunities. The district will continue to evaluate these initiatives to ensure equitable access and meaningful participation for all student groups.|Met||2026-06-25|2026 21654820000000|Tamalpais Union High|7|The Tam District tracks student schedules and academic progress to ensure that students are enrolled in a broad course of study that is A-G aligned. The District and school site staff actively monitor students' academic achievement and progress during each marking period to identify students at risk for failing graduation and A-G requirements. The District analyzes student enrollment in Advanced Placement courses to ensure that all students are accessing AP courses including students from underrepresented groups.|For the class of 2025, 83% of students completed A-G requirements. There were 1236 seniors in the class of 2025. 1200 seniors completed TUHSD graduation requirements. This represents a 97% graduation rate. 50% of Tam District's student body was enrolled in at least 1 AP course during the 2025-2026 school year. AP Course enrollment by demographic group: Asian =47%, Black/African Am=27%, Hispanic=38%, Multiracial=54%, White =53%, EL=11%, SPED=25%, lowSES=28% Analysis of 2025 S1 DFI academic data by student group-% of students with DFI grades Asian:13.45% Black/African-American:48.31% Hispanic:20.5% White: 8.31% Two or More Races: 8.99% ELL:19.72% Special education: 19.85% socioeconomically disadvantaged:29.34%|Each school site offers a variety of courses in each subject area, CTE classes, Advanced Placement Courses and Intervention classes. All students have access to a broad course of study and receive support to achieve the Tam District graduation and A-G requirements. Underrepresented students are enrolled in less Advanced Placement courses than their peers. The District must make a concerted effort to support underrepresented students to access these classes.|The District will continue to refine its practices to identify students in need of academic support in order to provide effective just-in-time intervention that prevents course failure and the need for credit recovery. By providing more intervention, we will increase the number of students who complete graduation and A-G requirements. The District will launch an initiative that provides underrepresented students with information about AP courses, opportunity to shadow a trusted peer or visit the class, a staff member will provide personalized encouragement, and student-parent/guardian- school conferences will be held to discuss the student's academic course plan.|Met||2026-06-23|2026 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 facilitated by appropriately trained staff. For students in grades 1 through 6, a Broad Course of Study includes courses in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education For students in grades 7 through 12, a Broad Course of Studies includes courses in English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education.|All students are enrolled in a broad course of study.|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||2026-06-18|2026 21746580000000|Marin County ROP|7|||||Not Met|||2026 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 collaborates 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 language development support work with Intervention and/or English language development 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||2026-06-17|2026 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 TK through 8 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 three grade levels (i.e. Grades 3-5 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 and 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 have received 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||2026-06-28|2026 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 TK through 8 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 three grade levels (i.e. Grades 3-5 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 and 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 have received 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||2026-06-18|2026 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||2026-06-22|2026 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 school programs to provide a broad course of study for students. Orr Creek students are provided a broad 2026-27 Local Performance Indicator Self-Reflection for Mendocino County Office of Education Page 14 of 17 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. 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. Students and families also identified the importance of career-connected learning, project-based opportunities, and real-world pathways — areas where partnerships are developing but not yet fully implemented.|Met||2026-06-10|2026 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||2026-06-25|2026 23655570000000|Arena Union Elementary|7|Arena Elementary uses a wide range of data points to track students' access to a broad course of study. Site administrators, teachers, reading and ELD specialists analyze school-wide data to monitor student progress and access across groups. Master schedules are reviewed before the beginning of every school year and monitored for changes and adjustments throughout each trimester. Student achievement and progress is monitored using the following data sources: ? MAP Assessments given on a semester basis ? Benchmark Writing Assessments each quarter ? Progress Reports and Grades each quarter ? English Learner Data shared each quarter ? Amplify mCLASS early literacy diagnostics completed each quarter|Arena Elementary School ensures all students have equitable access to a broad course of study through comprehensive support and resources. Locally designed and universal assessments like MAP, IXL, Dibbles, Amplify, classroom assessments and quizes, writing benchmarks, Ufli, etc., identify students needing intervention services. A referral process ensures timely access to additional support as students necessitate. Classrooms with students requiring extra support have access to classified staff, while those needing strategic language supportreceive assistance from staff offering strategic ELD. All students participate in learning that embeds support within core content, ensuring access.|One of the biggest barriers that poses a challenge at Arena Elementary is the limited number of teachers per grade level in middle school. 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.|Arena Elementary is committed to enhancing access to a broad course of study for all students through ongoing input from students data/outcomes, teachers, parents and community members. We are in collaboration with our County Office of Ed. and teachers to successfully implement the Universal Designfor Learning approach, ensuring alignment with the special education team and English Learner support staff to ensure the success of all subgroups and students.|Met||2026-06-24|2026 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). HS students have access to A-G courses through dual enrollment at Point Arena High School, Edgenuity, 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 designated for the high school has been utilized to provide transportation to Mendocino College for on-site courses.|Met||2026-06-22|2026 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.|Fort Bragg Unified School District provides broad access to academic, college, and career readiness opportunities at every grade span. At Fort Bragg High School, all students have access to dual enrollment, concurrent enrollment, A-G, CTE, and Advanced Placement courses. All freshmen take College and Career Success during the second semester of Freshman Seminar, providing an early dual enrollment experience through Mendocino College. Additional dual enrollment courses include Freshman Composition, Statistics, Western Civilizations, Conversational Spanish, Spanish for Native Speakers, and Cooperative Work Experience. Concurrent enrollment options, offered on a rotating basis, include Speech, Art History, Communication, and Psychology. FBHS offers CTE pathways in Agriscience, Agricultural Mechanics, Culinary Arts, and Information and Communication Technology. AP offerings include Biology, Environmental Science, U.S. History, Government, and English Language and Composition. For students needing credit recovery or course remediation, the Independent Study Program and Edgenuity provide additional support. At Fort Bragg Middle School, all academic and elective courses are available to all students. Support classes and AVID help students strengthen academic skills and prepare for future A-G success. Redwood and Dana Gray Elementary Schools provide comprehensive instruction in standards-aligned curricula.|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 are offered at our Alternative Education site. FBUSD continues to support intervention classes for students in TK-8.|Met||2026-06-18|2026 23655650123737|Three Rivers Charter|7|Our four teachers work collaboratively with each other and with the School Director in designing and implementing curriculum, pacing guides and lesson plans. Our team meets weekly and supports each other in ensuring that a broad course of study is provided for all students. We have many eyes on our small student body and we use an array of online programs to assess our students and monitor progress. These measurement tools include Northwest Evaluation Association (NWEA) Assessments, Smarter Balanced Assessments and Aleks Math. Part of our Multi Tiered Systems of Support (MTSS) program is to make sure everyone has equal access regardless of group. Teachers consult the School Director in preparation for the school year as curriculum and materials that ensure a broad course of study are ordered. Teachers are evaluated by the School Director annually using our evaluation tool that centers on the CA Standards for the Teaching Profession and includes teacher observations by the Director and other teachers, consultation and goal setting. We have adopted Common Core aligned curriculum for English Language Arts and Math, and are moving toward a Next Generation Science Standards aligned curriculum adoption. Curriculum and learning materials used for all subjects in the broad course of study are listed in our School Accountability Report Card|TRCS has one school site and one classroom for each two grades (totaling 4 classes). All students for each grade span have access to the same course of study. We provide extra academic support for students in all groups by providing a full time classroom aide in each of the four classes. We provide additional Reading Intervention support for students from any student group who need extra support in bringing literacy skills up to grade level. In the coming year we will be adding a Math Intervention support program as well. We provide additional regular support for English Learners and students with exceptional needs students who have an Individualized Education or 504 Plan. We have made great progress in recent years in developing additional supports and programs, such as our Reading Intervention Program, that ensure access to the broad course of study for all students. We also offer Homework Club after school for academic support.|One barrier our team has identified to providing access to a broad course of study is the high stakes emphasis placed on scores for ELA and Math state testing. In order to prepare students for annual testing, teachers must dedicate a majority of time and energy to these two subjects. A second barrier is a result of our small school and staff. Our classes, with students in grades 1-8, are self contained without additional “specials” teachers as in larger schools for subjects such as PE, art, library and garden, for example.|One way we have addressed these barriers is by adopting an ELA curriculum that integrates Social Studies, Science and Visual and Performing Arts. Secondly, we have developed a school wide electives program where students have access to a broad array of elective options. We also have a music program and have plans to expand it into the lower grades in the coming year. We added a new Arts a la Cart program last year that will continue with Visual Arts or Storytelling in each of the classes each week. New actions we will implement are to provide additional support staff and to partner with community organizations to assist teachers in delivering Physical Education and Health standards.|Met||2026-06-16|2026 23655730000000|Manchester Union Elementary|7|The District monitors student access to a broad course of study through multiple local measures, including master schedules, student enrollment data, curriculum and instructional materials inventories, classroom observations, formative and summative assessments, and state assessment results (CAASPP, CAST, and ELPAC). Teacher teams regularly analyze reading, mathematics, and local assessment data to ensure all students, including English Learners, socioeconomically disadvantaged students, foster youth, and students with exceptional needs, receive appropriate instruction, intervention, and acceleration. Standards-aligned instructional materials are provided in all core content areas, and implementation is monitored through instructional planning and classroom observations. As the District expands its dual language immersion program, literacy assessments in both Spanish and English will be used to monitor students' progress toward bilingualism, biliteracy, and grade-level proficiency while ensuring equitable access to the instructional program.|As a single-school district, all students have equitable access to a broad course of study regardless of grade level, student group, or disability status. Students receive standards-aligned instruction in English language arts, mathematics, science, history-social science, physical education, visual and performing arts, and designated and integrated English language development. The District has recently adopted new instructional materials in English language arts, science, and mathematics, and continues to update curriculum through a systematic adoption cycle. Supplemental instructional resources and online programs provide differentiated instruction and personalized learning opportunities. The District's multi-age, personalized instructional model ensures students receive targeted support or acceleration based on individual needs. The dual language immersion program continues to expand, with ongoing development of Spanish literacy curriculum and assessments to support bilingualism and biliteracy. Local data indicate there are no disparities in access to the District's educational program across student groups.|The District provides all students with access to a broad course of study; however, several factors present challenges to full implementation. As the District continues implementing its dual language immersion program and recently adopted instructional materials, ongoing professional learning is needed to strengthen instructional practices, curriculum implementation, and assessment of bilingual literacy. Continued training is also necessary to support the academic success of English Learners, socioeconomically disadvantaged students, and students with exceptional needs through evidence-based instructional strategies. As a small, rural district, recruiting and retaining highly qualified educators and specialized instructors remains an ongoing challenge. The District's geographic isolation also limits access to community partners and local experts who can support the expansion of STEAM and other enrichment opportunities. Additionally, teachers who are new to the area require time and support to become familiar with the District's personalized, multi-age, and dual language instructional model. The District will continue addressing these barriers through targeted professional development, strategic partnerships, and ongoing investment in staff capacity.|In response to the results of these measures, the District will implement a comprehensive instructional framework to strengthen personalized learning and create a more cohesive, research-based approach to teaching and learning. Professional learning will focus on building teacher capacity to effectively implement newly adopted curriculum, strengthen dual language instruction, and utilize data to inform instruction. A multi-year professional development scope and sequence will ensure instructional practices are aligned across classrooms and support continuous improvement. To expand access to a broad course of study, the District will implement research-based frameworks aligned with state priorities, including: Expanded Learning Opportunities Program (ELO-P) Quality Standards to provide year-round enrichment; college, career, and civic readiness through mentorships and internships; California's Social and Emotional Learning Guiding Principles to promote restorative, relationship-centered practices; expanded STEAM programming to increase engagement and real-world learning opportunities; environmental literacy through place-based education; and continued implementation of the District's dual language immersion program aligned with Global California 2030. These actions will ensure all students have equitable access to engaging, rigorous, and personalized learning experiences.|Met||2026-06-16|2026 23655810000000|Mendocino 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 and student schedule/master schedule review for secondary students.|100% of students have access to: English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, and other studies that may be prescribed by the governing board (grades 1 through 6) English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education (grades 7 through 12)|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.|No revisions or new actions will be implemented. Our commitment to offering a broad course of study is listed under LCAP Action 2.1 Implementation of the Standards.|Met||2026-06-09|2026 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||2026-06-24|2026 23656070000000|Round Valley Unified|7|HS students are enrolled in A-G courses that meet CSU and UC requirements , Middle school students have credit requirements to advance to HS and all students use curriculum that are California standard aligned|There are only three schools in the district and the only difference is that the Continuation HS uses a digital platform called Bright Thinker for their core curriculum. Bright Thinker is A-G so students are still getting the curriculum that meets all California state standards|There are no barriers|The district is constantly evaluating the programs and curriculum to see what we need to do to better our partnerships with the community and to improve student outcomes.|Met||2026-06-29|2026 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, a new math curriculum for grades K-3, and Bright Thinker online curricula for grades 4-6, 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, and in 25-26 the local cellular phone network has had major issues with dropped calls, inability to make a call or establish a wi-fi connection for all subscribers. These realities are all some of the 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||2026-06-24|2026 23656150000000|Ukiah Unified|7|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.|Summary: Close to 40% of graduates have completed a CTE Pathway. The District offers 21 different CTE Pathways, preparing students for college and career readiness. The percentage of graduates who completed a CTE Pathway has remained relatively flat over the last three years from 38.4% in 2022-23 to 38.9% in 2024-25. The percentage of graduates who were College and Career Ready through CTE Pathways was slightly increased: 17% in 2022-23 to 19% in 2024-25. The percentage of graduates who have completed both CTE and A-G requirements decreased over the last three years from 19.4% in 2022-23 to 15.9% in 2024-25. Other Course Offerings: 24 Sections of Advanced Placement: Calculus A/B, Calculus B/C, Chemistry, Comparative Government, Computer Science, English Language and Composition, English Literature and Composition, Environmental Science, European History, French Language and Culture, Physics, Psychology, Spanish Language and Culture, Spanish Literature and Culture, United States History. Additionally, two periods of universal support/interventions are available. 21 CTE Pathways: Animal Science, Art Media and Design, Business Management, Child Development, Dance/Choreography, Emergency Response, Fashion Design and Merchandising, Film Production, Machining and Forming Technologies, Ornamental Horticulture, Patient Care, Photography, Production and Managerial Arts, Public Safety, Residential and Commercial Construction, Software and Systems Development, Sustainable Agriculture|Barriers: 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 is continuing to offer dual enrollment courses that will increase the ability for students to be College and Career Ready.|Actions: 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 while supporting the further development of the Big Picture Learning program.|Met||2026-06-11|2026 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, and a new three year cycle started again this year. We have passed the review the last three 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 Math in the upcoming school year, through our Bridges program. We are also engaging in extensive, continued PD in the area of English Learner Instruction. In addition, we have developd a Student/Parent Handbook that will outline grading practices and procedures as well as the focus of curriculum in each grade level.|Met||2026-05-11|2026 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||2026-06-25|2026 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, MESA, and yearbook.|The school is in the process of developing a Cal-GETC pathway with the local community college and it is exploring the possibility of expanding its dual enrollment course offerings to include the 10th grade.|Met||2026-06-09|2026 23656152330454|Sequoia Career Academy|7|As a small independent charter school, Sequoia Career Academy ensures that 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 utilizes its master schedule, student schedules, enrollment records, and transcript reviews to monitor student access to courses and ensure participation in a comprehensive curriculum aligned with state standards across grade spans. Due to the school’s size and inclusive educational model, students are not separated into different course pathways based on student group status, allowing all students access to the same academic opportunities and supports.|As a small independent charter school operating on a single campus, Sequoia Career Academy provides all students—including unduplicated student groups and students with exceptional needs—with equal access to and enrollment in the same broad course of study. Review of the school’s master schedule, student schedules, enrollment records, and transcript data confirms that students across grade spans participate in a comprehensive curriculum aligned with state standards, including core academic subjects, electives, enrichment opportunities, and college- and career-readiness courses. Because of the school’s inclusive educational model and small size, students are not separated into different academic pathways based on subgroup status. There are no identified differences across student groups in access to or enrollment in the school’s broad course of study. This structure helps ensure equity, consistency in curriculum delivery, and access to academic opportunities and supports for all students.|The primary barrier to providing an even broader range of courses is the school’s small size and limited enrollment. With approximately 15–25 students per grade level, staffing and funding limitations can make it difficult to offer the same variety of courses and specialized programs available at larger schools. Despite these challenges, Sequoia Career Academy continues to provide students with access to a comprehensive and well-rounded course of study that includes core academic subjects, electives, enrichment opportunities, and career-focused coursework. Current offerings include Fitness, Life Skills, and Career Technical Education pathways in Child Development, Business, and Emergency Medical. In addition, after-school opportunities such as archery, art, robotics, soccer, track and field, volleyball, and yearbook further expand student access to enrichment and extracurricular learning experiences.|In response to identified needs and to further expand access to a broad course of study, Sequoia Career Academy expanded dual enrollment opportunities through its partnership with Mendocino College, allowing students in grades 9–12 to enroll in college courses in business and emergency medical fields, as well as additional college and career readiness coursework. These opportunities provide students with access to advanced coursework, career exploration, and opportunities to earn college credit while still in high school. To help ensure equitable access for all students, the school covers the cost of textbooks and course fees associated with dual enrollment classes. Sequoia Career Academy will continue exploring additional opportunities to expand course offerings, enrichment activities, and career-focused learning experiences despite the limitations associated with small school size and staffing capacity.|Met||2026-06-09|2026 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, Power School, 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.|Tree of Life does not use traditional textbooks and instructional materials in 4 out of 5 of its classrooms. Instead, it uses a rich variety of resource materials and Montessori instructional materials, which are standards aligned. Many of the materials and lessons are purposefully designed to support a curriculum in which the subjects are integrated, which follows the principles of the Common Core Standards. All the materials from all core subjects are available on the shelves at all times while some subjects are rotated as lessons are given. After a group of students receive a lesson, they complete their follow up work using the materials afterwards. All Montessori lessons have a progression of broad to more narrowly focused topics. The Montessori curriculum is referred to as Cosmic Curriculum because it is so broad and integrates all subjects together. Each classroom is equipped with the materials suitable for the developmental level of the children in that room. A complete list of the Montessori lessons in all subjects is available in the school's SARC posted on the website. These materials are available during class time to all students in each of the multiple subject classrooms. The secondary classroom uses textbooks for core subjects and utilizes project- learning techniques. Special education students are rarely pulled out of class, rather services are given in the classroom. The instructional aides help when students struggle with academics.|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 2026-27 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 2025-26 that needed teacher intervention (and involved the removal of a student from the classroom to another environment) doubled from the previous school year. This is an obvious barrier that needs to be addressed. Chronic absenteeism among socio-economically disadvantaged students is 3% higher than students overall and is at 16.7%. The school's suspension rate has also increased 2.8%.|For the 2026-27 school year, the staff will be participating in more trainings including restorative justice training. 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. All classes will be adding additional time spent on Mathematics to respond to the decrease in math scores. The Restorative Justice Peer Partner will be leading class meetings as a Tier one support to increase peer empathy amongst all students. Highly trained instructional aides will continue to support all classes with the addition of .5 FTE that will rotate to all classes to give support to students that demonstrate need, These additional actions are intended to reduce the number of incidents in the classrooms and reduce chronic absenteeism and suspension rates to ensure access to a broad course of study for all students|Met||2026-06-24|2026 23656230000000|Willits Unified|7|WUSD employs the Aeries Student Information System (SIS) to schedule, monitor, and warehouse all current, past, and imported academic records of our students. For the Individualized Education Program (IEP) process and relevant information, we use the Special Education Information System (SEIS). Additionally, we continue to utilize cumulative (CUM) folders and historical CAASPP data. We work closely with local county and governmental agencies to stay informed about our homeless, foster, and other at-risk student groups. Instructors and administrators from the four local Local Education Agencies (LEAs) communicate each year as students matriculate, ensuring a seamless transition. assessments, CAASPP results, internal benchmark testing, STAR testing, Aeries Analytics, graduation rates, and IEP data. Our secondary master schedules help measure the extent to which our students have access to a broad course of study. Our high school program offers a wide range of Career and Technical Education (CTE) and academic pathways, in addition to the A-G college preparation program. This comprehensive approach ensures that all students have access to diverse learning opportunities and are prepared for their future endeavors.|WUSD operates as a vertically articulated system where students matriculate from one school to another based on grade level. We have four schools: TK-2, 3-5, 6-8, and 9-12. At each level, appropriate grade-level staffing and standards are utilized to ensure academic progress and sufficiency as students move along the vertical educational continuum. This vertical progression provides students with a relevant and consistent educational environment that advances in stages, offering a wide breadth of courses. This structure ensures students become proficient within their local LEA. Instructors and administrators from the four local LEAs communicate each year as students transition, ensuring continuity and support.|when it comes to expanding the course of study at WUSD. Recruitment of Quality Staff: Hiring qualified educators who are not only knowledgeable in their subject areas but also skilled in effective teaching methodologies is essential for offering a diverse and enriching curriculum. This may involve implementing targeted recruitment strategies, offering competitive salaries and benefits, providing professional development opportunities, and fostering a supportive work environment to attract and retain top talent. Physical Space Constraints: Limited physical space can pose challenges when expanding the course of study, especially if new programs or courses require specialized facilities or equipment. Addressing this barrier may involve exploring options such as renovating existing facilities, leasing additional space, or utilizing alternative scheduling models to maximize existing resources. By proactively addressing these barriers through strategic planning, resource allocation, and collaboration with stakeholders, WUSD can work towards expanding its course offerings to better meet the diverse needs and interests of its students.|benchmark testing, STAR testing, Aeries Analytics, graduation rates, and IEP data, to drive local implementation and monitor student progress. Our secondary master schedules help measure the extent to which our students have access to a broad course of study. In our high school program, students have access to a wide range of Career and Technical Education (CTE) and academic pathways, as well as the A-G college preparation program. However, due to the size of the district, we are limited in the number of AP classes we can offer. To address this, we partner with the local community college to provide dual enrollment classes in various subjects based on student interest. We face challenges related to our budget, district size, and ability to recruit qualified personnel due to our region and limited access to a four-year university|Met||2026-06-16|2026 23656230112300|La Vida Charter|7|The process begins with Parents filling out the curriculum choice form, or for the high school the teacher provides a list of courses from which books are ordered and checked out to the students. All books are checked out and tracked through the library system. Also the student information system tracks the courses students are enrolled in which is uploaded to CALPADS. This allows the administration to track A-G and Career and Technical Education CTE, classes taken. These procedures work well in a small school environment.|All K-12 students have access to a wide variety of curriculum and courses of their choice. In tracking the over 300 A-G courses, the only students who are not taking A-G courses are one or two Special Education students, even though the possibility and opportunity is open to them.|There are no barriers for access to a range of courses at La Vida. Internet access can be a challenge for some who live in the hills. With Starlink this challenge is lessening. However only a fraction of the students use online curriculum for a part of their program.|La Vida enjoys expanding its course offerings every year. The new offerings are part of the new year excitement each year.|Met||2026-06-24|2026 23656230125658|Willits Elementary Charter|7|At the end of the year, we ensure that we have enough books and technology for all students for the following year. All students enrolled in classroom-based classes receive classroom-based education, with pull-out times for special needs students that are coordinated with classroom teachers so that students are not missing core instruction. Students also work out their own schedule of being pulled out of class for speech or other educational services so that they buy into the services provided. Students who need help in developing literacy skills are in small groups with a literacy specialist for support (during non-core teaching time). Students who have accommodations have access to the curriculum because their needs are considered and built into teaching. Some accommodations include breaks when needed, text to speech, visual aids, preferred seating, small group work, and charts to organize information. Teachers work with parents and students to ensure that student needs are being met.|All students have access to a broad course of study at grade level. We put in supports for students reading below grade level so that they can access the reading materials and talk in small groups about the content. There are no differences across grade level or student groups.|Fully 1/3 of our students have 504 plans or IEPs and need extra help and support to access the curriculum. While we have a higher number of aide hours, there are still students who would benefit from smaller classes and more one-on-one or small group attention. The barriers to this are financial and logistical.|Teachers reviewed accommodations across all grade levels and we implemented as many accommodations for the full class as possible, so that all students have access to breaks when needed, preferred and flexible seating, text to speech or speech to text as needed, noise cancelling headphones, whisper phones for reading, visual schedules, fidgets as needed, and alternative means of showing knowledge.|Met||2026-06-23|2026 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||2026-06-23|2026 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|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||2026-06-24|2026 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||2026-06-25|2026 23744680000000|Mendocino County ROC/ROP|7|||||Not Met|||2026 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.|There are no barriers preventing the LEA from providing access to a broad course of study for all students. We have been developing our relationship with Mendocino College’s dual enrollment program|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||2026-06-29|2026 24102490000000|Merced County Office of Education|7|The LEA utilizes multiple locally developed measures to monitor the extent to which all students have access to and are enrolled in a broad course of study aligned to California Education Code sections 51210 (grades 1–6) and 51220 (grades 7–12). These measures include the master schedule, student transcripts, course enrollment reports in Aeries, and Individual Learning Plans (ILPs), which are reviewed by grade span, unduplicated student groups, and students with exceptional needs within the LEA’s alternative education programs, including Valley Community School (VCS) and Juvenile Court School. A broad course of study is defined as courses with Board-approved instructional materials, courses that support progress toward high school graduation requirements, and Career Technical Education (CTE) opportunities where appropriate. The LEA ensures access to core academic subjects, credit recovery, intervention courses, and enrichment opportunities across both classroom-based and alternative settings. Each student develops an ILP in collaboration with teachers and support staff, outlining academic, behavioral, and postsecondary goals. ILPs are reviewed at least quarterly to monitor progress, identify barriers to course access, and implement targeted supports. These reviews are informed by transcript analysis, attendance, and progress monitoring data to ensure equitable access and participation. Additionally, the LEA conducts annual reviews of its course offerings and program implem|Using ILPs, transcript reviews, Aeries course enrollment reports, and master schedule analysis, the LEA monitors student access to and enrollment in a broad course of study across Valley Community School (VCS) and Juvenile Court School. Data indicates that all students are provided access to core academic courses aligned to graduation requirements, with consistent enrollment in English, mathematics, science, and social science across grade spans and student groups, including unduplicated students and individuals with exceptional needs. Some differences exist across program settings due to the nature of alternative education placements. VCS sites offer a broader range of elective and credit recovery options, while Juvenile Court School focuses on core instruction, credit accrual, and short-term academic stabilization due to high student mobility and length of stay. Independent Study students access the same core curriculum and graduation-aligned coursework as their classroom-based peers, supported through ILPs and regular progress monitoring. Across all programs, ILP reviews conducted quarterly by teachers, counselors, and support staff ensure that students are appropriately enrolled and progressing. When barriers to access are identified—such as attendance, credit deficiency, or scheduling constraints—targeted interventions and flexible scheduling options are implemented. Over time, the LEA has strengthened systems to ensure more consistent monitoring of course access and|Based on analysis of ILPs, transcript reviews, course enrollment data, and program implementation, the LEA has identified several barriers that can impact consistent access to a broad course of study. These barriers are primarily related to the unique needs of students served in alternative education settings rather than limitations in course availability. Key barriers include high student mobility and short-term enrollments, particularly in Juvenile Court School, which can limit continuity of instruction and access to a full range of courses. Additionally, gaps in prior credits and significant credit deficiencies may require students to prioritize core academic courses over elective or enrichment opportunities. Attendance challenges and inconsistent engagement also impact students’ ability to fully access available coursework. In independent study settings, barriers may include limited student engagement, pacing challenges, and the need for increased academic support to ensure successful course completion. Scheduling constraints and staffing limitations can also impact the range and frequency of elective offerings across sites. The LEA continues to address these barriers through the use of Individual Learning Plans (ILPs), targeted interventions, flexible scheduling, credit recovery options, and a Multi-Tiered System of Supports (MTSS). Ongoing monitoring and program refinement are used to improve access and ensure all students are able to engage in a broad course of stud|In response to identified barriers, the LEA has refined and expanded systems to ensure all students have access to a broad course of study. To address credit deficiencies and prioritize access to core instruction, the LEA has strengthened credit recovery options and improved alignment of courses across settings to ensure continuity for students transitioning between programs. To address engagement and attendance challenges, the LEA continues to implement structured ILP monitoring cycles, with increased involvement of Youth Engagement Specialists and counselors to support consistent participation, particularly in Independent Study. Flexible scheduling and targeted intervention periods have been expanded to provide additional access to core instruction and academic support. The LEA has continued to expand Career Technical Education (CTE) access, including increased coordination with Regional Occupational Program (ROP) offerings and improved access for students in alternative settings, including Valley Community School and Juvenile Court School. To reduce barriers related to technology and access, the LEA maintains 1:1 device implementation and expanded connectivity supports to ensure students can fully participate in online and hybrid coursework. Additionally, targeted support classes for English Learners, Long-Term English Learners, and students with significant skill gaps continue to be refined based on benchmark and progress monitoring data. The LEA will continue to eval|Met||2026-06-15|2026 24102490106518|Merced Scholars Charter|7|MSCS uses multiple local measures to monitor the extent to which all students have access to and are enrolled in a broad course of study aligned to California Education Code 51210 and 51220. Primary tools include multi-year plans, four-year plans for high school students, Aeries course enrollment data, and progress monitoring reviews conducted at least three times per year (initial, mid-year, and end-of-year). Multi-year plans are the central tool used across all grade spans to ensure students have access to standardsaligned coursework, Career Technical Education (CTE), and courses required for graduation. In elementary grades, multi-year plans are developed collaboratively with families and teachers, while in middle and high school, students work with counselors to develop and monitor multi-year plans and four-year plans aligned to graduation and postsecondary goals. Student access is further supported through regular teacher-student meetings, with 63% of families reporting weekly or more frequent meetings with teachers, ensuring ongoing review of course access and progress. Staff survey data also indicates strong implementation of instructional programs, with 95% favorable responses related to instruction and curriculum, supporting consistent access to standards-aligned materials and coursework. These measures allow MSCS to monitor access across student groups, including unduplicated students and students with exceptional needs, and to make adjustments to ensure all stud|MSCS uses multiple local measures to monitor the extent to which all students have access to and are enrolled in a broad course of study aligned to California Education Code 51210 and 51220. Primary tools include multi-year plans, four-year plans for high school students, Aeries course enrollment data, and structured progress monitoring conducted at least three times per year (initial, mid-year, and end-of-year). Multi-year plans serve as the central tool across all grade spans to ensure students are enrolled in standards-aligned coursework, Career Technical Education (CTE), and courses required for graduation. In elementary grades, multiyear plans are developed collaboratively with families and teachers, while in middle and high school, students work with counselors to align their multi-year and four-year plans with graduation and postsecondary goals. Access is further supported through frequent teacher-student interactions, with 63% of families reporting weekly or more meetings with teachers, allowing for ongoing review of course access and adjustments. Staff survey data reflects strong implementation of instructional programs, with 95% favorable responses related to instruction and curriculum, indicating consistent access to standards-aligned materials and coursework. These measures enable MSCS to monitor and adjust access across student groups, including unduplicated students and students with exceptional needs, ensuring all students are supported in a comprehensive co|MSCS provides all students with access to a broad course of study through standards-aligned curriculum, multi-year plans, and ongoing progress monitoring. However, analysis of local data indicates that barriers exist in ensuring consistent access and full engagement for all students. Student engagement data shows a 58% favorable rating, indicating that not all students are consistently connected to or actively participating in their coursework . This suggests that while courses are available, some students may not fully access or benefit from the breadth of offerings. Additionally, student perception data shows variability in interest and participation in classes, which can impact meaningful access to content. Family engagement data also highlights potential barriers. While communication is strong (90% of families report timely responses), approximately 69% of families report not participating in school events or workshops, which may limit awareness of course options and available supports. Additional barriers include scheduling challenges, varying levels of independent learning readiness in nonclassroom-based settings, and differences in access to resources or support at home. These factors can impact students’ ability to fully engage in and complete a broad course of study. MSCS continues to address these barriers through targeted supports, increased engagement strategies, and ongoing monitoring to ensure all students can access and benefit from available coursework.|In response to local data, MSCS has implemented and will continue to refine strategies to ensure all students fully access a broad course of study. While all students have access to standards-aligned curriculum through multi-year plans and course offerings, student engagement data (58% favorable) indicates a need to strengthen how students connect to and participate in coursework . MSCS will continue to maintain 1:1 technology access for all students and expand WiFi device availability to ensure consistent access to online curriculum and instructional resources both at school and at home. In addition, the LEA will increase monitoring of student progress through regular multi-year plan reviews and teacher-student meetings, with 63% of families reporting weekly or more frequent interaction with teachers, to ensure students are enrolled in and completing appropriate courses. To address engagement barriers, MSCS will implement targeted instructional strategies, including differentiated supports, increased use of supplemental programs, and expanded intervention opportunities. Staff will receive professional development focused on increasing student engagement and ensuring effective use of curriculum. The LEA will also strengthen outreach to families, as approximately 69% report not participating in school events or workshops, to improve awareness of course options and available supports.|Met||2026-06-15|2026 24102490138032|Come Back Charter|7|CBCS uses multiple local measures and tools to monitor the extent to which all students have access to and are enrolled in a broad course of study aligned to California Education Code 51210 and 51220. The LEA utilizes Aeries (student information system), course enrollment data, transcript audits, and graduation tracking tools to monitor student access, progress, and completion of required coursework across grade spans and student groups, including unduplicated students and individuals with exceptional needs. CBCS defines a Broad Course of Study in grades 7–12 as: • Courses aligned to state standards and supported by Board-adopted instructional materials • Courses that meet high school graduation requirements • Career Technical Education (CTE) and postsecondary transition opportunities As an independent study program, CBCS ensures access through individualized learning plans (ILPs) developed collaboratively between students, teachers, and counselors. These plans outline academic goals, credit attainment, and postsecondary pathways, ensuring each student is enrolled in appropriate courses aligned to their needs. Student progress and course access are monitored through regular check-ins and documented progress reviews, including ongoing teacher-student meetings and counselor support. These reviews are used to identify barriers to course access—such as scheduling, work obligations, or academic gaps—and to implement targeted interventions.|Based on local measures including Aeries enrollment data, transcript audits, and individualized learning plans, CBCS has determined that all students have access to a broad course of study, including standards-aligned core courses, graduation requirement coursework, and Career Technical Education (CTE) opportunities. As a single-site charter LEA operating an independent study model, access to courses is consistent across the program, and all students are provided the same range of course options. Students are enrolled in courses based on individual academic needs, credit deficiencies, postsecondary goals, and teacher and counselor recommendations. Through individualized learning plans and regular progress monitoring, staff ensure that students are appropriately placed in courses that support timely credit attainment and graduation. While access to coursework is consistent, analysis of student progress data indicates that engagement and successful completion of courses varies across student groups, particularly for students with disabilities, English learners, and students experiencing homelessness. These differences are primarily related to external barriers such as work obligations, family responsibilities, and inconsistent attendance, rather than access to courses. CBCS continues to make progress in strengthening systems to monitor enrollment and completion through monthly check-ins, counselor support, and collaboration with community partners.|CBCS has determined that while all students have access to a broad course of study, there are barriers that impact students’ ability to fully engage in and complete coursework. These barriers are primarily related to the unique needs of the adult learner population rather than limitations in course availability. Many students experience challenges such as work obligations, childcare responsibilities, unstable housing, transportation issues, and inconsistent access to technology, which can impact their ability to consistently participate in assigned coursework. Additionally, some students enter the program with significant credit deficiencies and academic skill gaps, requiring more intensive support to access grade-level content. Local data also indicates that certain student groups, including students with disabilities, English learners, and students experiencing homelessness, may require additional supports to fully access and progress through the course of study. These barriers can affect pacing, engagement, and course completion, even when access is equitable. CBCS continues to address these barriers through flexible scheduling, individualized learning plans, counselor support, and partnerships with community agencies, as well as providing technology and connectivity support when available. Ongoing progress monitoring and regular staff-student check-ins are used to identify and respond to barriers in a timely manner.|In response to the identified barriers impacting student engagement and course completion, CBCS will continue to strengthen systems that ensure all students can fully access a broad course of study. The LEA maintains a 1:1 technology model, providing all students with devices to access online curriculum, instructional resources, and intervention supports. To address connectivity barriers, CBCS will continue to provide Wi-Fi hotspots and expanded access to internet resources, ensuring students can engage in learning outside of school. CBCS is also strengthening the use of individualized learning plans (ILPs) and regular progress monitoring to better align course enrollment with student needs, credit deficiencies, and postsecondary goals. Increased counselor support and case management will ensure students receive consistent guidance, academic planning, and connection to appropriate courses and supports. To address academic skill gaps, CBCS will continue to utilize standards-aligned curriculum with embedded interventions, as well as provide additional targeted support through tutoring, small group instruction, and student support services. The LEA will also expand flexible scheduling options and alternative pathways to allow students to balance school with work and family responsibilities while maintaining progress toward graduation. Additionally, CBCS will continue to strengthen partnerships with community agencies and internal programs to provide wraparound services.|Met||2026-06-15|2026 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 and/or Spanish 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 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-engagement. 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 worked to expand STEAM, CTE, and arts education at all junior high campuses.|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 three 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||2026-06-25|2026 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||2026-06-25|2026 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.|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||2026-06-25|2026 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||2026-06-23|2026 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||2026-06-22|2026 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 2025-26 school year gave a score of 100%.|The self evaluation tool for the 2025-26 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 23.0 teachers for grades TK-8 it is a challenge to provide adequate access in areas like applied and performing arts.|The district will work to increase student access to visual and performing arts as well as career technical education. The district will continue to look at ways to increase STEAM curriculum during the coming years.|Met||2026-06-09|2026 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 2025-26 school year gave a score of 100%.|The self evaluation tool for the 2025-26 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 25.2 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||2026-06-17|2026 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.|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 will begin year 3 of a 3 year partnership with California Education Partners (CEP), a non-profit organization funded by Bill and Melinda Gates Foundation to support student achievement and minorities. The CEP team is composed of site and district staff with an emphasis on preschool through grade 3 teachers. The focus of the CEP cohort is on improving district systems, policies, and practices in support of coherence in preschool through third grade mathematics. In addition, Livingston Middle School will be entering into year 2 of a 3 year partnership with the Learning Forward Math Network in collaboration with MCOE. The focus will be strengthening the improvement cycle through the lens of curriculum evaluation. A comprehensive literacy plan will be implemented to increase literacy across all grade levels. The district continues to develop a strong multi-tiered system of support (MTSS) to maximize student success across the district. In support of multilingual learners, LUSD has partnered with the Merced County Office of Education as part of the Multilingual Network. The district’s primary goal is to improve English Learner (EL) reclassification rates, with particular attention to Long-Term English Learners (LTELs). This three-year partnership began with a first-year focus on conducting a comprehensive analysis of existing systems, data, and practices to better understand student needs. In the second year, the focus will shift to identifying and implementing best pra|Met||2026-06-16|2026 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. The district continues to 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.|The District engages in an ongoing process of improvement, reflection and needs assessment. This past year, LBUSD provided professional learning for new science curriculum (K-12) and math curriculum (7-12) adopted last year. This year, 3 cohorts (approximately 120) K-6 teachers completed LETRS training deepen their understanding of literacy instruction and address LBUSD strategic directive and LCAP goals regarding early literacy. LBUSD has two other cohorts beginning their second year of LETRS training next school year. LBUSD continued expand the dual enrollment course offerings for students throughout LBUSD at Merced College. 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||2026-06-17|2026 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||2026-06-23|2026 24657710000000|Merced City Elementary|7|MCSD looks to continue utilizing the University of Chigago's 5 Essentials Survey (pausing 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. A 20-percentage point increase since 2022–23 in respondent perceptions of equitable resource distribution across schools, now at 43% 78% of MCSD staff report that all students have access to a broad course of study.|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||2026-06-23|2026 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 Colleges. 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. California Colleges 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. 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||2026-06-10|2026 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 accessing a broad course of study, the district will ensure that all students have access to a broad course of study.|Met||2026-06-18|2026 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 2025-26 school year gave a score of 100%.|The self evaluation tool for the 2025-26 school year gave a score of 100%. There is only one site per grade range; therefore, there are no access differences across sites. It was the determination of the district while using the self evaluation tool, that both the unduplicated sub group and the students with exceptional needs sub group had the same access to the broad range of study that the general population had.|One large barrier to providing a broad course of study to all students is the limited number of teachers within the district. With only 44.0 teachers for grades TK-8 it is a challenge to provide adequate access in areas like applied and performing arts.|The district will work to increase student access to visual and performing arts and career technical education. The district will use outside community groups that provide visual and performing arts instruction and activities. The district will continue promoting the Medical Academy to help prepare students in CTE.|Met||2026-06-18|2026 24658390000000|Snelling-Merced Falls Union Elementary|7|Snelling School went through a comprehensive Williams Compliance Overview from the Merced County Office of Education for the 2025-2026, 2026-2027, 2027-2028. Their were no findings and the report was presented to the school board members at the regular scheduled meeting in September 2025.|Snelling School went through a comprehensive Williams Compliance Overview from the Merced County Office of Education for the 2025-2026, 2026-2027, 2027-2028. Their were no findings and the report was presented to the school board members at the regular scheduled meeting in September 2025.|There were no findings.|All students had access to a broad course of study per the County Office during the Williams Compliance visit.|Met||2026-06-15|2026 24658620000000|Weaver Union|7|As an elementary district, we provide access to a broad course of study for all grade spans and all students. Our daily schedules and bell schedules are developed to make sure of this. Staff collaboration, grade level planning, pacing calendars, and the efforts of our Academic Coaches help to support this goal.|Weaver Union School District uses annual reviews of elementary instructional schedules, the middle school master schedule, and Aeries enrollment and roster data to verify that all students are enrolled in and have access to a broad course of study. Information is reviewed by school, grade span, and student group, including English learners, low-income students, foster youth, and students with disabilities. For students with exceptional needs, the District also reviews IEP services, educational placements, inclusion opportunities, and access to general education courses and programs to ensure that needed supports do not unnecessarily limit participation. The annual Williams Report and Board review are used to verify that students have sufficient standards-aligned instructional materials. The District also annually reviews staffing and service levels supporting unduplicated students and students with exceptional needs, including academic coaching, intervention, ELD, special education, health, and library services. These measures are reviewed through the LCAP process to identify and address any access or enrollment gaps.|None identified.|We will continue to follow the California adoption cycle and make appropriate selections based on State approved options.|Met||2026-06-18|2026 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 and Social Emotional Learning. 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. At WMS, the lunch periods are offset for each grade level allowing for an enrichment period where students can participate in a variety of activities including robotics and photography. During the After School Education & Safety (ASES) Extended Learning Opportunity (ELOP) Program, students receive access to instructional lessons, physical education activities, and electives.|The WSD may consider broadening the types of enrichment offered to students in grades 6-8. 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||2026-06-15|2026 24736190000000|Gustine Unified|7|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.|All students in Gustine Unified have access to a broad course of study. In grades TK–5, students receive instruction in English Language Arts, Mathematics, Science, Social Science, Visual Arts, Health, Physical Education, and other Board-adopted subjects. Annual Williams Act reviews verify that all students have access to standards-aligned instructional materials, and school schedules ensure required instructional minutes and physical education are provided. In grades 7–12, students have access to English, Mathematics, Science, Social Science, World Languages, Physical Education, Visual and Performing Arts, Applied Arts, and Career Technical Education (CTE). Gustine High School continues to expand UC/CSU A–G course offerings and provides College and Career Access Pathways (CCAP) courses that allow students to earn college and high school credit simultaneously. Gustine Middle School offers exploratory courses, including a CTE wheel in grades 7 and 8 that introduces students to a variety of career pathways. English Learners access the full curriculum through integrated and designated English Language Development (ELD) instruction. Students with disabilities are supported through a continuum of services, including push-in support from special education staff and instructional aides, ensuring access to grade-level standards and core instruction. Appropriate staffing and credentialed teachers ensure all students have opportunities to enroll in a wide range of courses and program|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 Languages.|The district offers World Language courses at the middle school level in grade 7. This allows students to enroll and potentially complete Spanish I and II before entering high school by completing Spanish 1 in 7th grade and Spanish 2 in 8th grade. The district will expand CTE by introducting a CTE Wheel for 7th and 8th graders in the upcoming school year.|Met||2026-06-24|2026 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||2026-06-15|2026 24744760000000|Merced County ROP|7|||||Not Met|||2026 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.|DPOLJUSD review of access to a broad course of study shows that students generally have equitable access to core academics, electives, special education services, English Learner supports, and Career Technical Education (CTE) pathways. The district uses multiple data sources—including master schedules, California School Dashboard indicators (College and Career Indicator), CAST results, CTE participation data, and Least Restrictive Environment (LRE) placement data—to evaluate access and guide improvement. However, barriers remain. Inconsistent master scheduling can limit access to A–G requirements, AP courses, Dual Enrollment, electives, and the Seal of Biliteracy pathway, especially at the high school level. There is also a need to strengthen college and career readiness outcomes through improved completion of A–G requirements, CTE pathways, and advanced coursework, supported by earlier planning and stronger counseling. For students with disabilities, data indicates a continued need to increase Least Restrictive Environment placements and ensure consistent access to grade-level curriculum through stronger collaboration between general and special education staff. CAST results in grades 5, 8, and 11 also highlight the need to strengthen NGSS instruction through professional development and improved instructional alignment and lab experiences.|DPOLJUSD has made progress in strengthening curricular alignment and ensuring coherent, vertically aligned instruction from elementary through high school, improving equitable access to rigorous learning. In 2025–26, elementary schools focused on Science of Reading professional development (TK–5) to strengthen evidence-based literacy instruction and improve foundational reading skills for all students, including English Learners. Middle schools piloted a co-teaching model to increase inclusion and expand access to the Least Restrictive Environment, with plans to scale this work. At DPHS, the master schedule was reviewed to expand A–G access, increase electives, and maintain a seven-period day. A data team is working to improve A–G completion and close gaps for English Learners and students with disabilities. DPHS is also expanding CTE with a new Public Safety pathway through the Golden State Pathways Program. Westside High School is using Equity Multiplier funding to expand A–G and CTE access, strengthen college/career readiness, and increase mental health supports. These efforts reflect the district’s commitment to rigorous instruction, inclusion, and college and career readiness for all students.|Met||2026-06-18|2026 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. 2026-27 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, Math, Science, and Social Studies 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 PLC, where they 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. While in grades 6-12 ERWC will not only increase literacy, but also close the l"|Met||2026-06-09|2026 25102560000000|Modoc County Office of Education|7|MCOE does not operate a school making this priority Non-applicable.|MCOE does not operate a school making this priority Non-applicable.|MCOE does not operate a school making this priority Non-applicable.|MCOE does not operate a school making this priority Non-applicable.|Met||2026-06-08|2026 25658960000000|Surprise Valley Joint Unified|7|Our tracks our students yearly by looking at transcripts and scheduling classes that our students need in times that are best fit for the majority.|Being that our district is very small, students at the high school level are offered A-G classes, in which some have to be rotated yearly so they can be taught. Students are able to take classes on an online platform if they need to make up credits or a specific class doesn't fit into their schedule. Students also have the opportunity to take college classes throughout their high school career.|There are no real barriers. We are just limited due to the number of students and staff that are at our district.|Continue to do what we can with our numbers of students and staff.|Met||2026-06-25|2026 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 2025-26 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 student groups have access to Elective and AVID 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, and summer school classes. Students also have the opportunity for both music and art. CTE programs include welding, woodshop, and 3-D design. In addition, all students have the opportunity to learn leadership through our high performing comprehensive FFA and ASB Leadership 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.|Met||2026-06-17|2026 25735930000000|Tulelake Basin Joint Unified|7|The district utilizes several local measures and tools to monitor student access to and enrollment in a broad course of study. Aeries is used to track student enrollment, course completion, grades, attendance, and participation in academic programs. The district also utilizes course access matrices to ensure students have equitable access to required and elective coursework, including college and career readiness opportunities. Student Success Team (SST) processes are used to identify and address barriers that may limit student access to academic programs and supports. Additionally, Individualized Education Programs (IEPs) are used to monitor and ensure that students with disabilities have access to appropriate coursework, services, accommodations, and supports necessary to participate in the general education curriculum and make progress toward their educational goals. These tools allow the district to monitor access and participation for all students, including unduplicated student groups and individuals with exceptional needs.|The district uses Aeries, course access matrices, SST processes, and IEP reviews to monitor student access to and enrollment in a broad course of study. Local data indicates that students have access to all required core academic subjects, Career Technical Education courses, dual enrollment and dual credit opportunities through the College of the Siskiyous, AVID, athletics, FFA, and other enrichment opportunities. The district monitors participation and removes barriers to ensure students with disabilities, English Learners, foster youth, low-income students, and other unduplicated student groups have equitable access to educational opportunities. Through SST and IEP processes, accommodations, interventions, and support services are provided as needed to support student success. Local data shows that access to a broad course of study is generally equitable across student groups. The district continues to expand opportunities through dual enrollment, AVID implementation, career exploration activities, and partnerships that support college and career readiness for all students.|Based on local data and the district's review of course access, the primary barriers to providing access to a broad course of study for all students are related to the district's small size, limited staffing, and geographic isolation. As a small rural district, the district has limited personnel available to offer a wider variety of elective, advanced, and specialized courses. Scheduling constraints can also make it difficult for students to access all desired courses while meeting graduation requirements. Additional barriers include transportation challenges for participation in off-campus opportunities, limited access to specialized instructors, and the need to provide additional academic and language supports for some students to successfully participate in rigorous coursework. The district continues to address these barriers through dual enrollment opportunities, AVID implementation, partnerships with local and regional agencies, SST and IEP supports, and the use of technology to expand educational opportunities for all students.|In response to the results of local measures and data analysis, the district will continue expanding access to rigorous and engaging coursework through dual enrollment and dual credit opportunities with the College of the Siskiyous, AVID implementation, Career Technical Education pathways, and career exploration experiences. The district will continue to monitor course enrollment and participation through Aeries, SST processes, and IEP reviews to identify and address barriers to access for all student groups. The district will also strengthen partnerships with local businesses, regional agencies, and educational partners to increase opportunities for career readiness, work-based learning, and postsecondary planning. Additionally, the district will continue providing targeted academic, language, and special education supports to ensure all students, including English Learners, students with disabilities, foster youth, and low-income students, have equitable access to a broad course of study and the supports necessary for success.|Met||2026-06-17|2026 25744500000000|Modoc County ROP|7|||||Not Met|||2026 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 initial WASC accreditation in 2018 and Fall 2025 was our Self-Study and six year renewal. Students have access to a-g curriculum, World Languages and a variety of electives via Edmentum Courseware. Two years ago we implemented the UC Scout curriculum for four classes, last year for four more classes and this year for another class. 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 third 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 25-26 school year, all of our students enrolled at Jan Work Community earned credits. We had 2 students graduate after first semester and 2 students graduate in April. 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 2025-2026 school year, we continued to use the UC Scout curriculum to provide increased rigor to our students. We continually look for ways to provide access to as many options for our students as possible.|Met||2026-06-25|2026 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 is expanding Intersession classes and Credit recovery opportunities to close student learning gaps, enhancing access to a broader course of study for all students.|Met||2026-06-26|2026 26736680000000|Eastern Sierra Unified|7|The LEA uses student schedules to determine the board course of study. We look at the A-G pathway and the vocational pathway for our abilities to provide a broad course of study. We look at our class enrollment to determine if certain student groups are not appropriately represented.|All TK-8 schools offer consistent courses in all content areas. Both high schools have streamlined their schedules to allow students to participate via distance learning if courses are not offered at one particular site.|Until this point, the LEA has been unable to provide CTE courses. Electives have been introduced over the past couple of years in preparation for a full CTE pathway beginning in the 26/27 school year.|Until this point, the LEA has been unable to provide CTE courses. Electives have been introduced over the past couple of years in preparation for a full CTE pathway beginning in the 26/27 school year.|Met||2026-06-10|2026 26736920000000|Mammoth Unified|7|Mammoth Unified School District uses master schedules, course catalogs, student enrollment records, transcripts, graduation audits, and counseling records to evaluate access to and enrollment in a broad course of study across grade spans and school sites. The District also reviews A–G completion, Advanced Placement participation and performance, Career Technical Education pathway enrollment and completion, dual-enrollment participation, graduation rates, credit-recovery data, and the College and Career Indicator. Data are reviewed by school site and, when reportable, by student group, including English Learners, low-income students, foster youth, students experiencing homelessness, and students with disabilities. IEP and Section 504 teams review individual access needs, accommodations, supports, and progress toward graduation. MUSD also uses LCAP educational partner feedback, student surveys and summits, School Site Councils, PAC and DELAC input, and California School Dashboard and DataQuest information. These measures allow the District to examine both the availability of courses and whether students are successfully accessing, enrolling in, and completing them.|MUSD met the Priority 7 standard. All students, including unduplicated students and students with exceptional needs, have access to the required courses of study. Elementary students receive instruction in core subjects, physical education, and visual and performing arts, with access to Spanish dual-language immersion. Secondary students have access to core academics, electives, world languages, visual and performing arts, athletics, Advanced Placement, dual enrollment, Career Technical Education, work-based learning, credit recovery, and alternative pathways. MUSD’s Early College model provides opportunities to earn college credit, and more than 10% of the 2024 graduating class earned at least one associate degree. A–G completion increased to 80.8% in 2025. However, College and Career Indicator results reveal disparities: 57.1% of all students were prepared, compared with 5.9% of English Learners, 9.1% of students with disabilities, 37.3% of Hispanic students, and 39.7% of low-income students. These differences demonstrate that availability alone has not yet produced equitable participation and successful completion.|Although courses are available, barriers affect equitable enrollment and completion. As a small, rural district, MUSD faces master-schedule limitations, low enrollment in specialized courses, staffing shortages, and difficulty recruiting qualified bilingual and specialized educators. Scheduling conflicts may limit students’ ability to combine required courses with electives, CTE, Advanced Placement, dual enrollment, intervention, or English Language Development. English Learners and Long-Term English Learners may face language-development needs, unfinished learning, or course sequences that reduce access to rigorous coursework. Students with disabilities may require specialized instruction, accommodations, assistive technology, transportation, or individualized scheduling. Chronic absenteeism and interrupted enrollment also affect credit accumulation and course completion, particularly for low-income students and students experiencing homelessness. Differences in academic preparation, awareness of available opportunities, counseling access, and confidence enrolling in advanced courses may further affect participation. Small student-group sizes can also limit the District’s ability to report and analyze outcomes publicly.|MUSD will increase equitable access to dual enrollment, Advanced Placement courses, CTE pathways, work-based learning, and A–G coursework. Individual college and career planning will begin in middle school, with counselors monitoring course enrollment, credit accumulation, graduation progress, and participation by student group. The District will review master schedules and enrollment patterns to identify conflicts or practices that unintentionally limit access to advanced courses, electives, intervention, ELD, or specialized services. MUSD will strengthen designated and integrated ELD, academic intervention, credit recovery, and transition supports for English Learners, Long-Term English Learners, students with disabilities, and students at risk of not graduating. Supplemental materials, technology, accommodations, and professional learning will support access to the core curriculum. The District will expand CTE pathways aligned with regional workforce needs and continue partnerships with Cerro Coso Community College. Disaggregated participation and completion data will be reviewed through continuous-improvement cycles, and information about course options will be shared with students and families in accessible, multilingual formats.|Met||2026-06-25|2026 27102720000000|Monterey County Office of Education|7|The Monterey County Office of Education relies primarily on local data and the administrative auditing of student schedules to track and ensure that all students have access to and are enrolled in a broad course of study. To monitor grade spans, the local educational agency utilizes Metric 1.28 to verify that 100 percent of students in grades 7 through 12 have access to and are enrolled in a broad course of study through the adopted curriculum. For individuals with exceptional needs, Metric 1.29 ensures that 100 percent of student schedules for students with disabilities are audited to guarantee this access, while Metric 1.25 monitors that students have sufficient access to standards-aligned instructional materials, with specific additional considerations made for students with disabilities. Similarly, Metric 1.30 tracks access for unduplicated student groups by auditing 100 percent of these students' schedules to ensure broad course enrollment. Furthermore, the agency ensures the capacity to deliver these courses through Metric 1.21, which utilizes administrative audits to verify that teachers are appropriately assigned to their teaching roles.|Based on the administrative auditing of student schedules, the Monterey County Office of Education ensures that 100 percent of students have access to and are enrolled in a broad course of study. According to local Metric 1.28, 100 percent of students in grades 7 through 12 are enrolled in a broad course of study through the adopted curriculum. When analyzing access across specific populations, Metric 1.29 confirms that 100 percent of students' schedules with disabilities were audited to ensure this access. Similarly, Metric 1.30 verifies that 100 percent of unduplicated student groups are provided full enrollment in a broad course of study. Because the agency maintains a 100 percent access and enrollment rate across all its alternative education programs and campuses, there are no reported differences or disparities across any school sites or among any specific student groups. Furthermore, longitudinal data demonstrate consistent equity and success; progress over time has remained stable, with the local educational agency consistently achieving and maintaining a 100 percent enrollment rate for all students across all subgroups from the 2023-2024 baseline year through the current 2025- 2026 school year.|Based on the locally selected measures, the Monterey County Office of Education has not identified any barriers to providing access to a broad course of study. Administrative schedule audits confirm that 100 percent of students, including individuals with exceptional needs and unduplicated student groups, are fully enrolled in a broad course of study. Because the local educational agency consistently maintains this 100 percent access rate across all its alternative education programs, there are no systemic barriers hindering course access for any student group. While students may face individual challenges such as high mobility, severe credit deficiencies, and historical truancy that affect their overall academic engagement, these factors do not prevent the agency from providing full access to the adopted curriculum.|Because local measures confirm the Monterey County Office of Education already maintains a 100 percent access rate to a broad course of study for all students, the local educational agency does not need to implement revisions to correct course availability. Instead, the agency's new decisions and revisions focus on expanding experiential learning and college-level pathways to ensure highly mobile students remain engaged with the curriculum. To meet the demand for hands-on learning, the agency is decreasing funding for Action 5.1 and increasing funding for Enrichment Activities (Action 5.2) to expand project-based opportunities, such as the Green Car Project. Furthermore, to broaden student exposure to postsecondary options, the agency is exploring the initiation of on-site dual enrollment coursework in partnership with local community colleges. Finally, to actively reduce individual barriers to academic engagement, the agency restructured Action 4.3 to establish a new School Liaison position dedicated to targeted student outreach, family engagement, and transition planning.|Met||2026-06-24|2026 27102720112177|Monterey Bay Charter|7|MBCS uses several locally selected measures and tools to monitor whether all students have access to and are enrolled in a broad course of study across grade spans, unduplicated student groups, and students with exceptional needs. The MTSS Team reviews benchmark assessment data disaggregated by student groups to identify students in need of academic intervention and to support equitable access to core instruction. The Student Success Team (SST) process and individualized student action plans are used to monitor student progress and ensure access to grade-level curriculum. In addition, the Coordinated Services team—including Education Specialists, Occupational Therapists, Speech & Language Pathologists, School Counselors, and Directors of Education—collaborates to coordinate supports and services for students with exceptional needs so they can fully participate in the school’s broad course of study. The school’s MTSS group also gathers partner feedback and monitors implementation of social-emotional learning and restorative practices across all grade spans to support student engagement and access to learning opportunities.|Using locally selected measures such as benchmark assessment data, MTSS progress monitoring, student action plans, and participation in enrichment and extracurricular programs, MBCS has determined that all students have access to and are enrolled in a broad course of study. Students in all grade spans receive standards-based instruction in English language arts, mathematics, science, and history-social science, along with enrichment opportunities including fiber arts, music, Spanish, and blacksmithing. Students in grades 7–8 also participate in elective courses and have access to extracurricular activities, including theater, athletics, and student government. MBCS monitors student participation and progress across student groups, including unduplicated pupils and students with exceptional needs, to ensure equitable access to academic and enrichment opportunities. Instructional aide support in TK–2, intervention services, coordinated special education supports, and social-emotional learning practices help remove barriers to participation and engagement. Sports schedules and extracurricular opportunities are structured to maximize student access during the school day. At this time, the school has not identified significant differences among student groups in access to a broad course of study. Ongoing MTSS review processes, coordinated services, and LCAP-aligned resource investments continue to support equitable participation and access for all students over time.|Based on locally selected measures, including MTSS data, SST referrals, behavioral data, and student participation in academic and enrichment programs, MBCS has determined that students generally have equitable access to a broad course of study across grade spans. Students participate in standards-based academic instruction and enrichment opportunities such as handwork, gardening, instrumental music, and blacksmithing, with coursework becoming increasingly complex as students progress through grade levels. The primary barrier identified is behavioral incidents that may result in students missing instructional time and limiting full participation in classroom learning and enrichment opportunities. MBCS continues to address this barrier through MTSS supports, restorative practices, social-emotional learning, and coordinated intervention services designed to improve student engagement and maintain access to instruction for all students.|In response to the results of locally selected measures, including MTSS data, behavioral data, counseling referrals, and SST processes, MBCS has implemented and continues to refine supports designed to ensure all students have equitable access to a broad course of study. The school has increased counseling services, expanded the use of restorative justice practices, and regularly reviews discipline policies and procedures to reduce lost instructional time and keep students engaged in classroom learning. The MTSS Team continues to evaluate the effectiveness of the school’s social-emotional learning program and makes recommendations to strengthen students' resilience, conflict-resolution skills, and overall engagement in learning. The counseling team also develops annual student-centered campaigns based on identified needs and student feedback to promote a positive school climate. In addition, teachers collaborate regularly to ensure the curriculum remains vertically aligned across grade levels and continues to provide a comprehensive and developmentally appropriate course of study for all students. MBCS is also strengthening its Preschool through Grade 3 alignment in response to new state guidance to further support early learning access and continuity across grade spans.|Met||2026-06-09|2026 27102720116491|Open Door Charter|7|To track the extent to which all students have access to and are enrolled in a broad course of study, Open Door Charter School utilizes a locally selected measure that specifically audits a percentage of student schedules (Metric 1.21). Additionally, the school employs a program specialist who uses the Aeries data system to create individualized graduation profiles and monitor credit acquisition to ensure course selections align with the specific academic goals of all students, including unduplicated subgroups. Furthermore, the local educational agency uses local data to track 2026-27 Local Performance Indicator Self-Reflection for Monterey County Office of Education - Open Door Charter School Page 15 of 16 the percentage of students with access to standards-aligned instructional materials (Metric 1.11) and explicitly monitors whether the adopted curriculum meets state standards, with consideration for individuals with exceptional needs (Metric 1.14).|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 the difficulty students face in 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.|To ensure all students have access to a broad course of study, in response to local survey data that highlighted a need for more diverse curricular choices and academic counseling, Open Door Charter School implemented several targeted actions. Individualized Course Planning: ODC maintains a program specialist (Action 1.1) who uses the Aeries data system to create individualized graduation profiles, monitor credit accumulation, and assist students in selecting courses that align with their specific abilities, interests, and postsecondary goals. This ensures targeted guidance through the school's catalog of over 300 standards-aligned core and elective courses. Expanded Curriculum and Supplemental Materials: To directly address the request for more subject-based choices, ODC implemented Action 1.2 to provide supplemental instructional materials and academic resources. This decision expanded elective offerings and, in 2026-27, successfully maintained 100% student access to a standards-aligned curriculum, including differentiated materials to support English Learners, low-income students, and students with exceptional needs. College and Career Alignment:ODC expanded access to dual enrollment opportunities, career technical education (CTE), and college-readiness workshops (Action 2.3) to ensure the broad course of study effectively bridges the gap to postsecondary transitions.|Met||2026-06-24|2026 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 aide support 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 Intervention Teacher, a part-time reading intervention teacher and reading and math intervention supported through instructional aides.|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||2026-06-09|2026 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.|Monterey County Home Charter School (MCHCS) will continue to refine and expand its educational program to ensure all students have equitable access to a broad course of study that supports college, career, and individualized learning goals. In response to locally selected measures and stakeholder feedback, the LEA has implemented and will continue implementing several key actions and revisions. MCHCS is currently engaged in a comprehensive K–12 curriculum review process focused on strengthening instructional consistency and expanding opportunities for students in independent study and homeschool settings. As part of this process, the school has been piloting new web-based curriculum during the 2025–2026 school year that include integrated academic supports, consumable materials where appropriate, and increased accessibility for diverse learners. These curriculum revisions are intended to ensure that all students, including English learners, students with disabilities, and students performing below grade level, can access rigorous standards-aligned instruction across all content areas. MCHCS recognizes the importance of providing students with flexible yet comprehensive learning opportunities that align with postsecondary goals and career interests. Additional efforts include integrating instructional videos with language supports, increasing access to on-demand tutoring, and strengthening academic interventions for students who require additional support while learning.|Met||2026-06-24|2026 27102726119663|Oasis Charter Public|7|Oasis Charter Public School uses multiple local measures to monitor equitable access to a broad course of study for all students, including English learners, socioeconomically disadvantaged students, students with disabilities, foster youth, and other unduplicated student groups. The school reviews student enrollment data, master schedules, classroom rosters, Individualized Education Programs (IEPs), English Learner records, intervention schedules, and Expanded Learning Opportunities Program (ELO-P) participation to ensure students have access to California Standards-aligned instruction and enrichment opportunities. Administrators regularly monitor student participation in core academic subjects, intervention and support services, special education, English language development, visual and performing arts, physical education, technology, science, project-based learning, and social-emotional learning. Access is also reviewed through classroom observations, curriculum implementation, student achievement data, and Multi-Tiered System of Supports (MTSS) processes to ensure services are provided based on individual student needs. These measures enable Oasis to identify barriers to participation, monitor equitable access across student groups, and make timely adjustments to ensure every student receives a comprehensive educational program that supports academic achievement and whole-child development.|Oasis Charter Public School provides all students in grades TK–6 with equitable access to a broad course of study aligned to the California State Standards. Students receive instruction in English language arts, mathematics, science, history-social science, physical education, visual and performing arts, technology, and social-emotional learning through an integrated, project-based instructional model. Students also have access to English Language Development (ELD), special education services, academic interventions, counseling, and Expanded Learning Opportunities Program (ELO-P) enrichment based on individual needs. Local measures, including enrollment data, master schedules, classroom rosters, IEPs, English learner records, and intervention schedules, indicate that all student groups have access to the full instructional program. Because Oasis operates as a single TK–6 school, there are no differences in course availability across school sites. Students with disabilities, English learners, foster youth, and socioeconomically disadvantaged students participate in the same core curriculum as their peers while receiving targeted supports and services through the school's Multi-Tiered System of Supports (MTSS). Ongoing review of enrollment, participation, and student achievement data demonstrates that Oasis has maintained equitable access to a comprehensive educational program and continues to refine supports to ensure all students can fully participate and succeed.|Oasis Charter Public School is committed to providing equitable access to a broad course of study for all students. Analysis of local measures indicates that all students have access to the core instructional program; however, several barriers continue to affect students' ability to fully benefit from available learning opportunities. These barriers include varying levels of academic readiness, chronic absenteeism, and the need for additional targeted intervention and enrichment to address diverse learning needs. Staffing and financial limitations also impact the school's ability to expand specialized programs, enrichment opportunities, and intervention services. As a small, single-site charter school, Oasis must carefully balance available resources while ensuring compliance with state requirements and maintaining a comprehensive educational program. Some students, including English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students, require additional academic, behavioral, and social-emotional supports to fully access grade-level curriculum. Oasis addresses these barriers through its Multi-Tiered System of Supports (MTSS), designated and integrated English Language Development (ELD), special education services, counseling, intervention programs, and Expanded Learning Opportunities Program (ELO-P). The school will continue monitoring student participation and outcomes to refine supports and ensure equitable access for all.|In response to the results of local measures, Oasis Charter Public School will continue strengthening systems that ensure all students have equitable access to a broad course of study. The school will refine its Multi-Tiered System of Supports (MTSS) by using student achievement data, attendance, and intervention progress to identify students needing additional academic, behavioral, or social-emotional support. Intervention schedules will be reviewed regularly to ensure students receive targeted services while maintaining access to grade-level instruction. Oasis will continue expanding professional development in high-quality instructional practices, Universal Design for Learning (UDL), differentiated instruction, and inclusive classroom strategies to meet the diverse needs of all learners. The school will also maintain designated and integrated English Language Development (ELD), special education services, counseling, and Expanded Learning Opportunities Program (ELO-P) enrichment to provide additional academic and social-emotional support. Administrators will continue monitoring enrollment, participation, and student outcomes across all student groups to identify barriers and adjust supports as needed. These actions, combined with ongoing collaboration with families and staff, will ensure that every student has equitable access to a comprehensive educational program that promotes academic success and whole-child development.|Met||2026-06-30|2026 27659610000000|Alisal Union|7|The Local Educational Agency uses multiple locally selected measures to monitor the extent to which all students have access to and are enrolled in a broad course of study. These measures include course enrollment data, student schedules, the Student Information System, curriculum implementation monitoring, master schedule reviews, annual reviews of instructional programs, and Williams Act audit findings. The district also reviews Williams Act instructional materials findings to ensure all students have access to standards-aligned instructional materials and that schools maintain the conditions necessary to support equitable access to the curriculum. In addition, the district analyzes participation and access by grade span, unduplicated student groups (English learners, foster youth, and low-income students), and students with disabilities to ensure equitable access to standards-aligned instruction, intervention, enrichment, visual and performing arts, physical education, and other required educational programs. These data are reviewed regularly to identify and address any disparities in access and to support continuous improvement through the district's LCAP process.|The district regularly reviews course enrollment, master schedules, student participation data, and Williams Act findings to ensure equitable access across grade spans, school sites, and student groups. Current data indicate there are no significant disparities in students' access to the core standards-aligned curriculum among school sites or among unduplicated student groups, including English learners, foster youth, low-income students, and students with disabilities. In addition, 10 of the district's 12 schools offer bilingual (Dual Language) programs, providing expanded opportunities for students to develop bilingualism, biliteracy, and academic proficiency in two languages. While these specialized programs are not available at every site, all students have access to a comprehensive standards-based educational program, and the district continues to evaluate opportunities to expand multilingual programming based on student enrollment, community interest, and staffing. Annual Williams Act findings further confirm that all students have access to standards-aligned instructional materials, supporting equitable participation in the district's educational program. The district will continue to monitor these measures through its LCAP continuous improvement process to ensure all students maintain equitable access to a broad course of study.|While 10 of the district's 12 schools currently offer bilingual (Dual Language) programs, expansion to additional sites is dependent upon student enrollment, community interest, available staffing, and sustainable funding. The district will continue to monitor enrollment trends, recruit and retain highly qualified staff, and evaluate resources to increase equitable access to specialized programs while ensuring all students continue to receive a comprehensive, standards-aligned educational program.|The district will continue to monitor course enrollment, master schedules, and program participation to identify and address any disparities in access across school sites and student groups. Efforts will include recruiting and retaining highly qualified teachers, particularly bilingual educators, to sustain and expand multilingual programming as staffing and resources allow. The district will also continue to strengthen implementation of standards-aligned curriculum, expand access to intervention and enrichment opportunities, and ensure students with disabilities and English learners receive the supports necessary to fully participate in the general education curriculum. Through ongoing review of Williams Act findings, instructional materials, and educational partner input, the district will refine programs and allocate resources to maintain equitable access to a comprehensive educational experience. Additionally, the district will continue evaluating opportunities to expand bilingual (Dual Language) programming beyond the current 10 of 12 school sites as student enrollment, community interest, staffing, and funding permit.|Met||2026-06-24|2026 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||2026-06-09|2026 27659870000000|Carmel Unified|7|Carmel Unified School District (CUSD) uses multiple data systems and tools to monitor and evaluate student access to, and enrollment in, a broad course of study across grade spans and student groups. These tools include CALPADS, the California School Dashboard, DataQuest, and the Aeries Student Information System, which provide enrollment, course-taking, and demographic data disaggregated by grade level, unduplicated student groups, and students with exceptional needs. In addition, the district reviews College Board Advanced Placement (AP) reports and other college and career readiness data to monitor student participation in advanced coursework and ensure equitable access to rigorous academic opportunities. Together, these data sources support ongoing analysis of course enrollment patterns and inform efforts to ensure all students have access to a comprehensive and equitable educational program.|Carmel Unified School District (CUSD) provides all students access to a broad course of study aligned with California Education Code and college, career, and life readiness expectations. In grades 1–8, students receive instruction in core academic subjects (ELA, mathematics, science, and history/social science) along with enrichment in visual and performing arts, physical education, world languages, library/media, technology, and garden/habitat programs. In grades 9–12, students have access to core courses, a wide range of electives, Career Technical Education (CTE) pathways, dual enrollment opportunities, and 16 Advanced Placement (AP) courses. Access and enrollment in courses are monitored using CALPADS, DataQuest, the California School Dashboard, Aeries, and College Board AP reports, with data disaggregated by student group, including unduplicated students and students with exceptional needs. Overall, access to a broad course of study is strong across school sites, with ongoing review of enrollment patterns to support equitable participation in advanced coursework and enrichment opportunities for all student groups.|Carmel Unified School District does not currently identify significant systemic barriers to providing access to a broad course of study for all students. However, as the district operates a single comprehensive high school, enrollment size and staffing parameters may limit the ability to expand course offerings without impacting existing programs or class sizes. As a result, course expansion must be carefully balanced with maintaining program quality and fiscal and staffing sustainability.|During the 25-26 school year, CUSD continues to expand dual enrollment opportunities. CUSD offered for the first time Handbuilding 1A, Handbuilding 1B as a part of the VAPA program, Introduction to Graphic Design, Introduction to Photoshop and Stage Theater as a part of CTE pathways. At Carmel Valley HS, students continue to take English 1A and the high school is scheduled to open the first CTE Pathway at the site: Horticulture. CUSD continued the implementation of CCGI expanding for the first time to activate accounts for 8th graders and our seniors used the platform to apply for UC and CSU sites. For the 26-27 school year, CUSD is exploring additional dual enrollment opportunities to enhance the Engineering Pathway, exploring an opportunity to dual enroll in Video Production and Horticulture at CVHS. CUSD will continue to expand the use of the CCGI and explore the use with the Special Education Department and AVID program.|Met||2026-06-17|2026 27659950000000|Chualar Union|7|At Chualar Elementary School, textbook selection is based on a collaborative teacher and administration curriculum review process that leads to a piloting process.. The textbooks are adopted from the most recent state-approved list and are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education. All students in the Chualar Union School District have access to their own copy of the standards-aligned textbooks and instructional materials in the core curriculum areas of reading/language arts, math, science, and history/social science. These textbooks and instructional materials are for use in the classroom and at home. The district uses electronic and paper-based curriculum. Curriculum and instruction to meet the needs of students. Based on the information gained from the Home Language Survey and supported by the evidence found during the Williams Settlement Team visit, students are assigned to highly qualified teachers who use Common Core, standards-based curriculum that is Board-adopted and teach in an English-only or Bilingual classroom setting. Curriculum and instruction meet the needs of students ranging from TK/K - 8th grade.|All students' academic progress is assessed, and results are analyzed to ensure students are consistently working at the level of proximal development. Students' academic success is tracked based on results of the following assessments, but not limited to them, and ensures students are receiving a broad course of study: English Language Proficiency Assessments of California (ELPAC) - a set of tests used in California to evaluate the English language proficiency of students whose primary language is not English. The California Assessment of Student Performance and Progress (CAASPP) System encompasses the following assessments and student participation requirements: Smarter Balanced Summative Assessments and CAAs for ELA in grades three through eight and grade eleven. Smarter Balanced Summative Assessments and CAAs for mathematics in grades three through eight. California Science Test (CAST) and CAAs for Science in grades five and eight. Other assessments include iReady Reading and Math, benchmarks, end-of-unit tests, etcetera. The following are federal and state-funded programs that are provided to Chualar Elementary School students: Title I (Helping Disadvantaged Students Meet Standards), Title II (Improving Teacher Quality) Special Education, Title III (Language Instruction for Limited English Proficient and Immigrant Students), Lottery, After School Education an Safety (ASES) and ELOP Extended-day Program County Office’s Williams Settlement Team confirms CUSD commitment.|One of the three goals defined in the District’s LCAP is its intent to increase overall student attendance and decrease chronic absenteeism. This issue has been a consistent concern due to a combination of issues, some of which we have no control over. Examples include: Parents leaving early for work and children left to fend for themselves as they try to get to school. Lack of adequate health care for Chualar families leads to multiple family illnesses within the home. Multiple families living in one dwelling create “close proximity” living conditions and increase the risk of illness transmission. Parents are not fully literate and cannot read school correspondence because they don’t speak, read, or write English or Spanish (Triqui and Mixteco are common languages spoken by some families in the district). A high number of students are identified as requiring Special Education services. We were monitored in CIM. The Special Education monitoring framework uses a tiered system that differentiates the level of monitoring and technical assistance supports for each local educational agency (LEA) based on data analyses and to determine the LEA’s need for support and intervention. At the core of the monitoring framework is the Compliance and Improvement Monitoring (CIM) process. LEAs in Targeted or Intensive Monitoring Levels for performance are required to participate in and complete the CIM process as part of their ongoing, annual monitoring activity.|Chualar Union School District has an enrollment of approximately 300 students. This allows students to be enrolled in grade-level courses by hand and monitored using simple review. Students in kindergarten through third grade have the option to enroll in the Early Exit Bilingual program. Students are placed according to parent indication of home language on the home language survey upon enrollment and parental preference. Upper grades (4-8) participate in rotation between teams of teachers by class. This ensures that no single student is unscheduled in any subject area. CUSD serves individuals with exceptional needs through our Special Education program on a pull-basis. Chualar Union School District has a single school site; therefore, there are no concerns about enrollment across the district or access to classes.|Met||2026-06-10|2026 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||2026-06-09|2026 27660350000000|Greenfield Union Elementary|7|Greenfield Union School District uses a variety of data sources to ensure all students have equitable access to educational programs and support services. Enrollment data, student achievement results, MTSS records, program participation reports, and IEP monitoring are reviewed regularly to identify needs and ensure students receive appropriate academic and behavioral supports. The district also gathers feedback from students, families, and staff through surveys and advisory committees to evaluate access to programs and inform decision-making. Through ongoing data review and stakeholder input, the district works to ensure all students have meaningful opportunities for academic and personal success.|Review of local data sources, including enrollment records, student information system reports, intervention data, special education monitoring, and equity reviews, indicates that students across the district have broad access to educational programs that support academic growth and student interests. Students are provided opportunities to participate in standards-aligned core instruction as well as enrichment programs, visual and performing arts, STEM-related learning experiences, and other supplemental educational opportunities. Analysis of these data sources shows continued progress in expanding equitable access to programs and services for all student groups. District efforts to improve student placement practices, strengthen intervention systems, and increase collaboration among general education and special education staff have helped ensure that students receive appropriate support while maintaining access to rigorous instruction and learning opportunities. The district continues to utilize data reviews and monitoring processes to identify potential barriers, evaluate program effectiveness, and make informed decisions that promote equitable access. These ongoing efforts help ensure that students, regardless of background, learning needs, or school site, have opportunities to participate in a comprehensive and engaging educational experience.|Greenfield Union School District is dedicated to ensuring that all students have access to a comprehensive educational program that supports both academic achievement and personal growth. In addition to standards-based core instruction, students are provided opportunities to participate in a variety of enrichment programs, including visual and performing arts, STEM-focused learning experiences, leadership development, and other activities designed to broaden their educational experience. These programs help students explore their interests, develop valuable skills, and engage in meaningful learning opportunities that extend beyond the traditional classroom setting. By offering a well-rounded curriculum and equitable access to diverse programs across all school sites, the district strives to meet the varied needs of its students while preparing them for future educational and career opportunities. Through this commitment, Greenfield Union continues to support the academic, social, and emotional development of every student.|Union School District has identified several actions to support continuous improvement. The district will continue reviewing student participation data and program access to ensure that all students, regardless of background or learning needs, have opportunities to participate in academic, enrichment, and leadership programs. The district will strengthen communication with students and families regarding available programs and opportunities through outreach efforts, informational meetings, and multilingual communication. These efforts are intended to increase awareness and participation in enrichment activities, advanced learning opportunities, visual and performing arts, STEM programs, and leadership experiences. Greenfield Union will also continue investing in instructional resources, technology, learning spaces, and program materials that support a comprehensive educational experience. These investments will help ensure that students have access to engaging, high-quality learning opportunities across all school sites. In addition, district and site teams will regularly analyze local data to identify trends, evaluate program effectiveness, and address potential barriers to participation. Findings from these reviews will be used to guide planning, resource allocation, and program development, ensuring that all students have access to a rigorous, well-rounded, and inclusive course of study.|Met||2026-06-18|2026 27660500000000|King City Union|7|KCUSD uses Powerschool to track attendance, class schedules, and report cards. Performance Matters us used to track achievement and target services. We also use SIRA to track services provided and accommodations, as well as bell schedules.|All students at every site and grade level have access to a broad course of study.|Barriers that we face are credential requirements of new teachers making it difficult to hire fully credentialed teachers.|We offer financial incentives for additional certifications and closely monitor all teacher credentials as well as new teacher support for fully credentialed teachers as well as interns.|Met||2026-06-16|2026 27660680000000|South Monterey County Joint Union High|7|The District uses multiple locally selected measures to monitor student access to and enrollment in a broad course of study. These include Aeries enrollment and master schedule data, CALPADS reports, California College Guidance Initiative (CCGI) data, Advanced Placement (AP), Dual Enrollment, Career Technical Education (CTE), A-G completion, graduation requirement monitoring, special education records, and annual reviews of course offerings and student schedules. The District analyzes these data by school site, grade level, student group, and program participation to ensure equitable access to English Language Arts, mathematics, science, history-social science, physical education, world languages, visual and performing arts, CTE, AP, Dual Enrollment, and other college and career readiness opportunities. Enrollment and participation data for English learners, foster youth, homeless youth, socioeconomically disadvantaged students, and students with disabilities are reviewed regularly. Student schedules, Individualized Education Programs (IEPs), graduation plans, counselor reviews, and master schedule development help ensure students with exceptional needs have access to grade-level standards, appropriate supports, and a broad range of academic and elective opportunities. These measures allow the District to identify barriers and improve equitable access for all students.|The District provides all students access to a broad course of study that includes English Language Arts, mathematics, science, history-social science, physical education, world languages, visual and performing arts, Career Technical Education (CTE), Advanced Placement (AP), Dual Enrollment, and other college and career readiness opportunities. Course offerings are reviewed annually through the master scheduling process to ensure equitable access. District data show that students at all school sites have access to courses aligned with graduation requirements, A-G requirements, and college and career pathways. The District has expanded Dual Enrollment, CTE pathways, AP coursework, and implementation of the California College Guidance Initiative (CCGI) to increase postsecondary opportunities. Enrollment and participation data are regularly reviewed for English learners, socioeconomically disadvantaged students, foster youth, homeless youth, and students with disabilities to identify trends and reduce barriers to advanced coursework and pathway participation. Students with disabilities are supported through individualized services, inclusive practices, collaborative teaching models, and IEPs. Analysis of local data demonstrates continued progress in expanding rigorous coursework while maintaining equitable access across all school sites.|While South Monterey County Joint Union High School District provides all students access to a broad course of study, analysis of local data and enrollment patterns indicates barriers that may limit participation in some programs. These barriers are generally related to scheduling, staffing, transportation, student awareness, and participation patterns rather than course availability. Scheduling conflicts and master schedule limitations may affect students' ability to enroll in multiple electives, Advanced Placement (AP), Career Technical Education (CTE), Dual Enrollment, or intervention courses. As a rural district, staffing availability and enrollment levels may also influence the number of course sections offered at individual school sites. Enrollment data indicate that some student groups, including English learners, socioeconomically disadvantaged students, foster youth, homeless youth, and students with disabilities, participate in advanced coursework and college and career readiness opportunities at lower rates than the overall student population. Additional barriers may include competing work or family responsibilities, academic readiness, and limited awareness of available pathways. The District will continue to analyze participation data, strengthen counseling and individualized planning, expand inclusive practices, and implement strategies that increase equitable participation in rigorous coursework and postsecondary opportunities for all students.|In response to local enrollment, participation, and course access data, South Monterey County Joint Union High School District has implemented and will continue expanding actions to increase equitable access to a broad course of study. The District annually reviews master schedules, enrollment patterns, and participation data to identify and address barriers to access. The District has expanded college and career readiness opportunities through increased Dual Enrollment, Career Technical Education (CTE) pathways, Advanced Placement (AP) coursework, and implementation of the California College Guidance Initiative (CCGI). Counseling services support students and families with academic planning, graduation monitoring, A-G completion, and postsecondary readiness to promote equitable participation across all student groups. To improve access for English learners, students with disabilities, foster youth, homeless youth, and other historically underserved students, the District will continue data reviews, counselor outreach, individualized academic planning, targeted interventions, inclusive practices, collaborative teaching models, and implementation of the English Learner Master Plan. The District will continue evaluating course offerings, student interest, and participation trends to inform scheduling decisions, expand opportunities where feasible, and ensure all students have equitable access to programs that support college, career, and life readiness.|Met||2026-06-10|2026 27660760000000|Lagunita Elementary|7|We are a small school. We order enough materials for all students, plus extras, and the office/administration are in communication with the teachers about any supplies needed. Our grade levels are combined, our unduplicated students are identified, and students with exceptional needs are supported through a resource teacher.|Lagunita has as many textbooks as there are students for each subject and curriculum, plus extra for students needing to take books home. We place orders as needed to ensure that there are no shortage of materials and that students needing more than one copy for any reason are able to access the materials they need for coursework.|All students at Lagunita have access to a broad course of study. There are no barriers to student access, whether technology, print materials, access to teacher time, or extra support.|We continue to hold parent/teacher conferences twice a year, offer Student Study Teams for student who are struggling, and are responsive to student needs with our intervention program. By coordinating with families, administration, teaching staff, and the students themselves, our team is involved in addressing any needs that students present.|Met||2026-06-23|2026 27660840000000|Mission Union Elementary|7|Quarterly reports, including a visit from the county office, helped ensure that the district is in compliance with the requirement to provide access to and enrollment in courses of study, materials, and programs for all students, especially students with exceptional needs. The LCAP information from last year was reviewed and used to establish the need for a TOSA to support teacher-coaching and work with student groups.|All the students have access to and are enrolled in a broad course of study. Mission is a one school/school district.|No barriers have been found or established.|No actions are need at this time|Met||2026-06-10|2026 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/world language, and STEAM opportunities are broadly accessible with minimal restrictions; AVID is available at secondary sites.|Forward Actions: New efforts include expanding College Career preparedness such as AVID and EAOP, Gear-Up, and culturally responsive PD, dual enrollment capacity/offerings, college visits, and targeted supports for unduplicated students to increase equitable access.|Met||2026-06-09|2026 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.|In our independent study setting, there are no barriers preventing the school from providing access to a broad course of study for all students.|To ensure access to a broad course of study for all students, we will continue to operate an independent study environment with a digitally-delivered curriculum.|Met||2026-06-23|2026 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 emphasis on this breadth, which has included all subject areas targeted by the Ed Code (EC). In some cases, ISM uses different titles for the subjects, with some variations due to alignment of the ISM curriculum with the International Baccalaureate, which authorizes ISM as an IB World School. Subject alignment between the EC and the ISM K-6 IB Primary Years Programme (PYP) is as follows, with the EC subject listed first and the ISM subject listed second: English > Language Arts; Mathematics > Math; Social Sciences, Science > Unit of Inquiry; Visual and Performing Arts > Visual Arts, Performing Arts; Health, Physical Education > PE; other studies prescribed by the board > Spanish. Subject alignment between the EC and the ISM Grade 7-8 IB Middle Years Programme (MYP) is as follows, with the EC subject listed first and the ISM subject listed second: English > Language & Literature; Social Sciences > Individuals and Societies; Foreign Language > Spanish; Health, Physical Education > PE; Science > Science; Mathematics > Math, Algebra, Geometry; Visual and Performing Arts > Visual Arts, Performing Arts; Applied Arts, Career Technical Education > Design. Because all students in a class study the same subjects at the same time, there are no differences across student groups in access and enrollment. The minutes listed apply equally to all student groupings.|Simply put, there are no barriers. ISM has a 25-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||2026-06-16|2026 27661340000000|Pacific Grove Unified|7|Pacific Grove High School continues to expand opportunities for students to access and enroll in a broad course of study through a combination of dual enrollment, Career Technical Education (CTE), Advanced Placement (AP), visual and performing arts, academic intervention, and college and career readiness pathways. Current dual enrollment offerings include psychology, sociology, engineering, English, and other courses aligned to postsecondary readiness. PGHS also continues implementation of a year-long Ethnic Studies course and Marine Science course, while maintaining robust CTE pathways in culinary arts, art, and media. The district utilizes multiple measures to monitor access to and enrollment in a broad course of study for all students, including unduplicated pupils and students with exceptional needs. These measures include A–G completion rates, AP participation and pass rates, CTE pathway completion rates, dual enrollment participation, graduation rates, course enrollment data, and master schedule reviews. Additional supports such as AVID, Independent Productive Study, intervention classes, counseling services, and academic support programs are used to increase equitable access to rigorous coursework and college and career readiness opportunities for all student groups.|PGUSD ensures that students across all grade spans have access to and are enrolled in a broad course of study that includes Health, Physical Education, Visual and Performing Arts, World Languages, Career Technical Education (CTE), Advanced Placement (AP), Dual Enrollment, Ethnic Studies, Computer Science, Marine Science, and a variety of elective options. Enrollment and access are monitored through CALPADS, Synergy, course enrollment data, master schedule reviews, A–G completion rates, AP participation and pass rates, CTE completion data, and graduation indicators. The district continues to expand opportunities for students to participate in AP, Dual Enrollment, CTE pathways, and college and career readiness programs across secondary school sites. Additional supports such as counseling services, AVID, intervention classes, Independent Productive Study, and academic support programs are utilized to help increase equitable access for unduplicated pupils, English learners, students with exceptional needs, and other student groups. Recent data trends, including increases in the College and Career Readiness metric, reflect continued progress in expanding access to a broad course of study and preparing students for college and career opportunities.|One barrier preventing some students from fully accessing and succeeding in a broad course of study is the level of academic and social-emotional support needed to successfully participate in rigorous coursework and maintain consistent school engagement. Chronic absenteeism, attendance concerns, and gaps in foundational academic skills can make it difficult for some students to remain on track for A–G completion, AP coursework, Dual Enrollment participation, and CTE pathway completion. Educational partner input and local data also highlighted the importance of strengthening communication with families regarding available academic supports, intervention services, and college and career readiness opportunities. Unduplicated pupils, English learners, students with exceptional needs, and students requiring additional intervention continue to need targeted supports to ensure equitable access to the full range of academic and enrichment opportunities offered throughout the district.|To ensure access to a broad course of study for all students, PGUSD will continue using Synergy Analytics and local assessment data to monitor student performance, course access, attendance, and intervention needs. Student support and students-of-concern meetings will continue utilizing data from Synergy, local assessments, counseling teams, and staff input to identify barriers and provide targeted academic and social-emotional supports. The district will continue strengthening Professional Learning Communities (PLCs), restorative practices, and collaborative planning structures to support equitable access to rigorous coursework and consistent instruction. PGUSD will also continue implementation of EL Education at the elementary level, including differentiated instruction and English Learner supports, along with continued use of mCLASS by Amplify to identify and address early literacy needs in grades K–2. Additional actions include continued implementation of Ethnic Studies, expansion of Dual Enrollment and college/career pathways, and ongoing review of mathematics pathways and instructional materials aligned with the California Mathematics Framework. These efforts support equitable access to rigorous, engaging learning opportunities and are grounded in the district’s core values of BELONGING, SAFETY, and PROSPERITY.|Met||2026-06-04|2026 27661420000000|Salinas City Elementary|7|SCESD utilizes multiple locally selected measures to monitor the extent to which all students have access to and are enrolled in a broad course of study aligned with California Education Code requirements for grades TK–6. Measures 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 Local Control and Accountability Plan (LCAP). These tools allow the district to review course access and participation by grade span and student group, including English Learners, Foster Youth, Homeless students, Socioeconomically Disadvantaged students, and students with disabilities. Data are analyzed to monitor equitable access to core academic instruction, enrichment opportunities, intervention services, arts education, science, physical education, technology integration, and career awareness experiences. SCESD actively collaborates with staff, families, students, community organizations, educational institutions, and service providers to support student learning, engagement, and long-term success. Student safety remains a district priority, supported through ongoing training and consistent implementation of safety protocols across school sites. These collaborative structures and monitoring systems help ensure alignment between student access, California content standards, and the diverse needs of learners across the district.|SCESD provides access to a broad course of study aligned to its LCAP and each school’s Single Plan for Student Achievement, reflecting the Board of Education’s commitment to equitable student success. Students receive standards-aligned curriculum and instructional materials in print and digital formats to support diverse learning needs and instructional practices. SCESD prioritizes equitable access to learning opportunities for all. Students participate in standards-based core instruction and intervention services, English Learner programs, special education, enrichment opportunities, physical education, visual and performing arts, STEAM experiences, and extended learning opportunities. SCESD supports multilingual learners through comprehensive language development programs, including Dual Immersion which promotes bilingualism, biliteracy, and cross-cultural competence. Advanced learners are supported through differentiated instruction, enrichment opportunities, and instructional practices that extend learning and deepen critical thinking. Professional learning supports educators in delivering inclusive, standards-based instruction to meet the needs of diverse learners. The district’s virtual academy is an online instructional option that provides access to a comprehensive course of study comparable to traditional schools. SCESD expands learning through hands-on experiences, enrichment, field trips, and programs that promote engagement, creativity and real-world application.|While SCESD has expanded opportunities for students to access a broad course of study, several barriers continue to impact equitable participation and enrollment. Chronic absenteeism remains a significant challenge affecting students’ ability to fully benefit from instructional programs, interventions, and expanded learning opportunities. Although the district maintained its chronic absenteeism achievement level during the past year, the districtwide chronic absenteeism rate increased slightly by 0.3 percentage points to 20.0%, remaining an area of concern and highlighting the need for continued attendance improvement efforts. Economic hardship, housing instability, and other external factors continue to create challenges for some student groups, particularly students experiencing homelessness and poverty. These circumstances can limit consistent attendance and participation in instructional supports and enrichment opportunities offered during and beyond the regular school day. Staffing shortages have improved, however, remain a challenge in fully sustaining and expanding district programs and services. Recruiting and retaining qualified personnel across specialized roles continues to require focused attention. When vacancies cannot be filled internally, the district utilizes external partners to ensure continuity of services; however, these arrangements often result in increased costs that may affect program capacity and resource allocation.|SCESD continues to strengthen systems that support equitable access to a broad course of study for all students. A districtwide professional learning plan supports classified staff, certificated staff, administrators, and families, recognizing the shared responsibility for student success. The district commits to recruiting, developing, and retaining highly qualified staff. Staffing challenges persist; ongoing recruitment, training, and retention efforts improve staffing stability and program implementation. Collaborative professional learning structures remain central to instructional improvement. Grade Level Release and collaboration opportunities support implementation of the CCSS-ELA and Math, Standards for English Language Development, History–Social Science, and Science (NGSS). In ELA, all TK–6 teachers participated in professional learning focused on deepening standards understanding, developing assessments, and strengthening instructional practices. Ongoing collaboration supports data analysis, instructional refinement, and improved access to high-quality, standards-based instruction. SCESD continues to align resources and instructional supports to expand access to rigorous learning experiences across content areas. The district has increased opportunities for STEAM learning, educational technology integration, and innovative instructional experiences that promote student engagement, creativity, problem-solving, and preparation for future academic and career success.|Met||2026-06-16|2026 27661590000000|Salinas Union High|7|Graduation Rates (metric 1.1) A to G Rates (metric 1.10) CTE Completer Rates (metric 1.11)|2025 Cohort Graduation Rate: • All: 89.7% • Socio-economic Disadvantaged (SED): 89.8% • English Learners (EL): 76.2% • Students with Disabilities (SWD): 68.4% • Homeless Youth (HY): 83.3% 2025 % Meeting UC/CSU (A to G): • All: 50.2.7% • SED: 48.9% • EL: 20.4% • SWD: 24.4% • HY: 28.5% 2025 % CTE Completer: • All: 41.2% • SED: 40.4% • EL: 26.9% • SWD: 30.1% • HY: 25.5%|• English learners are learning English as well as academic content • English learners and students with disabilities take additional classes that may prevent them from accessing broader courses • Additional and improved support is needed for some students for success in grade level and higher level courses|• Overcoming Master Schedule Constraints (CTE & Elective Access): Because English Learners and Students with Disabilities (SWD) often lack room in their daily schedules due to required intervention courses, the district is exploring different schedules, including a seven-period day at the middle school level, to actively expand elective and CTE access for Long-Term English Learners (LTELs) and other impacted subgroups. • Out-of-Schedule Remediation: To further relieve master schedule bottlenecks, the district will provide remediation and acceleration courses during winter, spring, and summer intersessions. This allows vulnerable student groups to recover credits or take foundational courses outside of the regular school day, freeing up their primary schedule for broader A-G and CTE coursework. • Targeted College and Career Support (A-G & Graduation): Recognizing the massive disparity in A-G readiness—where the district average is 50.2%, but AVID students are at 96%—the district will leverage the proven, cumulative impact of AVID and Puente programming. Additionally, Supplemental and Concentration site allocations will be utilized to hire an additional counselor specifically dedicated to supporting Homeless and Foster Youth, ensuring closer monitoring of their graduation progress and 4-to-6-year academic plans • Increasing CTE Completion for SWD: To directly address the low CTE completion rate for SWD (30.1%), the district will increase access to CTE courses and host targeted|Met||2026-06-23|2026 27661670000000|San Antonio Union Elementary|7|Since the district is small, schedules and classes are all approved and verified by the Superintendent/Principal. The administrator walks through the classrooms and observes the courses of study for all grades. The Superintendent/Principal attends all IEP meetings and takes the time to get to know all students needs.|All students have access to, and are enrolled in, a broad course of study. There is only one school site and one teacher per grade level; therefore, it ensures all students in every grade are all offered the same broad course of study. The district has made an effort to use grant funding to supports the arts, along with tapping into teachers own talents and skills.|While a broad course of study is provided for all students, the district struggles to hire part-time staff to provide art course. Funding is limited and our rural location does not provide a large pool of individuals within the community. A part-time position is not feasible for someone traveling to our school from a neighboring community.|The district will continue to utilize skills and talents of staff, Prop 28 funding, and virtual resources to ensure students are being offered as many learning opportunities in various areas as possible.|Met||2026-06-11|2026 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||2026-06-10|2026 27661830000000|San Lucas Union Elementary|7|LEA utilizes i-Ready to track student access to and progress in grade level standards in ELA and Math. School offers multiple incentives for improved academic outcomes that meet grade level standards or IEP goals, and offers a 30-day ELO program.|There is only one school site, and all students have the same access as their fellow students to all activities.|The barriers that present the LEA from providing broad course of study revolve around SEL needs. LEA offers therapy and counseling, but not all families want to participate. As such, the school applied for an SEL mini grant through the county in order to purchase SEL curriculum to explicitly teach the core SEL competencies to all students.|The LEA will implement a cleaning schedule, training for PBIS, and institute Character Counts programs to address needs identified in Student and Parent surveys.|Met||2026-06-17|2026 27661910000000|Santa Rita Union Elementary|7|Santa Rita Union School District uses multiple measures and data sources to monitor student access to a broad course of study and educational opportunities. These measures include master schedules, instructional minutes, program offerings, student participation data, staffing allocations, special education service plans, English Learner program data, and site and district program reviews. The district reviews student access to standards-aligned instruction in English language arts, mathematics, science, history-social science, physical education, and other required content areas across all schools. The district also monitors access to visual and performing arts, elementary music programs, technology, enrichment activities, student leadership opportunities, athletics, and specialized programs and services. Additional opportunities include robotics at the middle school level and enrichment experiences designed to support student engagement and learning across grade levels. Data are analyzed by grade span and student group, including English learners, socioeconomically disadvantaged students, foster youth, students experiencing homelessness, and students with disabilities, to ensure equitable access to educational programs and services. Student participation, program implementation, and service delivery data are used to identify strengths, address barriers to access, and support continuous improvement efforts.|Santa Rita Union School District provides all students with access to a broad course of study that includes standards-aligned instruction in English language arts, mathematics, science, history-social science, physical education, and visual and performing arts. Students also have access to technology, enrichment opportunities, student leadership activities, and programs designed to support academic, social-emotional, and personal growth. Across the district, students participate in elementary music and visual and performing arts programs, enrichment activities, and opportunities that support engagement beyond the core curriculum. Middle school students have access to additional opportunities, including robotics, athletics, leadership activities, and other enrichment experiences designed to foster student interests and skills. Through Proposition 28 funding and other local investments, the district has expanded access to arts education and enrichment opportunities across grade levels. The district monitors access to programs and services for English learners, students with disabilities, socioeconomically disadvantaged students, foster youth, and students experiencing homelessness to ensure equitable participation and access. Specialized supports, including English Learner services, special education services, intervention programs, and other targeted supports, are provided to address individual student needs while maintaining access to the district's broad educational progra|Analysis of local data indicates that students have access to the district's core instructional program and a variety of enrichment, arts, athletics, and support services. However, several factors may limit the district's ability to further expand access and participation opportunities for all students. Identified barriers include staffing availability, funding constraints, scheduling limitations, facility capacity, and the logistical challenges associated with providing additional enrichment and extracurricular opportunities across multiple school sites and grade spans. Student participation in optional programs and activities may also be affected by transportation, family schedules, and other factors that can limit access outside of the regular school day. The district also recognizes the need to continue monitoring participation and access among student groups, including multilingual learners, students with disabilities, socioeconomically disadvantaged students, foster youth, and students experiencing homelessness, to ensure that all students are able to fully benefit from available programs, services, and enrichment opportunities. The district will continue reviewing participation and access data to identify barriers, allocate resources strategically, and expand opportunities that support equitable access to a broad course of study for all students.|In response to local data and ongoing program review, Santa Rita Union School District will continue implementing and refining strategies designed to ensure all students have access to a broad course of study and educational opportunities that support academic achievement, engagement, and personal growth. The district will continue providing standards-aligned instruction across all required content areas while maintaining access to visual and performing arts, music, technology, athletics, leadership opportunities, enrichment activities, and specialized programs and services. Through Proposition 28 funding and other local investments, the district will continue supporting arts education and enrichment opportunities for students across grade levels. The district will also continue providing targeted supports for multilingual learners, students with disabilities, socioeconomically disadvantaged students, foster youth, and students experiencing homelessness to ensure equitable access to programs, services, and learning opportunities. Ongoing review of participation, enrollment, and program implementation data will be used to identify barriers to access and inform resource allocation decisions. As part of its continuous improvement efforts, the district will continue monitoring student participation in enrichment, arts, athletics, intervention, and support programs; reviewing staffing and scheduling practices; and seeking educational partner feedback to identify opportunities t|Met||2026-06-24|2026 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||2026-06-25|2026 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 once a week. Students are also given opportunities for physical education biweekly at the elementary school level and daily at the middle school. There are no differences across school sites and student groups in regards to access and there are no identified barriers preventing the district from providing access to a broad course of study.|Met||2026-06-17|2026 27738250000000|North Monterey County Unified|7|Synergy Student Course Request Form Open AP and Open Dual Enrollment courses 2026-27 Local Performance Indicator Self-Reflection for North Monterey County Unified School District Page 20 of 21 Common Core Standards-Based Curriculum Master Schedule and 4 and 6 year plans|The district continued to expand designated English Language Development (ELD) support for secondary students for the second consecutive year, strengthening language development opportunities and targeted instruction for English Learners. The district also identified opportunities to increase equitable access to A–G coursework for students attending North Monterey County Center for Independent Study (NMCCIS), ensuring they have access to the same rigorous collegepreparatory pathways available to students at the comprehensive high school. To further expand college and career readiness opportunities, the district piloted a Career Technical Education (CTE) course at both Central Bay High School and NMCCIS. In addition, this marks the second year of implementation of the Find Your Grind curriculum at Central Bay and NMCCIS, helping students explore career interests, develop postsecondary plans, and build skills for future success. To strengthen college-going opportunities for students throughout North Monterey County, the district also launched a new partnership with California State University, Monterey Bay (CSUMB). Through this partnership, students have increased access to dual enrollment courses, allowing them to earn college credit while completing their high school coursework and further supporting college and career readiness goals.|At the elementary level, the district has identified a need to increase instructional time for science and social studies. After meeting required instructional minute allocations for English Language Arts, mathematics, and physical education, limited time remains within the instructional day to provide robust science and social studies instruction. As a result, students may not have consistent access to comprehensive learning experiences in these content areas. Moving forward, the district will continue to explore strategies to strengthen the integration and delivery of science and social studies instruction while maintaining compliance with instructional minute requirements and ensuring students receive a well-rounded educational experience.|The district is continuing to expand access to designated English Language Development (ELD) instruction for English Learners, ensuring students receive targeted language support that promotes English proficiency and academic success. 2026-27 Local Performance Indicator Self-Reflection for North Monterey County Unified School District Page 21 of 21 In addition, the district is increasing access to Career Technical Education (CTE) opportunities for students attending its alternative education programs. Building on this year’s pilot efforts, additional CTE course offerings will provide students with expanded opportunities to develop career-related skills and explore future pathways. To further support college readiness and postsecondary opportunities, the district will also expand access to A–G approved courses at North Monterey County Center for Independent Study (NMCCIS) beginning next school year. This expansion will help ensure that students enrolled in alternative education settings have equitable access to rigorous coursework and the opportunity to meet university admission requirements.|Met||2026-06-25|2026 27740540000000|Mission Trails ROP|7|||||Not Met|||2026 27751500000000|Big Sur Unified|7|We offer all electives and enrichment classes. If a student selects a course where we don't have a teacher who is credentialed to teach it. we will offer it online with an off campus credentialed teacher. All of our teachers are trained in STEAM and all students participate daily in a STEAM class. All students are enrolled in art,music, and gardening plus have options to study a foreign language, archery, or cooking. With small enrollment, our evidence is supported with rosters, class attendance, and student transcripts.|PLease read #1|We have never had a conflict with offering a broad course of study.|We have used online credentialed teachers to teach courses if our current teachers are not credentialed in the area. We have computers for all students so that even one student with the use of head phones can take a class online confidentially.|Met||2026-06-11|2026 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.|100% of students signed the Master Agreement.|None - 100% of students have access to a board course of study.|None - 100% of students have access to a board course of study.|Met||2026-06-11|2026 27754400000000|Soledad Unified|7|Soledad Unified School District monitors student access to and enrollment in a broad course of study using multiple measures across sites and grade spans. Measures include master schedules, student enrollment and participation data, local assessment and LCAP metrics, course offerings, graduation indicators, College and Career Indicator (CCI) data, A-G participation, Career Technical Education (CTE) participation, and student support program data. The district also reviews information related to English Learners, unduplicated student groups, and students with exceptional needs to evaluate access and participation across programs and services. Educational partner feedback and site-level reviews provide additional information regarding student opportunities and barriers to participation. Together, these measures allow the district to monitor both availability of programs and student participation in a broad course of study across schools and student groups.|Students across Soledad Unified School District have access to a broad course of study that includes standards-based core instruction, intervention and support services, enrichment opportunities, visual and performing arts, college and career readiness experiences, Career Technical Education pathways, and programs designed to support student engagement and postsecondary preparation. Access and enrollment opportunities vary by grade span based on student needs and program design, with expanded elective, pathway, and college and career opportunities available at the secondary level. Review of local measures indicates that students across district schools have access to a comprehensive educational program. The district continues to monitor participation patterns among student groups to ensure equitable access to advanced coursework, enrichment opportunities, college and career experiences, and support services. Particular attention is given to English Learners, unduplicated students, and students with exceptional needs to ensure that supports designed to accelerate learning do not unintentionally limit access to broader educational opportunities.|The district recognizes that ensuring equitable access to a broad course of study requires ongoing attention to systems and structures. Current barriers include staffing availability in specialized program areas, master schedule limitations, balancing intervention and enrichment opportunities within the instructional day, and maintaining equitable opportunities across grade spans and student groups. The district also continues to monitor participation data to better understand factors that may affect student enrollment in advanced coursework, college and career readiness opportunities, and other enrichment experiences. Educational partner feedback further highlights the importance of continuing to expand awareness of available programs and opportunities for students and families.|In response to ongoing review of local data and educational partner feedback, Soledad Unified School District will continue refining systems intended to expand student opportunity while maintaining strong academic and intervention supports. Planned actions include continued review of course offerings and enrollment patterns, refinement of master scheduling processes, strengthening inclusive practices, and ongoing monitoring of participation across programs and services. The district will continue efforts to support college and career readiness, expand student awareness of available opportunities, strengthen collaboration among instructional and support staff, and review participation data across student groups to identify and address barriers to access. This work remains aligned to district priorities and LCAP goals and reflects the district's commitment to ensuring all students have meaningful access to a comprehensive educational program that supports academic growth, engagement, belonging, and postsecondary readiness.|Met||2026-06-24|2026 27754730000000|Gonzales Unified|7|Gonzales Unified School District monitors student access and enrollment in a broad course of study across all grade levels, student groups, and those with exceptional needs. Annual reviews of schedules and course catalogs ensure all students have access to required courses: ELA, math, science, social science, arts, PE, world languages, CTE, and college-prep. Enrollment and participation data are tracked in Aeries SIS, including specialized programs such as Dual Language Immersion, Honors, AP, dual enrollment, and CTE. Data is disaggregated by grade and student group. Students with exceptional needs are supported through IEP reviews, schedule checks, and collaboration between special and general education to ensure access to core and elective courses with needed supports. The district also uses climate and engagement surveys to gather student feedback on access to academics, enrichment, extracurriculars, and college/career readiness.|Gonzales Unified School District ensures all students, across grades and groups, have equitable access to a broad, state-mandated curriculum and enrichment. Access is monitored with enrollment data, master schedules, IEPs, and participation records. Overall Access and Enrollment Trends: All TK–12 students take core subjects (ELA, math, science, social science) per state standards, plus PE and arts. Middle school includes band and choir; elementary offers dual immersion. High school electives include CTE, world language, and fine arts. Differences Across School Sites: Elementary students consistently access core, PE, and arts; enrichment varies by site. All Fairview Middle students have a broad course of study, though electives can be limited by scheduling and staffing. FMS aims to add more visual arts and C-STEM electives. Gonzales High offers AP, CTE, fine arts, dual enrollment, and early college. English learners, low-income, and foster youth are underrepresented in advanced courses. The district is working to close these gaps. Differences Across Student Groups: Students with exceptional needs have access to core and electives, but participation in general electives varies. Inclusion is being strengthened. Secondary English learners often take ELD, which can limit their access to electives. Progress Over Time: In the past three years, GUSD expanded access with early college, new CTE courses, and Dual Language Immersion.|Master Schedule Constraints At the secondary level, graduation and intervention requirements can reduce schedule flexibility and limit student access to electives, enrichment, world languages, arts, or CTE courses. Staffing and Program Capacity Challenges hiring credentialed staff affect the availability and expansion of electives, especially in arts, languages, CTE, computer science, and advanced courses. Access to Elective Opportunities for Students with Exceptional Needs Students with exceptional needs can access core academics, but elective participation may be limited by schedules, service requirements, and support availability. Balancing Academic Supports and Course Access Students needing extra academic or language supports may have less schedule flexibility for electives. The district reviews scheduling and supports to ensure access to interventions and a broad curriculum. Equitable Participation in Advanced and Specialized Programs The district monitors enrollment to address barriers to advanced courses, pathways, and enrichment, supporting equitable access for all.|Gonzales Unified School District has identified actions to expand access to a broad course of study for all students. Refinement of Secondary Scheduling Practices The district will review secondary schedules to increase flexibility for students in interventions, ELD, and support, while ensuring access to electives, enrichment, and CTE courses. Expansion of College and Career Readiness Opportunities The district will expand college and career readiness through CTE, dual enrollment, Early College, and other initiatives to increase access to postsecondary pathways. Strengthening Inclusive Access for Students with Exceptional Needs The district will strengthen inclusion by increasing collaboration between special and general education, reviewing IEPs, and providing staff professional learning to boost access to general courses and electives for students with disabilities. Alignment of Programs and Course Offerings District leaders will review course offerings and alignment to ensure students' access to pathways for achievement, college readiness, career exploration, and enrichment. Family Outreach and Student Awareness The district will share information with students and families about academic and enrichment opportunities through multilingual outreach, engagement, and counseling. Ongoing Monitoring and Continuous Improvement The district will monitor enrollment and access data to inform decisions and ensure all students have equitable access to a rigorous course of study.|Met||2026-06-23|2026 28102800000000|Napa County Office of Education|7|Our student information system, Aeries, 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 curriculum. 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 certifications: food handlers and OSHA certification aligned with our culinary and welding programs. 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||2026-06-09|2026 28102800142034|Mayacamas Charter Middle|7|||||Not Met For Two or More Years|||2026 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.|No revisions, decisions, or new actions are required.|Met||2026-06-18|2026 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||2026-06-22|2026 28662580000000|Howell Mountain Elementary|7|HMESD is currently using Amira, MAP, 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 self-contained classrooms 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 is able to 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 for improvement for HMESD is to offer more consistent professional development focused on different disciplines, like history and science.|For the 2026-2027 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||2026-06-16|2026 28662660000000|Napa Valley Unified|7|NVUSD can assure students are enrolled in a broad course of study as our graduation requirements are aligned with the UC/CSU A-G requirements. To track and ensure that all student groups—including unduplicated students (English learners, foster youth, and low-income students) and individuals with exceptional needs—have full access to and enrollment in a broad course of study, NVUSD utilizes the following locally selected measures and tools: -Aeries Academic Plans: Implemented for all students for the first time in 2025-2026, this digital tool maps out student course pathways to ensure alignment with UC/CSU A-G graduation requirements. It allows counselors, students, and parents to track progress and directly informs a student-driven master schedule. -Pathway Alignment Criteria: A structural matrix developed by the College and Career Readiness (CCR) team that balances the NVUSD strategic plan with Golden State Pathways Program (GSPP) outcomes to evaluate, strengthen, and build balanced master schedules that support high quality, career-aligned pathways. -Participation and Enrollment Audits: NVUSD implemented PSAT 8/9 as a pilot and reviewed AP Potential data to determine possible expansion in order to improve access to advanced course work. -Standards-Aligned Content Adoptions: Regular reviews of guaranteed and viable curriculum (GVC) through GVC Checkpoints and Data Dialogues across grade spans to ensure that equitable, rigorous core content is accessible to all learners.|Napa Valley Unified School District (NVUSD) ensures all students access a broad course of study through expanding Advanced Placement (AP), Career Technical Education (CTE), and dual enrollment opportunities, though access varies by school site and equity gaps persist. -AP Courses: Exam participation rose from 1,473 (2022-23) to 1,908 (2024-25) at the three largest high schools, adding courses like AP Seminar and AP Pre-Calculus, which boosted College and Career Indicator (CCI) performance. -CTE Pathways: Offerings are tailored to regional economies: American Canyon High focuses on Business, Construction, Culinary, and Health Science; Napa High on Manufacturing and Medical Sciences; Vintage High on Animal Science, Agriscience, Business, Design and Multimedia; and New Technology High on Engineering and Digital Design. Valley Oak High utilizes internships, and middle school Project Lead the Way courses launched in 2025-26, driving a 2% increase in CTE-driven CCI completion. -Dual Enrollment: College and Career Access Pathways (CCAP) courses with Napa Valley College expanded from 24 sections in 2024-25 to 34 in 2025-26.|While overall access is expanding, subgroup disparities exist. The California School Dashboard reveals an area of needed growth: Black/African American students, Students with Disabilities, and temporary housed youth meet the CCI standards through AP metrics at lower rates than their peers, highlighting a critical gap in equitable enrollment. Additionally, Black/African American, English Learners and Students with Disabilities have lower completion rates in CTE pathways. To address this, staff are building capacity with school leaders and counselors to examine data and identify systemic barriers. A key known barrier is prior knowledge and skills, as demonstrated by CAASPP ELA, math, and science scores, highlighting an urgent need for stronger early Tier 1 core content support to ensure students are ready for high school advanced coursework and applied learning.|"NVUSD is combating disparities in high school readiness by focusing on literacy. NVUSD will adminster a District Writing Assessment aligned to CAASPP and expand The Writing Revolution strategies to build content-rich language comprehension across content. Early literacy is prioritized through site-level coaching inside the LETRS model. This includes utilizing end-of-unit data in ELA to provide teachers with embedded coaching that strengthens student vocabulary, background knowledge, and verbal reasoning to specifically accelerate reading comprehension. NVUSD is focused on ensuring access to guaranteed and viable curriculum and high impact instruction to address a persistent need for procedural fluency and conceptual understanding in math. NVUSD will finalizing the TK-12 instructional model aligned to the gradual release of responsibility. This instructional approach combined with common assessments ensures that teachers can identify learning gaps in real time. NVUSD is fully implementing a CCGI scope and sequence and Aeries 4-year Academic Plans to drive master schedules that open access to AP courses and CTE pathways. NVUSD is expanding the administration of PSAT 8/9 and 10 to proactively identify underrepresented students with ""AP Potential"" and utilizing SchooLinks to expand CTE work-based learning. For MLLs, NVUSD is ensuring 150 minutes of designated ELD and AVID Excel. COSTs will utilize EduClimber to track individualized student data and apply Tier 2 interventions."|Met||2026-06-25|2026 28662660108605|Stone Bridge|7|All students per class/grade participate in the approved general education school program. Students with exceptional needs are addressed through the MTSS, 504, and IEP process.|Weekly and annual meetings are held to ensure that students have appropriate access to education and support.|We would prefer to provide our speech services in person, but have had to compromise by offering them remotely.|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. 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.|Met||2026-06-09|2026 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 continued to implement a learning center model, and staff continued 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, we have seen significant progress and will continue to iterate and implement a continuous improvement approach.|Met||2026-06-16|2026 28662900000000|Saint Helena Unified|7|Master schedules from all four school sites and the Course Catalog at the HS presented to the school board are reviewed by the district administration to make sure a broad course of study is provided to our students. In addition, there is a thorough review of the following pieces of data to further determine access and opportunity for all students. The data matrixes include the following: 1) State Test Results 3-8 and 11 grades, 2) Dual and AP class enrollment per student sub-groups, 3) AP test pass percentage of 3+, 4) A-G completion rates (UC/CSU qualifications) per student subgroup, 5) CTE pathway or program of study completion, 6) Early Assessment Program (EAP) completion rate, 7) Seal of Biliteracy completion, and lastly 8) Golden Seal of Merit-Dual Enrollment classes. Graduation rates are also tracked to ensure that all of our student groups are receiving a high school diploma based on the rigorous coursework and 250 credit requirements (excluding our 180 alternate graduation credit requirements starting in 11th grade for incoming students from other districts, newcomers, and other limited exceptions, plus another new 130 credit requirement for students with severe exceptional needs alternative HS diploma pathway). The four-year graduation cohort is the percentage of students who entered 9th grade and who received a high-school diploma within four years after entering ninth grade. The overall four and five-year graduation cohort rate was 93.9 in 2025.|All students, TK-12, have access to a broad course of study.|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 1 math (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. SHUSD offers free SAT testing and test prep. This has taken away the financial burden. Any student can enroll in the PSAT and SAT at the high school.|"The district will continue reviewing with educational partners' current practices and policies within our entire TK-12 school system around access and opportunity to amend where needed to ensure our systems are truly equitable. We have specifically built goals in the LCAP around reviewing systems to remove any barriers. The following supports are planned: 1. Continue building out the Professional Learning Community (PLC) structure from TK-12 in order to use multiple measures to inform instruction and provide interventions and enrichment sooner 2. Continue the professional development of staff on language acquisition to assist with lesson planning to support all students to achieve academic success 3. Maintain enrollment with open access to Advanced Placement classes in all subgroups 4. Increase opportunities and access for dual enrollment and/or industry certification standards 5. Continue to meet or exceed the University of California and California State University A-G graduation requirements by offering a summer English class for students who received a ""D"" or ""F"" in any of their English courses while at the HS to meet A-G plus offer an additional section of ELA next year at the HS for any student continuing to need to improve their ELA grade 6. Increase the number of students who are ready for college coursework based on the Early Assessment Program (EAP) results in English and Mathematics by providing additional support within the school day."|Met||2026-06-11|2026 28744840000000|Napa County ROP|7|||||Not Met|||2026 29102980000000|Nevada County Office of Education|7|Students at EJ have the opportunity to have access to the instructional program designed by John Muir Charter Schools.|100% of students in grades 7-12 enrolled at Earle Jamieson Education Options program for students who have been expelled or referred through probation or the county SARB board have access to standards aligned instructional materials and a broad course of study. Student access to career counseling activities, including the monthly Career Café presentations, are also offered to all students.|Earle Jamieson’s program is limited in its capacity to provide a comprehensive set of courses as compared to the local high schools. The program has an enrollment capacity of approximately 10 students and one classroom, one lunchroom and a small area for recreational outdoor activities. However, by contracting with John Muir Charter Schools, students have greater access to a broad course of study and career education option. Due to the short term enrollment nature of the students served, the focus is to provide individual learning opportunities to meet the needs of each of students; this includes credit recovery, building social skills, providing mental health and/or other community agency resources to students and their families and working on their rehabilitation plans toward a successful transition back to their LEA.|No changes are being made.|Met||2026-06-17|2026 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 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. We expect this group to consistently increase.|One of the measures that we are focusing upon is increasing the number of students who graduate from Bitney having met one of the Career and College Preparedness measures from the School Dashboard when they graduate from high school. A significant portion of our students struggle to complete all of the course requirements on the UC 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 one-half of a year. Having placed students in well over 200 businesses and organizations for internships, we consider that the learning opportunities are far greater for our students than we could hope to provide solely through classroom based coursework.|Successful completion of a full course of college preparatory mathematics, including Algebra I, Geometry, and Algebra II, is a challenge for a significant number of Bitney students. We have many students entering 9th grade who have mathematics learning delays and have not yet mastered the Pre-Algebra skills needed to be successful in these more advanced courses. When students do not advance past Algebra I, they may complete the California Minimum State Requirement in Mathematics, but we know that their learning in mathematics has not been as broad or deep. The same is true for our graduation requirement in 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||2026-06-09|2026 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||2026-06-10|2026 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.|Chronic absenteeism is the main barrier to students receiving a Broad Course of Study. The overall percentage of students who are chronically absent has decreased significantly from 36% in 2023 to 11% in 2025 and 9% in 2026 (Local Data). students who were chronically absent economically disadvantaged were chronically absent 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 2026/27 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||2026-06-16|2026 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 catalogue. Further if a student discovers that a course does not exist in our course catalogue 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 beginning in the 2022-23 school year there was an in-person on campus CTE Pathway offered. This class continues to exist in the 2025-26 school year as a partnership with Sierra College. 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||2026-06-09|2026 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. As a homeschool program, parents are teaching their students at home while TRHS provides the support and guidance of a credentialed teacher.|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 fully implemented the newly TRHS Board Adopted English Language Arts Curriculum during the 2025-2026 school year.|Met||2026-06-11|2026 29102980130823|EPIC de Cesar Chavez|7|EPIC charter school uses two student information systems to record and track student demographics, approved courses of study, student outcomes, master schedules, and the like. Upon enrollment, all students are surveyed as to their educational interests and goals. They are then referred to the counseling department counselors and advisors to develop an individualized learning plan (ILP) for their courses of study. There are 30 courses on the University of California approved A-G list, one AP Spanish Language and Culture course, and six CTE courses in addition to the general study high school courses prescribed by Ed Code 51220 that meet graduation requirements. EPIC has partnered with Fresno County Office of Education to provide online coursework for students who need to work individually. Some required courses are also in Spanish through Cyber High for the percentage of English Learner students who need to learn course content but haven't yet achieved enough English mastery to complete these classes in English. The goal is to improve English proficiency so that all students can take their courses in English. The school's website provides the course catalog with detailed information, the course list, and graduation requirements. Exceptional needs students on an IEP or 504 plan are supported in their classes through the school authorizing county superintendent's office SELPA and EPIC counseling staff and modifications or accommodations are applied as required.|All EPIC students have the same opportunity to take any course in the course catalog guided by results of diagnostic testing for initial placement. Per the approved Charter, any student scoring below grade level in math and English proficiency is required to begin with a remedial math and/or English class to make up that deficit, or take concurrent remedial classes, and then proceed to take subsequent classes in each subject pathway. All classes count toward graduation requirements. There are no differences across school sites and student groups as to enrollment in a broad course of study. A few classes may be taught in person on one campus; however, students from all the other school sites may take these classes by accessing the instruction synchronously via virtual means. These courses are also available to EPIC students who, due to personal circumstances that create barriers to continuing education such as medical or family needs, require access to long-term or short-term independent study. English learners may require extra support to access the A-G and CTE course content therefore teachers include English language support across the curriculum along with literacy intervention that will accelerate the learning for English language learner students.|100% of students who enroll in EPIC begin with deficits in academic functional levels, English proficiency levels, and lack credit completion toward a high school diploma. They literally begin with many barriers that may also include raising children of their own, or work schedules that preclude consistent in-person attendance in addition to the above-mentioned circumstances. In these situations, EPIC provides varying means by which a student can earn the credits necessary to complete a diploma program such as: self-contained classrooms with extensive support, bi-lingual staff, independent study classes, virtual or online classes, on campus childcare, vocational/work experience programs that collaborate with the students’ employment, intensive English language development classes, career technical classes, bi-lingual college and career counseling personnel, and the like.|Through student survey responses, and in response to CDE requirements, EPIC is currently in the process of developing and implementing classes that include personal financial literacy, health for students aged 18 and over, digital literacy and ethnic studies classes. Teacher surveys have indicated a need for more professional development in multi-level instructional strategies that will help them reach all students at all functioning levels. This has been provided and will continue to be a focus to help teachers to enable students who desire to take more rigorous coursework and be prepared for college/university level studies.|Met||2026-06-26|2026 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||2026-06-10|2026 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||2026-06-11|2026 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||2026-06-11|2026 29663240000000|Clear Creek Elementary|7|Upon review of grade level schedules and state adopted curriculum available to our students, our district provides all students including our unduplicated students and students with exceptional needs access to a broad course of study. We provide standards aligned curriculum in all four core academic areas: ELA, Math, Social Studies and NGSS Science. Integrated throughout the core academic areas, teachers provide students with access to age appropriate technology activities enabling students to gain critical 21st century computer skills. In order to provide students with coping skills and responsible conflict resolution strategies, we implement the 2nd Step social emotional learning curriculum across all grade levels. Health standards are incorporated in our Science curriculum. Throughout our elementary school schedule, we provide students with opportunities to use our library facilities and participate in teacher directed Art and PE activities. We offer students other enrichment opportunities such as music, Kuk Sool Won and after school sports.|There are no differences in access to a broad course of study across school sites for our students because we are a single school school district.|Some potential barriers preventing the LEA from providing access to a broad course of study are that we are located in an outlying rural area and it can be difficult to access qualified instructors for before or after school enrichment opportunities at our site. Our upper grade teachers provide enrichment opportunities each trimester to their students, but are limited by their knowledge and expertise.|To ensure access to a broad course of study for all students, the decisions and actions the LEA will implement are: *Increase and improve service and instructional time for all students including our unduplicated students by maintaining certificated staffing at a level that provides single grades and small class sizes and attempt to provide after-school tutoring based on available staffing. *Increase and improve services to English Learners and low income students achieving below grade level expectations, we will employ a full-time Intervention teacher to provide 1-1 and/or small group support in ELA and math. *To build a strong knowledge base and narrow the achievement gap beginning with our youngest students, we have increased daily instructional minutes for TK and Kindergarten students from 180 to 240 minutes per day.|Met||2026-06-16|2026 29663320000000|Grass Valley Elementary|7|We work to maintain student enrollment in a Broad Course of Study. We measure this through a review of our master schedule offerings at all of our school sites to ensure students have equitable access to all core programs. We also measure this through the placement of properly credentialed and authorized staff.|Our analysis shows that we provide access to a broad course of study for all of our students.|We need to continue to review our access and have no current barriers to offering a broad course of study.|We will continue to document our goals and work to implement, monitor and report out on each of our actions.|Met||2026-06-16|2026 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||2026-06-16|2026 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. An Advisory class period was added for upper grades for additional student support. With the recent Extended Learning Opportunities Program funding, the district is able to implement even broader courses of study and enrichment beyond the school day. This funding has allowed for increased courses ranging from archery, martial arts, and theatre to mountain biking and cooking courses. Over 30 courses are offered each trimester and the additional funding has allowed us to increase enrollment substantially removing barriers to the program. Administration and management endeavors each year to create a master schedule that enables students the opportunity to engage in a wide range of electives that go well beyond the basic courses.|Leadership, 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||2026-06-16|2026 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 2026 survey question articulated above, it reflects another year of improved feedback related to access, from the previous year, with 92.3% (2024- 90%) 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||2026-06-15|2026 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||2026-06-25|2026 29663730000000|Pleasant Ridge Union Elementary|7|Monitoring Academic Progress & Interventions PRUSD utilizes a comprehensive array of metrics to track student progress through a curriculum that is fully aligned with state standards. These assessments vary by grade level to ensure age-appropriate tracking and targeted support: Elementary School Metrics (K-5) Early Literacy: Students are evaluated using DIBELS to measure foundational reading development.|Targeted Phonics: Alongside DIBELS, teachers implement the 95% Phonics Group system, utilizing its formative assessments to quickly step in when a student's pace falls behind their peers. Reading Comprehension: The Renaissance STAR assessment is used to monitor overall comprehension skills. Curriculum Mastery: Classroom teachers administer unit assessments at the conclusion of each lesson to measure immediate academic achievement. Intermediate & Middle School Metrics (6-8) Growth Tracking: Intermediate and middle school students take the NWEA MAP assessment to track academic growth over time. Middle School Literacy: Middle schoolers also take the Renaissance STAR assessment to monitor reading levels. Unit Accountability: Instructors utilize end-of-chapter or unit assessments to evaluate retention and understanding following targeted instruction. Academic Intervention & Resource Management The Support Pipeline: PRUSD systematically identifies any student facing persistent academic challenges, providing them with dedicated intervention and intensive support during the regular school day. If these initial classroom interventions do not produce the desired growth, the Student Study Team (SST) is formally convened to design a more tailored plan to bridge the learning gaps. To ensure students and staff have the tools necessary for success, PRUSD actively manages its campus resources by ordering new textbooks and Chromebooks annually to replace damaged materials and malfuncti|Ensuring Equal Access Through Flexible Intervention Models PRUSD provides all students with access to a comprehensive and diverse course of study. For students who face barriers to accessing this curriculum, the district implements structured, intensive intervention programs tailored by grade level: Elementary Level Support: Students receive targeted assistance through a pull-out model, meeting with specialists during a regularly scheduled block of time to address specific learning needs without disrupting their core instruction. Middle School Level Support: Older students are placed in a dedicated Academic Workshop class for structured guidance. To ensure these students do not miss out on elective opportunities due to their intervention schedule, the middle school offers a 0-period Physical Education (PE) option. This flexibility allows students to complete their PE requirements early and still enroll in an elective of their choice. Future Vision: While both the elementary and middle school intervention frameworks have proven effective, the middle school leadership team is actively seeking a new adaptive curriculum. This software or framework will better target individual student needs, offering personalized pathways to ensure continuous academic growth. Revenue is always a challenge/barrier for our district. We simply are not funded fairly on a per-student basis. There are many districts across the state that get 2x to 3x as much revenue-per-student than PRSD.|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||2026-06-02|2026 29663730136424|Arete Charter Academy|7|"Arete is dedicated to providing all students with access to a broad and enriching course of study. By combining expanded elective offerings with a rigorous, state-aligned assessment framework, we ensure that every learner is tracked accurately and supported effectively. Our focus is on maintaining a ""support pipeline"" that identifies needs early and provides the resources necessary for both students and staff to succeed. Broad Course of Study & Enrollment Trends Arete monitors enrollment demographics to ensure equitable access to a diverse curriculum. Recent data reveals significant progress in expanding student horizons: *Increased Diversity in Coursework: There is a noticeable upward trend in students enrolling in a variety of classes, indicating successful access to a broad field of study. *Elective Expansion: Enrollment in arts, music, and physical education has seen a positive trend, encouraging students to explore interests beyond the core academic curriculum. *Program Participation: We continuously monitor specialized program rates to identify areas for improvement and ensure all student groups are taking advantage of available enrichment. Monitoring Academic Progress PRUSD and Arete utilize age-appropriate metrics to track student growth and ensure mastery of state standards: Elementary Metrics (K-5): *Early Literacy: Foundational reading"|Arete is committed to removing barriers to learning by providing all students with a comprehensive and diverse course of study. By utilizing flexible scheduling and age-appropriate intervention models, we ensure that academic support does not come at the expense of a well-rounded education. Our goal is to maintain a high standard of core instruction while fostering student exploration in the arts and electives. Arete utilizes a suite of state-aligned metrics to identify student needs and track the effectiveness of our interventions: *Literacy & Mastery: Tools such as DIBELS, 95% Phonics Group assessments, and STAR Reader provide a granular look at reading development. *Long-Term Growth: NWEA MAP assessments are used across middle and high school levels to monitor academic trajectories. Our commitment to a broad curriculum is reflected in our growing enrollment trends and resource management: *Positive Enrollment Trends:** Arete has seen a noticeable increase in diverse academic classes and elective enrollment, including **arts, music, and physical education**. *Modern Tools: To support this broad course of study, we prioritize the annual replacement of damaged textbooks and inoperable Chromebooks, ensuring every student has reliable access to digital and physical learning materials. *Formalized Support:When standard interventions are insufficient,|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.|Arete is committed to providing a rigorous, personalized TK-12 education while actively closing access gaps for low-income students, English learners, and foster youth. By removing barriers through responsive resource allocation and collaborative family partnerships, we ensure every student has the tools to succeed. *Targeted Support: Utilizing school interventions. *Proactive Communication: Improving outreach to ensure all families understand course options and the benefits of a broad curriculum. *Holistic Growth: Supporting students through weekly teacher collaborations, family workshops, and dedicated counseling for vulnerable youth. Ultimately, Arete strives to foster an inclusive environment where data-driven instruction and community partnership empower every student to thrive.|Met||2026-06-02|2026 29664070000000|Union Hill Elementary|7|Union Hill utilizes three methods to ensure student have access to a broad course of student. First, the principal develops a master schedule in collaboration with our grade level teams, counselor, Director of Special Education and our Dean of Students. Second, students are randomly placed into classes. Grade level teams and Special Education case managers meet to review all students including our unduplicated students and students with exceptional needs as the priority to ensure student equity. Third, case managers, the Dean of Student, Director of Special Education and the principal continuously monitors intervention programs and individual students to ensure that students have equitable access to a broad course of study.|Evaluating our local measures which includes out Student Information System and master schedule, all students have been placed in a broad course of study.|There are no barriers for students to be enrolled in a broad course of study.|1. Union Hill School District uses a variety of local measures to track the extent to which all students have access to, and are enrolled in, a broad course of study. Master schedule/student schedules, parent/student surveys collect data that provides input and informs decisions as well as collaborative grade level teams with Special Education and administrative oversight. 2. For each year of the LCAP all students, including specific subgroups, will be monitored for access to the curriculum. Accommodations and modifications are made where appropriate and all students - inclusive of foster, homeless, low performing, special education, and English learner - programs are reviewed and access to all the schools have to offer is guaranteed through scheduling and support resources. 3.There are not any barriers currently to providing access to a broad course of study by any students/subgroup. Through the annual development of student schedules individual and group access is considered and ensured by school administration and teachers. 4. The district will continue to involve school staff who represent foster, homeless, socioeconomically disadvantaged students, special education, and English learner students in the process of master schedule building and assignment of student schedules. 5. As our Local Control Accountability Plan (LCAP) states, we will be investing in, and developing additional educational opportunities for our students that are inclusive of all subgroups.|Met||2026-06-16|2026 29664076027197|Union Hill Elementary|7|Union Hill utilizes three methods to ensure student have access to a broad course of student. First, the principal develops a master schedule in collaboration with our grade level teams, counselor, Director of Special Education and our Dean of Students. Second, students are randomly placed into classes. Grade level teams and Special Education case managers meet to review all students including our unduplicated students and students with exceptional needs as the priority to ensure student equity. Third, case managers, the Dean of Student, Director of Special Education and the principal continuously monitors intervention programs and individual students to ensure that students have equitable access to a broad course of study.|Evaluating our local measures which includes out Student Information System and master schedule, all students have been placed in a broad course of study.|There are no barriers to providing a Broad Course of Study to all students.|1. Union Hill School District uses a variety of local measures to track the extent to which all students have access to, and are enrolled in, a broad course of study. Master schedule/student schedules and parent/student surveys collect data that provides input and informs decisions. 2. For each year of the LCAP all students, including specific subgroups, will be monitored for access to the curriculum. Accommodations and modifications are made where appropriate and all students' - inclusive of foster, homeless, low performing, special education, and English learner - programs are reviewed and access to all the schools have to offer is guaranteed through scheduling and support resources. 3.There are not any barriers currently to providing access to a broad course of study by any students/subgroup. Through the annual development of student schedules individual and group access is considered and ensured by school administration and teachers. 4. The district will continue to involve school staff who represent foster, homeless, low performing, special education, and English learner students in the process of master schedule building and assignment of student schedules. 5. As our Local Control Accountability Plan (LCAP) states, we have invested in, and developed additional educational opportunities for our students that are inclusive of all subgroups including our Extended Learning Opportunity Program supporting intervention and enrichment opportunities as well as broadening our el|Met||2026-06-16|2026 29664150000000|Twin Ridges Elementary|7|"TRESD employs an unsophisticated measure of access to a broad course of study. Students have access to a limited elective program that includes art, music, and PE. Students also pursue each of the core four subjects in their enclosed classrooms, ELA, Math, Social Studies, and Science. The latter two are not measured as well as the former two here. Additionally, appropriate grades receive comprehensive health education in the Spring. The ""measure or tools"" that the LEA employs to determine this are the school's schedule as well as standards based testing. The latter can determine if students are accessing this content (by measure performance). This can be extended to our students with special needs, as Grizzly Hill operates a learning center resource model, with all students with IEPs / exceptional needs having regular if not full access to their respective least-restricted general education classroom."|"There is no differences between school sites and / or student groups to the current access to a broad course of study in Twin Ridges. The current challenge is offering the depth and breadth of content (particularly in the electives that include CTE, World Languages, Physical Education and other content that often defines ""broad course of study"") for the entire school body. We have seen progress with PE support this year, but we still do not have a dedicated PE teacher -- we're simply too small."|The identified barrier is simple: a school of 85 students is not of the scale to offer a (complete) broad electives program. Physical Education for example is provided by the classroom teachers. In a larger school district or school, a credentialed physical education teacher, who specialize in this instruction / curriculum is a likelihood. The same can be said for the self enclosed classroom and combination grades. A larger school can hire specialized academic / single subject qualified teachers to specialize in science, music, art, math etc. In a small school, this becomes compressed, and also broadens the prep for teachers, increasing the scope of what they teach and reducing the amount of time they have to plan this instruction. This barrier may never be overcome, but TRESD will continue to be innovative, employ its classified staff, and be as creative ass possible. The school also hired outside providers to assist in Art and Music this year, in an attempt to carve out time for teacher preparation.|TRESD will continue its diligent efforts to expand access to a broad course of study, however limited or non-traditional.|Met||2026-06-23|2026 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.|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 teacher collaboration to review data and district collaboration to improve instructional practices for all students, including Students with Disabilities, Foster Youth, English Learners, and Low-Income students.|Met||2026-06-10|2026 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||2026-06-10|2026 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 offering 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. 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 show that 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. Finally, the fabrication of a mobile culinary trailer is underway and will be used to expand hands-on culinary experience to sites with otherwise limited access to industry-grade equipment.|Met||2026-06-17|2026 30103060126037|Samueli Academy|7|Samueli Academy monitors access to and enrollment in a broad course of study primarily through its Master Schedule and CALPADS course enrollment data, reviewed annually by the Leadership Team and counselors. These tools verify that all students in grades 7-12 are enrolled in the full A-G college-preparatory sequence and core content areas, and allow enrollment to be disaggregated by grade span, by unduplicated student groups (English Learners, foster youth, and socioeconomically disadvantaged students), and by individuals with exceptional needs. The school also tracks the percentage of students participating in elective or enrichment courses (Master Schedule, CALPADS) and in work-based learning (CALPADS), along with A-G completion rates (DataQuest) and CTE pathway completion rates (California School Dashboard) for the Design and Engineering pathways. Counselors conduct transcript and academic reviews throughout each student's enrollment to confirm appropriate placement and progress, and the Student Services team uses IEP records and the Master Schedule to ensure Students with Disabilities access grade-level, standards-aligned coursework in inclusive settings. Together, these measures allow the school to identify and address gaps in course access across grade spans and student groups.|Based on the Master Schedule and CALPADS course enrollment data, all students at Samueli Academy, 100%, have access to and are enrolled in a broad course of study, including the full A-G college-preparatory sequence and the school's Career Technical Education pathways in Design and Engineering. As a single-site charter school serving grades 7-12, the school identifies no differences in access or enrollment across school sites. Enrollment data disaggregated by grade span, by unduplicated student groups (English Learners, foster youth, and socioeconomically disadvantaged students), and by individuals with exceptional needs confirms that all student groups have equitable access to, and are enrolled in, the broad course of study, with accommodations, modifications, and language supports delivered within the core program rather than through separate tracks. Over time, the school has sustained 100% access and enrollment while improving outcomes within the broad course of study, including increases in A-G completion (from 49.6% in 2022-23 to 59.7% in 2024-25) and CTE pathway completion (from 79.4% in 2022-23 to 89.2% in 2024-25). These measures confirm that access to and enrollment in a broad course of study is universal across all students and student groups.|Based on the results of the Master Schedule and CALPADS course enrollment data, Samueli Academy has not identified any barriers that prevent the school from providing access to a broad course of study for all students. Enrollment data confirms that 100% of students, across all grade spans, unduplicated student groups, and individuals with exceptional needs, have access to and are enrolled in the full A-G college-preparatory sequence and the Design and Engineering Career Technical Education pathways. As a single-site charter school, the school has no site-based differences in course access. The school sustains universal access by delivering accommodations, modifications, and language supports for Students with Disabilities and English Learners within the core program rather than through separate tracks, and by providing targeted supports such as the Engineering lab assistant for students who need additional help with the mathematics components of the pathway. The school will continue to monitor enrollment data, counselor transcript and academic reviews, and completion rates to ensure that access to a broad course of study remains universal and that no student group experiences barriers to enrollment or progress.|Every action named is drawn directly from the uploaded LCAP: the annual curricular and course review (Goal 2, Core Curricular Program Needs), counselor transcript and academic reviews (Goal 1, Promoting a College-Going Culture), accommodations and language supports delivered within the core program, the leveled ELD course, the Engineering lab assistant for pathway mathematics, dual enrollment at Santa Ana College, and work-based learning placements. The response is consistent with the prior three Broad Course of Study answers, framing the school's actions as sustaining and strengthening universal access since the measures show 100% access with no identified barriers. This completes the full set of four Broad Course of Study prompts. Let me know if you'd like any of the four tightened further or aligned to a specific authorizer's expected emphasis.|Met||2026-06-29|2026 30103060132613|Vista Heritage Global Academy|7|VHGA uses multiple locally selected measures to track student access to and enrollment in a broad course of study aligned with California Education Code section 51220. The annual master schedule review, conducted by the Principal and Instructional Leadership Team, verifies that all students in grades 6, 7, and 8 are enrolled in required core academic areas (ELA, mathematics, science, social science), Physical Education, and elective offerings including Visual and Performing Arts (VAPA), Project Lead the Way (PLTW), Computer Science, Music, and Visual Arts. Course enrollment is tracked through the Aeries Student Information System (SIS), with disaggregated reports generated by grade level and student group, including English Learners, Long-Term English Learners, Socioeconomically Disadvantaged students, Foster Youth, Homeless Youth, and Students with Disabilities. For Students with Disabilities, course access is monitored through Individualized Education Program (IEP) documentation and consultation with the Education Specialist to ensure students receive services in the Least Restrictive Environment while accessing the broad course of study. The Instructional Leadership Team reviews enrollment data each trimester and reports findings annually through the School Accountability Report Card (SARC) and LCAP.|VHGA's annual master schedule review and Aeries Student Information System (SIS) enrollment reports confirm that all students enrolled at VHGA, across grades 6, 7, and 8, have access to and are enrolled in a broad course of study aligned with California Education Code section 51220. All students receive instruction in core academic areas (ELA, mathematics, science, social science) and Physical Education, alongside elective access to Visual and Performing Arts (VAPA), Project Lead the Way (PLTW), Computer Science, Music, and Visual Arts. As VHGA operates as a single-site charter school, there are no differences in broad course of study access or enrollment across school sites. Disaggregated enrollment review indicates no differences across student groups, including English Learners, Long-Term English Learners, Socioeconomically Disadvantaged students, Foster Youth, Homeless Youth, and Students with Disabilities. Students with Disabilities access the broad course of study in the Least Restrictive Environment, with services delivered through push-in, pull-out, and consultation models as documented in each student's Individualized Education Program (IEP). Over time, VHGA has expanded broad course of study offerings to include the PLTW Energy and Environment pathway and the annual Performing Arts Show as part of the Global Showcase, strengthening student access to rigorous, well-rounded learning experiences.|Based on the annual master schedule review, Aeries Student Information System (SIS) enrollment reports, and Instructional Leadership Team analysis, VHGA has not identified barriers that prevent the school from providing access to a broad course of study for all students. All students enrolled in grades 6 through 8 receive instruction in the required core academic areas and Physical Education, with elective access to Visual and Performing Arts (VAPA), Project Lead the Way (PLTW), Computer Science, Music, and Visual Arts. Students with Disabilities access the broad course of study in the Least Restrictive Environment as documented in each student's Individualized Education Program (IEP). The school's intentional schedule design, comprehensive elective offerings, sustained investment in qualified credentialed teachers, and small-school configuration support broad course of study access for all student groups, including English Learners, Long-Term English Learners, Socioeconomically Disadvantaged students, Foster Youth, Homeless Youth, and Students with Disabilities. VHGA continues to monitor enrollment trends, staffing capacity, and resource allocation through the annual master schedule review and LCAP development process to ensure that broad course of study access is sustained as the school's needs and student population evolve.|VHGA will continue implementing the actions documented in Goal 1, Action 4 (Broad Course of Study) and Goal 1, Action 2 (MTSS for Accelerating Learning, including ELOP enrichment) to ensure all students access a broad course of study. Continuing actions include sustained investment in Visual and Performing Arts (VAPA), the Project Lead the Way (PLTW) Energy and Environment pathway, Computer Science, sequential standards-aligned vocal and instrumental music education, and Visual Arts and Design instruction, alongside Expanded Learning Opportunities Program (ELOP) enrichment in STEM, Robotics, Art, Music, and Global Dance. The Instructional Leadership Team will continue conducting trimester enrollment reviews using Aeries Student Information System (SIS) data disaggregated by grade level and student group, with annual master schedule audits to verify access for English Learners, Long-Term English Learners, Socioeconomically Disadvantaged students, Foster Youth, Homeless Youth, and Students with Disabilities. For Students with Disabilities, the Education Specialist will continue coordinating Individualized Education Program (IEP) implementation to ensure access in the Least Restrictive Environment. For 2026-27, VHGA will integrate broad course of study monitoring into the bi-weekly Leadership Team meetings and report annually through the School Accountability Report Card (SARC) and LCAP Annual Update.|Met||2026-06-15|2026 30103060132910|College and Career Preparatory Academy|7|CCPA uses local course enrollment, master agreements, course contracts, student transcripts, CALPADS course completion data, Aeries records, counselor review, and teacher monitoring to track the extent to which all students have access to and are enrolled in a broad course of study. These tools are used to monitor access across CCPA’s high school grade span, including unduplicated students, English Learners, low-income students, foster youth, students with disabilities, students experiencing homelessness, and other student groups served by the program. CCPA maintained 100% access to and enrollment in a broad course of study in 2025–26. The course of study includes core academic content, electives, CTE-aligned options, ELD curriculum, college and career readiness opportunities, and access to dual enrollment through community college partnerships. Students work with teachers and the school counselor to review credit progress, graduation requirements, course needs, and postsecondary goals. CCPA also uses i-Ready Reading and Math diagnostics, ELPAC data, CAASPP/SBAC and CAST participation and performance data when available, LMS progress data, and MTSS/intervention documentation to monitor academic progress and identify needed supports. Students with IEPs receive individualized supports and services aligned to their plans. These local measures help CCPA ensure that students have access to appropriate coursework, instructional materials, academic supports, and pathways.|In 2025–26, CCPA maintained 100% access to and enrollment in a broad course of study and 100% access to curriculum aligned with California State Content Standards. This access includes core academic courses, electives, CTE-aligned options, ELD curriculum, college and career readiness opportunities, and dual enrollment opportunities through community college partnerships. Access is monitored through master agreements, course contracts, student transcripts, CALPADS course completion data, Aeries records, teacher monitoring, counselor review, and LMS progress data. These tools help ensure that students across CCPA sites, including unduplicated students, English Learners, students with disabilities, students experiencing homelessness, foster youth, and low-income students, have access to courses needed for graduation and postsecondary readiness. No major differences in access to the broad course of study were identified across CCPA sites or student groups. However, CCPA continues to monitor differences in participation and outcomes, including dual enrollment, CTE completion, English Learner progress, and academic growth. Dual enrollment increased to 19.88% in 2025–26, but remains below the target, so CCPA will continue expanding community college partnerships and transition supports. In 2026–27, CCPA will continue piloting a new online curriculum platform while maintaining access to the existing platform to ensure continuity of instruction and broad course access.|CCPA has not identified major barriers in providing access to a broad course of study, as all students have access to core academic courses, electives, CTE-aligned options, ELD curriculum, college and career readiness opportunities, and standards-aligned instructional materials. However, CCPA has identified barriers that can affect students’ ability to fully engage in and complete the full range of available coursework. Many CCPA students enter the program credit deficient and have experienced interrupted educational pathways. Students, particularly adult learners, may also balance school with employment, caregiving responsibilities, housing instability, transportation challenges, food insecurity, wellness needs, and other life circumstances that affect consistent participation in instruction and coursework completion. Another barrier is variation in student participation in expanded opportunities such as dual enrollment, CTE, electives, and college/career readiness activities. Dual enrollment increased to 19.88% in 2025–26, but remains below the target, showing the need to continue expanding partnerships and transition supports across sites. Students with disabilities, English Learners, students experiencing homelessness, foster youth, and low-income students may require additional academic, language, social-emotional, wellness, or basic needs supports to fully access and benefit from the broad course of study.|In response to locally selected measures and educational partner input, CCPA has implemented and will continue implementing revisions to ensure all students have access to a broad course of study. CCPA will continue the reduced-credit diploma pathway for students age 19 and older, which provides adult learners with a more accessible route to diploma completion while maintaining core academic requirements. This pathway supports students who may be balancing school with employment, caregiving, housing instability, transportation challenges, or other life circumstances. CCPA will also continue expanding access to dual enrollment, college and career readiness opportunities, CTE-aligned options, electives, and postsecondary transition supports. Dual enrollment increased to 19.88% in 2025–26, but remains below the target, so CCPA will continue strengthening community college partnerships and transition planning across sites. To support curriculum access, CCPA will pilot a new online curriculum platform while maintaining access to the existing platform currently under contract. This allows continuity of instruction while staff evaluate standards alignment, usability, accessibility, instructional quality, and program fit. CCPA will also continue providing ELD curriculum, culturally responsive instructional materials, music curriculum, and other elective or CTE-aligned opportunities. CCPA will strengthen MTSS, tiered re-engagement, Aeries intervention tracking, counselor reviews.|Met||2026-06-17|2026 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, 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, 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. All students in grades K–5 continue to receive weekly STEAM instruction.|Met||2026-06-25|2026 30103060133959|Unity Middle College High|7|||||Not Met For Two or More Years|||2026 30103060133983|Ednovate - Legacy College Prep.|7|To graduate from Legacy College Prep , students must meet more rigorous requirements than the A-G requirements. This ensures that students are enrolled in a broad course of study, including core subjects and electives. In addition, to be promoted to each grade level and graduate, students must meet requirements across six areas, our Annual College Readiness Indicators. Three, help measure and ensure students’ success in courses of study. College Rigor metric- academic focused and enables the school to measure student progress across subjects and grades. Quarterly interim assessments are administered, which measure student learning and growth in core subjects. Analysis of data across all subgroups help to identify support students need. Critical Thinking metric- is built around project-based learning. Students must complete PMC Journeys to synthesize their learning in class with real-world and/or creative applications. These projects annually, culminating in 12th grade with a capstone. This helps our students make connections across subjects and outside of the classroom. Purpose metric- tracks the ten required community service or internship hours each student must complete each year. This helps to broaden students’ exposure outside of the classroom and make connections between the skills they’re building and their impact on the world around them. Across all of these metrics, the school ensures appropriate support is in place for all students.|All students have access to a broad course of study, including both core subjects and electives that meet the A-G requirements. For students with exceptional needs, certificate of completion and state minimum requirements graduation options may be deemed appropriate by an Individual Education Plan (IEP) team. This allows for students whose IEPs identify the need for significant accommodations and modifications of curriculum to meet their learning and high school completion goals.|Legacy College Prep currently has no barriers preventing the LEA from providing access to a broad course of study for all students.|To ensure access to a broad course of study for all students, the school has added a robust selection of AP and Honors courses in response to student performance and interest. Courses relating to career readiness, have also been added to expand the broad course of study. Additional supports based on areas students show needs in have also been established, such as FLEX blocks. Legacy College Prep also provides credit recovery. This program ensures that students have access to all A-G courses regardless of their successful completion of the course during the school year, offered after school and during the summer. This program and online access to our live courses are offered for students who are temporarily unable to attend school due to illness or other extenuating circumstances.|Met||2026-06-04|2026 30103060134056|Orange County Academy of Sciences and Arts|7|The Charter School examines local measures to ensure all students have access to, and are enrolled in, a broad course of study. The teachers, counselor, and administrators monitor benchmark assessments to ensure that all students are making progress toward proficiency in grade level standards. OCASA teachers created a Scope and Sequence that incorporates all Common Core State Standards, NGSS standards, and CA Social Studies standards. In addition, core materials and curriculum resources are available at each grade level for each subject area. Special Education staff work with teachers to identify students with disabilities and develop a plan to meet their goals each year. Teachers and staff are also provided a list of English Learners specifying their levels and those students receive integrated English instruction during their core content instruction as well as designated English Language Development daily. OCASA keeps records to track the progress of all students toward meeting grade level standards and individualized goals. In addition, all students are included in a broad course of study to include STEM, Visual Arts, Performing Arts, Peaceful Playground, Physical Education, and Spanish.|The Charter School provides all students with high-quality instruction and a rigorous State Standards aligned curriculum in an inclusive environment that provides relevant learning experiences that encourage student engagement. The Charter School ensures access to restorative practices, Peaceful Playground, Second Step, Character Counts, and a Calming Corner in every classroom. All staff has been trained in Restorative Practices and Verbal De-Escalation and will attend MTSS Training this year. Furthermore, Instructional Assistants attended a Restorative Behavior Technician course.. English Learners receive integrated English Language Development and designated English Language Development at their level daily. Students with Disabilities receive Designated Instructional Services determined by the IEP team. All students participate in art, music, and physical education classes taught by specialists. Students are assessed on all standards in the four core subject areas on our standards-based progress reports. Progress reports include art and physical education assessments, as well as core SEL standards.|The Charter School examines local measures to identify barriers preventing the school from providing access to a broad course of study for all students. The greatest barrier is low student attendance and high chronic absenteeism for identified students. The second greatest barrier related to attendance is the need to increase students’ sense of belonging and relationships with peers. Finally, the third greatest barrier is the academic achievement of students who are achieving well below grade level. The Charter School has hired a Counselor to address these barriers and support the students and their families. The Charter School has identified a need for increased attendance by implementing a culture of positive on-time attendance five days per week through attendance incentives, positive recognition, and awards to ensure positive daily attendance, implementing the Attendance Policy through parent phone calls, parent meetings, attendance contracts, letters, and home visits, and implementing a prioritized system for identifying and serving students for are chronically absent based on results of each student’s average daily attendance. The Charter School has identified a need for more focus on social emotional well-being to include increasing the number of events that may increase connectedness on campus will strengthen school culture. These events will include student recognition programs, use of a social emotional learning program, and positive school climate to boost sch|The Charter School will provide intensive and strategic interventions for students in English Language Arts and Mathematics for ALL students focusing on the significant subgroups of Hispanic/Latinx, White, Two or more Races and Socioeconomically Disadvantaged Students supported by teachers and additional support staff. The Charter School purchased Spire curriculum to support reading instruction and Reveal curriculum to support math instruction. In order to ensure that the students are safe and healthy, the Charter School has implemented powerful Positive Behavior Intervention and Supports (PBIS), Social Emotional Learning (SEL), and Restorative Practices. The approach to PBIS has been found to decrease suspension rates, prevent violence, increase attendance, and increase self-esteem and self-regulation. The long-term benefits of this support and the inclusion of SEL will include drug and violence prevention, suicide prevention, conflict resolution and fewer mental health issues caused by trauma.|Met||2026-06-28|2026 30103060134239|Epic California Academy|7|Epic California Academy monitors access to a broad course of study through student enrollment records, individualized learning plans, course enrollment data, transcript reviews, curriculum audits, student information system reports, and ongoing monitoring by supervising teachers and administrators. These measures ensure students in all grade spans have access to California standards-aligned curriculum and instructional resources. Data are reviewed for all students, including English learners, foster youth, homeless youth, socioeconomically disadvantaged students, and students with disabilities, to ensure equitable access to grade-level coursework, intervention supports, A–G courses, and specialized services identified through Individualized Education Programs (IEPs) or other student support plans.|Epic California Academy provides all students with equitable access to a broad course of study through its personalized independent study model. Students in all grade spans have access to California standards-aligned curriculum, core academic subjects, electives, Advanced Placement (AP) courses, dual enrollment opportunities, A–G coursework, intervention programs, and enrichment options. Students with disabilities receive specialized instruction, accommodations, and related services in accordance with their Individualized Education Programs (IEPs), while English learners and other unduplicated student groups receive targeted supports to ensure equitable access to grade-level curriculum. As a non-classroom-based independent study school, Epic does not identify differences in access across school sites. The school continuously monitors enrollment and participation data to ensure all student groups have access to the courses, programs, and services needed to support academic success.|Epic California Academy has identified few systemic barriers to providing students with access to a broad course of study. As a personalized independent study program, the school continuously works to ensure students are aware of and enrolled in courses that align with their academic goals and graduation requirements. Ongoing focus areas include increasing student participation in advanced coursework and enrichment opportunities, expanding awareness of available course options, and providing targeted support to ensure all student groups fully access the programs and services available to them.|Epic California Academy will continue reviewing student enrollment and course participation data to ensure all students have equitable access to a broad course of study. The school will strengthen academic planning through individualized learning plans, ongoing collaboration between supervising teachers and families, and regular monitoring of student progress. Epic will also continue expanding awareness of advanced coursework, dual enrollment, intervention, and enrichment opportunities while ensuring students with disabilities, English learners, and other unduplicated student groups receive the supports necessary to fully access the school's educational program.|Met||2026-06-17|2026 30103060134288|Scholarship Prep - Orange County|7|Scholarship Prep uses multiple measures and tools to ensure all students have access to and are enrolled in a broad course of study. These include the master schedule, student schedules and rostering, English learner and intervention schedules, Individualized Education Programs (IEPs), Section 504 plans, and ongoing review through the Local Control and Accountability Plan (LCAP) process. School leaders regularly review enrollment, schedules, service delivery, and student participation to ensure all students, including English learners, foster youth, students experiencing homelessness, low-income students, and students with disabilities, have access to grade-level instruction and required supports. Student access is monitored across grade spans, student groups, and individuals with exceptional needs to ensure equitable access to the full educational program.|Based on locally selected measures and tools, Scholarship Prep has determined that all students have access to and are enrolled in a broad course of study aligned to grade-level standards. There are no significant differences across school sites or student groups in access to the core educational program. Students, including ELs, foster youth, students experiencing homelessness, low-income students, and students with disabilities, have access to grade-level instruction, intervention supports, and services needed to participate in the educational program. Students with disabilities receive accommodations, modifications, and services identified through the IEP process to support access to instruction. Scholarship Prep continues to monitor student access and participation to ensure all students are able to fully engage in the educational program.|Based on locally selected measures, Scholarship Prep has not identified significant barriers preventing students from accessing a broad course of study. SP works to ensure all students have access to grade-level instruction and necessary supports regardless of background or student group. Some students may require additional academic, behavioral, language, or special education supports to fully access instruction. Scholarship Prep addresses these needs through intervention services, English learner supports, accommodations, specialized services, and ongoing monitoring to ensure students can meaningfully participate in the educational program.|Scholarship Prep will continue implementing systems to ensure all students have equitable access to a broad course of study. We will continue monitoring student schedules, intervention services, IEP implementation, and access to grade-level instruction to ensure supports are provided as needed. SP will continue reviewing student access through the LCAP process, school leadership review, and ongoing monitoring of student groups to ensure equitable access across school sites. Scholarship Prep will also continue refining systems and supports to ensure all students are able to meaningfully participate in the full educational program.|Met||2026-06-18|2026 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 2025-26 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 intervention courses 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 an increase in participation in CTE courses over the past few years. Additional information about course enrollment and the number of courses offered in various subjects at schools can be found on the California Department of Education DataQuest web page.|Met||2026-05-26|2026 30103060134940|Citrus Springs Charter|7|Springs Charter Schools provides TK-8 students with a customized curriculum aligned to California standards. Each student uses a Personalized Learning Plan (PLP), monitored by teachers and parents, to track academic goals. High school students develop four-year graduation plans with counselors and are enrolled in required A-G transcript courses including VAPA, CTE, Pre-Apprenticeship, and college-level courses. Family feedback and data reviews guide course offerings. Students with disabilities also have equitable access to a broad curriculum. Springs is committed to equitable access to a rigorous, well-rounded education for all students. Using tools like i-Ready and mClass, the school analyzes performance data to tailor instruction and provide timely interventions. Special attention is given to English learners, foster youth, and students with disabilities to ensure equitable access through IEPs and 504 Plans. The program features: Core Subjects: Rigorous instruction in foundational topics. Flexibility: Access to electives, enrichment, and interdisciplinary units. Acceleration: Targeted support or advanced pacing, including high school-level courses for 8th graders.|"Springs Charter Schools uses tools like i-Ready, mClass, and Write Score to monitor progress and develop Personalized Learning Plans (PLPs). These plans ensure TK–8 students meet California State Standards through a flexible, balanced curriculum. All students study core subjects (ELA, math, history, and science) with access to interventions or acceleration based on performance. Home based students use thematic ""boxed sets,"" while advanced 8th graders may take high school-level math and language courses. The school prioritizes equity, ensuring students with disabilities and unduplicated groups receive consistent access to core coursework and services. Course expansions and electives are shaped by enrollment, staffing, and direct feedback from families. Ongoing monitoring for 9-12 confirms equitable access for unduplicated student groups and students with disabilities. Core course access is consistent across programs and includes VAPA, CTE, college courses, and Pre-Apprenticeship. Parent and student feedback and program level data reviews guide course expansion. High school elective options and intervention supports continue to increase, strengthening access to a rigorous course of study. Barstow Community College, San Bernardino Valley College, and Cal State University of San Bernardino partnerships are available and courses are listed in the course catalog to support dual enrollment and advanced education options. Students are supported by the College and Career Coordinator."|"At Springs Charter Schools, the significant barrier to instruction is addressing the immense academic and social-emotional diversity of our students. Delivering personalized support often strains staffing and resources. To ensure an inclusive curriculum, we invest in professional development and coaching, particularly for newer staff, to maintain instructional depth through our ""Teaching the Springs Way"" framework. The logistical complexity of a large geographic area also creates hurdles for equitable access. Operating diverse programs can complicate material distribution and faculty access. We mitigate these challenges by leveraging technology and flexible design. Our educators are trained in hybrid models and the Canvas LMS to bridge geographic gaps. High school students have to access many courses through online instruction. All students, regardless of location, can access a comprehensive high school catalog, including Physics and Statistics, via synchronous online instruction. This data-informed, technologically integrated approach ensures every student is prepared for post-secondary success while dismantling barriers to high-quality education."|Springs Charter Schools remains dedicated to expanding access to a comprehensive and inclusive educational program for every student. To achieve this, the school has prioritized professional development in areas such as differentiated instruction, small group instruction, and educational technology. A couple of key highlights of the 2025-2026 school year included the move to mClass as a universal screening tool for our K-2 grades, a continued focus on our Teacher Led Coaching model, and the introduction of non-negotiable minimum writing standards across all content areas. The curriculum is frequently updated to incorporate diverse perspectives and increase engagement in STEM, the arts, and experiential learning. By utilizing the Canvas platform and synchronous online lessons, Springs has introduced new electives and intervention paths specifically tailored to student diagnostic results. Furthermore, the school maintains a strong partnership with families through virtual meetings and community feedback loops. At the high school level, diagnostic assessments (i-Ready and Write Score) inform placement in intervention courses such as Ramp Up to Algebra, Math Bridge, Literacy Essentials, and Writing Essentials. Pre-Apprenticeship and Work Experience Education courses support engagement through work-based learning. These efforts ensure all students, regardless of background or program, can access a well-rounded, rigorous education.|Met||2026-06-09|2026 30103060137000|Vista Condor Global Academy|7|Vista Condor Global Academy uses multiple locally selected measures and tools 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 aligned with California content standards for grades TK through 5. VCGA monitors student enrollment in core academic subjects (English Language Arts, Mathematics, Science, and Social Studies) and in enrichment offerings (Visual and Performing Arts, including music and art instruction, and Physical Education) through PowerSchool, the school's Student Information System. Master schedules are reviewed by the Principal and Instructional Leadership Team to confirm that every student in every grade span has scheduled access to all required subject areas and to the schoolwide GLOBAL Program. For students with disabilities, the Director of Special Education and Special Education Coordinator monitor SEIS to verify that IEP services and accommodations support full access to the general education curriculum. For English Learners, the ELD Instructional Coach monitors Designated and Integrated ELD delivery to ensure linguistic access to all content areas. CALPADS reporting and the annual SARC further document course access across student groups.|Based on review of PowerSchool enrollment records, master schedules, SEIS, CALPADS, and the annual SARC, all students at Vista Condor Global Academy have access to and are enrolled in a broad course of study aligned with California content standards for grades TK through 5. Every student receives daily instruction in English Language Arts, Mathematics, Science, and Social Studies, and every student participates in the Visual and Performing Arts program (music, art, and dance) and Physical Education. All students in grades TK through 5 also participate in the schoolwide GLOBAL Program, VCGA's signature project-based practice, with music and art integrated into each grade-level project. There are no differences across student groups in access to or enrollment in a broad course of study. English Learners receive Designated and Integrated ELD without removal from core academic subjects or enrichment, ensuring full access to grade-level content while building English proficiency. Students with Disabilities are included in the general education setting with accommodations and supports aligned to their IEPs, providing full access to the broad course of study. Foster Youth, Socioeconomically Disadvantaged students, and Homeless students are enrolled in the same broad course of study as all other students. VCGA operates as a single school site, so site-to-site comparisons do not apply.|Based on the results of VCGA's locally selected measures and tools, including PowerSchool enrollment records, master schedules, SEIS, CALPADS, and SARC data, there are no significant barriers preventing the school from providing access to a broad course of study for all students. All students in grades TK through 5, including English Learners, Students with Disabilities, Foster Youth, Socioeconomically Disadvantaged students, and Homeless students, have full access to and are enrolled in instruction across all required content areas, including English Language Arts, Mathematics, Science, Social Studies, Visual and Performing Arts, and Physical Education, as well as the schoolwide GLOBAL Program. VCGA continues to monitor potential barriers that could limit access, including teacher recruitment and retention in specialized content areas, scheduling considerations for intervention and ELD services, and resource availability for arts and enrichment offerings. The school maintains a credentialed teaching staff across all content areas and uses Designated and Integrated ELD models that do not remove English Learners from core or enrichment instruction. Special Education services are delivered through inclusive practices that maintain full access to the general education curriculum. VCGA will continue to monitor access annually and adjust staffing, scheduling, and resources as needed.|Based on the results of VCGA's locally selected measures and tools, the school will continue and refine the following actions to ensure that all students maintain full access to a broad course of study. VCGA will continue to staff all core academic content areas and enrichment programs with appropriately credentialed and assigned teachers, and will maintain the Visual and Performing Arts program in music, art, and dance for all students in grades TK through 5. The schoolwide GLOBAL Program will continue to anchor cross-disciplinary learning, with music and art integrated into each grade-level project. The Principal and Instructional Leadership Team will continue to review master schedules and PowerSchool enrollment records annually to confirm that every student is scheduled into all required content areas and enrichment offerings. The Director of Special Education will continue to monitor SEIS to ensure that IEP services support, rather than limit, access to the general education curriculum, and the ELD Instructional Coach will continue to monitor Designated and Integrated ELD delivery to maintain English Learner access to all subjects. VCGA will continue to use CALPADS and SARC reporting to document course access, and will adjust staffing, scheduling, and resource allocation as needed to address any access gaps that emerge in future data reviews.|Met||2026-06-15|2026 30103060137976|Tomorrow's Leadership Collaborative (TLC) Charter|7|Tomorrow Leadership Collaborative uses the following locally selected measures to track broad course of study access: 1. Enrollment Data: Records disaggregated by grade span (TK-K, 1-2, 3-6), student group (English Learners, Students with Disabilities, low-income), and program type. Quarterly reviews ensure equitable access. 2. Curriculum Audit and Materials Inventory: OCDE audit confirmed standards-aligned materials across all subjects (ELA, Math, Science, Social Studies, PE, Visual Arts, Music). Digital tracker monitors availability. 3. Classroom Walkthroughs: Monthly observations document student access to and participation in core and enrichment instruction, with attention to inclusion of students with disabilities and English Learners. 4. Lesson Plan Reviews: Weekly reviews document whether differentiation, accommodations, and modifications ensure all learners access grade-level content. 5. Participation Data: Records track enrollment in extended learning, enrichment activities (art, music, field trips), and PE by student group to verify proportional access. 6. Digital Access Tracking: Clever login and device assignment records verify all students have consistent access to curriculum and supplemental applications. These measures ensure equitable broad course of study access for all students.|Based on TLC's locally selected measures, 100% of students have access to and are enrolled in a broad course of study across both school sites and all student groups. School Sites: Site 1 (TK-K) and Site 2 (1-6) provide equivalent access to core academics (ELA, Mathematics, Science, Social Studies) and enrichment (Visual Arts, Music, PE). Curriculum audits confirmed material sufficiency at both sites with no access differences. Unduplicated Pupils and Students with Disabilities: Enrollment data confirm 100% of English Learners (16%), low-income students (72%), and Students with Disabilities (20%) are enrolled in general education classes. The full inclusion model ensures students with disabilities receive specialized instruction within general education settings. All student groups participate in enrichment proportionally. No group is excluded from any offering. Progress: TLC expanded device access in 2025-26 through Clever. Enrichment increased through new partnerships and expanded art and music showcases. Extended learning enrollment grew with higher participation by students with disabilities and English Learners. Quarterly enrollment reviews and weekly lesson plan reviews confirm equitable curriculum access across all sites and student groups.|While TLC provides 100% access to a broad course of study, the school manages ongoing barriers: Staffing Constraints: Specialized instruction in music, visual arts, and adaptive PE requires certified personnel. TLC suspended the Dance program in 2025-26 to prioritize mathematics and literacy intervention, demonstrating how resource constraints require balancing enrichment and academic needs. Two-Campus Configuration: Operating separate TK-K and 1-6 campuses creates logistical constraints for coordinating specialized programming. Some enrichment activities are more accessible at one site than another due to facility and staffing constraints. Facility Limitations: Space and maintenance constraints affect enrichment programming. Site 2 facility issues required lease holder coordination, potentially affecting availability. Family Access: While TLC provides transportation assistance, families with work schedule conflicts struggle accessing evening enrichment and field trips, limiting participation in expanded learning experiences. Budget Constraints: Competition between academic intervention and enrichment programming requires careful resource allocation to maintain comprehensive curriculum access. TLC remains committed to broad curriculum access through strategic resource management and facility coordination.|Based on locally selected measures, TLC has implemented the following revisions and actions: Technology Access: Purchased Chromebooks and iPads for TK-K classrooms. Implemented Clever platform for streamlined access to core academic and supplemental applications. Curriculum Materials: Adopted Go Math with comprehensive scope and sequence. Purchased Teachers' Curriculum Institute (TCI) materials for Science and Social Studies. Adopted Second Step SEL curriculum for all grades. Enrichment Expansion: Established partnerships with community organizations to expand arts programming. Increased opportunities for students to showcase visual and performing arts work. Expanded music programming to include live performances. Facility Improvements: Coordinated with facility lease holders to address maintenance and pest control issues. Increased bathroom supervision. Implemented enhanced office security measures. Extended Learning: Grew enrollment with increased participation by students with disabilities and English Learners through transportation assistance and flexible scheduling. Professional Development: Provided comprehensive training on curriculum adoption, differentiation strategies, and inclusive instruction to ensure teachers deliver equitable access to broad curriculum. These actions ensure sustained equitable access to comprehensive, inclusive curriculum for all students.|Met||2026-06-16|2026 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, Suncoaster live classes, and community-based learning are documented and disaggregated by student group and grade span to ensure inclusive participation across subjects, including arts, science, and physical education. High school course plans are reviewed by the High School Support Liaison for A-G alignment. Students with IEPs access the full curriculum with documented accommodations in SEIS, with progress tracking integrated into Learning Period meetings.|Using rosters from virtual curriculum platforms and internal tracking spreadsheets, disaggregated by grade span and student group, Suncoast confirms that 100% of enrolled students continue to have 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, access instruction across core subjects and electives, including language arts, math, science, social studies, physical education, and the arts. Beyond asynchronous platforms, students participate in Suncoaster Classes, live, series-style synchronous courses offering 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 from the High School Support Team for A-G aligned courses, dual enrollment, and elective pathways. In 2025–26, we expanded cohort-based enrichment, continued development of two CTE pathways, increased OCDE Arts Competition participation by 66.7%, and offered arts programming through OCArts4All. No significant disparities in access were identified across student groups. Equity is monitored through Learning Period meetings, enrollment logs, and disaggregated participation data.|There are no current barriers to students having access to a broad course of study across core subjects and electives. All enrolled students have access to standards-aligned curriculum through virtual platforms, and Education Specialists work closely with families to ensure consistent engagement. One area of continued development is Career Technical Education (CTE). While all students have access to the school's full course of study, formal CTE pathways are still under development. Two pathways are currently being built, and CTE programming will be available to students as these pathways are completed. We are actively monitoring CTE interest through stakeholder surveys to ensure pathway development reflects student and family priorities.|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 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. In 2025–26, we expanded dual enrollment for high school students, grew arts access through OCDE Arts Competitions and OCArts4All programming, and continued developing two CTE pathways with an established baseline metric for pathway completion. 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||2026-06-23|2026 30103060139352|Sycamore Creek Community Charter|7|||||Not Met|||2026 30103060139469|International School for Science and Culture|7|ISSAC utilizes multiple local measures and tools to monitor student access to and participation in a broad course of study. These measures include student schedules, course enrollment records, attendance data, participation in multilingual education programs (Spanish, Mandarin, and Japanese), project-based learning participation, intervention and enrichment program records, special education service logs, English Learner program participation, and student information maintained through School Pathways. ISSAC also reviews assessment data, IEP service implementation, and participation in extracurricular activities, field trips, and enrichment opportunities to ensure equitable access across grade spans, English Learners, low-income students, foster youth, and students with exceptional needs. These tools help the school monitor participation and ensure all students have access to rigorous academic, language, enrichment, and support programs.|ISSAC has determined that all students have access to and are enrolled in a broad course of study aligned with California State Standards. Students in all grade spans receive instruction in English Language Arts, Mathematics, Science, Social Studies, Physical Education, Project-Based Learning, and multilingual education, including Spanish, Mandarin, and Japanese language opportunities. In addition, students have access to field trips, enrichment activities, technology, social-emotional learning, after-school programs, intervention services, and summer learning opportunities. ISSAC reviews enrollment records, schedules, IEP service logs, English Learner services, assessment data, and participation records to ensure equitable access for all student groups, including English Learners, low-income students, foster youth, and students with exceptional needs. Special education services, accommodations, and related services are provided to ensure students with disabilities can fully participate in the educational program. Intervention and support services are available to students requiring additional academic assistance. During the 2025–26 school year, no significant differences were identified among student groups regarding access to the school's educational program. ISSAC continues to monitor participation and enrollment data to ensure all students have equitable access to a broad, rigorous, and engaging course of study that supports academic success.|None|In response to the review of local measures and educational partner feedback, ISSAC will continue implementing actions that ensure all students have equitable access to a broad course of study. During the 2026–27 school year, the school will expand intervention supports for English Learners through targeted small-group oral language development, strengthen multilingual education opportunities in Spanish, Mandarin, and Japanese, and continue providing project-based learning experiences that integrate multiple subject areas and real-world applications. ISSAC will also maintain access to technology, enrichment programs, field trips, special education services, and academic interventions to support diverse student needs. As the school expands, ISSAC will focus on strengthening systems and processes to ensure consistency in program implementation across classrooms and campuses. The school will continue monitoring participation, enrollment, assessment, and service data to identify and address any barriers to access. These efforts will help ensure that all students, including English Learners, low-income students, foster youth, and students with disabilities, continue to have access to a rigorous, engaging, and well-rounded educational program.|Met||2026-06-25|2026 30103060139964|Orange County Classical Academy|7|OCCA uses a multi-tiered support system data system to monitor student access to and progress within a broad course of study. The system tracks academic performance, reading and math benchmarks, attendance, and discipline data. This allows staff to identify the needs of English Learners, Special Education students, and other student groups. This data is used to provide timely interventions and targeted supports to promote student success.|OCCA provides all students with access to a comprehensive classical curriculum that includes literacy, literature, grammar, writing, mathematics, science, history, geography, physical education, music, art, cursive writing, technology, and Latin. English Learners receive both integrated and designated ELD support, while students with disabilities receive individualized services through Education Specialists, instructional assistants, and other accommodations as needed. All students benefit from a rich liberal arts and sciences program that includes visual and performing arts, educational field trips, and additional support programs designed to promote academic success.|Improving attendance to maximize student learning and instructional time will be a key focus area next year.|OCCA will utilize attendance incentives and enhanced monitoring practices to improve student attendance and engagement. The school will also continue tracking attendance and behavioral data through its MTSS process to inform discussions, identify student needs, and guide targeted interventions and supports.|Met||2026-06-11|2026 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 support 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||2026-06-23|2026 30103060141978|Vista Meridian Global Academy|7|Vista Meridian Global Academy monitors student access to, and enrollment in, a broad course of study across its single high school grade span (grades 9 through 12), for unduplicated student groups, and for students with exceptional needs through several locally selected tools. The school conducts an annual master schedule and course-enrollment audit covering A-G approved courses, CTE pathway courses (Global Business, Biomedicine, Automotive Technology, Information Technology, and Digital Art for 2026-27), and Santa Ana College dual enrollment courses. CALPADS course enrollment data and Aeries Student Information System reports are reviewed and disaggregated by grade level, English Learner status, Socioeconomically Disadvantaged status, Foster Youth status, and Students with Disabilities. The school also tracks A-G completion, CTE pathway completion, and combined A-G plus CTE completion. IEP teams review course access and placement for Students with Disabilities in coordination with the Resource Specialist Teacher and the El Dorado Charter SELPA Program Specialist; the English Learner Master Plan and counselor placement reviews ensure English Learners and Long-Term English Learners access core content, ELD, and elective courses without unnecessary segregation; and college and CTE counselors monitor dual enrollment participation by student group.|All VMGA students in grades 9 through 12 are enrolled in a broad course of study that includes the A-G approved core (English, mathematics, science, social studies, world language, visual and performing arts, and college-preparatory electives), CTE pathway coursework, and Santa Ana College dual enrollment. Because VMGA is a single high school, there is one grade span across its three sites, and the core A-G program is delivered consistently to all students regardless of campus assignment. CTE pathways (Global Business, Biomedicine, Automotive Technology, and Information Technology, with Digital Art added in 2026-27) are open to all student groups, and master schedule and counselor placement reviews confirm that English Learners, Long-Term English Learners, Socioeconomically Disadvantaged students, Foster Youth, and Students with Disabilities are enrolled at rates consistent with their share of overall enrollment. Dual enrollment through Santa Ana College is most concentrated in grades 11 and 12 given developmental readiness, with access expanding for earlier grades through the SAC co-location. Students with Disabilities access the same broad course of study with IEP-aligned supports coordinated by the Resource Specialist Teacher and El Dorado Charter SELPA. Progress over time includes the addition of Digital Art and the replacement of AP ELA with a dual enrollment ELA college course for 2026-27.|VMGA's locally selected measures identify several barriers to equal access to a broad course of study. VMGA provides bus transportation at no cost, so the three-site structure does not create travel constraints for students. However, certain other barriers remain. As a small high school with a single section of many courses, VMGA experiences scheduling conflicts that can prevent some English Learners and Students with Disabilities from enrolling in their preferred CTE pathway or elective. Dual enrollment through Santa Ana College is most accessible to students in grades 11 and 12 given developmental readiness and SAC course eligibility, so 9th and 10th grade students have more limited dual enrollment access. Late hiring of the ELD Instructional Coach and the mid-year resignation of the Resource Specialist Teacher reduced staff capacity to maintain consistent ELD and special education supports that anchor broad course access. CTE pathway capacity is also limited by available CTE-credentialed staff and industry-aligned facilities, so not every student interest can be matched within the current schedule. VMGA is addressing these barriers through master schedule improvements, the new ELD Coach and BCBA roles, dual enrollment expansion through the Santa Ana College partnership, and continued investment in CTE pathway capacity.|In response to its locally selected measures, VMGA is implementing several revisions and new actions to ensure access to a broad course of study. For 2026-27, the school is expanding CTE pathway options by adding Digital Art alongside the existing Global Business, Biomedicine, Automotive Technology, and Information Technology pathways, and is replacing the AP ELA option with a dual enrollment ELA college course through Santa Ana College so that students can earn college credit while maintaining GPA. VMGA is also expanding dual enrollment through its Santa Ana College co-location and exploring earlier-grade access. To address staffing gaps that limited course access, the school hired an ELD Instructional Coach to support designated and integrated ELD, added Special Education Coordinator capacity in response to caseload, and is implementing quarterly Special Education team-led professional development on data analysis, IEP refresh, and accommodation review. Saturday School and Bright Thinker credit recovery within the Learning Lab keep students on track for A-G completion and on-time graduation. Counselors, the Resource Specialist Teacher, and IEP teams continue to monitor course access and placement by student group through master schedule, CALPADS, and Aeries reports.|Met||2026-06-15|2026 30103060142000|Explore Academy|7|N/A|N/A|N/A|N/A|Met||2026-06-23|2026 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, 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. All students in grades K–5 continue to receive weekly STEAM instruction, while 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 further enhance college and career readiness and ensure access to rigorous, standards-aligned coursework for all learners.|Met||2026-06-25|2026 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||2026-06-11|2026 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||2026-06-11|2026 30103060165217|Magnolia Science Academy - Orange County|7|Magnolia Science Academy Orange County uses locally developed measures to monitor student access to and enrollment in a broad course of study, including for unduplicated student groups and students with exceptional needs. The LEA reviews the master schedule, course offerings, and Student Information System (SIS) data to ensure all TK–6 students have access to core subjects, including English Language Arts, Mathematics, Science with a strong STEAM focus, and Social Studies, as well as enrichment opportunities such as STEAM lab and after-school programs. SIS data is used to track enrollment and attendance. To ensure equitable access for English learners, low-income students, and foster youth, the LEA reviews assessment data, program participation, and intervention records to confirm students receive appropriate supports. For students with exceptional needs, access is monitored through IEPs and service logs to ensure participation in general education settings, curriculum access, and needed accommodations. The LEA also collects feedback through student, family, and staff surveys to assess engagement and access to academic and enrichment programs. Together, these tools help ensure all students have equitable access to a comprehensive and rigorous course of study.|Using the identified measures, Magnolia Science Academy Orange County ensures that all students have access to and are enrolled in a broad course of study. The master schedule and SIS data indicate that 100% of students (TK–6) are enrolled in core content areas, including English Language Arts, Mathematics, Science (STEAM-focused), and Social Studies, with additional access to enrichment such as STEAM lab and after-school programming. Data reviews show no significant differences across student groups, including English learners, low-income students, foster youth, and students with exceptional needs, in access to core instruction. Students with exceptional needs are included in general education settings with appropriate supports as outlined in their IEPs, ensuring equitable participation in the full curriculum. While access to core courses is consistent, some variation exists in enrichment participation, particularly in after-school and club offerings, which has been influenced by program availability and alignment. The LEA has identified this as an area for improvement and is working to expand and standardize STEAM-aligned enrichment opportunities to ensure more equitable access for all student groups. As a new school site, the LEA has established strong foundational systems to ensure universal access to a broad course of study and will continue to refine enrichment offerings to further strengthen equity and student engagement over time.|Based on local measures, the LEA has identified barriers that affect full access to a broad course of study, especially in enrichment and program consistency. Although all students have access to core academic subjects, enrichment opportunities, particularly STEAM-focused clubs, have not always been consistently available or aligned. In the past, clubs were teacher-created without a structured framework, resulting in varied offerings and limiting equitable access for all student groups. Limited resources also affect student experience. Student feedback shows a need for age-appropriate playground equipment, especially for older students, to better support engagement and overall school climate. Staffing is another barrier. Feedback indicates a need for competitive compensation, manageable workloads, and site-specific roles, including a dedicated recruitment and enrollment coordinator. These factors affect staff capacity to sustain high-quality programs and expand opportunities beyond core instruction. As a new school site, the LEA is still developing systems to ensure consistent implementation and equitable access to enrichment and extended learning opportunities. Addressing these barriers will help the LEA expand access to a more comprehensive and equitable course of study for all students.|In response to local data and identified barriers, the LEA will implement several actions to ensure equitable access to a broad course of study for all students. To address inconsistencies in enrichment, the LEA will implement a structured, pre-approved list of STEAM-aligned clubs, ensuring all students have access to high-quality, mission-aligned programs. This will increase consistency and expand equitable access to enrichment opportunities. To improve student engagement and overall experience, the LEA will partner with the home office to expand age-appropriate playground equipment, particularly for older students, based on student input and ongoing feedback. To strengthen program implementation and sustainability, the LEA will partner with People & Culture to support competitive compensation and staff retention, and with the Impact team to improve enrollment systems and support the addition of site-specific roles, including a recruitment and enrollment coordinator. These efforts will increase staff capacity to provide and sustain a comprehensive course of study. Additionally, the LEA will continue to refine systems for monitoring access and participation using SIS data, surveys, and program feedback to ensure all student groups have equitable access to both core instruction and enrichment opportunities.|Met||2026-06-17|2026 30103060165225|Orange Springs Charter|7|Springs Charter Schools provides TK-8 students with a customized curriculum aligned to California standards. Each student uses a Personalized Learning Plan (PLP), monitored by teachers and parents, to track academic goals. High school students develop four-year graduation plans with counselors and are enrolled in required A-G transcript courses including VAPA, CTE, Pre-Apprenticeship, and college-level courses. Family feedback and data reviews guide course offerings. Students with disabilities also have equitable access to a broad curriculum. Springs is committed to equitable access to a rigorous, well-rounded education for all students. Using tools like i-Ready and mClass, the school analyzes performance data to tailor instruction and provide timely interventions. Special attention is given to English learners, foster youth, and students with disabilities to ensure equitable access through IEPs and 504 Plans. The program features: Core Subjects: Rigorous instruction in foundational topics. Flexibility: Access to electives, enrichment, and interdisciplinary units. Acceleration: Targeted support or advanced pacing, including high school-level courses for 8th graders.|"Springs Charter Schools uses tools like i-Ready, mClass, and Write Score to monitor progress and develop Personalized Learning Plans (PLPs). These plans ensure TK–8 students meet California State Standards through a flexible, balanced curriculum. All students study core subjects (ELA, math, history, and science) with access to interventions or acceleration based on performance. Home based students use thematic ""boxed sets,"" while advanced 8th graders may take high school-level math and language courses. The school prioritizes equity, ensuring students with disabilities and unduplicated groups receive consistent access to core coursework and services. Course expansions and electives are shaped by enrollment, staffing, and direct feedback from families. Ongoing monitoring for 9-12 confirms equitable access for unduplicated student groups and students with disabilities. Core course access is consistent across programs and includes VAPA, CTE, college courses, and Pre-Apprenticeship. Parent and student feedback and program level data reviews guide course expansion. High school elective options and intervention supports continue to increase, strengthening access to a rigorous course of study. Barstow Community College, San Bernardino Valley College, and Cal State University of San Bernardino partnerships are available and courses are listed in the course catalog to support dual enrollment and advanced education options. Students are supported by the College and Career Coordinator."|"At Springs Charter Schools, the significant barrier to instruction is addressing the immense academic and social-emotional diversity of our students. Delivering personalized support often strains staffing and resources. To ensure an inclusive curriculum, we invest in professional development and coaching, particularly for newer staff, to maintain instructional depth through our ""Teaching the Springs Way"" framework. The logistical complexity of a large geographic area also creates hurdles for equitable access. Operating diverse programs can complicate material distribution and faculty access. We mitigate these challenges by leveraging technology and flexible design. Our educators are trained in hybrid models and the Canvas LMS to bridge geographic gaps. High school students have to access many courses through online instruction. All students, regardless of location, can access a comprehensive high school catalog, including Physics and Statistics, via synchronous online instruction. This data-informed, technologically integrated approach ensures every student is prepared for post-secondary success while dismantling barriers to high-quality education."|Springs Charter Schools remains dedicated to expanding access to a comprehensive and inclusive educational program for every student. To achieve this, the school has prioritized professional development in areas such as differentiated instruction, small group instruction, and educational technology. A couple of key highlights of the 2025-2026 school year included the move to mClass as a universal screening tool for our K-2 grades, a continued focus on our Teacher Led Coaching model, and the introduction of non-negotiable minimum writing standards across all content areas. The curriculum is frequently updated to incorporate diverse perspectives and increase engagement in STEM, the arts, and experiential learning. By utilizing the Canvas platform and synchronous online lessons, Springs has introduced new electives and intervention paths specifically tailored to student diagnostic results. Furthermore, the school maintains a strong partnership with families through virtual meetings and community feedback loops. At the high school level, diagnostic assessments (i-Ready and Write Score) inform placement in intervention courses such as Ramp Up to Algebra, Math Bridge, Literacy Essentials, and Writing Essentials. Pre-Apprenticeship and Work Experience Education courses support engagement through work-based learning. These efforts ensure all students, regardless of background or program, can access a well-rounded, rigorous education.|Met||2026-06-09|2026 30103060165266|Sycamore Creek Community Charter II|7|SCCCS II uses local 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 measures include master schedules, class schedules, curriculum scope and sequence documents, lesson plans, benchmark assessments, NWEA MAP data, classroom assessments, student work, teacher collaboration, special education service records, IEP progress monitoring, and English Learner progress monitoring. SCCCS II teachers have developed scope and sequence documents that incorporate the Common Core State Standards, NGSS, California History-Social Science Standards, Waldorf-aligned standards, and enrichment opportunities. Core materials and curriculum resources are available at each grade level and in each subject area. Teachers, counselors, administrators, and support staff review assessment data and student progress to ensure students are accessing grade-level instruction and appropriate supports. Special education staff collaborate with general education teachers to support SWD through IEP services, accommodations, and progress monitoring. ELs are identified by proficiency level and receive integrated ELD during core instruction and designated ELD daily. SCCCS II maintains records to monitor student progress toward grade-level standards, individualized goals, and access to a broad course of study.|Using locally selected measures and tools, SCCCS II has determined that all students have access to, and are enrolled in, a broad course of study. As a single-site Charter School, there are no differences in access across school sites. All students receive instruction in a rigorous, State Standards-aligned curriculum within an inclusive Public Waldorf Education model that emphasizes academic learning, creativity, engagement, and whole child development. Students have access to core instruction in ELA, Mathematics, Science, History-Social Science, Health, Physical Education, Visual and Performing Arts, Music, Handwork, and other enrichment opportunities. Students participate in experiential and arts-integrated learning, including music, visual arts, drama, handwork and fiber arts, environmental learning, and community celebrations. SCCCS II monitors access through schedules, scope and sequence documents, curriculum implementation, classroom instruction, assessment data, student work, and service records. ELs receive integrated ELD during core instruction and designated ELD daily at their English proficiency level. SWD receive access to the broad course of study with accommodations, supports, services, and Designated Instructional Services as determined by each student’s IEP team. SCCCS II continues to ensure that all students, including unduplicated pupils and SWD, are provided access to standards, enrichment, intervention, and the full Public Waldorf educational program.|Based on locally selected measures and tools, SCCCS II has identified two primary barriers to providing full access to a broad course of study for all students. The first barrier is chronic absenteeism among identified students. When students are not attending regularly and on time, they miss core instruction, enrichment, intervention, and experiential learning opportunities that are central to the Public Waldorf educational program. SCCCS II has identified a need to continue strengthening a culture of positive daily attendance through attendance incentives, recognition, awards, parent phone calls, parent meetings, attendance contracts, letters, home visits, and a prioritized system for identifying and supporting students who are chronically absent. The second barrier is the academic achievement of students performing well below grade level in ELA and Mathematics. Students who need significant academic support may require additional intervention, tutoring, and differentiated instruction to fully access grade-level standards and the broader course of study. SCCCS II has identified a continued need to strengthen MTSS, academic intervention, tutoring, progress monitoring, and collaboration among teachers, support staff, and specialists to ensure all students, including ELs, SED students, SWD, and other students with identified needs, can access and make progress in the full instructional program.|In response to locally selected measures and identified barriers, SCCCS II will continue implementing revisions and actions to ensure all students have access to a broad course of study. The Charter School will provide intensive and strategic interventions in ELA and Mathematics for all students, with focused support for significant student groups, including ELs, SED students, SWD, and students performing below grade level. These supports will be provided by teachers and additional support staff through MTSS, tutoring, small group instruction, progress monitoring, and differentiated instruction. SCCCS II has also purchased curriculum to strengthen reading instruction, upgraded supplemental online curricular resources, and will continue providing designated ELD through an appropriately assigned ELL Teacher. These actions support access to grade level standards and the broader instructional program. To support safe and healthy access to learning, SCCCS II will continue PBIS, SEL, and restorative practices. These systems are designed to improve attendance, reduce behavioral barriers, strengthen self-regulation, support conflict resolution, and maintain a positive Charter School climate. SCCCS II has added a Social Emotional Learning and Behavior Coordinator, trained staff in crisis intervention and de-escalation, and will continue training staff in Talking Circles to support student well-being, belonging, and engagement in the full course of study.|Met||2026-06-23|2026 30103060165357|Orange County Academy of Sciences and Arts III|7|Included in LCAP|Included in LCAP|Included in LCAP|Included in LCAP|Met||2026-06-28|2026 30103063030723|OCSA|7|A-G eligibility rates and CTE pathway completion rates.|Among the class of 2025, 88% of students were a-g eligible, and 77% completed at least one CTE pathway by the time of graduation. The latter indicator has increased substantially over time, more than tripling from 25% in 2023.|The main barrier for a-g eligibility relates to specific student disabilities; depending on an individual student's unique needs and transition planning (ITP) goals, completing all a-g requirements may not be the top priority for all students in meeting their post-secondary goals. Regarding CTE completion rates, OCSA has partnered with a local community college (SAC) to offer dual-enrollment options for many conservatory courses. However, dual-enrollment opportunities are not equal among all conservatory programs, causing some discrepancies in CTE pathway completion.|OCSA is in the process of expanding its dual enrollment partnership to another community college in order to provide a wider range of CTE-aligned dual-enrollment offerings to students across conservatory programs. OCSA is also continuing to evaluate and refine the continuum of academic course offerings to ensure accessible options are available to all students.|Met||2026-06-17|2026 30647660000000|Lowell Joint|7|The Lowell Joint School District employs a variety of internal mechanisms to verify that all students have access to a comprehensive curriculum. Elementary sites utilize daily schedules and specific time allocations to guarantee the consistent delivery of core subjects, including ELA, math, science, social science, PE, and VAPA. We also oversee the rotation of specialized programs such as music, STEAM, and art and use enrollment data and rosters to confirm participation in enrichment and intervention services. Furthermore, we evaluate engagement in our Expanded Learning Opportunities Program (ELOP) and track intersession attendance to foster fair access for every student demographic. At the junior high level, the district evaluates master schedules, course catalogs, and registration statistics to oversee elective availability and CTE pathways. We collaborate as a team to implement specific supports for students with disabilities and unduplicated student populations. Additionally, we analyze program logs related to GATE, music, and Youth Theater, alongside stakeholder survey results, to gain a deeper understanding of course access trends among historically underserved student communities.|Lowell Joint School District guarantees that all students have access to a rich and varied curriculum, ensuring they encounter both fundamental academic requirements and ample opportunities for enrichment. In grades TK–6, students master key academic subjects, complemented by structured rotations in music, art, and science. Weekly choral instruction is a standard for all students, with band and drumline options available to 5th and 6th graders, alongside performing arts training through the Lowell Joint Youth Theater for students in grades 4–6. At the junior high level (grades 7–8), students choose from a diverse elective curriculum, including STEM, Advanced Spanish, journalism, leadership, and the visual arts. Rancho Starbuck further expands these options with coursework in AP Computer Science and Career Technical Education (CTE) pathways. We prioritize an inclusive environment where students with disabilities can be fully integrated into general education classrooms, both for core subjects and electives. Across the district, we integrate technology to foster 21st-century skills, providing all students with Chromebooks. To minimize disparities between school sites, we prioritize consistent staffing, ongoing program development, and data-driven monitoring of student participation. These efforts are particularly focused on supporting our unduplicated student populations and those with exceptional needs.|Achieving universal access is primarily hindered by staffing variations across different school sites; specifically, smaller elementary campuses often struggle to provide specialized electives such as robotics and advanced art. At the junior high level, elective options are frequently restricted by scheduling conflicts, particularly for students who require special education services or extra academic support, such as intervention blocks. Additionally, transportation issues continue to limit family participation in after-school enrichment and intersession programs. While the district has increased the availability of ELOP offerings, student involvement remains affected by barriers such as a lack of reliable transportation and limited family awareness of these opportunities.|To address existing barriers and ensure equitable access to a broad, enriching curriculum, the district has launched several strategic initiatives. Key programs, such as the Lowell Joint Youth Theater and the Expanded Learning Opportunities Program (ELOP), provide students with diverse enrichment options. At the junior high level, we are actively evolving the STEAM and CTE pathways, introducing hands-on experiences in robotics and Computer Science to foster college and career readiness for all learners. Recognizing the importance of balance, we prioritize flexible scheduling and individualized planning at the site level, allowing students in intervention or special education services to access electives without compromising their academic support. Furthermore, we have enhanced our GATE identification process by implementing the 2025 CogAT for GATE testing. Simultaneously, we are strengthening family engagement through multilingual outreach, consistent updates via ParentSquare, and dedicated parent information sessions. Through these ongoing collaborative efforts across all sites, we remain committed to providing every student with meaningful access to a rigorous and engaging course of study.|Met||2026-06-22|2026 30664230000000|Anaheim Elementary|7|"AESD defines a broad course of study through its Portrait of an AESD Scholar. Historically, the LEA has utilized a combination of student outcome data, implementation data, survey feedback, attendance records, participation data, materials inventories, and educational partner input to monitor the extent to which all students have access to and are enrolled in a broad course of study. Measures include state-reported data sources as well as local indicators related to instructional implementation, participation, engagement, and access to enrichment opportunities. For 2026–27, the LEA will place increased emphasis on examining access, participation, and outcomes for students with disabilities. This focus will also support the LEA's Differentiated Assistance efforts related to Foster Youth outcomes, as approximately 40 percent of Foster Youth are also identified as students with disabilities. The LEA will utilize self-evaluation rubrics, Least Restrictive Environment data, classroom implementation data, and systems-improvement tools developed through its partnership with SWIFT, a national technical assistance organization that supports systemic transformation to create a ""Rightful Presence"" for all students within instructional and school environments. Together, these measures will support the LEA in evaluating equitable access to rigorous grade-level instruction, inclusive educational settings, and meaningful participation in learning opportunities across all school sites."|This priority focuses on ensuring all students have access to rigorous grade-level instruction, enrichment opportunities, and extracurricular experiences that support the development of the whole child. Locally selected measures indicate that students across the district generally have access to standards-aligned curriculum, intervention supports, enrichment opportunities, and programs that promote academic achievement, engagement, and belonging. District data show improvement in literacy, science, chronic absenteeism, and suspension rates. However, analysis of local measures and findings from Compliance and Improvement Monitoring (CIM) identified the need to more closely examine access and outcomes for students with disabilities. Data indicate variability in students' access to inclusive instructional practices, grade-level content within the Least Restrictive Environment (LRE), and participation in academic and enrichment opportunities. CIM findings, including analysis of LRE, disproportionality, parent involvement, timeline compliance, and Dashboard indicators, highlighted the need to strengthen systems and practices that support meaningful access, participation, and achievement for students with disabilities across all schools.|Analysis of local measures, stakeholder feedback, and CIM indicators identified several barriers impacting equitable access to a broad course of study for students with disabilities. These include inconsistencies in the implementation of inclusive instructional practices and Tier 1 supports across schools, variability in students' access to instruction within the Least Restrictive Environment (LRE), and the need for continued professional learning in culturally and linguistically responsive, asset-based practices. Staffing challenges, including substitute shortages, have limited opportunities for professional learning and collaborative planning during the instructional day. Chronic absenteeism and behavioral challenges also affect some students' consistent access to rigorous instruction, intervention services, and enrichment opportunities. The LEA also recognizes the need to strengthen systems that elevate student voice, deepen family partnerships, and enhance cross-department collaboration to ensure equitable access, inclusion, and support for all students.|AESD will leverage its partnership with SWIFT to strengthen equitable access to a broad course of study through actions focused on student voice, inclusive instructional practices, professional learning, and systemic improvement. The LEA will continue elevating student voice through the Superintendent's Student Advisory Committee and site-based feedback structures. Professional learning for certificated and classified staff will emphasize culturally and linguistically affirming, asset-based practices and will be supported through instructional coaching and monitored through the OPAL observation process. Beginning in 2026–27, Special Services and intervention staff will participate in grade-level PLC teams to strengthen collaboration and shared ownership for student success. To address substitute shortages, the LEA will utilize TOSAs and dedicated professional learning days to expand staff collaboration and training opportunities. Through monthly SWIFT meetings, the LEA will engage in ongoing root-cause analysis and continuous improvement cycles to identify and remove barriers, strengthen inclusive practices, and ensure all students experience belonging, meaningful participation, and academic success.|Met||2026-06-17|2026 30664230131417|Vibrant Minds Charter|7|Because we are a single school district with an enrollment of 330, 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, with the exception of inconsistent punctuality and attendance.|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||2026-06-24|2026 30664236027379|Palm Lane Global Academy|7|Palm Lane utilizes multiple local measures and data tools to ensure all students access and are enrolled in a broad course of study aligned to California State Standards and the needs of diverse learners. The school reviews enrollment data, master schedules, intervention placements, English learner services, special education services, and enrichment participation to ensure equitable access across grade spans, unduplicated student groups, and students with exceptional needs. The school also utilizes i-Ready diagnostic data, ELPAC data, curriculum-based assessments, and progress monitoring tools to identify academic needs and ensure students receive appropriate instructional support, intervention services, and access to grade-level curriculum. English learner progress is additionally monitored through Ellevation to support language acquisition and academic achievement. Palm Lane monitors participation in enrichment opportunities such as student leadership, tutoring, visual and performing arts, and STEM activities to ensure a well-rounded experience. The school collaborates with special education staff, intervention teachers, counselors, and support staff to ensure accommodations and services are provided. Educational partner feedback, including survey data and school climate indicators, is reviewed to identify barriers and support continuous improvement focused on equity and student success.|Palm Lane continues to ensure all students have equitable access to a broad course of study aligned to California State Standards through schoolwide instructional programs, intervention supports, enrichment opportunities, and targeted services for unduplicated student groups and students with exceptional needs. Analysis of local measures, including enrollment, intervention participation, English learner progress, special education services, and enrichment participation, indicates students across all grade spans access core instruction in English language arts, mathematics, science, history-social science, physical education, visual and performing arts, social-emotional learning, and technology-integrated learning. The school prioritizes equitable access through MTSS structures, English learner supports, special education services, counseling, and after-school programs. English learners are monitored through ELPAC data and Ellevation to ensure appropriate language acquisition supports. Students with exceptional needs receive accommodations, specialized instruction, and related services aligned to individualized education plans. Palm Lane has expanded enrichment and leadership opportunities through student council, STEM activities, arts, tutoring, clubs, and schoolwide activities. Current analysis shows no significant disparities in access across student groups, and ongoing data review guides continuous improvement.|Analysis of local data and selected measures identified several barriers impacting the school's ability to maximize equitable access to a broad course of study. One barrier is chronic absenteeism, as inconsistent attendance limits access to core instruction, intervention supports, enrichment, and social-emotional learning. Students with higher absenteeism face greater risk of academic gaps, reduced connectedness, and decreased participation in supplemental programs. Another barrier is the varying academic and social-emotional needs of students, particularly among unduplicated student groups, English learners, and students requiring intervention. Ongoing analysis of assessment data, English learner progress, attendance trends, and wellness surveys indicates continued need for differentiated instruction and expanded social-emotional supports. Staffing capacity, professional development time, and consistency in implementing support systems also present challenges. With a new ELA curriculum and Ellevation implementation, staff continue building capacity to utilize instructional tools and progress-monitoring systems. Palm Lane also identified the need to strengthen student connectedness and school climate, particularly in intermediate grades. The school will continue addressing these barriers through targeted interventions, professional development, family engagement, and counseling supports.|In response to local measures and schoolwide data, Palm Lane will continue refining systems to ensure all students have equitable access to a broad, engaging course of study. The school will strengthen MTSS structures and use academic, attendance, behavioral, and social-emotional data to identify students needing intervention, enrichment, counseling, or attendance support. Palm Lane will expand English learner supports through Ellevation to improve progress monitoring and instructional planning. Students with exceptional needs will continue receiving accommodations and specialized services aligned to individualized needs. The school will strengthen engagement and connectedness through enrichment, student leadership, STEM, arts, and schoolwide events. Vista's Signature Council practices will continue schoolwide to build relationships and student voice. The school will implement student wellness surveys and provide professional development in trauma-informed practices, restorative approaches, and social-emotional learning. To address chronic absenteeism, Palm Lane will partner with Parent Teacher Home Visits to strengthen family relationships and attendance, and will leverage the Community Coordinator to connect families to Anaheim community resources supporting student success.|Met||2026-06-15|2026 30664310000000|Anaheim Union High|7|AUHSD uses the district’s Career Preparedness Systems Framework (CPSF) and Anaheim Educational Pledge to guide the alignment of academic planning, career exploration, student voice, and postsecondary readiness. AUHSD monitors A-G completion, graduation status, CTE pathway participation/completion, AP/IB enrollment, dual enrollment participation, Seal of Biliteracy attainment, VAPA enrollment, and access to world language courses through platforms such as Aeries, Power Bi, and eKadence (LMS). AUHSD also monitors the enrollment of college preparatory programs such as AVID and Puente. The district also monitors student enrollment patterns through transcript audits, master schedule reviews, IEP audits, EMT/MTSS monitoring, and student placement reviews to identify disparities among English Learners (EL), Students with Disabilities (SWD), foster youth, homeless youth, and other unduplicated student groups. Beginning in junior high, students participate in career exploration, CCR lessons, and six-year academic planning processes rooted in students’ strengths, interests, and aspirations. Through eKadence, students engage in ongoing reflection, pathway exploration, and academic planning aligned to college, career, and life readiness. These systems help connect coursework, CTE pathways, dual enrollment, mentoring, internships, and postsecondary opportunities into a coherent student-centered roadmap.|AUHSD continues to expand access to a broad course of study aligned to the Career Preparedness Systems Framework and Anaheim Educational Pledge. Through six-year academic planning and master schedule redesign efforts intended to reduce barriers to participation, students have access to A-G coursework, expanded dual enrollment/AP opportunities, CTE pathways. The district has experienced growth in dual enrollment participation, work-based learning, and CTE pathway completion, increasing pathway completion from 18% to over 42% of graduates. Students begin exploring career pathways and postsecondary options in junior high through six-year academic and career planning processes designed to help students identify their strengths, interests, and aspirations and connect them to future opportunities. Transcript audits, EMT/MTSS teams, IEP audits, and master schedule analyses have improved the district’s ability to identify inequities in course placement and access. Despite progress, differences in enrollment and outcomes persist among student groups and school sites. SWDs, ELs, foster youth, and students experiencing homelessness continue to enroll in and complete A-G coursework, AP courses, dual enrollment, and advanced pathways at lower rates than some peer groups. District and site teams continue to monitor participation and outcomes to improve placement practices, reduce barriers, and ensure all students have access to rigorous, engaging, and meaningful college & career pathways.|AUHSD has identified several barriers that impact equitable access to a broad course of study. Variability in master schedule development and course placement practices across sites can unintentionally limit student access to a broad course of study. Historically, some placement systems relied heavily on recommendations or prerequisite structures that created barriers for underrepresented student groups. The district also identified a need for stronger alignment between students’ strengths, interests, aspirations, six-year academic plans, course selection, and master schedule development. When these systems operate independently rather than as a coherent pathway, students may not fully access opportunities aligned to their goals. Students with Disabilities and English Learners continue to face barriers related to inclusion, access, and participation in rigorous coursework. Inconsistent implementation of MTSS/EMT processes, grading practices, attendance challenges, mobility rates, and varying levels of staff familiarity with inclusive instructional practices can also impact student success and persistence. Additionally, some students and families need clearer and earlier guidance regarding college, career, and postsecondary options. The district recognizes the need to continue strengthening coherent, student-centered systems that ensure all students graduate with a meaningful plan and viable pathway for college, career, and life readiness.|AUHSD has implemented and continues refining several districtwide strategies to expand equitable access to a broad course of study. The district has strengthened implementation of the CPSF, which aligns career exploration, academic advising, student voice, course selection, and postsecondary planning from junior high through high school. There has been a redesign of the six-year academic planning processes to better center students’ strengths, interests, and aspirations while connecting to a broad course of study. Through eKadence, students engage in ongoing academic and career planning rather than one-time course selection activities. Master schedule redesign efforts have focused on reducing barriers and increasing equitable access to rigorous coursework and pathway opportunities for historically underrepresented student groups. District and site teams regularly conduct transcript audits, IEP audits, EMT/MTSS reviews, and placement analyses to monitor equity in course access and identify trends requiring intervention. The district continues expanding dual enrollment, AP, and CTE opportunities while strengthening inclusion and Least Restrictive Environment (LRE) practices to increase access for Students with Disabilities. Professional learning for administrators, counselors, teachers, and case carriers focuses on equitable placement practices, inclusive instructional strategies, EL best practices, and career-connected learning aligned to student strengths and aspirations.|Met||2026-06-11|2026 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: 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 CHKS, special education records, professional development records, academic marks and LCAP metrics) the District has made the following conclusions as to the extent to which all students have access to, and are enrolled in, a broad course of study: - Analysis of identified metrics indicate that while the district’s overall performance presents as “high” or “very high” in many areas, many significant inequities exist as it relates to the performance of underrepresented groups such as English Learners, Socioeconomically Disadvantaged Students, Hispanic Students and Students with Disabilities. - There are opportunities for growth as it relates to increasing the representation of unduplicated pupils in honors and advanced placement courses at the junior high and high school levels. - An analysis of standardized testing at the elementary level indicated that performance lags among unduplicated pupils in ELA and Mathematics and overall performance in the same subjects declines in the upper elementary grades. - The district’s overall graduation rate remains high and student performance on advanced placement examinations remains steady. - While significant subgroups are represented in CTE courses, there is work that could be done to improve recruitment and retention of students in this area.|BOUSD is a district with two significant challenges: First, it is a district that has a wide and deep set of socioeconomic strata across the community, ranging from highly affluent sub-communities to others that qualify for Title I funding. Second, it is a district with a low UPP that allows for some supplemental funding beyond the base grant, but no concentration funding. The district does not qualify for additional grants to serve student subgroups that are most impacted by the social, political, cultural and economic barriers that all educators are duty bound to address. Existing barriers have been identified to include the need to meet the abilities of diverse learners. There are also varying degrees of commitment to a data driven culture for analyzing student performance. Key actions and metrics in the district’s LCAP are the provision of consistent and coherent Tier 1 SEL and academic experiences for all students. The systems in place that drive student course and program placement and eligibility remain significant barriers to providing a broad course of study for all students. While significant progress has been made in this area, especially as it relates to addressing student failure and offering open access to advanced placement courses, certain student groups in BOUSD still do not have equitable access to a broad course of study due to societal and institutional forces; minimizing these gaps will continue to be a priority for the district.|BOUSD is continuing efforts described in the LCAP to close achievement gaps, promote equity and access, and offer a guaranteed and viable curriculum to all students. A horizontally and vertically articulated set of counseling services across all schools, ongoing analysis of performance data through PLC practices, and early intervention though diagnostics are a few of the initiatives to promote the highest levels of student achievement to allow all students to access the broadest course of study possible. These initiatives are also designed to benefit unduplicated student groups and students with exceptional needs as they have continued to have disproportionate outcomes in these measures over time. Recent efforts that will continue include development of a process to monitor progress towards CTE pathway completion and intervention when a student is struggling. Schools that have been identified for Additional Targeted Assistance, Support and Intervention (ATSI) and the Differentiated Assistance (DA) Plan are driving the district to take actions to address gaps that exist between the overall performance of students and the performance of specific subgroups, especially Hispanic students and students with disabilities. Actions in these areas include the expansion of Designated/Integrated ELD instruction, adherence to a MTSS framework, purposeful and targeted professional development, and the dedication of resources to address the underperformance of students with disabilities.|Met||2026-06-25|2026 30664560000000|Buena Park Elementary|7|The Buena Park School District ensures that all students have access to a broad course of study through a comprehensive curriculum that includes core academic subjects (English Language Arts, mathematics, science, and history/social science), visual and performing arts, physical education, and site-based passion programs. These programs vary by school and include opportunities such as robotics, music, theater, coding, STEM-focused electives, and other enrichment experiences aligned to student interests. To monitor access and participation, the District utilizes multiple measures, including enrollment data from the Aeries Student Information System (SIS), master schedules, class rosters, and course catalogs. These tools allow the District to review participation by grade span and disaggregate data by student group, including English learners, foster youth, low-income students, and students with exceptional needs. District and site administrators review these measures annually to ensure equitable access to programs and courses and to identify any potential barriers to participation. Through ongoing monitoring and review, the District works to ensure all students have opportunities to engage in a well-rounded and enriching educational experience.|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, 90% stated that their school offers elective classes to help explore interests in future careers, and 93% 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.|All students in the Buena Park School District participate in a comprehensive course of study that includes core academic subjects and specialized passion programs that vary by school site. These programs provide a well-rounded educational experience aligned to students’ interests and developmental needs. Opportunities include music and arts (Choir, Orchestra, Disney Musicals, Percussion & Drumline); STEM (3D Design and Modeling, Coding, Robotics, STEM Aviation, STEM Sailing Academy); college and career pathways (Agriculture, Journalism, Medical Science, Culinary Arts); and programs such as AVID, International Baccalaureate (IB), Speech and Debate, and the Ambassador Program. The District uses Aeries SIS enrollment data, master schedules, class rosters, course offerings, and student survey results to monitor access and participation across grade levels and student groups. Analysis indicates that students at all school sites, including English learners, foster youth, low-income students, and students with exceptional needs, have equitable access to a broad course of study, with no significant disparities identified. The District will continue monitoring enrollment patterns and educational partner feedback to ensure programs remain equitable, responsive, and accessible to all students.|In response to local data and educational partner feedback, the Buena Park School District continues refining strategies to ensure all students have access to a broad, engaging, and rigorous course of study. The District will expand college and career exploration through honors courses, Career Technical Education (CTE) pathways, and specialized enrichment programs that support diverse interests and post-secondary goals. To strengthen academic readiness and equitable access, the District will continue providing targeted literacy and mathematics interventions and supplemental resources for students needing additional support. The District will leverage instructional technology and high-quality instructional materials to personalize learning, increase engagement, and provide consistent access to rigorous content. Instructional Coaches will continue supporting teachers in implementing standards-aligned instructional practices and expanding diverse learning opportunities. The District will also pursue grant funding and community partnerships to sustain and expand innovative programs, passion pathways, and enrichment opportunities. Enrollment data, course offerings, and educational partner feedback will be regularly reviewed to ensure equitable access for all student groups. These actions reflect the District’s commitment to continuous improvement and preparing every student for future success.|Met||2026-06-25|2026 30664640000000|Capistrano Unified|7|For this local indicator, the District uses multiple measures to monitor student access to and enrollment in a broad course of study across grade spans and student groups. Primary measures include CALPADS Course Section Enrollment reports, which track participation in Advanced Placement (AP), Career Technical Education (CTE), AVID, Visual and Performing Arts, International Baccalaureate (IB), and World Language courses. These data are reviewed to monitor enrollment trends and access to rigorous and enrichment opportunities. The District also reviews California School Dashboard College/Career Indicator (CCI) data, including A-G completion, CTE pathway completion, State Seal of Biliteracy attainment, AP and IB participation, and overall College/Career Prepared status. These measures provide evidence that students are accessing programs that support college and career readiness. Data are disaggregated by student groups, including English Learners, socioeconomically disadvantaged students, foster youth, homeless youth, students with disabilities, and racial/ethnic groups to ensure equitable access. The District uses these measures to monitor participation and outcomes and to maintain broad access to academic, career technical, arts, world language, and college-preparatory pathways.|The District’s locally selected measures indicate that students continue to have broad access to a diverse range of courses, including Advanced Placement (AP), Career Technical Education (CTE), AVID, Visual and Performing Arts, International Baccalaureate (IB), world languages, and music. Enrollment data show growth in several areas since the baseline year, including Art (+2,183), CTE (+699), Drama/Theater (+640), Dance (+167), AVID (+185), and Music (+29). AP enrollment remained stable at 11,878 students, while CTE enrollment increased to 8,098. College and Career Indicator (CCI) results further demonstrate student access to rigorous academic and career pathways. The District maintained a Green performance level, with 68.8% of graduates meeting the Prepared level, an increase of 0.9 percentage points from the prior year. Several student groups, including Asian, White, Filipino, Two or More Races, Homeless, and Socioeconomically Disadvantaged students, performed at the Blue or Green levels. Achievement gaps remain evident. English Learners, Long-Term English Learners, Hispanic students, and Students with Disabilities demonstrated lower rates of college and career readiness than the District average. Overall, data indicate strong participation in advanced academic, career technical, and enrichment opportunities. The District continues to monitor participation and outcomes to ensure equitable access to rigorous coursework and college and career pathways.|The District has established a broad course of study that includes Advanced Placement, Career Technical Education, International Baccalaureate, AVID, Visual and Performing Arts, world languages, and college- and career-readiness pathways. The primary challenges involve disparities in participation and outcomes among student groups rather than course availability. Locally selected measures and Dashboard results show that English Learners, Long-Term English Learners, Hispanic students, and Students with Disabilities demonstrate lower college- and career-readiness outcomes than the District average. Students with Disabilities achieved a 17.0% Prepared rate on the College/Career Indicator, while English Learners and Long-Term English Learners achieved rates of 24.3% and 23.6%, respectively, compared with 68.8% for all students. The District also identified lower UC/CSU eligibility rates among English Learners, Long-Term English Learners, and Students with Disabilities. These data suggest barriers related to academic readiness, language acquisition, prerequisite coursework completion, and access to support services. The District continues to address these barriers through targeted interventions, language supports, college and career planning, and specialized services to expand equitable access and success in rigorous coursework and pathways.|In response to locally selected measures, the District will continue to implement and refine actions that expand equitable participation in rigorous academic, career technical, and enrichment opportunities. The District will monitor enrollment and outcome data for student groups, including English Learners, Long-Term English Learners, Hispanic students, socioeconomically disadvantaged students, foster youth, homeless youth, and Students with Disabilities, to identify and address participation gaps. The District will continue supporting access to Advanced Placement, Career Technical Education, International Baccalaureate, AVID, world language, and Visual and Performing Arts programs while maintaining broad course offerings. Ongoing efforts include academic interventions, language acquisition supports, counseling, college and career planning, and specialized services for students with disabilities. The District will also review enrollment patterns, prerequisite completion, and college and career readiness indicators to ensure equitable access to rigorous coursework. Particular attention will remain focused on student groups whose outcomes are below the District average. Through these efforts, the District will continue working to reduce opportunity gaps and promote college, career, and life readiness for all students.|Met||2026-06-10|2026 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 2024-2025 school year, students in this program achieved an average course pass rate of 96%, a success rate that continued into the first semester of 2025-2026. 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 94% pass rate in Summer 2025. 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||2026-06-09|2026 30664640123729|Community Roots Academy|7|Community Roots Academy uses several locally selected measures and tools 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. These include the master schedule and grade-level course enrollment rosters, which document student access to ELA, Mathematics, Science, Social Studies, Physical Education, Library, Garden, Art, and Music across grades TK-8; CTE elective enrollment rosters for middle school pathways including Robotics, Sustainability, Agriculture, Filmmaking, Business Entrepreneurship, and Digital Media; PowerSchool enrollment and gradebook data; IEP service records and accommodations tracked through SEIS for Students with Disabilities; the Expanded Learning Opportunities Program (ELOP) and Community Care Club enrollment records; participation rosters for leadership programs such as Student Leadership Team, Junior Coaches, Green Champs, and the Wayfinders program; and California Dashboard course access reporting. These measures are reviewed annually by the Leadership Team and disaggregated by grade span, unduplicated student group, and exceptional needs to confirm equitable access across the student population.|Community Roots Academy is a single-site charter school serving approximately 738 students in grades TK-8, so there are no differences in access or enrollment across multiple school sites. Review of the master schedule, course enrollment rosters, PowerSchool data, SEIS records, and CTE and ELOP enrollment data confirms that 100% of students, including all unduplicated student groups and individuals with exceptional needs, are enrolled in and have full access to a broad course of study. All students access English Language Arts, Mathematics, Science, Social Studies, and Physical Education as part of the core program, along with Library, Garden, and Art in grades K-8 and Music in grades K-4. Middle school students access electives including CTE pathways in Robotics, Sustainability, Agriculture, Filmmaking, Business Entrepreneurship, and Digital Media. Students with Disabilities receive the same broad course of study with accommodations and modifications delivered in the least restrictive environment. Progress over time reflects continued expansion of access, including the addition of new CTE pathways, the Wayfinders program, expanded athletics offerings, and grade 5 student choice among Beginning Orchestra, Drum Line, and Choir in 2026-27. No access or enrollment gaps were identified across student groups.|Based on a review of the master schedule, course enrollment rosters, PowerSchool data, SEIS records, CTE enrollment, and ELOP participation data, Community Roots Academy 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 full access to ELA, Mathematics, Science, Social Studies, Physical Education, Library, Garden, Art, Music, electives, CTE pathways, and extended learning opportunities. Students with Disabilities receive the same broad course of study with accommodations and modifications delivered in the least restrictive environment. CRA has identified two ongoing implementation considerations that the school will continue to monitor to sustain and expand access. First, CTE course offerings depend on staff availability and appropriate credentialing, and elective selections may shift accordingly from year to year. Second, scheduling time for extended classroom observations, intervention blocks, and specialty programming requires ongoing coordination of the master schedule. CRA addresses these considerations through annual staffing reviews, master schedule refinements, and the new grade-level band intervention blocks built into the 2026-27 schedule.|Although Community Roots Academy's locally selected measures confirm that all students have full access to a broad course of study, CRA continues to refine and expand its program to sustain and strengthen access. For 2026-27, CRA will implement several actions reflected in the LCAP: Expand the Career Technical Education (CTE) program in middle school with continuing pathways in Robotics, Sustainability, Agriculture, Filmmaking, Business Entrepreneurship, and Digital Media, supported by the Strong Workforce Program partnership with the South Orange County Community College District. Offer students in grade 5 a choice among Beginning Orchestra, Drum Line, and Choir, expanding student voice and broadening access to instrumental and vocal performance. Continue to expand the Wayfinders middle school enrichment program to deepen connections between students, content experts, and community partners. Build designated intervention time into the master schedule through grade-level band intervention blocks, protecting core access while strengthening Tier 2 support. Expand community partnerships with the Coast Film and Music Festival, the Laguna Beach Festival of Arts, and the Los Angeles Angels to enrich student access to authentic, real-world learning experiences.|Met||2026-06-08|2026 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, 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 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. All students in grades K–5 continue to receive weekly STEAM instruction.|Met||2026-06-25|2026 30664640140061|OCASA College Prep|7|n/a|n/a|n/a|n/a|Met||2026-06-28|2026 30664646117758|Journey|7|Journey School uses its annual master schedule and student enrollment records as the primary local measures to monitor and ensure that all students have access to, and are enrolled in, a broad course of study aligned with California's academic standards and the school's Waldorf-inspired educational model. The master schedule is reviewed annually to verify that all grade levels receive instruction across the required content areas, including English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Visual and Performing Arts, World Languages (as applicable), and Social-Emotional Learning/School Climate activities. In addition to the master schedule, the school reviews student schedules, class rosters, and participation data to monitor equitable access for all student groups, including English learners, socioeconomically disadvantaged students, foster youth, homeless youth, students with disabilities, and other unduplicated pupil groups. For students with exceptional needs, access to the broad course of study is further monitored through Individualized Education Programs (IEPs), Section 504 Plans, and collaborative planning between general education and specialized support staff to ensure appropriate accommodations, modifications, and inclusion in the core instructional program. These locally selected measures help the LEA confirm that all students, regardless of background or need, have equitable access to the school's comprehensive program.|Journey School uses its annual master schedule and student enrollment data to ensure that all students have access to and are enrolled in a broad course of study aligned with California State Standards and the school's Waldorf-inspired educational program. All students receive instruction in core academic subjects, visual and performing arts, physical education, and integrated social-emotional learning. As a single-school LEA, there are no differences in access across school sites. A review of schedules and enrollment data indicates that all student groups, including English learners, unduplicated pupils, and students with disabilities, have equitable access to the full educational program. Students with exceptional needs are supported through IEPs, Section 504 Plans, and appropriate accommodations to ensure participation in the core curriculum. Journey School continues to monitor access through its annual scheduling and program review processes and has maintained equitable access to a broad course of study for all students over time.|Based on the review of the annual master schedule and student enrollment data, Journey School has not identified any significant barriers preventing students from accessing a broad course of study. The school continues to monitor scheduling, staffing, and student support services to ensure equitable access for all student groups, including English learners, unduplicated pupils, and students with disabilities. Any individual student needs are addressed through accommodations, specialized services, and collaborative planning to support full participation in the educational program.|Journey School will continue to use its annual master schedule review and student enrollment monitoring processes to ensure all students have equitable access to a broad course of study. The LEA will maintain collaborative planning among general education, special education, and student support staff to address individual student needs and ensure appropriate accommodations and services are in place. Ongoing review of scheduling, staffing, and student participation data will help the school identify and address any emerging barriers to access.|Met||2026-06-15|2026 30664646120356|Opportunities for Learning - Capistrano|7|OFL Capistrano uses multiple locally selected measures and tools to monitor student access to and enrollment in a broad course of study across grade spans, unduplicated student groups, and students with exceptional needs. Each student is provided with a personalized academic plan upon enrollment, which is regularly reviewed and adjusted to ensure appropriate course placement and access. English Learners and Students with Disabilities receive targeted support, accommodations, and services in alignment with FAPE to ensure equitable access. The school utilizes diagnostic assessments, including RenStar ELA and Math benchmarks administered three times per year, to inform placement, monitor progress, and guide instructional decisions. Course completion data, credit attainment, and progress monitoring tools are also used by teachers, counselors, and intervention staff to evaluate access and participation across student groups. Instructional delivery is supported through student activity workbooks, direct instruction, and digital platforms (Edmentum and Lyla), which provide standards-aligned coursework and allow for the tracking of enrollment and progress. These tools, combined with ongoing data review, ensure that all students have equitable access to a broad and rigorous course of study aligned with college and career readiness.|All students have access to a comprehensive, standards-aligned course of study. Academic planning guides support students in identifying courses needed to meet graduation and postsecondary goals. The school’s blended learning model includes Direct Instruction, Independent Study with Student Activity Workbooks, and digital curriculum delivered through the Edmentum LMS and Lyla platform. Course offerings are consistent across the charter, with all core subjects A–G approved and meeting NCAA eligibility standards. Non-A–G options are also available to support students whose postsecondary plans do not include a four-year university, ensuring all students have a pathway to graduation. Students interested in advanced coursework, such as AP courses, participate in collaborative planning with teachers and parents/guardians to determine readiness. Course access is further supported through data-informed practices, including course completion data and RenStar ELA/Math benchmark assessments. Students with identified academic needs, including English Learners, are provided targeted interventions and support platforms, such as iLit for reading and Freckle for math. These supports help ensure equitable access and enrollment in a broad course of study for all student groups.|OFL Capo continues to expand its course offerings by adopting new curriculum options and addressing digital access barriers through the provision of technology for students with connectivity challenges. These efforts have strengthened the school’s ability to offer a broad and diverse range of courses accessible to all students. Despite this progress, a key challenge remains: many students enroll with gaps in foundational skills, limiting immediate access to grade-level coursework. As an academic recovery program, OFL Capo meets students at their current academic levels and provides targeted interventions to accelerate learning and close these gaps. Addressing these needs requires a comprehensive approach that extends beyond academics. Social-emotional support is critical to maintaining student engagement and motivation. OFL Capo remains committed to implementing integrated academic and social-emotional supports to help students progress toward grade-level proficiency and graduation.|In response to local data and educational partner input, OFL Capo has identified the need to strengthen access to a broad course of study by addressing foundational skill gaps that limit students’ readiness for grade-level coursework. To address this, the school will continue to provide ongoing professional development for staff focused on strengthening instructional practices, differentiating instruction, and integrating social-emotional supports to better meet diverse student needs. Additional actions include expanding tutoring and intervention support, enhancing the use of educational technology, and broadening curriculum options, particularly in Math and English Language Arts. These actions are reflected in LCAP Goal 2 and are designed to increase access, engagement, and academic progress for all students. To further support equitable access, OFL Capo will continue implementing actions under LCAP Goal 3 to address social-emotional barriers that impact student engagement and learning, with an emphasis on supporting identified student groups. For the 2026–27 school year, CSI-funded actions will further enhance academic and social-emotional support, expanding opportunities for students to access and succeed in a broad course of study.|Met||2026-06-22|2026 30664720000000|Centralia Elementary|7|100% of Centralia Elementary School District (CESD) students have access to a broad course of study, including Design Thinking Lab, 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 California Longitudinal Pupil Achievement Data System (CALPADs) system for tracking students enrolled in courses for transitional kindergarten (TK) 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.|Centralia Elementary School District (CESD) ensures that 100% of students have access to a broad course of study through integrated elementary programs at all school sites. All students are taught by appropriately credentialed teachers and have access to the full academic curriculum. Students identified for intervention receive additional academic support during and/or beyond the school day. CESD is committed to providing a free and appropriate public education (FAPE) for students with disabilities in the least restrictive environment. Services are determined through the Individualized Education Program (IEP) process based on each student's unique needs. The District offers a continuum of special education services, including general education settings with supports, Special Day Classes (SDCs), and specialized placements. All students with disabilities have access to grade-level curriculum and opportunities to participate in general education settings as appropriate. CESD also provides specialized regional programs. Raymond Temple School houses the Deaf and Hard of Hearing (D/HH) program serving eligible students from preschool through sixth grade throughout Orange County. Miller School houses Autism Special Day Classes for students eligible for Moderate to Severe services. Mild to Moderate Special Day Classes are located at Centralia, Dysinger, and San Marino Schools, providing specialized instruction and support across grade levels.|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||2026-06-12|2026 30664800000000|Cypress Elementary|7|All students in Cypress School District have 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 verify instructional access and alignment. The district also uses its student information system and a data management system to monitor enrollment patterns and confirm that all students—including unduplicated student groups and students with exceptional needs—are equitably participating in a comprehensive instructional program, making academic progress, and receiving supports as needed.|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. This broad curriculum is equitably accessible to all students, including those in 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. The district maintains strong overall student achievement and continues to focus on closing achievement gaps through targeted interventions delivered by credentialed staff. The district is continuing to expand and deepen implementation of its Multi-Tiered System of Support (MTSS), recognizing the importance of addressing the whole child. This ongoing work strengthens the district's ability to provide equitable access to a broad course of study while addressing students' academic, social-emotional, and behavioral needs.|Met||2026-06-18|2026 30664980000000|Fountain Valley Elementary|7|Fountain Valley School District utilized the Aeries Student Information System to analyze access, enrollment and data pertaining to a broad course of student for students. Data trends are closely monitored to ensure parents communication, course descriptions, research and enrollment are communicated to students.|Each of the Fountain Valley Middle Schools has a robust student enrollment in a broad course of student. All students are educated on the board course selections, how courses support personal interests and outcomes related to College Career Readiness and high school preparation. Student surveys and personal conversations with counselors are utilized in the decision making process .|Fountain Valley School District work to overcome barriers by offering zero period courses allowing for students have access to robots course electives.|To ensure the success of all students accessing a broad course of student FVSD works to use data analytics, flexible scheduling and education of courses to support student success.|Met||2026-06-18|2026 30665060000000|Fullerton Elementary|7|Fullerton School District utilizes the District's student information system, PowerSchool, along with the State's student information system, CALPADS, to monitor student enrollment in courses and ensure all students have access to the adopted courses of study in grades TK–8, as required by the California Education Code. In addition to the core curriculum, school sites offer a variety of intervention, enrichment, world language, and elective opportunities based on student interests and needs. The District utilizes DnA, a data management platform, to monitor student achievement and progress, providing data on student performance, growth, and participation across student groups. Students are placed into instructional programs using multiple measures, including i-Ready Diagnostic results, DIBELS universal screening and progress monitoring data, the Reading Difficulties Risk Screener (RDRS), classroom performance, common formative assessments, teacher recommendations, and other relevant student data. These measures are used to determine appropriate placement in intervention and enrichment programs, as well as advanced learning opportunities such as GATE and honors courses.|Fullerton School District provides all students with access to the adopted courses of study required by the CA Education Code while offering a variety of academic, enrichment, intervention, and college and career readiness opportunities. Elementary schools provide ELA intervention through RtI teachers, while junior high schools offer intervention classes to support students requiring additional academic assistance. The District has also expanded access to its TK–6 summer school program by making it available to all eligible students. Students have access to enrichment opportunities beyond the core curriculum, including Spanish and Korean Dual Language Immersion programs, career pathway courses such as CISCO networking and woodshop, and the Middle College program, which allows eligible seventh and eighth grade students to earn college credit. Students enrolled in woodshop apply their skills by helping construct a tiny home that is donated to a Fullerton School District family experiencing homelessness. The District also offers courses that prepare students for AP examinations in English Language and Composition, Computer Science Principles, and Spanish Language and Culture. Based on local measures, all students have equitable access to a broad course of study. While some specialized programs are offered at select schools, all students have access to the core curriculum, targeted interventions, enrichment opportunities, and college and career readiness experiences.|While Fullerton School District provides students with access to a broad course of study and a variety of academic, enrichment, intervention, and college and career readiness opportunities, one ongoing challenge is ensuring that students and families are aware of and take advantage of the programs and supports available to them. Participation in optional programs may vary based on family awareness, interest, and individual student circumstances. The District will continue to strengthen communication with students and families by expanding outreach efforts, promoting available programs through multiple communication channels, and encouraging participation in academic and enrichment opportunities. The District will also continue to monitor enrollment and participation data to identify opportunities to increase awareness and ensure all students have equitable access to the programs and services available to support their success.|In response to the District's review of local measures, Fullerton School District will continue to expand opportunities that provide students with access to a broad course of study while increasing awareness and participation in the programs and services available. The District will continue to communicate with students and families through multiple channels to promote academic, enrichment, intervention, and college and career readiness opportunities. The District has expanded access to its TK–6 summer school program by making it available to all eligible students who wish to participate, resulting in increased student enrollment. In addition, the District continues to expand course offerings, particularly at the junior high level, by increasing career exploration and Career Technical Education (CTE)-related learning opportunities that align with students' interests and prepare them for future college and career pathways. The District will also continue to support and expand specialized programs, including career pathway courses, Middle College, and Advanced Placement preparation opportunities. Student participation, enrollment trends, and program effectiveness will continue to be monitored through local data to evaluate the impact of these opportunities and guide future decisions. This ongoing review process ensures the District continues to refine and expand programs that provide equitable access to a broad course of study for all students.|Met||2026-06-22|2026 30665140000000|Fullerton Joint Union High|7|The District uses several tools to evaluate the extent to which all students have access to, and are enrolled in, a broad course of study: The master schedule is reviewed to make sure all students have access to honors, AP, IB, and CTE courses. DataQuest is used to support the analysis of the master schedule to determine the balance between male and female students in all classes. Aeries is the District student information system and it is used to determine the extent to which unduplicated student populations are enrolled in a broad course of study. Individual Education Plans (IEP) and 504 plans are reviewed to make sure students with special needs are offered a free and appropriate public education in the least restrictive environment and mainstreamed when appropriate to the student’s developmental needs.|Utilizing the locally selected tools, the District has determined that all District students are enrolled in a broad course of study that varies according to students’ unique learning needs; students who, by reason of their unique learning needs, and are not on a diploma track, still take a variety of courses that address the various core academic areas in a functional environment as detailed in their IEP. English learners (EL) who, by reason of their temporary acquisition of English being less than fluent English proficient, still take all courses required for graduation but are further supported through English Language Development elective courses. Students who, by reason of their disability, are unable to perform the physical requirements of some courses, still have access to facilities and equipment that will allow them to perform, with adaptive equipment, a broad course of study.|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||2026-06-09|2026 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 (ECA) completion rates, high school dropout rates, a-g subject requirement completion, CTE pathway completion, and AP enrollment and pass rates. The majority of this data is included as metrics 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 who are 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 to ensure effectiveness.|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, ensuring 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 compete with or exceed state and county averages. GGUSD: 92.7% (2019); 94.0% (2020); 92.9% (2021); 91.4% (2022); 92.6% (2023); 93.1% (2024); 92.3% (2025) Orange County: 89.7% (2019); 90.4% (2020); 90.8% (2021); 92.4% (2022); 91.5% (2023); 92.3% (2024); 93.5% (2025) California: 84.5% (2019); 84.3% (2020); 83.6% (2021); 87.0% (2022); 86.2% (2023); 90.2% (2024); 91.4% (2025) 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, allowing them access to a-g eligible content courses, with the support of a Special Education teacher.|GGUSD engages in ongoing monitoring of course placement, evaluation of the rigor of our courses and grading practices, and effective collaboration around use of student achievement data. Achievement data is used to identify reteaching opportunities, determine subgroup achievement gaps, and plan for use of formative assessments. Instruction and intervention is adjusted based on student achievement data analysis. By analyzing district data, we can identify areas that require improvement and consider any barriers preventing progress for our students. 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 student achievement data. Through our Student Information System (SIS), we use identified courses to track and determine which students have completed a broad course of study, including a-g subject completion, AP course enrollment, and Career Technical Education (CTE) pathways as indicators of college/career readiness. The BTSC tracking system identifies students who are off track to meet a-g completion requirements as early as in 9th grade. GGUSD offers a broad course of study, articulated with post-secondary systems and aligned with the state.|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, its three goals, and a targeted focus on Goal 2: Personal Skills . Presentations for teachers, parents and students about effective study skills and test preparation, which is embedded in Goal 2, have been delivered. Feedback data is collected annually.|Met||2026-06-16|2026 30665300000000|Huntington Beach City Elementary|7|For LCFF Priority 7, LEAs annually measure their progress in the extent to which students have access to, and are enrolled in, a broad course of study that includes the adopted courses of study, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs. For grades 1-6, an appropriate course of study includes English, mathematics, social sciences, science, visual and performing arts, health, and physical education. In grades 7-8, the course of study reflects all of the above referenced courses and is expanded to include foreign language, applied arts, and career technical education. This metric is tracked through the Aeries Student Information System (SIS) using various reports and data summaries for this purpose. The only variances in student access to a broad course of study are noted when a student has need and recommendation for enrollment in an intervention program or specialized course based on specific Individualized Education Plan (IEP) goals or English language development goals. Students' learning progress in specialized courses are carefully monitored and course placement is adjusted as needed based on individual student needs, and, in collaboration with parents/guardians. 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|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.|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.|As a district, we do not see these specialized course placements as barriers to accessing a broad course of study given that these placement decisions are mutually agreed upon in the best interest of the student with parents/guardians and the school education team. Monitoring of English learners, reclassified students, and students with IEPs is ongoing to ensure that the most appropriate and rigorous placement occurs for each student, during each term of the school year. In addition, Career Technical Education (CTE) pathways continue to be developed and/or enhanced through articulation with the Huntington Beach Union High School District on an annual basis.|Met||2026-06-16|2026 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, robotics, 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||2026-06-11|2026 30665480000000|Huntington Beach Union High|7|A. Four-year cohort graduation rates A. UC/CSU ‘A-G’ subject requirements B. College and Career Indicator (CCI) C. Early Assessment Program (EAP) D. Career Technical Education Pathway offerings and completion rates E. College credit course enrollment (dual enrollment) F. Advanced Placement (AP)/International Baccalaureate (IB) enrollment and pass rates G. Seal of Biliteracy H. D/F rates and number of non-grads due to credit deficiency I. HBUHSD annual survey results J. Student Tracker college enrollment rates from National Student Clearinghouse K. Co-teaching classes and Unified Programs|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. The 2025 AP pass rate was 84.6% 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 2024-25 A-G completion rate was 58.9%. The 2024-25 four-year cohort graduation rate was 94.3% 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. Equity and access for all student groups including English learners, students with disabilities, foster youth, students experiencing homelessness, 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 comprehensive school counseling program I. Promote college and career readiness for all students J. Districtwide school climate initiatives K. Districtwide attendance improvement and attendance recovery efforts L. Align actions to our instructional focus, the Student Ownership Framework and Learning Model (instruction, curriculum, assessment, and climate)|Met||2026-06-30|2026 30665550000000|Laguna Beach Unified|7|LBUSD uses multiple local measures and tools to monitor student access to and enrollment in a broad course of study across grade spans and student groups. These include course enrollment data, master schedules, and student information systems, as well as LCAP metrics such as the College and Career Indicator (CCI), UC/CSU A-G completion rates, Advanced Placement (AP) participation, Career Technical Education (CTE) pathway completion, and dual enrollment access. All students have access to a broad course of study aligned to state standards. At the elementary level, students participate in a comprehensive instructional program that includes core academics, visual and performing arts, STEM, and physical education. At the secondary level, students have access to a wide range of electives, including AP, honors, CTE, world languages, and dual enrollment opportunities. For the Class of 2025, 82.5% of students met College and Career Indicator “prepared” criteria, and 87% completed UC/CSU A-G requirements. Additionally, 81% of students enrolled in at least one AP course and 73% participated in at least one CTE course during high school, while 21% of current LBHS students earned college credit through dual or concurrent enrollment. LBHS has been recognized on the AP District Honor Roll for expanding access to AP coursework while maintaining student success. LBUSD monitors student groups through data analysis to identify/address opportunity gaps and ensure equitable access.|LBUSD uses course enrollment data, master schedules, and LCAP metrics—including College and Career Indicator (CCI), UC/CSU A-G completion, Advanced Placement (AP), Career Technical Education (CTE), and dual enrollment—to monitor access to a broad course of study. LBUSD consists of one high school, one middle school, and two elementary schools, providing consistent access to a comprehensive course of study across sites. At the secondary level, participation in rigorous coursework is high. For the Class of 2025, 82.5% of students met College and Career Indicator “prepared” criteria and 87% completed UC/CSU A-G requirements. Additionally, 81% of students enrolled in at least one AP course and 73% participated in at least one CTE course during high school, while 21% of current students have earned college credit through dual or concurrent enrollment. While access is consistent across sites, disaggregated data indicate differences in outcomes for students with disabilities and socioeconomically disadvantaged students, particularly in academic performance and college and career readiness indicators. The high school English Learner student group was not large enough for inclusion in these metrics. These differences inform targeted supports to expand equitable participation in rigorous coursework.|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||2026-06-08|2026 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, 36% of elementary students and 57% 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 and performing arts. 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. 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 2026-2027 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||2026-06-25|2026 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. State Measures: +Smarter Balanced Assessment of California (SBAC) in both English Language Arts and Mathematics +English Language Proficiency Assessment of California (ELPAC) +California Science Test (CAST) Local Measures: +i-Ready Diagnostic and Progress Monitoring Assessments in both English Language Arts and Mathematics +District Unit Assessment in both English Language Arts and Mathematics +Districtwide music schedules for all students TK-6th grade +Daily schedules for each teacher ensuring English Language Development instruction (30 minutes minimum) +Daily schedules for each teacher ensuring Physical Education minutes (200 minutes every 10 instructional days)|An analysis of this information shows that all students receive the following daily instruction: •At least two hours of English/Language Arts instruction •At least 30 minutes of targeted English-language Development instruction •Mathematics instruction for 60-75 minutes •Social Science and Science instruction of 30-60 minutes, including lesson integration with English-language arts •Visual and Performing Arts Instruction, including a semester of weekly music, opportunities for band and performing arts participation, and arts integration experiences at every grade level that vary across domains of Visual Arts, Music, Dance, and Theater. •Instruction in Physical Education and Health for 100 minutes weekly for grades 1st-6th. •Additional targeted instruction and intervention blocks based upon individualized learning needs.|An analysis of student participation and performance data reveals an ongoing need to increase instructional rigor and active participation in hands-on learning opportunities with students with moderate or more severe learning disabilities. Professional development for instructional and support staff as well as refinement of services within the District Multi-tiered System of Supports (MTSS) is ongoing to support students with exceptional needs in inclusive general education settings, beginning in preschool.|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 2026-27 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||2026-06-25|2026 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 2025-26, 23 Career Technical Education Pathways were offered; 330students (20.0%) were CTE completers. 2024-25 Five-Year Graduation Rates: District: 94.8%; English learners: 87.0%; Low-income: 93.4%; Students with disabilities: 84.0%. Students Meeting UC/CSU Requirements: All graduating seniors: 54.1%; English learners: 15.9%, Low-income: 39.6%, SWD: 16.2%. 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, there is an opportunity to provide more training to support implementing inclusive practices with both General and Special Education staff. Finally, there is a need to educate staff and parents about Diploma Pathway Options so they choose the appropriate courses and related supports.|• 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 provide academic language development for Long Term English Learners • For students with an IEP, continue to provide PD in inclusive practices and co-teaching to certificated and classified staff (including instructional aides and behavior intervention aides) with a focus on building student independence and achievement. • Continue to refine instructional practices in inclusive settings, where students with disabilities are included with grade-level peers, supported by special education instructional staff pushing into the classroom, in addition to providing pull-out targeted instruction.|Met||2026-06-23|2026 30666130000000|Ocean View|7|Ocean View School District utilizes multiple locally selected measures and tools to monitor student access to and enrollment in a broad course of study across all grade spans and student groups. The Aeries Student Information System is used to review student schedules, enrollment, and participation in core and supplemental programs, ensuring all students have access to standards-aligned instruction, including language arts, mathematics, science, history-social science, and physical education, as well as English Language Development (ELD) for English Learners as appropriate. For students with disabilities, the Special Education Information System (SEIS) is used to monitor program placement, services, and alignment to Individualized Education Programs (IEPs), ensuring access to the least restrictive environment and appropriate curriculum. English Learner progress and access are monitored through ELPAC data and designated English Language Development services. Additional monitoring includes review of participation in specialized programs such as Dual Language Immersion, STEAM, music, and middle school electives. Data is reviewed across student groups, including English Learners, Foster Youth, Low-Income students, and students experiencing homelessness, to ensure equitable access and identify any gaps. These tools support ongoing monitoring and ensure all students have access to a comprehensive and rigorous course of study.|Using locally selected measures, Ocean View School District has determined that all students have access to and are enrolled in a broad course of study across all grade spans. Review of Aeries scheduling data confirms that students are enrolled in core academic subjects, including English Language Arts, mathematics, science, history-social science, and physical education, as well as English Language Development (ELD) for English Learners as appropriate. Students in middle school have access to a range of elective courses, including music, STEAM, and other enrichment opportunities. Participation in specialized programs, such as Dual Language Immersion, continues to expand, providing additional pathways for student engagement and achievement. Monitoring of student groups, including English Learners, Foster Youth, Low-Income students, students experiencing homelessness, and Students with Disabilities, indicates equitable access to core instruction and supplemental programs. SEIS data confirms that students with disabilities are provided access to curriculum aligned with their Individualized Education Programs in the least restrictive environment. Across school sites, access to a broad course of study is consistent, with no identified barriers. The district continues to monitor enrollment and participation data to ensure equitable access and maintain consistent implementation across all sites.|Based on review of local measures and enrollment data, no significant barriers have been identified that prevent students from accessing a broad course of study. All students are enrolled in core academic programs and have access to supplemental and enrichment opportunities. The district will continue to monitor enrollment, participation, and program access across all student groups to ensure equitable access and address any emerging needs.|Based on the review of local measures and ongoing monitoring, Ocean View School District will continue to maintain and strengthen access to a broad course of study for all students. The district will continue to review student enrollment, scheduling, and participation data to ensure equitable access across all school sites and student groups. To support continuous improvement, the district will continue to expand and refine program offerings, including middle school electives, Dual Language Immersion, and enrichment opportunities that promote student engagement and achievement. Ongoing monitoring of English Learners, Students with Disabilities, Foster Youth, Low-Income students, and students experiencing homelessness will ensure that all students have access to appropriate supports and services aligned to their needs. The district will also continue to collaborate with site leaders to ensure consistent implementation of course offerings and maintain alignment with state standards and district priorities. Through these efforts, the district will sustain equitable access to a comprehensive course of study and respond to any emerging needs to support all students.|Met||2026-06-23|2026 30666210000000|Orange Unified|7|OUSD uses multiple locally selected measures and data sources to monitor student access to and enrollment in a broad course of study across all grade spans and student groups, including unduplicated pupils and students with exceptional needs. These measures include enrollment and participation data in A–G coursework, Advanced Placement (AP), Dual Enrollment, Career Technical Education (CTE) pathways, Visual and Performing Arts (VAPA), Expanded Learning opportunities, and specialized instructional programs. The district also monitors student access through California Dashboard data, local assessment data, course enrollment reports, graduation indicators, counseling reviews, instructional rounds, and student information systems. OUSD reviews participation and access data by student groups, including English Learners, Foster Youth, low-income students, students with disabilities, and other historically underrepresented student populations. Additionally, OUSD uses School Plans for Student Achievement (SPSAs), LCAP monitoring processes, principal data chats, and the Student Success Dashboard to support continuous improvement efforts and strengthen equitable access to rigorous and engaging learning opportunities aligned to college, career, and life readiness|OUSD continues expanding student access to and enrollment in a broad course of study across all grade spans and student groups. Evidence of progress is reflected through increased participation in Career Technical Education (CTE), Advanced Placement (AP), Dual Enrollment, Expanded Learning opportunities, and college and career readiness pathways throughout the district. The district continues strengthening access to rigorous coursework through expanded CTE pathways, dual enrollment partnerships with Santiago Canyon College, AP opportunities, AVID programs, Visual and Performing Arts (VAPA), and inclusive instructional models designed to support diverse student needs. OUSD also continues supporting elementary and secondary students through intervention systems, counseling services, and academic planning aligned to college, career, and life readiness. OUSD monitors participation and enrollment trends across student groups, including English Learners, Foster Youth, low-income students, and students with disabilities, to identify areas of growth and opportunities for continued improvement. Current local and state data indicate continued progress in student participation, access, and college and career readiness outcomes, including improvements in A–G completion rates, expanded dual enrollment participation, and increased enrollment in CTE pathway programs. Through ongoing continuous efforts, OUSD remains committed to expanding equitable access to rigorous engaging, opportunities.|OUSD recognizes that barriers to providing all students access to a broad course of study require ongoing continuous improvement. Our primary identified challenges include: Targeted Supports: Ensuring consistent, differentiated instruction and intervention systems, particularly for English Learners, students with disabilities, and those needing additional math and literacy support. Staffing & Scheduling: Shortages in specialized roles (CTE, special education, counseling, and intervention) impact our ability to maintain or expand programs. Additionally, master schedule constraints and enrollment patterns can limit student access to electives, advanced coursework, and specialized pathways. Inclusive Practices: There is an ongoing need to strengthen inclusive instruction, ensuring students with exceptional needs have meaningful access to rigorous coursework in general education settings. Professional Learning: Limited substitute availability restricts release time, hindering teacher collaboration, coaching, and the pace of instructional improvement efforts. Despite these challenges, OUSD remains deeply committed to equitable access. Through targeted professional learning, robust MTSS implementation, Student Success Dashboard monitoring, and strategic planning, we continuously work to identify and dismantle these barriers so all students experience rigorous, engaging, standards-aligned learning.|"In response to local data and partner feedback, OUSD is refining practices to ensure equitable access to a broad course of study through the following actions: Expanding MTSS: Enhancing tiered interventions for English Learners, students with disabilities, Foster Youth, and those needing academic support. Strengthening Instruction: Focusing on standards-aligned teaching, targeted literacy supports, and ""Building Thinking Classrooms"" in mathematics. Broadening Access: Expanding CTE pathways, dual enrollment, AP courses, and expanded learning programs. Supporting Educators: Fostering inclusive environments through co-teaching models, instructional coaching, and professional learning. Utilizing Data: Implementing the Student Success Dashboard for real-time monitoring and aligning LCAP goals with site-level SPSAs.Through these focused efforts, OUSD will reduce barriers and ensure all students are prepared for college, career, and life success."|Met||2026-06-04|2026 30666216085328|Santiago Charter Middle|7|Santiago Charter Middle School uses student enrollment data, course schedules, master schedule reviews, student information system reports, and counselor monitoring to track student access to and enrollment in a broad course of study. The school reviews participation data by grade level, student groups, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities, to ensure equitable access to core academic courses, electives, intervention programs, and enrichment opportunities. Individualized Education Program (IEP) reviews and student support team meetings are also used to monitor access for students with exceptional needs. These measures help the school identify and address barriers to participation and ensure that all students have opportunities to engage in a comprehensive educational program that supports academic achievement and personal growth.|Based on enrollment data, course schedules, counselor monitoring, and student information system reports, all students at Santiago Charter Middle School have access to and are enrolled in a broad course of study that includes core academic subjects, elective courses, intervention supports, enrichment opportunities, physical education, visual and performing arts, and world language offerings. The school regularly reviews participation data to ensure equitable access for all student groups, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities. Individualized supports and IEP team processes help ensure students with exceptional needs can access appropriate courses and services. As a single-school LEA, no differences exist across school sites. Current data indicate that students across all groups have access to a comprehensive educational program designed to support academic achievement, engagement, and college and career readiness.|Based on a review of enrollment data, course participation rates, educational partner feedback, and student support data, Santiago Charter Middle School has identified few significant barriers to student access to a broad course of study. The school continues to monitor scheduling constraints, staffing availability, and student interest levels, which may occasionally impact access to certain elective or enrichment opportunities. Additionally, some students may require targeted academic or intervention support that can limit flexibility within their schedules. The school works to address these challenges through careful master schedule development, ongoing monitoring of student enrollment patterns, and the provision of supports designed to ensure equitable access to academic, elective, and enrichment opportunities for all student groups, including students with disabilities, English learners, foster youth, and socioeconomically disadvantaged students.|In response to local data and educational partner feedback, Santiago Charter Middle School will continue to review student enrollment patterns, course offerings, and master scheduling processes to ensure equitable access to a broad course of study for all students. The school will maintain systems for monitoring participation across student groups and use this information to identify and address any barriers to access. The school will continue to provide academic intervention and support services while preserving opportunities for students to participate in electives, enrichment programs, visual and performing arts, world language, and other educational opportunities. Staff will regularly review student progress and course placement to ensure that all students, including English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students, have access to programs that support their academic and personal growth. Through ongoing data analysis, educational partner input, and strategic scheduling, Santiago Charter Middle School will continue to refine programs and practices to support a comprehensive and equitable educational experience for all students.|Met||2026-05-20|2026 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 elective options, along with multiple levels of support in both ELA and Math to meet diverse student needs. Our seven-period schedule allows students to enroll in five core classes and two electives or support courses. To further support student access to both intervention and enrichment opportunities, we also offer a Zero Period option. This additional class period allows students who require academic support to still participate in electives of interest. Together, these structures ensure that all students can receive the support they need while engaging in meaningful elective experiences.|Met||2026-06-03|2026 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 94% 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 94% 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 to 2025, completion rates remained flat for all students (59.5% to 59.3%to 57.9%) but increased among low-income students (+.4%) and English Learners (+5.1%). Foster Youth data was not reportable in 2024 due to low numbers, sp we do not have a teen, but 2025 achievement was 18.8%. 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 continue to 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 are showing positive trends but 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 the results of locally selected measures, PYLUSD has implemented several key actions and revisions to ensure all students—particularly Unduplicated Pupils (UPs), English Learners (ELs), and students with disabilities—have equitable access to a broad course of study. At the elementary level, the district has expanded Visual and Performing Arts (VAPA) offerings using Arts, Music Instructional Materials Block Grant and Proposition 28 funds, increasing access to music and arts education. The district has placed a renewed focus on first, best instruction and differentiation to meet individual student needs. For secondary students, access to A-G coursework is being strengthened through academic counseling, tutoring, and literacy support programs aimed at removing barriers for Long-Term English Learners (LTELs) and low-income students. In addition, the district is refining its Professional Learning Community (PLC) process to ensure consistent monitoring of student progress. A focus on Algebra readiness for incoming freshmen is also being prioritized. Efforts to build a culture of college and career readiness have been expanded at all high schools, with middle schools increasing awareness initiatives. To further improve student participation, strategies to reduce chronic absenteeism are being developed through improved attendance tracking and family engagement. These actions aim to ensure every student can engage meaningfully in a broad, enriching course of study.|Met||2026-06-16|2026 30666476068621|Orange County School of Computer Science|7|OCSCS 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. OCSCS uses course enrollment data and student surveys to assess access to core and elective courses such as our Innovation lab courses, arts, and world languages. The annual student survey provides student-reported data on course availability, with 94% of students across the district 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, OCSCS 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, course completion rates, and annual student surveys, OCSCS continues to ensure that all students have access to a broad course of study across grade spans. OCSCS also continues to increase inclusion opportunities for students with disabilities by expanding placement in the least restrictive environment (LRE).|Given the results of the locally selected measures, several barriers continue to prevent OCSCS from providing equitable access to a broad course of study for all students: Impacted Schedules: Some students continue to face scheduling constraints that limit access to a full range of electives and advanced coursework. Students balancing intervention courses or support services often have reduced flexibility in their schedules. 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 the results of locally selected measures, PYLUSD, and OCSCS by proxy, has implemented several key actions and revisions to ensure all students—particularly Unduplicated Pupils (UPs), English Learners (ELs), and students with disabilities—have equitable access to a broad course of study. OCSCS has placed a renewed focus on first, best instruction and differentiation to meet individual student needs. In addition, the district is refining its Professional Learning Community (PLC) process to ensure consistent monitoring of student progress. To further improve student participation, strategies to reduce chronic absenteeism are being developed through improved attendance tracking and family engagement. These actions aim to ensure every student can engage meaningfully in a broad, enriching course of study.|Met||2026-06-16|2026 30666700000000|Santa Ana Unified|7|To monitor the extent to which all students have access to and are enrolled in a broad course of study, SAUSD uses UC Compass (Transcript Evaluation Services), A-G course enrollment and completion reviews, master schedule meetings, High School Individual Academic Plans, and Xello, the district’s college and career readiness platform. The District also monitors College and Career Indicator (CCI) measures, including A-G completion, Career Technical Education (CTE) pathway completion, Dual Enrollment participation, Advanced Placement (AP) and International Baccalaureate (IB) enrollment and performance, four-year graduation rates, chronic absenteeism, and English Learner Progress Indicator (ELPI) outcomes. School counselors, site administrators, and district leaders regularly review disaggregated data by student group to identify opportunity gaps and ensure equitable access to rigorous coursework, visual and performing arts, college and career pathways, and enrichment opportunities for English learners, foster youth, students experiencing homelessness, socioeconomically disadvantaged students, students with disabilities, and other student groups.|SAUSD provides all TK–12 students access to a California standards-aligned broad course of study that meets California Education Code requirements. All high schools offer courses that satisfy graduation and A-G requirements, while elementary and intermediate schools provide access to academic, arts, enrichment, and college and career readiness opportunities. Data from UC Compass, A-G completion, College/Career Indicator (CCI), Advanced Placement (AP), International Baccalaureate (IB), Career Technical Education (CTE), and Dual Enrollment participation demonstrate that students have access to a wide range of academic and career pathways. Secondary students may pursue 46 CTE pathways, while elementary students participate in career awareness and exploration activities. Differences in access and enrollment are monitored through School Plans for Student Achievement (SPSA), Additional Targeted Support and Improvement (ATSI) plans, Comprehensive Support and Improvement (CSI) plans, and Arts Strategic Achievement Plans (ASAP). These processes help identify and address barriers experienced by specific schools and student groups. SAUSD continues to support equitable access through individual academic planning, designated and integrated ELD services, supports for newcomer and Long-Term English Learners, and partnerships that expand college and career opportunities for all students.|Several barriers continue to limit equitable access to a broad course of study. Students with disabilities, newcomer students, and English Learners may have reduced access to electives and advanced coursework due to intervention, language development, and support service requirements. Master scheduling constraints, competing demands for interventions, athletics, and extracurricular activities, and scheduling conflicts between AP and Dual Enrollment courses can also limit participation. Differences in course offerings, CTE pathways, and program availability across school sites may create inequities in access. In addition, challenges recruiting teachers in hard-to-fill credential areas can affect the availability of specialized courses. The district will continue expanding and modernizing course offerings to better align with student interests, workforce needs, and postsecondary opportunities.|In response to local data and program reviews, SAUSD has implemented and will continue expanding actions to ensure equitable access to a broad course of study for all students. The district continues to strengthen standards-based instruction aligned to the SAUSD Graduate Profile and Learning Model through collaboration among teachers, coaches, counselors, administrators, and support staff. SAUSD is expanding access to arts education through Arts, Music, and Schools (AMS) funding and increasing participation in Advanced Placement (AP), International Baccalaureate (IB), Dual Enrollment, Career Technical Education (CTE), and JROTC programs through equitable enrollment practices, student-centered scheduling, and academic planning. The district uses DataHub, Aeries, UC Compass, and Xello to identify student needs, monitor progress, and support college and career planning. Additional actions include integrated and designated ELD services, newcomer and LTEL supports, expanded credit recovery opportunities, and ongoing professional development for counselors, administrators, and staff. These efforts are designed to remove barriers and increase access to academic, arts, college, and career pathways for all students.|Met||2026-06-23|2026 30666700101626|Edward B. Cole Academy|7|EBCA uses several locally selected measures and tools to track student access to a broad course of study across grades TK through 5. The Aeries student information system is the school's primary tool, providing schoolwide enrollment data in the core academic areas (ELA, mathematics, social studies, science, and physical education), as well as participation rosters for art, music, and extracurricular enrichment offerings including band, cheer, and dance. These rosters can be disaggregated by grade level, by unduplicated student groups (English Learners, Socioeconomically Disadvantaged, and Foster Youth), and by Students with Disabilities to verify equitable access across all populations. The master schedule is reviewed annually by school leadership to confirm that every student receives instruction in the full course of study. Special education staff review IEP and service delivery records to ensure that Students with Disabilities have access to the broad course of study alongside their peers, with appropriate supports. EL designations and reclassification data are tracked through Aeries and ELPAC reporting to confirm that English Learners receive both core instruction and designated and integrated ELD. Together, these measures provide schoolwide and disaggregated visibility into access and enrollment in a broad course of study.|Based on the locally selected measures, 100% of students at Edward B. Cole Academy have access to and are enrolled in a broad course of study. All students in grades TK through 5 receive instruction in the core academic areas (ELA, mathematics, social studies, science, and physical education), along with art and music delivered during the instructional day. Extracurricular enrichment offerings including band, cheer, and dance further extend access beyond the core program. Because EBCA operates as a single-site school, there are no differences in access across school sites. Review of Aeries enrollment data, the annual master schedule, IEP service delivery records, and English Learner designations confirms that there are no differences in access across student groups. All unduplicated students (English Learners, Socioeconomically Disadvantaged, and Foster Youth), Students with Disabilities, and Hispanic students are enrolled in the full course of study alongside their peers. Students with Disabilities access the broad course of study through inclusive placement and the supports outlined in their IEPs. EBCA has sustained 100% access and enrollment in a broad course of study over time. The school will continue to use Aeries enrollment data, master schedule review, and IEP service delivery records to monitor access annually and to ensure that any future enrollment changes preserve equitable access for all students.|Given that EBCA's locally selected measures confirm 100% access to and enrollment in a broad course of study across all grade levels, student groups, and Students with Disabilities, no significant barriers currently prevent the school from providing access for all students. Review of Aeries enrollment data, the master schedule, IEP service delivery records, and English Learner designations did not identify any group of students lacking access to the core academic areas, art, music, physical education, or extracurricular enrichment offerings. EBCA actively manages several structural considerations that, if unaddressed, could limit access. As a single-site charter operating on a district-owned facility under Proposition 39, the school's ability to expand specialty offerings depends on facility capacity and shared use arrangements. Staffing in specialty areas, currently a part-time Art Teacher and a full-time Music Teacher, requires careful master scheduling to ensure that every student is served. Because more than 50% of students are English Learners and 13% are Students with Disabilities, sustained scheduling and staff coordination are needed to deliver core, designated and integrated ELD, and IEP services without reducing access to art, music, or PE. EBCA monitors these considerations through its annual master schedule review and enrollment analysis to ensure that they do not become barriers to access.|Because EBCA's locally selected measures confirm that all students currently have access to and are enrolled in a broad course of study, the school's actions are focused on sustaining and refining what is working rather than addressing identified gaps. EBCA will continue to maintain its full course of study, including ELA, mathematics, social studies, science, physical education, art, and music, along with extracurricular band, cheer, and dance, with the same staffing structure (a part-time Art Teacher and a full-time Music Teacher) that has produced 100% access. The school will conduct an annual master schedule review prior to the start of each school year to confirm that every grade level and every student group has equitable access to the broad course of study and to identify and resolve any scheduling conflicts before they affect access. EBCA will also continue to monitor access through Aeries enrollment data, IEP service delivery records, and English Learner designations, disaggregated by grade level, unduplicated student groups, and Students with Disabilities, so that any shifts in enrollment or staffing are detected promptly. As the school's program grows, EBCA will explore opportunities to expand enrichment offerings and broaden student exposure to the arts and other content areas. Through these ongoing actions, EBCA will ensure that all students continue to have access to a broad course of study.|Met||2026-06-17|2026 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||2026-06-25|2026 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||2026-06-10|2026 30666700135897|Advanced Learning Academy|7|To monitor the extent to which all students have access to and are enrolled in a broad course of study, ALA uses UC Compass (Transcript Evaluation Services), A-G course enrollment and completion reviews, master schedule meetings, High School Individual Academic Plans, and Xello, a college and career readiness platform. TALA also monitors College and Career Indicator (CCI) measures, including A-G completion, Career Technical Education (CTE) pathway completion, Dual Enrollment participation, Advanced Placement (AP) and International Baccalaureate (IB) enrollment and performance, four-year graduation rates, chronic absenteeism, and English Learner Progress Indicator (ELPI) outcomes. School counselors, site administrators, and district leaders regularly review disaggregated data by student group to identify opportunity gaps and ensure equitable access to rigorous coursework, visual and performing arts, college and career pathways, and enrichment opportunities for English learners, foster youth, students experiencing homelessness, socioeconomically disadvantaged students, students with disabilities, and other student groups.|Advanced Learning Adacemy's CA standard-aligned broad course of study meets requirements per CA Ed. Code for all TK-12 grade students. Our high school offers a broad course of study with courses that meet graduation and A-G eligibility requirements. Differences among school sites are identified through SPSA, ATSI, Arts Strategic Achievement Plan (ASAP), and CSI improvement plans, which identify access barriers and add targeted programs to support student needs for identified schools and student groups. Also, the Post Secondary Status (PSS) survey of CTE pathway completers identifies student postsecondary persistence for students with IEPs/504s, English Learners (ELs), and students who have access to Tier 2/3 intervention to support learning. All ELs receive integrated and designated ELD to maximize core content access and language development. Long Term ELs receive intervention to “catch up” and access core content. Advanced Learning Acadmy benefits from SAUSD's collaboration with community colleges to expand core academics, CTE, and Arts courses and pathways. Elementary students have access to career awareness lessons. Secondary students may pursue 46 career pathways. Course enrollment practices and individual academic planning increase honor and AP course access for underrepresented students. Our counselors support expanded access for students to dual enrollment courses.|Barriers include limited access to elective courses for students with IEPs/504s and newcomers who receive additional intervention/support periods. There is also limited availability of hard-to-fill designated and single-subject credentialed teachers to support programs. With an 8 period day we are able to offer more alternative scheduling then the traditional 6 period day. Additionally, competing demands, especially compacted 10th-grade schedules, make it difficult for students to choose programs and electives while balancing their time for extended learning, academic pull-out programs, and sports affect access. Students may struggle to fit both AP and dual enrollment courses into their schedules, leading to difficult choices about which type of course to prioritize. There may be disparities in access to both AP and dual enrollment courses, with underrepresented or low-income students facing greater barriers to participation in these programs. There is a need for more updated courses that are motivating, engaging, and relevant.More offerings available from CTE. At ALA all students are exposed to AP courses and those that want to pursue dual enrollment as well, will develop an individualized plan to meet graduation requirements and meet the requirements of an AA degree or whatever the course of study the student wants to pursue.|To improve broad course of study access, collaboration among curriculum specialists, teachers, coaches, CLAS, and support staff has increased for standards-based 2026-27 Local Performance Indicator Self-Reflection for Advanced Learning Academy Page 21 of 24 instruction via the Learning Model created to meet the Graduate Profile. The Arts Department expands arts access with AMS funding, supporting district-wide performances and course offerings in dance, theatre, music, visual and media arts. Training has enhanced Datahub access, and the MTSS (COST) data wall is strengthened for tailored interventions. Priority access to pre-employment training, CTE pathways, and JROTC is ensured for students with IEPs/504s. AP course teachers receive training on accommodations and UDL. The primary goal is to increase access for IEP/504 students to college credit courses. To ensure students have access to a comprehensive educational experience, we will offer a detailed course catalog that includes all available AP and dual enrollment options. Counselors will assist students in creating personalized academic plans tailored to their interests and goals. Conduct continuous training sessions for staff and administrators to stay updated on AP and dual enrollment programs. Provide training for staff and administrators to effectively create student-centered master schedules that incorporate diverse courses and intervention support for students who need it.|Met||2026-06-26|2026 30666706119127|El Sol Santa Ana Science and Arts Academy|7|El Sol Science and Arts Academy utilizes a wide range of data points to track students' access to a broad course of study. Site administrators, teachers, and leaders analyze class-based and school-wide data to monitor student progress and access across groups. Administrators monitor enrollment in advanced geometry, algebra, and advanced English and Spanish courses. Master schedules are reviewed before the beginning of every school year and monitored for changes and adjustments throughout each trimester. Goal-setting conferences are also held to support at-risk students before the end of the trimester. Student achievement and progress are 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 consistent offerings. As a single-site LEA, the same course of study is provided to every student across the school. Locally designed and universal assessments identify students needing intervention or re-engagement, who then receive both in-school and out-of-school support. A streamlined referral process ensures timely access to this support each assessment cycle. Classrooms with students requiring additional help are supported by classified staff, while students needing language support receive strategic English Language Development (ELD) or Specialized Language Development (SLD). Support is embedded directly within core content, so all students — regardless of subgroup — can access grade-level material rather than being pulled away from it. El Sol's Visual and Performing Arts (VAPA) team designs a broad scope and sequence that builds in language and vocabulary development for all students. As a single site, El Sol monitors enrollment to confirm that no student group is over- or under-represented in any part of the course of study. This commitment ensures every student receives a robust educational experience and that access remains equitable across all demographics.|Based on the results of locally selected measures, the primary barrier preventing El Sol Academy from providing full access to a broad course of study is the limited number of teachers per grade level in middle school. While all teachers are certified in their subject areas, the small staff size requires each teacher to cover their subject across multiple grade levels (6th, 7th, and 8th) rather than specializing in a single grade. As a small, single-site LEA, El Sol must balance breadth of course offerings against staffing capacity. Expanding the teaching staff or restructuring teaching assignments would strengthen the school's ability to deepen its curriculum and provide more consistent grade-level support for all students.|El Sol Science and Arts Academy is implementing several actions to ensure access to a broad course of study for all students. In response to the middle school staffing constraints identified in our self-reflection, the LEA is reviewing the master schedule to maximize course offerings and create dedicated common planning time for teachers covering multiple grade levels. To strengthen instruction, we will expand collaboration with teachers and teacher leaders to implement research-based instructional best practices, ensuring lessons are accessible to all learners from the start. This work is aligned with our special education team and English Learner support leads so that students with IEPs, English Learners, and other subgroups receive embedded, grade-level access rather than separate or lower-level content. Additionally, the LEA is investing in teams to build teacher capacity and strengthen the instructional core. These teams will use student data to guide decisions, monitor subgroup access and progress, and drive sustainable, ongoing program improvement. Together, these actions address both the structural barriers (scheduling and staffing) and the instructional supports (best practices and aligned subgroup services) needed to provide every student with a broad, equitable course of study.|Met||2026-06-11|2026 30666960000000|Savanna Elementary|7|Savanna School District utilizes multiple locally selected measures to monitor 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. The District uses adopted curriculum, instructional materials, and pacing guides to ensure students across all grade levels receive consistent access to core academic content. Classroom schedules are reviewed by site administrators to verify that all required subject areas, including designated English Language Development (ELD) instruction for English learners, are incorporated into daily instructional programs. Student participation in programs and enrichment opportunities, including Summer Academy and the WINGS After School Program, is monitored and analyzed by student group to support equitable access and participation. For students with exceptional needs, Individualized Education Program (IEP) teams regularly review services, accommodations, and placement decisions to ensure access to grade-level curriculum and a comprehensive educational program. In addition, site administrators conduct regular classroom walkthroughs to monitor instructional implementation and verify that students are receiving access to a broad course of study aligned to district expectations and state standards.|Savanna School District provides all students with access to a broad course of study aligned to California State Standards and Frameworks. Across all school sites, students receive instruction in English language arts, mathematics, science, social studies, physical education, and visual and performing arts using district-adopted curriculum and instructional materials. The District supports student success through a Multi-Tiered System of Supports (MTSS), including academic interventions, behavioral supports, designated and integrated English Language Development (ELD) services for English learners, and individualized supports for students with exceptional needs through the IEP process. All school sites provide access to the same core curriculum and educational programs. While student demographics vary across sites, including the number of English learners and students with exceptional needs, the District allocates resources and support services based on student needs to ensure equitable access for all student groups. The District has also expanded intervention, summer learning, and after-school enrichment opportunities to further support a well-rounded educational experience for all students.|Several factors can impact students' ability to fully access and benefit from a broad course of study. One of the most significant barriers is student social-emotional well-being. Students who do not feel safe, connected, and supported may struggle to fully engage in learning opportunities. This is particularly true for students affected by trauma, family instability, or limited access to mental and behavioral health resources. Additional barriers include chronic absenteeism, which reduces students' access to consistent instruction and intervention services, as well as socioeconomic challenges that may limit participation in enrichment opportunities. Language barriers may also affect access for some English learners, particularly students who are new to the country and require additional support to access grade-level content. The District continues to address these barriers through its Multi-Tiered System of Supports (MTSS), counseling services, targeted interventions, attendance incentives and family engagement efforts. While progress has been made, these areas remain important focus points in ensuring equitable access to a broad course of study for all students.|In response to identified barriers, Savanna School District has implemented several actions to ensure all students have access to a broad course of study. Recognizing the connection between student well-being and academic engagement, the District has implemented a comprehensive social-emotional learning (SEL) curriculum across all school sites and expanded access to school counselors to better support students' social, emotional, and behavioral needs. Through its Multi-Tiered System of Supports (MTSS), the District continues to provide targeted academic and behavioral interventions designed to increase student engagement and access to instruction. To address language barriers and strengthen home-school partnerships, the District has added two bilingual liaisons fluent in Spanish and Vietnamese who help facilitate communication and connect families with school resources and opportunities. The District also continues to provide free transportation services to reduce attendance barriers and ensure students can consistently access instructional programs and support services. These actions reflect the District's ongoing commitment to equity and ensuring that all students, regardless of background or individual needs, have access to a comprehensive and engaging educational experience.|Met||2026-06-09|2026 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, this year we expanded our DLI offerings by adding one additional Vietnamese DLI school (Anderson) and one additional Spanish DLI school (Finley). 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 continues to present 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 continues to take 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. This year we added one additional Vietnamese DLI school and one additional Spanish DLI school. These additional schools 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 future to further increase access and equity across the district.|Met||2026-06-11|2026 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.|Current district data shows broad access to multiple course and program options. In 2025-26, 47.3% of students in grades 9-12 were enrolled in a World Language course, up from 44.2% in 2024-25, and 42.6% of students in grades 9-12 were enrolled in a CTE course, up from 38.7% in 2024-25. In 2024-25, AVID served 157 students in grades 7-8 and 259 students in grades 9-12, and 17.5% of students in grades 9-12 completed at least one college course through dual enrollment. The district’s current access measures also show continued participation in the arts, with all students in grades K-6 receiving Visual and Performing Arts instruction and 1,431 students in grades 7-8 and 3,830 students in grades 9-12 participating in VAPA courses in 2025-26. In addition, for the Class of 2025, 50.8% of students met UC/CSU requirements, 22.8% completed at least one CTE pathway, and 14.5% completed both.|District data and educational partner feedback show that some student groups continue to face barriers to full access to a broad course of study. Foster youth, English learners, and low-income students may need additional support to access specialized programs, college and career pathways, and elective opportunities. For multilingual learners in particular, language acquisition needs and required support courses can limit flexibility in student schedules. Educational partner feedback also continues to support growth in arts, career pathways, and other engaging options that help students see clear connections between school and future opportunities.|In response to these results, the district will continue expanding and strengthening programs that give students access to college, career, arts, and enrichment opportunities. This includes continued support for Visual and Performing Arts, AVID, Career Education, College and Career Readiness, dual language immersion, Virtual Academy, and other specialized programs that broaden student options across grade spans. The district will also continue helping students and families understand available course options and the pathways connected to future opportunities, including UC/CSU requirements, college and career pathways, and programs that support student participation in arts, advanced coursework, and career-focused learning. In addition, the district will continue targeted supports for foster youth, English learners, and low-income students so that students who face greater barriers have stronger access to the courses, guidance, and opportunities that support college and career readiness.|Met||2026-06-11|2026 30736430000000|Tustin Unified|7|In Tustin Unified, a Broad Course of Study includes English, Mathematics, Social Sciences, Science, Physical Education, 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, Classtime, DnA, and Naviance|TUSD ensures broad access to education with a 96% graduation rate, surpassing county and state averages. 72.6% 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. Although there has been great growth, we strive to continue closing the achievement gap for all students. SWD graduates at 85.5%, and various student groups still perform lower in ELA and Math proficiency. We celebrate improved reclassification rates for English Learners, yet challenges remain in ensuring equitable access to advanced coursework for our Long Term English Learners. Our goal is to continue increasing access and opportunities to enhance educational achievement 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 72% 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 72% 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 Tier 2 learning opportunities, specialized academic support, and UDL 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||2026-06-22|2026 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): 70.7% b. Graduation rates: 95.2% c. College/Career Readiness: 75.8% prepared d. Career Technical Education Pathway Offerings and Completion Rates: 20 Pathways, 4,712 students enrolled, and 570 Students completing at least 1 CTE Pathway e. Visual and Performing Arts (VAPA) opportunities at all levels TK-12 f. District Annual Survey results g. CCAP Dual Enrollment Sections offered and Enrollment Numbers: 43 sections offered and 1,186 students enrolled.|IUSD's outcomes reflect broad and expanding access to a rigorous course of study. The 2025 California Dashboard reports a graduation rate of 95.2% and 75.8% of students prepared on the College/Career Indicator. The 2025 Dashboard reflects 70.7% of students meeting UC/CSU requirements district-wide, with strong performance among AS (82.5%) and WH (62.3%) students. Persistent subgroup gaps in UC/CSU completion represent the district's primary equity focus. AA students (29.6%), HOM (25.0%), SWD (25.3%), FOS (27.3%), and HI (48.5%) each fall substantially below the ALL rate. EL (49.1%) and SED (53.7%) also trail significantly. Enrollment in two or more college preparatory courses remains high at 98.7% ALL, though SWD (87.3%) and AA (96.2%) trail the district rate. CTE pathway completion reached 15.9% ALL on the 2024-25 College/Career Indicator, with notable progress for AA students (17.2%, up from a 3.6% baseline). AVID, implemented at nearly all secondary sites, has contributed to growth in CTE pathway completion and college/career readiness; however, the grant funding that covers half of program costs expires at the end of 2025-26, requiring sustainability planning. AP pass rates stand at 93% ALL and 90% for AA students — a 13-point gain from baseline. Annual Survey data confirm 86% of students report access to varied programs, 89% report access to sports and clubs, and 81% report being encouraged to pursue academically challenging courses.|While IUSD offers a robust array of courses across all grade spans, several barriers continue to limit equitable access for all students. Master scheduling conflicts remain a primary structural barrier, occasionally requiring students to choose between specialized CTE pathways, VAPA electives, and advanced academic courses. This constraint disproportionately affects students whose schedules are already shaped by intervention, ELD, or Special Education services, limiting their ability to enroll in the full breadth of available coursework. Foundational skill gaps for some unduplicated student groups continue to affect confidence and readiness to enroll in rigorous coursework. UC/CSU completion rates for AA (29.6%), HOM (25.0%), SWD (25.3%), FOS (27.3%), HI (48.5%), and EL (49.1%) students on the 2025 Dashboard fall substantially below the ALL rate of 70.7%, reflecting that participation in college preparatory sequences remains inequitable despite overall district strength. AP participation similarly reflects gaps, with AA students at 22.3% compared to 50.1% ALL. Recruiting and retaining highly qualified educators with the industry-specific experience required for certain specialized CTE pathways remains a challenge, constraining the district's ability to expand pathway offerings and maintain consistent program quality across all sites.|To mitigate identified barriers, IUSD is actively optimizing master schedules at the secondary level to reduce single-section conflicts, providing greater flexibility for students pursuing concurrent CTE, VAPA, and advanced academic pathways. The district continues to leverage its AVID program, currently implemented in 16 of 17 secondary schools, along with its partnership with Equal Opportunity Schools (EOS), to provide targeted academic scaffolding that empowers underrepresented students to successfully enroll in and complete rigorous coursework. These efforts are reflected in measurable progress: AA student CTE pathway completion reached 17.2% in 2024-25, up from a 3.6% baseline, and AA AP pass rates improved to 90%, a 13-point gain from baseline. Despite these gains, AA UC/CSU completion (29.6%) and AP participation (22.3%) remain significantly below district averages, underscoring the continued need for intentional outreach and academic support. The district is broadening its CCAP Dual Enrollment offerings and expanding online and blended learning opportunities to provide students with alternative avenues for credit earning and pathway completion outside the traditional bell schedule, with particular focus on students whose scheduling constraints limit access to the full course of study.|Met||2026-06-23|2026 30736500142232|Irvine Chinese Immersion Academy|7|ICIA uses multiple measures to monitor student access to and enrollment in a broad course of study. These measures include master schedules, student enrollment data, course offerings, curriculum maps, classroom schedules, special education service plans, English Learner program data, student information system reports, and annual reviews of instructional programs and services. School leadership reviews these measures to ensure that all students, including English Learners, low-income students, students with disabilities, and other student groups, have equitable access to standards-based instruction and educational opportunities. As a Mandarin dual immersion school, ICIA monitors student participation in both English and Mandarin instructional programs to ensure access to all required subject areas, including English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Health Education, Visual and Performing Arts, and World Language. Additional monitoring occurs through IEP reviews, English Learner progress monitoring, stakeholder feedback, and annual program evaluations. These measures provide evidence that students have access to a comprehensive educational program that supports academic achievement, bilingualism, biliteracy, and college and career readiness.|Using local measures, ICIA has determined that all students have access to and are enrolled in a broad course of study that includes all required content areas outlined in the California Education Code. As a TK–8 Mandarin dual immersion charter school, ICIA provides all students with access to English Language Arts, English Language Development, Mathematics, Science, History-Social Science, Physical Education, Health Education, Visual and Performing Arts, and World Language instruction through a comprehensive, standards-based educational program. ICIA operates a single school site; therefore, there are no differences in access to courses or programs across school sites. All students participate in the school's dual immersion model and receive access to core academic instruction, enrichment opportunities, educational technology, and support services designed to meet diverse learning needs. The school regularly reviews enrollment data, master schedules, student support services, and instructional programs to ensure equitable access for all student groups, including English Learners, low-income students, and students with disabilities. Students with exceptional needs receive accommodations, modifications, and specialized services as identified through the IEP process while maintaining access to the broad course of study to the greatest extent appropriate. Based on local data and program reviews, ICIA has maintained equitable access to a broad course of study for all students|Based on local measures and program reviews, ICIA has identified few significant barriers to providing students with access to a broad course of study. All students are enrolled in the school's comprehensive Mandarin dual immersion program and have access to all required academic content areas and educational services. The primary challenges relate to ensuring that all students, including English Learners and students with disabilities, receive the individualized supports necessary to fully access and succeed within the rigorous dual immersion curriculum. Additionally, recruiting and retaining qualified bilingual and Mandarin-proficient educators remains an ongoing challenge due to the limited availability of credentialed candidates in these specialized fields. ICIA continues to address these challenges through targeted student supports, professional development, specialized instructional services, and strategic recruitment efforts. The school regularly reviews student performance, program participation, and support services to ensure that all students have equitable access to the full educational program and opportunities for academic success.|In response to local data and program reviews, ICIA will continue to strengthen systems and supports that ensure all students have equitable access to a broad course of study. The school will maintain its comprehensive Mandarin dual immersion program while continuing to provide targeted academic, language, and special education supports that enable students to fully participate in rigorous standards-based instruction. To support students with diverse learning needs, ICIA will continue to monitor student progress, review support services, and collaborate with teachers, specialists, and families to ensure appropriate accommodations, interventions, and enrichment opportunities are available. The school will also continue to utilize student performance data and program evaluations to identify and address potential barriers to student success. Recognizing the importance of highly qualified staff in delivering a high-quality dual immersion program, ICIA will continue to expand recruitment efforts, strengthen partnerships with universities and credentialing programs, and provide ongoing professional learning to support instructional effectiveness. Through continuous review of enrollment, program participation, student outcomes, and stakeholder feedback, ICIA will refine its practices to ensure all students have access to a broad, engaging, and rigorous course of study that promotes academic achievement, bilingualism, biliteracy, and global competence.|Met||2026-06-16|2026 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 2-11 for ELA and Math. In addition, Los Alamitos High School has has an AP passage rate of 88.9%. 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%. In the graduation class of 2025, Los Alamitos High School had 46.4% of students qualify for the State Seal of Biliteracy. The district has a graduation rate of 97.9 with prior years being at 100%. Los Alamitos High School has done a great job of increasing the number of CTE courses offered to students. In the 25-26 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. Going into the 26-27 school year we are excited to be offering a new Business Entrepreneurship pathway at LAHS. The District has a board goal of every student completing an AP, CTE or dual enrollment course. In grades K-5, the District uses the Quick Phonics Survey, Amira, Easy CBM and mclass assessments to measure students reading levels. These metrics are all 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 place students into interventions throughout the school year. In grades 6-12 the District offers summer bridge programs to prepare students in English and math. In the summer of 2025, 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. For the summer of 2026, summer academy will not be offered to K-5 students. The District will only offer ESY and credit recovery at LAHS.|Los Alamitos Unified School District is committed to providing all students with access to a broad course of study, including A-G coursework, Advanced Placement (AP), Career Technical Education (CTE), and Dual Enrollment opportunities. To ensure students are prepared for these rigorous learning experiences, the District regularly reviews local and state assessment data, including CAASPP and MAP results, to identify students who may need additional academic support. Barriers to access can include gaps in academic achievement, particularly in English language arts and mathematics, which may limit students' readiness for advanced coursework. The District addresses these barriers through targeted intervention, academic support, and counseling services designed to prepare students for success in college and career pathways.|In response to local indicator results and ongoing review of student access to a broad course of study, Los Alamitos Unified School District will continue implementing and refining supports that ensure all students can successfully access rigorous academic programs. The District has adopted curriculum with embedded English Language Development (ELD) supports and continues to provide targeted services for English Learners through dedicated staffing, including specialized Teacher on Special Assignment (TOSA) support, intervention programs, and newcomer curriculum. The District also maintains NGSS-aligned science curriculum across all grade levels to ensure access to high-quality science instruction. To further expand access and strengthen instructional opportunities, the District has begun training teachers on the California Mathematics Framework and will continue professional learning focused on effective mathematics instruction. During the 2026-27 school year, the District will pilot K–8 mathematics instructional materials in preparation for the adoption and implementation of a new mathematics curriculum in the 2027-28 school year. These efforts, combined with ongoing review of student achievement and participation data, will help ensure all students have equitable access to a comprehensive and challenging course of study.|Met||2026-06-23|2026 30741040000000|North Orange County ROP-Adult|7|||||Not Met|||2026 30741120000000|College and Career Advantage|7|||||Not Met|||2026 30741200000000|Coastline ROP|7|||||Not Met|||2026 30742520000000|Central Orange County CTE Partnership (CTEp)|7|||||Not Met|||2026 30768930000000|SBE - Magnolia Science Academy Santa Ana|7|||||Not Met|||2026 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||2026-06-17|2026 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 Board-adopted curriculum and 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 the 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. PCOE will also continue to offer courses for college credit through collaboration with Sierra College.|Met||2026-06-25|2026 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 continues to expand CTE and enrichment options, support Cyber High, and expand A-G course offerings.|Met||2026-06-25|2026 31667610000000|Ackerman Charter|7|ACSD has developed a local climate survey that is given to all students in grades TK-8 that asks age appropriate questions to determine that students have access to a broad course of study.|82% of our students feel they have a broad course of study available to them. All TK-6 students at ACSD participate in weekly music and physical education programs. Along with our volunteer led Art Docent Program. In middle school, 7th-8th grade, students have a variety of electives to choose from each trimester, ranging from culinary arts, 3D printing, to golf to name a few. ACSD is a one school district so these opportunities are available to all students.|None at this time.|None at this time.|Met||2026-06-17|2026 31667616031009|Bowman Charter|7|ACSD has developed a local climate survey that is given to all students in grades TK-8 that asks age appropriate questions to determine that students have access to a broad course of study.|82% of our students feel they have a broad course of study available to them. All TK-6 students at ACSD participate in weekly music and physical education programs. Along with our volunteer led Art Docent Program. In middle school, 7th-8th grade, students have a variety of electives to choose from each trimester, ranging from culinary arts, 3D printing, to golf to name a few. ACSD is a one school district so these opportunities are available to all students.|None at this time.|None at this time.|Met||2026-06-17|2026 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||2026-06-10|2026 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, social studies, and science, along with Physical Education and health. AUSD aligns its courses with California content standards and curriculum frameworks. Additionally, AUSD offers electives in grades 6-8 including band, art, and core specific topics. TK-5 students have access to visual and performing arts (art and band) provided by fully credentialed teachers. 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 such as the iReady assessment platform and/or Beginning Phonics Skills Test (BPST). In 2025-2026 the Reading Difficulties Risk Screener (RDRS) was provided to students in K-2. The data from this screener provided input to staff and drove the inclusion of supplementary curriculum for early readers. These data are discussed during Professional Learning Communities (PLC) by grade and/or subject area and, in 2026-2027 will be incorporated within MTSS referrals. Beyond these consistent offerings, AUSD also provides additional support through programs such as Positive Behavior Intervention and Support (PBIS), Title One, STEM, ELOP 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||2026-06-18|2026 31667870126664|Alta Vista Community Charter|7|||||Not Met For Two or More Years|||2026 31667950000000|Colfax Elementary|7|To evaluate student access to a broad course of study, Colfax Elementary School District utilizes locally collected data from the Kelvin Pulse Survey, which gathers feedback from students, staff, and families. Survey findings indicate that families generally perceive students as having strong access to essential educational resources, with 89% of respondents agreeing that their child has access to necessary learning tools such as books, instructional materials, and technology. However, only 39% of families reported that the school provides high-quality programs that effectively address their child’s individual talents, interests, gifts, or unique learning needs. These results suggest that while access to core educational resources is not a significant concern, families would like to see greater opportunities for enrichment, personalization, and student-centered learning experiences. The data highlights an opportunity for the district to strengthen programs that support diverse student interests and abilities, including expanded enrichment offerings, leadership opportunities, elective experiences, and targeted interventions. Moving forward, Colfax Elementary School District will continue to explore ways to broaden learning opportunities so that all students have equitable access not only to essential resources, but also to engaging experiences that foster their individual strengths, passions, and academic growth.|Colfax Elementary School District is committed to providing all TK–8 students access to a comprehensive educational program that supports academic achievement, personal growth, and individual interests. All students participate in a broad course of study, including weekly physical education that promotes fitness, teamwork, and healthy lifestyles. Students in grades 6–8 also participate in a daily 45-minute enrichment wheel that provides hands-on learning and exploration beyond the core curriculum. The District offers inclusive programs that support academic and personal development, including after-school tutoring for TK–8 students and Art and Garden docent programs led by community volunteers. Technology is integrated throughout instruction, with Promethean Boards in every classroom and Chromebooks available for all students to support learning and digital literacy. During 2026–2027, CESD will continue offering after-school clubs and launch a STEAM Lab and Makerspace to expand project-based learning that fosters creativity, collaboration, innovation, and problem-solving skills.|Analysis of Kelvin Pulse Survey data identified opportunities to expand student voice, leadership, and access to diverse learning experiences at Colfax Elementary School. Survey results showed that 43% of students felt they had a voice in influencing school decisions, while 64% reported access to leadership opportunities, indicating a need to increase student engagement. To address these needs, the District will continue implementing AVID (Advancement Via Individual Determination) for upper elementary and middle school students. AVID promotes academic readiness, goal setting, leadership, and college and career awareness while encouraging students to take ownership of their learning. The District will also expand Student Council by adding class representative opportunities for younger students, helping develop leadership, communication, and collaboration skills. In addition, CESD is exploring ways to expand music, technology, and other enrichment opportunities. Although the District's rural location creates challenges in recruiting credentialed staff for specialized programs, CESD will continue pursuing creative staffing solutions and partnerships to broaden opportunities and ensure all students have meaningful opportunities to learn, lead, and succeed.|Beginning in 2026–2027, Colfax Elementary School District will expand student access to a broad and engaging course of study through new opportunities for enrichment, creativity, leadership, and physical development. A new STEAM Lab will provide hands-on learning for all TK–8 students, and the last Friday of each month will be designated as a STEAM Day featuring project-based learning that promotes creativity, critical thinking, and problem solving. The District will continue offering after-school clubs in areas such as art, music, computer science, wellness, and dance. Students will also participate in regular physical education and have access to the school garden to support wellness and experiential learning. Athletic opportunities will expand through additional intramural sports and a new after-school flag football program for boys and girls. Technology will remain an essential part of instruction, with Promethean Boards in every classroom and take-home Chromebooks for students in grades 4–8. Together, these actions provide students with a well-rounded educational experience that supports academic success, personal growth, and lifelong learning.|Met||2026-06-24|2026 31668030000000|Dry Creek Joint Elementary|7|The LEA uses locally selected measures to monitor 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, site-based master schedules are used to ensure equitable instructional time and access to core content, enrichment, intervention, and support services. At the 6-8 level, DCJESD uses Aeries to monitor course enrollment, schedules, and placement in required and elective courses. School counselors, site administrators, and district staff review enrollment and scheduling data, including participation in electives, college- and career-aligned opportunities, and Advanced Math. These data are analyzed by grade span, unduplicated student groups, and students with exceptional needs, and are included in LCAP Goal 1 metrics. Findings are used annually to identify access gap.|Course offerings and access to required areas of study are consistent across sites. Differences are primarily related to supplemental support based on student need, such as additional staffing at Title I schools and targeted ELD supports at sites serving higher numbers of English Learners. Students with exceptional needs receive access through inclusive scheduling, specialized services, and individualized supports. At the middle school level, the District continues to expand access to college- and career-aligned opportunities through Project Lead the Way. Current PLTW enrollment data show that 48% of enrolled students are low-income and 34% are English Learners, indicating continued participation by unduplicated student groups. The LEA reviews enrollment patterns annually to identify gaps, guide outreach, and strengthen equitable access.|Based on site master schedules, Aeries enrollment data, student group participation data, SST referrals, attendance data, and LCAP Goal 1 metrics, the LEA has identified barriers that may limit full access to a broad course of study. These include socio-economic disparities, English language proficiency needs, chronic absenteeism, housing instability, transportation challenges, and specialized service needs for students with disabilities. These barriers can affect consistent participation in core instruction, enrichment, intervention, electives, and college- and career-aligned coursework. Unduplicated student groups may experience additional challenges related to technology access, academic readiness, attendance, and family mobility. English Learners may need additional language development supports to fully access grade-level content and electives, and students with exceptional needs may require individualized scheduling, accommodations, co-teaching, and specialized services. Site-level differences are primarily related to student need rather than course availability. Title I schools and sites with higher numbers of English Learners require additional staffing, intervention, designated ELD, and family support. DCJESD continues addressing these barriers through academic interventions, enrichment, SST processes, GLAD-trained staff, counseling, transportation assistance, after-school programs, access to technology, and inclusive scheduling practices.|Ensuring all students have access to a broad course of study will remain a priority as DCJESD continues to implement and refine related actions. The District will strengthen MTSS by integrating academic, behavioral, and social-emotional interventions to address barriers to access, engagement, and success. Targeted funding will continue to support English Learners, socioeconomically disadvantaged students, homeless and foster youth, students with disabilities, and other at-risk students. DCJESD will monitor student progress three to four times per year through Collaborative Conferences, where staff review achievement, attendance, intervention participation, tutoring, and extended learning needs. Based on these reviews, the District will adjust supports, prioritize interventions, and expand learning opportunities as needed. The District will also continue attendance awareness efforts and social-emotional supports, including counseling, PBIS, and Restorative Practices. Professional development will focus on ELD standards, effective instruction, and the Road to Reclassification. Staff will review enrollment and scheduling data to ensure all student groups are represented in academic, enrichment, and college- and career-aligned opportunities, with continued access to instructional technology.|Met||2026-06-16|2026 31668290000000|Eureka Union|7|EUSD primarily utilizes enrollment data when evaluating subgroup participation in courses such as PLTW (Project Lead the Way), Prop28 Arts and Music classes, GATE-cluster classes, Spanish Language courses, ELOP Before and After School enrichment classes, and other enrichment and elective classes. Progress monitoring of participation in these classes are done via PowerSchool, which is EUSD’s student information system. Some classes, such as STEAM at TK-3 and Spanish at Maidu Elementary School are available to all students. Thoughtful master scheduling ensures all students have access to these enrichment opportunities.|EUSD primarily utilizes enrollment data to evaluate student access to courses, enrichments, electives, and specialized programs such as GATE (Gifted and Talented Education), STEAM, and Spanish language instruction. As a small school district, EUSD is able to closely monitor participation and provide targeted support to ensure equitable access for all students, including those from historically underrepresented groups. One strategy adopted by the district is to ensure priority is provided to students belonging in the subgroups as well as ensuring the opportunities are provided to these students first. To further expand access to elective opportunities, the junior high schools have implemented a zero-period schedule, allowing students who require intervention classes or access to learning centers during the regular school day to also participate in elective courses. In the past, Cavitt Junior High School expanded these opportunities by offering Project Lead the Way (PLTW) courses during zero period, providing additional pathways for students to engage in STEM-focused learning. Currently, 143 students are enrolled in zero-period courses, including students with disabilities, English learners, and socioeconomically disadvantaged students, demonstrating the district’s commitment to increasing access and participation in a broad range of academic and enrichment opportunities.|Funding 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 and donations to ESF can vary or fluctuate. Additionally, our JHS are smaller in size compared to other JHS which makes master scheduling more challenging. Finding appropriately-credentialed staff for Prop28 programs and STEAM enrichment classes also present challenges.|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||2026-06-11|2026 31668370000000|Foresthill Union Elementary|7|Williams Inspection - August 2025 Williams Reporting - Quarterly PCOE oversight of Master Scheduling PCOE Differentiated Assistance Protocols and Procedures Board Policy/Administrative Regulation 6141 School Site Council review and evaluation Annual LCAP/District Climate Survey Annual Local Performance Indicator Staff Survey|The district's two campuses provide all students and student groups access to and enrollment in a broad course of study. Delivery of the broad course of study comes in a variety of modalities, recognizing that individuals have unique needs and learn differently. Through thoughtful staffing, close communication with families and educational partners, ongoing collaboration, and data-driven decision-making, the district has developed an increasingly individualized instructional model, offering academic, social-emotional, behavioral, disciplinary, attendance and other interventions to support student success.|The most significant barrier in providing access to a broad course of study for all students is the challenge of recruiting and keeping highly qualified staff in the district's rural location.|The district participates in PCOE job fairs, attempts to maintain competitive salary and benefits, offers free child care, and invests a great deal in professional development for its staff. A secondary barrier is the impact of high absence rates among students and staff, the former of which impacts revenues, and the latter impacting high levels of expenditures on substitute staff. The district is investing increased staffing in the area of behavioral and mental health supports, and is further developing alternate learning opportunities for students.|Met||2026-06-18|2026 31668450000000|Loomis Union Elementary|7|LUSD uses our student information system, Aeries, to enroll all TK-8 students in 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, LUSD offers music for TK-6 and art education for TK-8 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. To determine which students need intervention, LUSD staff use 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 provides additional support that varies by 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 on meeting the social-emotional needs of all students to provide greater access to a broad course of study. Given current state education budgets, LUSD has had to seek external 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 to provide professional development on language-acquisition instructional strategies for all staff members. 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||2026-06-11|2026 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, art 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||2026-06-11|2026 31668520000000|Newcastle Elementary|7|Because of the small size of the school population, with all students in grades TK-8 totaling just over 500, and no more than 2 teachers per grade level, tracking our student enrollment in classes and courses of study is an uncomplicated process for the district and the school site. Students are identified and tracked through the master schedule, Aeries, teacher credentialing and teacher assignments. All students, including English language learners, foster and homeless youth, socio-economically disadvantaged students, and special education students are enrolled in the same classes and attend those classes side-by-side 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 enrichment type classes. Art 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 has been 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 class has been implemented with a dedicated art teacher and classroom. This will ensure all students in grades TK-5 will receive the same access to art activities and content throughout the school year. And third, an accelerated pathway for math has been implemented that will give advanced students in grades 6-8 the opportunity to possibly complete IM1 before moving on to high school.|Met||2026-06-10|2026 31668520109827|Newcastle Charter|7|Because of the small size of the school population, with all students in grades TK-8 totaling just over 500, and no more than 2 teachers per grade level, tracking our student enrollment in classes and courses of study is an uncomplicated process for the district and the school site. Students are identified and tracked through the master schedule, Aeries, teacher credentialing and teacher assignments. All students, including English language learners, foster and homeless youth, socio-economically disadvantaged students, and special education students are enrolled in the same classes and attend those classes side-by-side 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. Art is a class for all TK-5 grade students, and there are additional opportunities 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 has been 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 class with a dedicated teacher and classroom for grades TK-5 has been implemented. This will ensure all students in TK - 5 will receive the same access to art activities and content throughout the school year. And third, an accelerated pathway for math has been implemented that will give advanced students in grades 6-8 the opportunity to possibly complete IM1 before moving on to high school.|Met||2026-06-10|2026 31668520120105|Creekside Charter|7|Creekside Charter School utilizes multiple locally selected measures to monitor and ensure all students have access to and are enrolled in a broad course of study aligned with California State Standards. These measures include student enrollment data, master schedules, and course offerings across grade spans, as well as progress monitoring through i-Ready diagnostic assessments, classroom-based assessments, and CAASPP results. The school also uses its Multi-Tiered System of Supports (MTSS) framework to monitor student access and participation, particularly for unduplicated student groups and individuals with exceptional needs. MTSS data, including intervention tracking and student progress monitoring, ensures that all students are able to access core instruction and receive appropriate academic and behavioral supports. Additional tools include Individualized Education Programs (IEPs), teacher collaboration, and regular review of student participation in enrichment opportunities such as Art, STEM, Spanish, and environmental education. These measures allow Creekside to monitor equitable access across all student groups, identify potential gaps, and ensure that all students participate in a comprehensive and standards-aligned course of study.|Creekside Charter School continues to ensure that all students have access to and are enrolled in a broad course of study aligned with California State Standards. All students participate in core academic subjects, including English Language Arts, mathematics, science, and history-social science, as well as enrichment areas such as health, art, Spanish, STEM, and environmental education. Analysis of enrollment data, course offerings, and student participation indicates that there are no differences in access to or enrollment in a broad course of study across grade spans, student groups, or individuals with exceptional needs. All students, including unduplicated student groups and students with disabilities, are fully included in the general education curriculum, with supports provided through MTSS and IEPs to ensure equitable access and participation. Creekside continues to enhance its broad course of study through integrated learning opportunities. Students participate in environmental enrichment, curriculum-aligned field trips, and schoolwide events such as the annual science fair. Additional enrichment is provided through guest speakers and family involvement, where parents and community members contribute expertise to classroom learning. The Parent Teacher Organization (PTO) further supports access to enrichment through assemblies focused on social-emotional learning, school values, and science-based programming.|Based on the analysis of locally selected measures, Creekside Charter School does not identify barriers preventing students from accessing a broad course of study. All students are enrolled in and have access to the full range of core academic and enrichment subjects aligned to California State Standards. However, the school recognizes that certain factors continue to influence the extent to which programs can expand. These include facility limitations, such as the absence of dedicated spaces (e.g., gymnasium, science lab, or specialized classrooms), as well as staffing capacity and operational constraints. Additionally, transportation challenges and scheduling limitations may impact student participation in extended learning opportunities such as after-school programs. In response to these constraints, Creekside has taken a flexible and creative approach to ensure continued access to a broad course of study. Instructional spaces are utilized in innovative ways, and programs such as environmental learning, field-based instruction, and community partnerships are leveraged to provide students with meaningful, standards-aligned learning experiences beyond traditional classroom settings. While these factors do not limit access to the core instructional program, they may impact the scope and scalability of enrichment and extracurricular offerings. Creekside will continue to monitor these conditions and explore long-term facility solutions and operational adjustments.|In response to our review of selected measures, Creekside Charter School will continue to maintain and strengthen access to a broad course of study for all students. Creekside will sustain its current model of providing standards-aligned instruction in core academic subjects, along with enrichment opportunities. The school’s small-school model supports personalized instruction and participation across all content areas. Creekside will continue using MTSS, IEP supports, and data-informed instruction to ensure that all students, including unduplicated student groups and students with exceptional needs, can access and succeed in the full curriculum. Teachers support access through flexible, creative instructional practices, including outdoor and experiential learning. Forest Kindergarten expands learning opportunities in the natural environment while also increasing indoor space for intervention and special education services. Teachers also use outdoor settings during favorable weather to provide place-based, hands-on learning aligned with curriculum goals. Creekside will continue refining enrichment opportunities, including art, STEM, and Spanish, as resources allow. The school will also monitor participation and student progress to ensure equitable access across all student groups. These actions reflect Creekside’s commitment to a comprehensive, inclusive, standards-aligned program and continuous improvement.|Met||2026-06-15|2026 31668520121608|Harvest Ridge Cooperative Charter|7|Harvest Ridge Cooperative Charter School monitors access to a broad course of study through annual review of master schedules, curriculum maps, student enrollment records, instructional materials, IEPs and 504 plans, and LCAP metrics. School leadership and teachers regularly review course offerings and instructional opportunities to ensure alignment with California State Standards and the needs of all students, including socioeconomically disadvantaged students, students with disabilities, and students enrolled in both the hybrid and Home Study programs. Parent and student feedback, assessment data, and annual program evaluations are also used to ensure equitable access to core academic subjects and enrichment opportunities.|Review of local data indicates that students in both the hybrid and Home Study programs have access to a comprehensive standards-aligned course of study that includes English language arts, mathematics, science, history-social science, physical education, visual and performing arts, technology, and other enrichment opportunities. Students with disabilities receive accommodations and services consistent with their IEPs, and individualized supports are available to ensure meaningful participation in all instructional programs. No significant disparities in access across student groups have been identified. Ongoing curriculum reviews and program updates continue to strengthen instructional offerings and maintain equitable opportunities for all learners.|Analysis of local measures identified few barriers to student access; however, as a small charter school with limited staffing and resources, Harvest Ridge has identified opportunities to strengthen instruction in arts education and health education across both instructional programs. Scheduling limitations and available personnel can impact the breadth of specialized programming offered. The school will continue exploring partnerships, curriculum enhancements, and instructional resources to expand these areas while maintaining equitable access for all students.|Harvest Ridge will continue reviewing curriculum, instructional resources, and student outcomes to ensure all students have access to a comprehensive educational program. Based on analysis of local data, the LEA will place additional emphasis on strengthening arts and health education through expanded instructional resources, curriculum enhancements, and enrichment opportunities available to both hybrid and Home Study students. In addition, based on current academic trends and student performance in mathematics, the school will evaluate its existing math curriculum, interventions, and instructional supports to identify opportunities for improvement and ensure all students receive effective, evidence-based mathematics instruction. The school will continue adopting high-quality instructional materials, providing differentiated supports for students with exceptional needs, and monitoring access across all student groups to ensure equitable participation in a broad course of study.|Met||2026-06-25|2026 31668520127928|Rocklin Academy Gateway|7|Rocklin Academy Family of Schools monitors access to a broad course of study through annual review of comprehensive schedules, course offerings, student schedules, enrollment reports, and program participation data across all grade spans. As part of this process, RAFOS reviews access and enrollment patterns for all students, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities. Student information system reports, special education service plans, English learner program data, and site-level scheduling processes are used to ensure students have access to grade-level coursework and required instructional programs. School leaders annually review course offerings and student enrollment data to verify that students have access to the full range of subjects required under California Education Code, including English language arts, mathematics, science, social science, physical education, visual and performing arts, and other grade-level appropriate enrichment or elective opportunities. These measures provide RAFOS with ongoing information about student access, enrollment, and participation in a broad course of study across all schools and grade spans.|Analysis of comprehensive schedules, course offerings, student schedules, enrollment reports, and program participation data indicates that all students enrolled in Rocklin Academy Family of Schools (RAFOS) have access to, and are enrolled in, a broad course of study. Review of these data sources shows that students across all grade spans participate in a well-rounded educational program that includes English language arts, mathematics, science, social science, physical education, visual and performing arts, and grade-level appropriate enrichment or elective opportunities. Additional supports and services are provided as needed to ensure students with disabilities and English learners can access the full educational program. No differences in access to, or enrollment in, a broad course of study have been identified across school sites or student groups, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities. RAFOS will continue to annually review course access, enrollment, and participation data to ensure all students have equitable access to a broad course of study and to identify any potential barriers that may emerge over time.|Based on the review of course offerings, comprehensive schedules, student schedules, enrollment reports, and program participation data, Rocklin Academy Family of Schools (RAFOS) has not identified any barriers preventing students from accessing a broad course of study. All students, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities, have access to grade-level coursework and a well-rounded educational program appropriate to their grade span. Current data do not indicate any differences in access or enrollment across student groups or school sites. RAFOS will continue to annually review course access, enrollment, and participation data to identify and address any potential barriers that may emerge and to ensure equitable access to a broad course of study for all students.|Based on the results of its locally selected measures, Rocklin Academy Family of Schools (RAFOS) has not identified any revisions, decisions, or new actions necessary to address barriers to access to a broad course of study. RAFOS will continue to implement the actions and services outlined in the Local Control and Accountability Plan (LCAP) and annually review course offerings, comprehensive schedules, student schedules, enrollment reports, and program participation data to ensure all students have equitable access to a broad course of study. Should any differences in access or enrollment be identified, RAFOS will use these data to inform future planning and make adjustments as needed to maintain equitable access for all students.|Met||2026-06-22|2026 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 PHUSD adopted a new History/Social Science Program, and is in the process of piloting new Math Curriculum. 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 2026-27 Local Performance Indicator Self-Reflection for Placer Hills Union School District Page 14 of 17 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. Both sites have incorporated a form of VAPA into their programs this year, including drama and choir.|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. Another barrier has been extreme costs of mandated SWD costs.|PHUSD is optimizing monies and grants available to hire staff that would maintain and could possibly expand the courses of studies. ELO-P has helped provide various before and afterschool activities to increase the breadth of courses available to students. PHUSD has also partnered with William Jessup University to bring in interns to provide instruction in music.|Met||2026-06-10|2026 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 high-quality instructional 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 Achievement. 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 2025-26, 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||2026-06-16|2026 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)|N/A|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 high-quality instructional practices; 3) Provide a safe, healthy and engaged learning environment for all. Within these goals are specific actions that address the issues of a broad course of study for all students. To measure the progress in these areas, MVCA analyzes their outcomes using an LCAP Progress Tool. This tool requires each site to identify their achievement in each action and provide data as evidence. The analysis also includes data and evidence of our foster youth, English learners, and low-income students. Many of our indicators are consistent with the state dashboard. The Charter also states that MVCA will analyze outcomes that address increases in pupil academic achievement both schoolwide and for all groups of pupils served by the charter school. To this end, MVCA analyzes the Dashboard data and we develop plans to address any concerns presented in that data. This year our staff is analyzing our students progress in both literacy and numeracy. MVCA has begun the process of collecting predictive data and on-going data to help identify student needs earlier. This involves developing a systematic approach to gathering and analyzing student outcomes through our information techno|Met||2026-06-02|2026 31669100000000|Roseville City|7|RCSD utilizes multiple locally selected measures to monitor equitable access to and enrollment in a broad course of study across grade spans, unduplicated student groups, and students with exceptional needs. These measures include course enrollment reports, master schedule analyses, transcript reviews, student information system data, and participation data for intervention, enrichment, and extended learning opportunities. Academic measures such as i-Ready diagnostics, local assessments, and CAASPP results are used to inform placement, intervention, and access to grade-level and advanced coursework. At the middle school level, counselors and administrators utilize course request data, student interest surveys, and individual student planning meetings to guide enrollment decisions and align course offerings to student interests and readiness. RCSD also reviews participation in electives, intervention supports, visual and performing arts, world language, advanced coursework, and ELO-P services to ensure equitable opportunities for all students. For students with exceptional needs, RCSD uses Individualized Education Programs, service logs, inclusion reviews, and scheduling analyses to monitor access to grade-level curriculum, inclusive instructional settings, and appropriate supports and accommodations. These measures are regularly reviewed through PLCs, site leadership, SPSA processes, and district data reviews, with a focus on outcomes for our unduplicated students.|Analysis of locally selected measures indicates that RCSD continues to provide broad access to a comprehensive course of study for students in grades TK–8, including core academics, VAPA, physical education, technology integration, intervention, enrichment opportunities, and middle school electives. Course enrollment data, student interest surveys, and participation measures demonstrate strong student participation in electives, world languages, leadership, and enrichment opportunities, reflecting alignment to student interests and voice. Disaggregated data indicate that access to a broad course of study is generally consistent across student groups; however, RCSD continues to monitor participation trends for English Learners, students with disabilities, Foster Youth, and other unduplicated student groups to ensure equitable access. Inclusive scheduling practices, IEP processes, and collaborative placement reviews support students with exceptional needs in accessing grade-level curriculum, electives, and inclusive learning environments. Variation across school sites persists due to staffing, enrollment, and facility constraints that affect elective and enrichment offerings. RCSD uses ongoing site and district data reviews to identify disparities and improve alignment and equitable access across schools. RCSD demonstrates continued progress in providing access to a broad course of study while identifying opportunities to strengthen participation.|Despite strong overall access to a broad course of study, several barriers continue to impact equitable participation for all students. Alignment with feeder high schools remains a challenge, particularly in advanced coursework and world language pathways, where differences in expectations, pacing, and placement criteria may affect student progression and continuity of access. Site-based constraints, including staffing, facility capacity, scheduling limitations, and enrollment thresholds, can impact the variety and availability of electives and enrichment opportunities across schools. These differences may result in inconsistent access to courses and programs between sites. Scheduling complexities also present barriers for some student groups, particularly students with disabilities, English Learners, and other unduplicated pupils. Balancing intervention services, specialized supports, and required instructional time with elective opportunities may limit access to enrichment courses and expanded learning opportunities. Differentiated Assistance findings further identified the need to continue monitoring participation of English Learners, students with disabilities, Foster Youth, and other unduplicated student groups in advanced coursework, electives, and enrichment opportunities to ensure equitable access. These barriers continue to inform RCSD's focus on alignment, inclusive scheduling practices, equitable participation, and continuous improvement efforts across all schools.|In response to identified barriers, RCSD is implementing actions aligned to Goal 1 and informed by Differentiated Assistance findings to strengthen equitable access to a broad course of study for all students. To improve continuity of course pathways, RCSD is strengthening collaboration with feeder high schools to better align expectations, pacing, and placement criteria for advanced coursework and world language pathways. The district is also conducting ongoing master schedule reviews and utilizing student interest data to expand elective and enrichment opportunities across school sites. To address scheduling barriers, RCSD continues to prioritize inclusive scheduling practices that preserve access to electives, enrichment, and grade-level curriculum while delivering intervention and specialized services, as appropriate, within Tier I settings. Additionally, RCSD is utilizing Proposition 28 funding, Expanded Learning Opportunities Program (ELO-P) resources, and LCAP investments to expand Visual and Performing Arts (VAPA), enrichment opportunities, and after-school programming, with an emphasis on equitable participation for English Learners, Foster Youth, students with disabilities, and other targeted student groups. As part of its continuous improvement efforts, RCSD will continue monitoring disaggregated participation and enrollment data to identify disparities, guide supports, and inform revisions to scheduling, placement, and access practices.|Met||2026-06-17|2026 31669280000000|Roseville Joint Union High|7|Local measures for LCFF Priority 7 include graduation rate and the College/Career Indicator.|100% of RJUHSD students are enrolled in a pathway towards graduation, with access to graduation requirements unless their IEP specifies otherwise. 100% of RJUHSD students are enrolled in a pathway towards one or more methods of scoring “prepared” on the College/Career Indicator.|While 100% of our students have access and are enrolled in these pathways, we are seeking to increase student access to multiple pathways to score “prepared” on the College/Career Indicator and to increase the success metrics of scoring “prepared.”|As a result of our review of the data, including the goal of expanding access to pathways to score “prepared” on the College/Career Indicator, we have taken the following steps: A-G data review Increase pathways for dual enrollment with Sierra College Implement four-year graduation paths in Aeries, and Advertise and market the various pathways to College/Career readiness, including AP/IB/DE program outreach, CTE, and Seal of Biliteracy.|Met||2026-06-09|2026 31669280121418|John Adams Academy - Roseville|7|John Adams Academy - Roseville utilizes multiple locally selected measures and tools to monitor scholar access to and participation in a broad course of study across grade spans and student groups, including unduplicated scholars and scholars with exceptional needs. The Academy reviews course enrollment data, master schedules, scholar transcripts, participation data, and local assessment results to monitor access to core academic subjects, leadership courses, visual and performing arts, physical education, electives, honors courses, Advanced Placement coursework, intervention supports, and enrichment opportunities. The Academy’s Scholar Information System (SIS) is used to track scholar schedules, academic progress, intervention participation, and other indicators related to scholar support and access. Data is reviewed across scholar groups, including English Learners, socioeconomically disadvantaged scholars, foster youth, and scholars with disabilities. SST processes, MTSS systems, IEPs, and 504 Plans are also utilized to support scholar access to curriculum and intervention services.|John Adams Academy - Roseville continues to provide scholars with access to a broad and well-rounded course of study aligned to the Academy’s classical education and leadership model across TK-12 grade spans. Scholars participate in core academic subjects including English Language Arts, mathematics, science, history-social science, physical education, leadership instruction, visual and performing arts, electives, honors coursework, Advanced Placement opportunities, and enrichment programs. The Academy emphasizes academic rigor and character development through leadership instruction, classical literature, civic education, humanities, and college and career readiness opportunities. Scholars also have access to intervention supports and supplemental instructional opportunities designed to support academic growth and scholar success. English Learners, scholars with disabilities, and scholars requiring additional academic support continue receiving targeted services and accommodations through intervention programs, MTSS supports, SST processes, IEPs, and 504 Plans.|While John Adams Academy - Roseville remains committed to equitable access to a broad course of study for all scholars, analysis of local data and educational partner feedback identified several ongoing challenges. Families expressed interest in expanded academic support opportunities, intervention resources, extracurricular programs, electives, and enrichment opportunities across grade spans. Educational partner feedback also reflected interest in continued strengthening of supports for scholars with diverse learning needs, including scholars with disabilities, scholars requiring additional academic assistance, and scholars needing greater enrichment opportunities. Maintaining staffing capacity, scheduling flexibility, intervention systems, and expanded program opportunities continues to require ongoing planning and collaboration. Families also expressed interest in stronger communication regarding available supports, programs, and scholar progress. Balancing academic rigor with individualized scholar support and meaningful enrichment opportunities remains an ongoing area of focus.|John Adams Academy - Roseville will continue implementing actions designed to strengthen equitable access to a broad and inclusive course of study for all scholars. The Academy will continue refining intervention systems and academic support structures through MTSS processes, SST collaboration, progress monitoring, and targeted supports for scholars requiring additional assistance. Collaboration among general education teachers, intervention staff, and special education staff will continue supporting individualized scholar needs and access to rigorous coursework. The Academy will continue reviewing program offerings, assessment data, participation trends, and stakeholder feedback to identify opportunities for improved scholar support, enrichment opportunities, and access across TK-12 grade spans. As part of ongoing efforts to strengthen the secondary scholar experience, Roseville will support the transition of high school scholars from the Lincoln campus to create expanded opportunities for collaboration, enrichment, school connectedness, and culture-building while strengthening access to a more robust secondary educational experience. During the 2026-27 school year, the Academy will transition to a new Scholar Information System (SIS) intended to strengthen data management, family communication, progress monitoring, and intervention tracking systems.|Met||2026-06-04|2026 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 Pacific Charter'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 approach, the school affirms its dedication to|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 eliminates barriers to learning and maintains a learning environment where all students can experience a comprehensive course of study|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||2026-06-08|2026 31669440000000|Tahoe-Truckee Unified|7|This is measured by annually reviewing school master schedules and 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||2026-06-24|2026 31669440121624|Sierra Expeditionary Learning|7|Staff assessments of curriculum, access, and achievement happen regularly. All students, including unduplicated groups and Sped students, use the same curriculum, though modified as needed.|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. All students have access to a broad course of study. EL students, while spending a small amount of time with language learning, have access to curricula through translated materials, speech to text, and/or staff assistance.|N/A|N/A|Met||2026-06-01|2026 31669510000000|Western Placer Unified|7|WPUSD uses multiple measures to track the extent to which students have access to, and are enrolled in, a broad course of study. Elementary WPUSD tests all 2nd graders for GATE. Additionally, WPUSD has science and music specialists at all elementary schools, guaranteeing access to music and science for all elementary students. Their weekly instructional schedules note minutes of instruction by grade level. We also have art docents that assist with our elementary art programs, Rosetta Stone (to aid in learning Spanish) for our elementary GATE program, and AVID Elementary at 6 of our 8 elementary schools. Additionally, Scott Leaman Elementary is a STEAM-themed school. Secondary Our comprehensive high schools operate on an 8-period block, which allows for ample opportunities to take electives. Our two comprehensive high schools host award-winning VAPA programs, seven high-quality CTE pathways (Agriculture, Biomedical Sciences, Computer Sciences, Construction, Education, Engineering, and Media Arts), and a wide range of Honors/AP classes. Student enrollment in elective, A-G, and Honors/AP courses (and prerequisites) has been regularly audited to ensure equitable access for all student subgroups. The past three years, Lincoln High School has contracted with Equal Opportunity Schools, proactively working to increase its recruitment of underrepresented groups in Honors/AP classes. The high school AVID program also serves a wide range of our students. WPUSD offers ELD classes and|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. However, Co-enrollment at the comprehensive high schools is available to support access to dual enrollment, CTE, and electives. 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. Sites have created intervention blocks in the schedule so students are not pulled out of these types of classes. - 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/|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.|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. Next school year we will expand the program into the middle school. With this we will offer zero period PE that will allow more students to access DLI and still have the ability to take electives. This is also offered to students with IEP’s to allow them to have academic support and electives in the schedule. 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. We continue to partner and expand our Sierra College and Sac State dual enrollment offerings. These courses are offered at our|Met||2026-06-16|2026 31669510135871|John Adams Academy - Lincoln|7|John Adams Academy - Lincoln utilizes multiple locally selected measures and tools to monitor scholar access to and participation in a broad course of study across grade spans and student groups, including unduplicated scholars and scholars with exceptional needs. The Academy reviews course enrollment data, master schedules, scholar transcripts, participation data, and local assessment results to monitor access to core academic subjects, leadership courses, visual and performing arts, physical education, electives, intervention supports, and enrichment opportunities. The Academy’s Scholar Information System (SIS) is used to track scholar schedules, academic progress, intervention participation, and other indicators related to scholar support and access. Data is reviewed across student groups, including English Learners, socioeconomically disadvantaged scholars, foster youth, and scholars with disabilities. SST processes, MTSS systems, IEPs, and 504 Plans are also utilized to support scholar access to curriculum and intervention services.|John Adams Academy - Lincoln continues to provide scholars with access to a broad and well-rounded course of study aligned to the Academy’s classical education and leadership model. Scholars participate in core academic subjects including English Language Arts, mathematics, science, history-social science, physical education, leadership instruction, visual and performing arts, and enrichment opportunities aligned to the Academy’s TK-8 instructional program. The Academy emphasizes academic rigor and character development through leadership instruction, classical literature, civic education, and the humanities. Scholars also have access to intervention supports and supplemental instructional opportunities designed to support academic growth and scholar success. English Learners, scholars with disabilities, and scholars requiring additional academic support continue receiving targeted services and accommodations through intervention programs, MTSS supports, SST processes, IEPs, and 504 Plans.|While John Adams Academy - Lincoln remains committed to equitable access to a broad course of study for all scholars, analysis of local data and educational partner feedback identified several ongoing challenges. Families expressed interest in expanded academic support opportunities, intervention resources, extracurricular programs, and enrichment opportunities as the Academy transitions to a TK-8 instructional model. Educational partner feedback also reflected interest in continued strengthening of supports for scholars with diverse learning needs, including scholars with disabilities and scholars requiring additional academic assistance. Maintaining staffing capacity, scheduling flexibility, and intervention support systems continues to require ongoing planning and collaboration. Families also expressed interest in stronger communication regarding available supports, interventions, and scholar progress. Balancing academic rigor with individualized scholar support and meaningful enrichment opportunities remains an ongoing area of focus.|John Adams Academy - Lincoln will continue implementing actions designed to strengthen equitable access to a broad and inclusive course of study for all scholars. The Academy will continue refining intervention systems and academic support structures through MTSS processes, SST collaboration, progress monitoring, and targeted supports for scholars requiring additional assistance. Collaboration among general education teachers, intervention staff, and special education staff will continue supporting individualized scholar needs and access to rigorous coursework. The Academy will continue reviewing program offerings, assessment data, participation trends, and stakeholder feedback to identify opportunities for improved scholar support and enrichment opportunities within the Academy’s TK-8 instructional model. During the 2026-27 school year, the Academy will transition to a new Scholar Information System (SIS) intended to strengthen data management, family communication, progress monitoring, and intervention tracking systems.|Met||2026-06-04|2026 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||2026-06-11|2026 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 11 CTE pathways with 68 courses, enrolling 2,624 students. Spring View and Granite Oaks Middle Schools offer 3 CTE pathways with 6 courses, enrolling 1,047 students. Additionally, RUSD offers 16 Dual Enrollment courses with 642 students enrolled between the two high schools.|According to the A–G Readiness Report for the 2024–25 school year, 68.9% of Rocklin Unified students completed a broad course of study, reflecting a 1.7% decrease from 2022–23. Performance gaps persist between all students and several numerically significant student groups. While progress had been made in narrowing gaps prior to 2024–25, more recent data indicate mixed results, with declines for some groups. For example, 41.2% of socioeconomically disadvantaged (SED) students and 20.9% of students with disabilities (SWD) met A–G criteria in 2024–25, representing an 8.2% decrease for SED and a 5.7% increase for SWD compared to 2022-23. These results reflect variable progress and underscore the need to further examine student experiences, identify barriers, and implement targeted improvement cycles. When combined with Career Technical Education (CTE) pathway completion, 72.3% of students were considered A–G or career ready at graduation. The District will continue to monitor progress using multiple measures, including 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, during the 2026–27 school year, RUSD will engage in a systematic continuous improvement process to examine college and career readiness systems, identify areas of strength and need, and determine next steps to improve student access and outcomes. 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 2025-26 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. Students were automatically enrolled in a second year of World Language and placed in required A–G courses during their senior year to promote on-time completion. School sites sustained the availability of everyday math courses in Integrated I and II to support students who benefit from daily instruction. Middle school math interventions were sustained during plus/enrichment periods and after-school math lab/tutoring programs. High schools fully implemented an alternative diploma pathway for students eligible for the California Alternative Assessment by expanding access to standards-aligned coursework and reducing reliance on support-only classes, ensuring that students with disabilities have greater access to a broad course of study aligned to college and career readiness expectations. Additionally, 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||2026-06-10|2026 31750850117879|Maria Montessori Charter Academy|7|As a Montessori-based charter program with a recently renewed and updated charter petition document, an LCAP, a LEAP and an 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||2026-06-15|2026 31750850119487|Western Sierra Collegiate Academy|7|Rocklin Academy Family of Schools monitors access to a broad course of study through annual review of comprehensive schedules, course offerings, student schedules, enrollment reports, and program participation data across all grade spans. As part of this process, RAFOS reviews access and enrollment patterns for all students, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities. Student information system reports, special education service plans, English learner program data, and site-level scheduling processes are used to ensure students have access to grade-level coursework and required instructional programs. School leaders annually review course offerings and student enrollment data to verify that students have access to the full range of subjects required under California Education Code, including English language arts, mathematics, science, social science, physical education, visual and performing arts, and other grade-level appropriate enrichment or elective opportunities. These measures provide RAFOS with ongoing information about student access, enrollment, and participation in a broad course of study across all schools and grade spans.|Analysis of comprehensive schedules, course offerings, student schedules, enrollment reports, and program participation data indicates that all students enrolled in Rocklin Academy Family of Schools (RAFOS) have access to, and are enrolled in, a broad course of study. Review of these data sources shows that students across all grade spans participate in a well-rounded educational program that includes English language arts, mathematics, science, social science, physical education, visual and performing arts, and grade-level appropriate enrichment or elective opportunities. Additional supports and services are provided as needed to ensure students with disabilities and English learners can access the full educational program. No differences in access to, or enrollment in, a broad course of study have been identified across school sites or student groups, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities. RAFOS will continue to annually review course access, enrollment, and participation data to ensure all students have equitable access to a broad course of study and to identify any potential barriers that may emerge over time.|Based on the review of course offerings, comprehensive schedules, student schedules, enrollment reports, and program participation data, Rocklin Academy Family of Schools (RAFOS) has not identified any barriers preventing students from accessing a broad course of study. All students, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities, have access to grade-level coursework and a well-rounded educational program appropriate to their grade span. Current data do not indicate any differences in access or enrollment across student groups or school sites. RAFOS will continue to annually review course access, enrollment, and participation data to identify and address any potential barriers that may emerge and to ensure equitable access to a broad course of study for all students.|Based on the results of its locally selected measures, Rocklin Academy Family of Schools (RAFOS) has not identified any revisions, decisions, or new actions necessary to address barriers to access to a broad course of study. RAFOS will continue to implement the actions and services outlined in the Local Control and Accountability Plan (LCAP) and annually review course offerings, comprehensive schedules, student schedules, enrollment reports, and program participation data to ensure all students have equitable access to a broad course of study. Should any differences in access or enrollment be identified, RAFOS will use these data to inform future planning and make adjustments as needed to maintain equitable access for all students.|Met||2026-06-22|2026 31750856118392|Rocklin Academy|7|Rocklin Academy Family of Schools monitors access to a broad course of study through annual review of comprehensive schedules, course offerings, student schedules, enrollment reports, and program participation data across all grade spans. As part of this process, RAFOS reviews access and enrollment patterns for all students, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities. Student information system reports, special education service plans, English learner program data, and site-level scheduling processes are used to ensure students have access to grade-level coursework and required instructional programs. School leaders annually review course offerings and student enrollment data to verify that students have access to the full range of subjects required under California Education Code, including English language arts, mathematics, science, social science, physical education, visual and performing arts, and other grade-level appropriate enrichment or elective opportunities. These measures provide RAFOS with ongoing information about student access, enrollment, and participation in a broad course of study across all schools and grade spans.|Analysis of comprehensive schedules, course offerings, student schedules, enrollment reports, and program participation data indicates that all students enrolled in Rocklin Academy Family of Schools (RAFOS) have access to, and are enrolled in, a broad course of study. Review of these data sources shows that students across all grade spans participate in a well-rounded educational program that includes English language arts, mathematics, science, social science, physical education, visual and performing arts, and grade-level appropriate enrichment or elective opportunities. Additional supports and services are provided as needed to ensure students with disabilities and English learners can access the full educational program. No differences in access to, or enrollment in, a broad course of study have been identified across school sites or student groups, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities. RAFOS will continue to annually review course access, enrollment, and participation data to ensure all students have equitable access to a broad course of study and to identify any potential barriers that may emerge over time.|Based on the review of course offerings, comprehensive schedules, student schedules, enrollment reports, and program participation data, Rocklin Academy Family of Schools (RAFOS) has not identified any barriers preventing students from accessing a broad course of study. All students, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities, have access to grade-level coursework and a well-rounded educational program appropriate to their grade span. Current data do not indicate any differences in access or enrollment across student groups or school sites. RAFOS will continue to annually review course access, enrollment, and participation data to identify and address any potential barriers that may emerge and to ensure equitable access to a broad course of study for all students.|Based on the results of its locally selected measures, Rocklin Academy Family of Schools (RAFOS) has not identified any revisions, decisions, or new actions necessary to address barriers to access to a broad course of study. RAFOS will continue to implement the actions and services outlined in the Local Control and Accountability Plan (LCAP) and annually review course offerings, comprehensive schedules, student schedules, enrollment reports, and program participation data to ensure all students have equitable access to a broad course of study. Should any differences in access or enrollment be identified, RAFOS will use these data to inform future planning and make adjustments as needed to maintain equitable access for all students.|Met||2026-06-22|2026 32103220000000|Plumas County Office of Education|7|Our LEA uses multiple locally selected measures and tools to monitor 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 students with exceptional needs. These tools include student information system enrollment and scheduling data, course rosters, master schedules, transcript reviews, graduation progress monitoring, A-G/course completion data when applicable, IEP and 504 plan reviews, English learner data, and intervention/support team records. Our LEA also reviews participation in core academic courses, electives, career technical education opportunities, visual and performing arts, physical education, world language, and other enrichment or support courses. Data are reviewed by grade span and student group, including low-income students, English learners, foster youth, students experiencing housing instability, and students with disabilities, to identify gaps in access, enrollment, or completion. Site and district teams use this information during master schedule development, student placement, counseling, IEP meetings, and program planning. These measures help our LEA ensure that students have equitable access to required courses, enrichment opportunities, and appropriate supports needed to participate in a broad course of study.|Using locally selected measures and tools, our LEA has determined that students generally have access to, and are enrolled in, a broad course of study across grade spans. Review of master schedules, course enrollment, student schedules, transcripts, graduation progress, IEP/504 plans, English learner data, and student support records helps ensure students are enrolled in required core academic courses as well as opportunities such as electives, physical education, visual and performing arts, career technical education, intervention/support courses, and other enrichment opportunities as available by site and grade span. Data are reviewed to monitor access for unduplicated student groups and individuals with exceptional needs, including English learners, low-income students, foster youth, students experiencing housing instability, and students with disabilities. When differences in access or enrollment are identified, site and district teams address them through counseling, schedule adjustments, IEP team decisions, intervention planning, and master schedule development. Due to differences in school size, staffing, and grade span, course offerings may vary by school site. Smaller sites may have fewer elective or specialized course options, while larger sites may be able to offer a broader range of courses. Our LEA continues to monitor these differences and make adjustments to support equitable access to a broad course of study for all students.|Based on the review of locally selected measures, our LEA identified several barriers that may impact access to a broad course of study for all students. These barriers include differences in school size, staffing, master schedule limitations, and the availability of specialized courses across sites and grade spans. Because some of our school sites are smaller, they may have fewer elective, career technical education, visual and performing arts, world language, or advanced course options than larger sites. Staffing availability and credentialing needs can also limit the number and variety of courses offered at certain locations. Additional barriers may include scheduling conflicts, intervention or support course needs, transportation limitations, and the need to ensure students with disabilities, English learners, and other student groups receive appropriate services while still maintaining access to core and enrichment courses. Our LEA will continue to monitor course access and enrollment data by site, grade span, student group, and individual student need. When barriers are identified, site and district teams will address them through master schedule planning, counseling, IEP/504 team collaboration, student placement review, and ongoing efforts to expand equitable access to a broad course of study.|In response to the locally selected measures, our LEA will continue to revise and strengthen practices that support access to a broad course of study for all students. Site and district teams will review master schedules, course enrollment, student schedules, transcripts, graduation progress, IEP/504 plans, English learner data, and support records to identify and address gaps in access. Our LEA will make master schedule adjustments based on student need, staffing, credentialing, and enrollment patterns. When barriers are identified, teams will review student schedules to ensure students are enrolled in required core courses, appropriate supports, and enrichment opportunities whenever possible. Our LEA will also strengthen counseling and placement processes so students and families understand available course options, graduation requirements, college and career pathways, interventions, and electives. For students with disabilities, English learners, and other student groups, teams will continue to use IEP/504 meetings, English learner supports, and intervention planning to ensure services do not unnecessarily limit access. Our LEA will continue exploring ways to expand equitable access across sites, including staffing review, shared course opportunities, online or alternative options, CTE pathways, and community partnerships.|Met||2026-06-24|2026 32669690000000|Plumas Unified|7|Our LEA uses multiple locally selected measures and tools to monitor 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 students with exceptional needs. These tools include student information system enrollment and scheduling data, course rosters, master schedules, transcript reviews, graduation progress monitoring, A-G/course completion data when applicable, IEP and 504 plan reviews, English learner data, and intervention/support team records. Our LEA also reviews participation in core academic courses, electives, career technical education opportunities, visual and performing arts, physical education, world language, and other enrichment or support courses. Data are reviewed by grade span and student group, including low-income students, English learners, foster youth, students experiencing housing instability, and students with disabilities, to identify gaps in access, enrollment, or completion. Site and district teams use this information during master schedule development, student placement, counseling, IEP meetings, and program planning. These measures help our LEA ensure that students have equitable access to required courses, enrichment opportunities, and appropriate supports needed to participate in a broad course of study.|Using locally selected measures and tools, our LEA has determined that students generally have access to, and are enrolled in, a broad course of study across grade spans. Review of master schedules, course enrollment, student schedules, transcripts, graduation progress, IEP/504 plans, English learner data, and student support records helps ensure students are enrolled in required core academic courses as well as opportunities such as electives, physical education, visual and performing arts, career technical education, intervention/support courses, and other enrichment opportunities as available by site and grade span. Data are reviewed to monitor access for unduplicated student groups and individuals with exceptional needs, including English learners, low-income students, foster youth, students experiencing housing instability, and students with disabilities. When differences in access or enrollment are identified, site and district teams address them through counseling, schedule adjustments, IEP team decisions, intervention planning, and master schedule development. Due to differences in school size, staffing, and grade span, course offerings may vary by school site. Smaller sites may have fewer elective or specialized course options, while larger sites may be able to offer a broader range of courses. Our LEA continues to monitor these differences and make adjustments to support equitable access to a broad course of study for all students.|Based on the review of locally selected measures, our LEA identified several barriers that may impact access to a broad course of study for all students. These barriers include differences in school size, staffing, master schedule limitations, and the availability of specialized courses across sites and grade spans. Because some of our school sites are smaller, they may have fewer elective, career technical education, visual and performing arts, world language, or advanced course options than larger sites. Staffing availability and credentialing needs can also limit the number and variety of courses offered at certain locations. Additional barriers may include scheduling conflicts, intervention or support course needs, transportation limitations, and the need to ensure students with disabilities, English learners, and other student groups receive appropriate services while still maintaining access to core and enrichment courses. Our LEA will continue to monitor course access and enrollment data by site, grade span, student group, and individual student need. When barriers are identified, site and district teams will address them through master schedule planning, counseling, IEP/504 team collaboration, student placement review, and ongoing efforts to expand equitable access to a broad course of study.|In response to the locally selected measures, our LEA will continue to revise and strengthen practices that support access to a broad course of study for all students. Site and district teams will review master schedules, course enrollment, student schedules, transcripts, graduation progress, IEP/504 plans, English learner data, and support records to identify and address gaps in access. Our LEA will make master schedule adjustments based on student need, staffing, credentialing, and enrollment patterns. When barriers are identified, teams will review student schedules to ensure students are enrolled in required core courses, appropriate supports, and enrichment opportunities whenever possible. Our LEA will also strengthen counseling and placement processes so students and families understand available course options, graduation requirements, college and career pathways, interventions, and electives. For students with disabilities, English learners, and other student groups, teams will continue to use IEP/504 meetings, English learner supports, and intervention planning to ensure services do not unnecessarily limit access. Our LEA will continue exploring ways to expand equitable access across sites, including staffing review, shared course opportunities, online or alternative options, CTE pathways, and community partnerships.|Met||2026-06-24|2026 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 school based course options, 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||2026-06-22|2026 32742780000000|Plumas County ROP|7|||||Not Met|||2026 33103300000000|Riverside County Office of Education|7|• Student information system data • Master schedule reviews • Special program enrollment reports|Students have access to a wide range of core and non-core content areas, including English, mathematics, science, social science, physical education, visual and performing arts, and career technical education. Services are equitably provided to unduplicated students and students with exceptional needs.|Students enrolled in Independent Study have more limited access to electives and hands-on learning experiences. Students in court school programs are enrolled for a limited time and do not get to complete full courses.|• Riverside County Office of Education is piloting cross-enrollment options between sites. • Extended opportunities for dual enrollment through asynchronous programs for open enrollment • Scheduling adjustments are being considered to increase flexibility and access.|Met||2026-06-24|2026 33103300110833|River Springs Charter|7|Springs Charter Schools provides TK-8 students with a customized curriculum aligned to California standards. Each student uses a Personalized Learning Plan (PLP), monitored by teachers and parents, to track academic goals. High school students develop four-year graduation plans with counselors and are enrolled in required A-G transcript courses including VAPA, CTE, Pre-Apprenticeship, and college-level courses. Family feedback and data reviews guide course offerings. Students with disabilities also have equitable access to a broad curriculum. Springs is committed to equitable access to a rigorous, well-rounded education for all students. Using tools like i-Ready and mClass, the school analyzes performance data to tailor instruction and provide timely interventions. Special attention is given to English learners, foster youth, and students with disabilities to ensure equitable access through IEPs and 504 Plans. The program features: Core Subjects: Rigorous instruction in foundational topics. Flexibility: Access to electives, enrichment, and interdisciplinary units. Acceleration: Targeted support or advanced pacing, including high school-level courses for 8th graders.|"Springs Charter Schools uses tools like i-Ready, mClass, and Write Score to monitor progress and develop Personalized Learning Plans (PLPs). These plans ensure TK–8 students meet California State Standards through a flexible, balanced curriculum. All students study core subjects (ELA, math, history, and science) with access to interventions or acceleration based on performance. Home based students use thematic ""boxed sets,"" while advanced 8th graders may take high school-level math and language courses. The school prioritizes equity, ensuring students with disabilities and unduplicated groups receive consistent access to core coursework and services. Course expansions and electives are shaped by enrollment, staffing, and direct feedback from families. Ongoing monitoring for 9-12 confirms equitable access for unduplicated student groups and students with disabilities. Core course access is consistent across programs and includes VAPA, CTE, college courses, and Pre-Apprenticeship. Parent and student feedback and program level data reviews guide course expansion. High school elective options and intervention supports continue to increase, strengthening access to a rigorous course of study. Barstow Community College, San Bernardino Valley College, and Cal State University of San Bernardino partnerships are available and courses are listed in the course catalog to support dual enrollment and advanced education options. Students are supported by the College and Career Coordinator."|"At Springs Charter Schools, the significant barrier to instruction is addressing the immense academic and social-emotional diversity of our students. Delivering personalized support often strains staffing and resources. To ensure an inclusive curriculum, we invest in professional development and coaching, particularly for newer staff, to maintain instructional depth through our ""Teaching the Springs Way"" framework. The logistical complexity of a large geographic area also creates hurdles for equitable access. Operating diverse programs can complicate material distribution and faculty access. We mitigate these challenges by leveraging technology and flexible design. Our educators are trained in hybrid models and the Canvas LMS to bridge geographic gaps. High school students have to access many courses through online instruction. All students, regardless of location, can access a comprehensive high school catalog, including Physics and Statistics, via synchronous online instruction. This data-informed, technologically integrated approach ensures every student is prepared for post-secondary success while dismantling barriers to high-quality education."|Springs Charter Schools remains dedicated to expanding access to a comprehensive and inclusive educational program for every student. To achieve this, the school has prioritized professional development in areas such as differentiated instruction, small group instruction, and educational technology. A couple of key highlights of the 2025-2026 school year included the move to mClass as a universal screening tool for our K-2 grades, a continued focus on our Teacher Led Coaching model, and the introduction of non-negotiable minimum writing standards across all content areas. The curriculum is frequently updated to incorporate diverse perspectives and increase engagement in STEM, the arts, and experiential learning. By utilizing the Canvas platform and synchronous online lessons, Springs has introduced new electives and intervention paths specifically tailored to student diagnostic results. Furthermore, the school maintains a strong partnership with families through virtual meetings and community feedback loops. At the high school level, diagnostic assessments (i-Ready and Write Score) inform placement in intervention courses such as Ramp Up to Algebra, Math Bridge, Literacy Essentials, and Writing Essentials. Pre-Apprenticeship and Work Experience Education courses support engagement through work-based learning. These efforts ensure all students, regardless of background or program, can access a well-rounded, rigorous education.|Met||2026-06-11|2026 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, as of this year, a Public Safety CTE program. Student response to this new offering has been very positive, with students reporting that they appreciate the situational learning experience and focus on real-world problem-solving. 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. We have a floral shop on campus as an option for students to creatively explore, as well as a Folklorico performing arts class, and a Public Safety CTE program that is new this year.|Met||2026-06-18|2026 33103300125385|Imagine Schools, Riverside County|7|Imagine Schools Riverside County (ISRC) remains committed to ensuring all students have equitable access to a comprehensive and rigorous course of study aligned to California State Standards and the educational goals of the region. ISRC utilizes multiple local measures and systems to monitor student access, participation, and academic progress across all grade levels and student groups. The region’s student information systems, assessment platforms, intervention tracking systems, attendance data, and academic monitoring tools provide leadership teams with ongoing information related to course access, student participation, intervention supports, subgroup performance, and student growth trends. These systems are also used to strengthen internal data analysis processes and improve the region’s ability to build meaningful data stories connected to student achievement and continuous improvement efforts. These systems help ensure students, including English learners, socioeconomically disadvantaged students, and students with disabilities, receive appropriate access to instructional programs and support services. ISRC continues implementing a comprehensive dual language instructional model across both campuses, providing students with opportunities to develop bilingualism, biliteracy, and cross-cultural understanding while accessing rigorous academic content. Additional supports including MTSS, ELD services, special education supports, and extended learning opportunities.|All students enrolled at Imagine Schools Riverside County (ISRC) have access to a broad course of study that includes English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Visual and Performing Arts, and dual language instruction. The instructional program is designed to provide rigorous, standards-aligned learning experiences while supporting bilingualism, biliteracy, and academic achievement. ISRC regularly reviews enrollment, attendance, assessment, and subgroup data to ensure equitable access to instructional programs and support services. Leadership teams monitor student outcomes to identify needs and provide timely interventions when necessary. Students with disabilities, English learners, and students requiring additional academic support receive services through individualized plans, English Language Development instruction, Multi-Tiered Systems of Support (MTSS), intervention programs, and inclusive classroom practices. Students also benefit from afterschool programs, enrichment opportunities, academic interventions, and expanded learning experiences that promote engagement and achievement. Through collaboration among teachers, instructional leaders, intervention staff, and educational partners, ISRC continues working to ensure all students have access to a well-rounded, equitable, and supportive educational experience.|Although ISRC continues providing broad access to rigorous instructional programming, several challenges remain that impact the region’s ability to fully expand programming and support services. One continuing challenge involves recruiting and retaining highly qualified staff, particularly in specialized areas such as dual language instruction, mathematics, and special education. Staffing shortages and credentialing limitations can impact flexibility in course offerings and intervention support structures. The region also recognizes the need to continue strengthening differentiated instructional supports, particularly in middle school mathematics and science. While intervention systems and academic supports are in place, some students continue requiring additional targeted support to access rigorous grade-level content successfully. In addition, ISRC continues working to expand enrichment opportunities and extracurricular programming while balancing staffing, scheduling, and funding considerations. Despite these challenges, ISRC remains committed to continuous improvement and ongoing investment in staffing, professional learning, instructional materials, intervention systems, and student support services to ensure all students have access to a comprehensive and equitable educational experience.|In response to ongoing educational partner feedback and local data analysis, Imagine Schools Riverside County (ISRC) continues implementing strategies designed to strengthen equitable access to rigorous academic programming and student support services. During the 2026–27 school year, ISRC will continue refining intervention systems, expanding targeted academic support opportunities, and strengthening instructional coaching practices aligned to Tier 1 instruction and student engagement. The region also plans to continue investing in professional learning opportunities supporting differentiated instruction, multilingual learner supports, student discourse strategies, and effective intervention practices. ISRC has established multiple pathways for staff to acquire appropriate credentials. Additional efforts include expanding enrichment opportunities, strengthening afterschool programming, and continuing development of extended learning opportunities that support both academic growth and student engagement. ISRC will also continue improving systems for monitoring subgroup participation, intervention effectiveness, and academic progress to ensure supports remain responsive and aligned to student needs. Through continued collaboration, strategic planning, and investment in instructional systems, ISRC remains committed to ensuring all students have access to a broad, rigorous, and engaging course of study that prepares them for future success.|Met||2026-06-10|2026 33103300128397|CBK Charter|7|-Student information system data -Master schedule reviews -Special program enrollment reports|Students have access to a wide range of core and non-core content areas, including English, mathematics, science, social science, physical education, visual and performing arts, and career technical education. Services are equitably provided to unduplicated students and students with exceptional needs.|Students enrolled in Independent Study have some barriers to accessing electives and hands-on learning experiences.|-CBK Charter is piloting cross-enrollment options between sites. -Extended opportunities for dual enrollment through asynchronous programs for open enrollment. -An expansion of dual enrollment offerings is being explored for the 2026-27 school year.|Met||2026-06-15|2026 33103300128777|Gateway College and Career Academy|7|GCCA utilizes student transcripts, individualized graduation plans, course enrollment records, dual enrollment participation data, special education records, and student information system reports to monitor student access to and participation in a broad course of study across all student groups.|All GCCA students have access to a broad course of study through high school coursework, dual enrollment, credit recovery, and multiple instructional formats. Students with disabilities, English learners, and other student groups access the curriculum through appropriate supports and individualized planning. As a single-school LEA, GCCA has no site-level differences in access.|No systemic barriers to access were identified. Individual student challenges such as attendance, transportation, scheduling, academic readiness, and personal circumstances may affect participation in specific opportunities. GCCA addresses these barriers through flexible scheduling, counseling, interventions, and student support services.|GCCA will continue expanding dual enrollment opportunities, strengthening career and technical education pathways, maintaining flexible instructional options, and supporting individualized student pathways. The school will also continue refining student support systems through Gateway GPS to help students remain connected to available academic, college, and career opportunities.|Met||2026-06-25|2026 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.|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||2026-06-22|2026 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 provides a comprehensive blended learning model for elementary, middle, and high school students. All students have 24/7 access to a robust online curriculum that includes core subjects, diverse electives, and remediation. To enrich the digital experience, we offer optional site-based workshops, projects, and clubs led by credentialed teachers. While these on-site programs are non-mandatory, they serve as a vital ""Broad Course of Study"" extension. To ensure equitable access, Pivot provides 1:1 technology (laptops) and internet support, removing geographic and socio-economic barriers. Our high school program specifically prioritizes student choice through a ""College-First"" mentality, encouraging and supporting students in concurrent enrollment to broaden their academic horizons beyond the standard high school catalog."|The primary barriers preventing students from accessing a broad course of study are the significant learning gaps many students possess upon enrollment and the high level of executive functioning skills required to succeed in an independent study model. At the K-8 level, students often need to dedicate their full focus to intensive remediation in core classes to bridge foundational gaps, which leaves little room in their schedule for elective courses. Similarly, high school students who are credit-deficient must prioritize essential graduation requirements over upper-level math, sciences, or Career Technical Education (CTE) pathways. The demand for advanced self-regulation and time management in a blended environment further complicates this; students who struggle to master these executive functioning skills often prioritize the completion of core credits as a primary survival strategy, which inadvertently limits their ability to engage with a broader, more enriched curriculum.|"By transitioning to a single, rigorous A-G pathway for all students, we have ensured that every graduate has the opportunity to be eligible for four-year university admission, regardless of their starting point. To support this high standard, we have enhanced our support structures through targeted interventions and specialized ""support courses"" designed to help students master core content more efficiently, which in turn creates the necessary space in their schedules for a broader elective load. Furthermore, we have strengthened our partnerships with local community colleges, resulting in a doubling of student participation in concurrent enrollment over the past two years. Finally, we are actively diversifying our curriculum and developing more site-based courses to increase content accessibility and foster the peer connections essential for long-term engagement in a broad course of study."|Met||2026-06-16|2026 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 JuliaLee 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) and to 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 ongoing efforts and responsive actions, JLPAA is committed to ensuring every student—English Learners, socioeconomically disadvantaged students, foster youth, and students with exceptional needs—has full and equitable access to a rich, engaging, and broad course of study.|Met||2026-05-15|2026 33103300137869|Excelsior Charter School Corona-Norco|7|Excelsior Charter Schools utilizes multiple locally developed measures to monitor student access to a broad course of study. These include master schedules, course catalogs, student transcripts, and enrollment data within the student information system. The LEA also reviews Personal Learning Plans (PLPs), which are developed in collaboration with students and families, to ensure alignment with grade-level standards and graduation requirements. Additional tools include progress monitoring systems, special education documentation (IEPs), and English learner program records to ensure that unduplicated student groups and students with exceptional needs have access to appropriate courses and supports. These measures are reviewed regularly to ensure equitable access across grade spans and student group|Based on local measures, Excelsior Charter Schools provides students with access to a broad course of study aligned to state standards and graduation requirements. Due to the school’s independent study model, students have flexible and individualized access to courses across subject areas, including core academics, electives, and college and career readiness opportunities. Data indicates that students are appropriately enrolled in courses aligned with their grade level and academic needs. Access is consistent across student groups, including unduplicated pupils and students with exceptional needs, as course selection is individualized through the PLP process. Minor variations may occur based on student choice, scheduling flexibility, or specific support needs, but these are addressed through ongoing monitoring and staff collaboration. The LEA continues to maintain equitable access through individualized planning and regular review of student progress.|Based on the review of local measures, Excelsior Charter Schools has identified several potential barriers to access. These include variability in student engagement within the independent study model, which may impact course completion or participation in certain subject areas. Additionally, the small school size and staffing structure may limit the availability of certain elective offerings at any given time due to student interest and staffing considerations.|In response to identified barriers, Excelsior Charter Schools will continue to strengthen individualized planning and monitoring systems to ensure all students have access to a broad course of study. The LEA will enhance the use of ILPs to more intentionally guide course selection and ensure alignment with student goals and graduation requirements. The school will also expand access to courses through supplemental resources, including online platforms and partnerships, to increase availability of electives and specialized coursework. Additional support will be provided to students who may need assistance navigating course options, including increased teacher guidance and targeted academic support. To address engagement, the LEA will continue implementing regular progress monitoring and personalized check-ins to ensure students remain on track. These actions support equitable access and ensure that all students, including unduplicated groups and students with exceptional needs, can successfully participate in a broad course of study.|Met||2026-06-25|2026 33103300138024|Journey|7|The Journey School utilizes multiple locally selected measures to identify 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 across grade spans. The school monitors student enrollment, instructional schedules, intervention participation, English Learner progress, and academic support systems through master scheduling, student data systems, MTSS structures, ELPAC data, and ongoing progress monitoring. The Elevation platform is utilized to monitor English Learner progress, language acquisition goals, and intervention supports. Student achievement and instructional needs are also reviewed through differentiated literacy and mathematics data, small group instruction, and intervention placements.|The Journey School implements a comprehensive master schedule that includes English Language Arts (ELA), mathematics, science, social studies, English Language Development (ELD), social-emotional learning (SEL), entrepreneurship, enrichment, and intervention supports. Instructional minutes meet or exceed state requirements to ensure equitable access to core content areas and student support systems. Journey School continues implementing departmentalization and specialized instructional blocks, including eSTEM, eHumanities, and eKnowledge Enhancement, to provide targeted instruction, enrichment opportunities, intervention support, and differentiated learning experiences aligned to student needs and interests. Daily designated ELD instruction is provided for English Learners in grades K–6, supported by ongoing professional development for teachers related to CA ELD Standards, differentiation, ELPAC proficiency levels, and instructional best practices. The school also utilizes systems such as Success for All (SFA), SWUN Math, MTSS interventions, and small group supports to provide differentiated academic instruction based on individual student needs. In addition, Journey School integrates the eMindset framework, GAT, and R.I.S.E. expectations throughout the instructional program to support student leadership, engagement, character development, and real-world application of learning. These systems help ensure all students have access to a supportive, inclusive, and engaging learn|Journey School continues to identify barriers that impact equitable access to a broad course of study for all students, including unduplicated student groups and students with exceptional needs. Chronic absenteeism remains a challenge, as inconsistent attendance limits access to instruction, interventions, enrichment opportunities, and schoolwide activities. Although attendance improved during the 2025–2026 school year, continued efforts are needed to ensure students consistently participate in academic and support programs. Social-emotional and mental health needs also affect student engagement and access to learning. Educational partner feedback, CHKS results, and local data identified concerns related to school connectedness, bullying, peer conflict, student wellness, and perceptions of safety. These factors can impact participation in instructional and enrichment opportunities. Additional barriers include language access, transportation challenges, technology access, and varying levels of family familiarity with school systems and supports. Students with exceptional needs and English Learners may require additional academic, behavioral, and language supports to fully access grade-level curriculum. To address these barriers, Journey School continues implementing targeted interventions, MTSS supports, designated ELD instruction, and differentiated small-group instruction to improve student access, engagement, and achievement.|In response to the results of locally selected measures and educational partner input, The Journey School has continued implementing and refining systems to address barriers and ensure equitable access to a broad course of study for all students. To address chronic absenteeism, the school continues utilizing: attendance incentives, family outreach, SART/SARB processes, home visits, and Attendance Solutions Teams focused on improving student attendance and reducing barriers to school participation. To strengthen social-emotional supports, the school continues implementing systems aligned to the eMindset framework, GAT, R.I.S.E. expectations, restorative practices, counseling services, and partnerships with IEHP and McKinley Mental Health Services. Additional MTSS supports, student leadership opportunities, and social-emotional learning systems continue to support school connectedness, student engagement, and positive behavior. To address foundational academic gaps, Journey School will continue implementing departmentalized instructional models including teacher planning time for PLCs, differentiated small group instruction, designated ELD instruction, intervention supports, and ongoing progress monitoring. Professional development, instructional coaching, and ILT collaboration continue supporting instructional improvement and student access to rigorous and engaging learning opportunities.|Met||2026-06-17|2026 33103300138602|JCS - Pine Hills|7|Graduation data, Written Learning Agreements, and student transcripts are reviewed each semester to ensure students are enrolled in a broad course of study and that individual academic needs, goals, and graduation requirements are being met. These reviews help ensure equitable access to coursework and support student progress toward college, career, and graduation readiness.|All students at JCS-Pine Hills have access to the same curriculum, courses, and educational supports. Students with disabilities and English learners participate in the same educational program as their peers and receive accommodations, services, and targeted supports as needed to ensure equitable access and success. Local data indicate that students with disabilities graduate with a regular diploma at a higher rate and have a low dropout rate; however, they continue to experience challenges meeting A-G requirements despite having access to A-G coursework in both the Home Study and Academy programs. To support equitable postsecondary outcomes, the school continues to provide A-G course access, the Bound for Blue program, and comprehensive high school counseling services.|Several barriers may limit students’ full access to coursework, programs, and services. Families reported challenges navigating multiple technology platforms and communication systems, which can make it difficult to stay organized, understand expectations, and monitor student progress. Some parents also experience difficulty accessing and using Canvas effectively, leading to reduced engagement with their child’s learning despite available training and support. Additional barriers identified include outdated curriculum resources in some subject areas, limited coordination and maintenance of Home Study materials, and insufficient modifications to assignments for students requiring specialized instruction. Families noted that this can place additional responsibility on parents to adapt coursework for students with disabilities. Access to support services may also be limited by shortages of tutoring options, particularly outside the Temecula area, transportation challenges, and requirements that restrict participation in certain in-person opportunities. To address these concerns, stakeholders recommended strengthening parent support and training, improving communication systems, expanding access to tutoring and academic assistance, and ensuring curriculum and instructional materials are inclusive, current, and accessible for all learners.|The LEA will improve student access to coursework, programs, and services by increasing clarity, consistency, and support. Priorities include simplifying curriculum options for Written Learning Agreements, strengthening middle school programming through expanded Canvas courses, and offering regular Zoom support sessions for students and families. The LEA remains committed to equitable access for all students and will continue expanding College and Career Readiness opportunities through dual enrollment, community college partnerships, A-G courses, and CTE pathways. Staff will also continue updating courses to ensure they remain rigorous, relevant, and culturally responsive. Additional LCAP actions will focus on curriculum, technology, family engagement, and program structure. Planned improvements include expanded math supports, increased digital coursework, enhanced Home Study resources, and greater flexibility for teachers to select instructional materials that meet student needs. The LEA will also provide training to help families navigate educational tools such as Canvas and Clever and better understand program expectations. Additional strategies under consideration include grade-band teaching teams, grade-level Educational Facilitator assignments, and expanded subject-specific Zoom support. These efforts are designed to improve access, strengthen support systems, and promote equitable opportunities for all students.|Met||2026-06-12|2026 33103300139428|Garvey/Allen Visual & Performing Arts Academy for STEM|7|Garvey/Allen STEAM Academy uses locally selected measures and tools to monitor whether all Achievers have access to, and are enrolled in, a broad course of study. These include the master schedule, student schedules, enrollment records, course rosters, IEP service records, EL records, curriculum scope and sequence documents, classroom assessments, benchmark assessments, NWEA MAP Growth, IXL, CAASPP, CAST, ELPAC, and teacher review of student progress. The Charter School reviews access and participation across core and enrichment areas, including ELA, Mathematics, Science, History Social Science, Physical Education, Visual and Performing Arts, STEM, Health, and other enrichment opportunities. Administrators, Achievement Guides, the Charter School counselor, and support staff review schedules and student data to ensure equitable access for all Achievers, including ELs, SED Achievers, SWD, and other historically underserved student groups. ELs receive access to grade level instruction with integrated and designated ELD supports. SWD receive access to the broad course of study with services, accommodations, and supports aligned to their IEPs. The Charter School also monitors participation in Visual and Performing Arts and STEM conservatories to ensure Achievers have access to a well-rounded, standards aligned instructional program.|Using locally selected measures and tools, Garvey/Allen STEAM Academy has determined that all Achievers have access to, and are enrolled in, a broad course of study aligned to California content standards. Review of the master schedule, student schedules, course rosters, enrollment records, curriculum scope and sequence documents, assessment data, IEP records, and EL records confirms that Achievers are enrolled in core academic subjects, including ELA, Mathematics, Science, History Social Science, Physical Education, and enrichment opportunities in Visual and Performing Arts and STEM. Garvey/Allen STEAM Academy is a single site Charter School, so there are no differences across Charter School sites. Based on local review, there are no significant differences across grade spans or student groups in access to the broad course of study. ELs receive access to grade level instruction with integrated and designated ELD supports. SWD are included in the broad course of study with services, accommodations, and supports aligned to their IEPs. SED Achievers and other historically underserved student groups have access to the same core, enrichment, Visual and Performing Arts, STEM, and intervention opportunities as all Achievers. The Charter School has continued to strengthen access through review of schedules, improved instructional alignment, enrichment opportunities, technology access, intervention supports, and collaboration.|Given the results of the locally selected measures, Garvey/Allen STEAM Academy has identified limited barriers to providing access to a broad course of study, as all Achievers are enrolled in core academic instruction and have access to Visual and Performing Arts, STEM, Physical Education, and enrichment opportunities. The primary barrier is chronic absenteeism, which limits consistent participation in the full instructional program. When Achievers are absent frequently, they miss core instruction, intervention, enrichment, and opportunities to fully engage in the broad course of study. A second barrier is the need for continued academic intervention for Achievers performing below grade level in ELA and Mathematics. Some Achievers require additional instructional time, tutoring, small group support, and differentiated instruction to access grade level content and fully benefit from enrichment opportunities. This is especially important for SWD, ELs, SED Achievers, and other historically underserved student groups. The Charter School is addressing these barriers by strengthening attendance monitoring, parent and guardian outreach, attendance meetings, letters, contracts, home visits when appropriate, incentives, positive recognition, and awards for improved attendance. Garvey/Allen STEAM Academy is also continuing MTSS, tutoring, intervention, progress monitoring, differentiated instruction, and collaboration.|In response to locally selected measures, Garvey/Allen STEAM Academy will continue implementing actions to ensure all Achievers have equitable access to a broad course of study. The Charter School will strengthen targeted interventions in ELA and Mathematics, including tutoring, small group instruction, progress monitoring, and differentiated supports for Achievers performing below grade level, including ELs, SED Achievers, SWD, Black Achievers, Hispanic Achievers, and other historically underserved student groups. The Charter School will continue using high-quality core curriculum, supplemental instructional tools, IXL, NWEA MAP Growth, classroom assessments, and data review cycles to monitor student progress and adjust instruction. ELs will receive integrated and designated ELD aligned to language proficiency needs, and SWD will receive services, accommodations, and supports aligned to their IEPs so they can participate in core instruction, enrichment, Visual and Performing Arts, STEM, and Physical Education. To address barriers caused by chronic absenteeism, the Charter School will strengthen attendance monitoring, parent and guardian outreach, attendance conferences, positive recognition, incentives, and individualized supports. Garvey/Allen STEAM Academy will also continue PBIS, SEL, restorative practices, Ron Clark strategies, Advisory, and family engagement efforts to support a safe, structured, and engaging learning environment.|Met||2026-06-25|2026 33103300140780|Audeo Valley Charter|7|As of CBEDS 2025-2026 Audeo Valley Charter served 257 students in grades 6-12. The student demographics include: • Percentage of Students with Disabilities: 23.0% • Percentage of English Learners: 11.7% • Percentage of Socioeconomically Disadvantaged: 76.3% • Percentage of Homeless and Foster Youth (FY): 10.5% Audeo Valley Charter qualifies as a Dashboard Alternative School Status (DASS) program. This status holds schools accountable for the same state indicators, some with modified methods. The school is approved as a DASS school through the eligibility criteria of serving “high risk” student groups; the school has an unduplicated count of over 70% of students in that qualify as “high risk”, including credit deficient students and high transient students. Audeo Valley Charter uses the Pathways Personalized Education Plan (PPEP) process to plan, deliver and ensure all students across all student groups have access to a broad and rigorous course of study.|Audeo Valley Charter’s leadership team analyzes the results of the measures listed above annually. The results demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad and rigorous course of study. At our school, students take one to two courses at a time and students take the required grade level core courses within an academic school year. Course planning is individualized within the Pathways Personalized Education Planning (PPEP) Process. This process allows the instructional team to design a course plan based on the student’s skill levels, interests, and post-high school goals. All courses leading to a high school diploma are UC-ag approved and NCAA approved. Students have access to Advanced Placement (AP) courses, honors courses, dual-enrollment and articulated courses, CTE courses and courses based on their PPEP. There are no differences in accessibility to courses across student groups at our school.|There are no barriers preventing Audeo Valley Charter from providing access to a broad course of study for all students. Currently, 100% of the students have access to a broad and rigorous course of study. 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.|Because Audeo Valley Charter has demonstrated 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 reviewed as part of the school’s continuous improvement process.|Met||2026-06-24|2026 33103300162586|Scholarship Prep - Riverside|7|Scholarship Prep uses multiple measures and tools to ensure all students have access to and are enrolled in a broad course of study. These include the master schedule, student schedules and rostering, English learner and intervention schedules, Individualized Education Programs (IEPs), Section 504 plans, and ongoing review through the Local Control and Accountability Plan (LCAP) process. School leaders regularly review enrollment, schedules, service delivery, and student participation to ensure all students, including English learners, foster youth, students experiencing homelessness, low-income students, and students with disabilities, have access to grade-level instruction and required supports. Student access is monitored across grade spans, student groups, and individuals with exceptional needs to ensure equitable access to the full educational program.|Based on locally selected measures and tools, Scholarship Prep has determined that all students have access to and are enrolled in a broad course of study aligned to grade-level standards. There are no significant differences across school sites or student groups in access to the core educational program. Students, including ELs, foster youth, students experiencing homelessness, low-income students, and students with disabilities, have access to grade-level instruction, intervention supports, and services needed to participate in the educational program. Students with disabilities receive accommodations, modifications, and services identified through the IEP process to support access to instruction. Scholarship Prep continues to monitor student access and participation to ensure all students are able to fully engage in the educational program.|Based on locally selected measures, Scholarship Prep has not identified significant barriers preventing students from accessing a broad course of study. SP works to ensure all students have access to grade-level instruction and necessary supports regardless of background or student group. Some students may require additional academic, behavioral, language, or special education supports to fully access instruction. Scholarship Prep addresses these needs through intervention services, English learner supports, accommodations, specialized services, and ongoing monitoring to ensure students can meaningfully participate in the educational program.|Scholarship Prep will continue implementing systems to ensure all students have equitable access to a broad course of study. We will continue monitoring student schedules, intervention services, IEP implementation, and access to grade-level instruction to ensure supports are provided as needed. SP will continue reviewing student access through the LCAP process, school leadership review, and ongoing monitoring of student groups to ensure equitable access across school sites. Scholarship Prep will also continue refining systems and supports to ensure all students are able to meaningfully participate in the full educational program.|Met||2026-06-18|2026 33103300162792|Vista Lago Global Academy|7|VLGA tracks broad course of study access through several locally selected measures, reviewed annually and disaggregated by grade span, unduplicated student group, and students with exceptional needs. The Principal and Instructional Leadership Team conduct master schedule reviews to verify that all required content areas (ELA, mathematics, science, social science, ELD, and electives including the Global course and ASB/Leadership) are offered at every grade span served. PowerSchool student enrollment reports, disaggregated by grade, English Learner status, Socioeconomically Disadvantaged status, foster youth status, and disability status, confirm 100% enrollment across required courses. The Director of Special Education and Special Education Coordinator review IEPs and 504 plans to verify that Students with Disabilities access the general education broad course of study within VLGA's full inclusion model. The ELD master schedule is reviewed to confirm all English Learners receive designated and integrated ELD aligned to grade-level content. The school also conducts an annual course catalog review against California broad course of study requirements and the school's approved charter.|VLGA's locally selected measures confirm that 100% of students have access to, and are enrolled in, a broad course of study. As a single-site charter school, VLGA's analysis is schoolwide; no across-site differences exist. Master schedule and PowerSchool enrollment reports confirm that all students in every grade span served (TK through 9 in 2026-27) are enrolled in the required content areas, including English Language Arts, mathematics, science, social science, ELD, and electives such as the Global course and ASB/Leadership. Disaggregated PowerSchool data show no differences in broad course of study enrollment between English Learners, Socioeconomically Disadvantaged students, foster youth, Students with Disabilities, and all other students; all are enrolled at 100%. IEP and 504 plan review confirms that Students with Disabilities access the general education broad course of study within VLGA's full inclusion model, with services and accommodations as required. The ELD master schedule confirms that all English Learners receive designated and integrated ELD aligned to grade-level content. As VLGA expands by one grade level each year toward its full TK-12 configuration, course offerings expand accordingly; 2026-27 extends the broad course of study to include 9th grade for the school's first full year of secondary programming.|Based on the results of VLGA's locally selected measures, no barriers were identified that prevent any student or student group from accessing the broad course of study. Master schedule reviews, PowerSchool disaggregated enrollment reports, IEP and 504 plan reviews, and the ELD master schedule confirm 100% access for all students in every grade span served, including English Learners, Socioeconomically Disadvantaged students, foster youth, and Students with Disabilities. The full inclusion model ensures Students with Disabilities access the general education broad course of study, and designated and integrated ELD ensures English Learners access grade-level content alongside language development. As a newly established charter school that expands by one grade level each year toward its full TK-12 configuration, VLGA recognizes that maintaining 100% access requires ongoing attention to emerging conditions, particularly ensuring that new course offerings, appropriately credentialed teachers, and required content area staffing are in place each year as new grade levels are added. The Principal and Instructional Leadership Team will continue to monitor these conditions annually through master schedule review and ongoing consultation with the Vista Public Schools network to ensure that growth does not create new barriers to broad course of study access.|Although VLGA's locally selected measures identified no current barriers to broad course of study access, the school will continue the following actions to maintain access as it grows toward its full TK-12 configuration. Through Goal 2, Action 1 (Core Instructional Staffing), the Principal and Instructional Leadership Team will conduct annual master schedule and staffing reviews to confirm that all required content areas are offered at every grade span served and that appropriately credentialed and assigned teachers are in place, with explicit attention to new course offerings and staffing needs as the school adds one grade level each year. Through Goal 1, Action 5 (Empowering SWD Academically), VLGA will continue its full inclusion model with biweekly oversight by the Director of Special Education and Special Education Coordinator and ongoing consultation with the El Dorado Charter SELPA on broad course of study access for students with extensive needs. Through Goal 1, Action 6 (Accelerating English Learner Success), VLGA will continue designated and integrated ELD with progress monitored through ELPAC and Ellevation. The Principal will also continue consultation with the Vista Public Schools network and the Assistant Superintendent of Instruction on planning secondary course offerings as the school grows.|Met||2026-06-15|2026 33103300165449|Altus Schools Coachella Valley|7|As of CBEDS 2025-2026 Altus Schools Coachella Valley served 238 students in grades 7-12. The student demographics include: • Percentage of Students with Disabilities: 15.5% • Percentage of English Learners: 11.5% • Percentage of Socioeconomically Disadvantaged: 72.3% • Percentage of Homeless and Foster Youth (FY): 6.8% In May 2026, Altus Schools Coachella Valley applied to the CDE for DASS status. Based on internal monitoring, during the 2025-26 school year 85% of the students at AVCS met 1 or more of the criteria for Dashboard Alternative School Status (DASS). This status holds schools accountable for the same state indicators, some with modified methods. A school approved as a DASS school must serve “high risk” student groups; and maintain unduplicated count of over 70% of students in that qualify as “high risk”, including credit deficient students and high transient students. Altus Schools Coachella Valley 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 Coachella Valley’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 Coachella Valley from providing access to a broad course of study for all students. Currently, 100% of the students have access to a broad and rigorous course of study. The school will continue to monitor its available course of study to ensure continued equitable access for all students.|Due to the success Altus Schools Coachella Valley 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||2026-06-24|2026 33316250000000|California School for the Deaf-Riverside (State Special Schl)|7|||||Not Met|||2026 33669770000000|Alvord Unified|7|AUSD uses multiple locally selected measures to monitor student access to a broad course of study across grade spans and student groups, including unduplicated pupils and individuals with exceptional needs. Measures include enrollment and participation data in Advanced Placement (AP), International Baccalaureate (IB), A-G courses, AVID, Puente, Career Technical Education (CTE) pathways, Dual Language Immersion, visual and performing arts, and other elective offerings. The district also reviews Early Assessment Program (EAP) participation, graduation requirements, and A-G completion rates to evaluate access to college and career readiness opportunities. At the elementary and middle school levels, AUSD monitors access to standards-based core instruction, enrichment opportunities, STEM and arts programs, and intervention services. At the high school level, enrollment data are reviewed to ensure equitable access to rigorous coursework and career pathways. The district utilizes student information systems, enrollment reports, graduation and A-G data, CTE participation data, and California Dashboard indicators to analyze participation by grade span and student group, including English learners, foster youth, low-income students, and students with disabilities. These measures help AUSD identify access gaps and ensure all students have opportunities to participate in a broad course of study supporting college, career, and life readiness.|AUSD is committed to ensuring all students have access to a broad course of study that includes core academic subjects, visual and performing arts, physical education, world languages, CTE, Advanced Placement, dual enrollment, and A-G coursework aligned to college and career readiness. District data show increasing access to rigorous coursework. High school course enrollment that is A-G aligned increased from 90.8% in 2023–24 to 95.0% in 2025–26. Alvord High increased A-G enrollment from 68.3% to 85.0% over the same period, indicating more students are enrolling in coursework that supports postsecondary opportunities. While access has expanded, outcome differences remain. The CCI Prepared rate increased from 33.7% in 2023 to 50.7% in 2025 for all students. Gains were also seen among English Learners (+18.5%), Foster Youth (+14.5%), Homeless Youth (+17.9%), SED students (+18.3%), and Students with Disabilities (+12.1%). Despite this progress, English Learners, Foster Youth, and Students with Disabilities remain below district averages. AUSD has expanded access to a broad course of study while increasing college and career readiness outcomes. The district will continue to monitor participation and completion data to ensure equitable access leads to successful outcomes. AVID is showing measurable impact. AVID students enroll in college at higher rates, particularly those matriculating directly after graduation. This trend is especially strong for English learners.|Based on local measures and enrollment data, AUSD has identified several barriers that limit equitable access to a broad course of study. While academic, career technical, visual and performing arts, and enrichment opportunities are across the district, participation rates vary among student groups and school sites. One barrier is the underrepresentation of student groups, including English learners, foster youth, low-income students, and students with disabilities, in rigorous academic programs such as Advanced Placement (AP), International Baccalaureate (IB), and A-G coursework. Students may face readiness gaps, scheduling conflicts, or limited awareness of available opportunities. A second barrier is inconsistent participation in programs and enrichment opportunities across school sites. Differences in program availability, staffing, scheduling, and student recruitment can impact access to courses and experiences. Additional barriers include language and communication challenges that may limit family awareness of programs, as well as socioeconomic factors that can affect participation in school opportunities. Attendance concerns and chronic absenteeism may also limit access to advanced coursework, enrichment programs, and career pathway opportunities. AUSD will continue to analyze participation and enrollment data by student group and school site to identify and address barriers that prevent students from accessing a comprehensive and rigorous course of study.|In response to the identified barriers, AUSD has implemented and will continue to expand strategies designed to increase equitable access to a broad course of study. A key component of this work is expanding rigorous academic programs, college and career pathways, and postsecondary opportunities. AUSD has allocated LCAP and Title funds to support dual enrollment and Career Technical Education (CTE), with an emphasis on increasing participation among underrepresented student groups. Through partnerships with the Riverside Community College District (RCCD), the district helps students successfully participate in college coursework while in high school. Programs such as Tiger Bound provide guidance as students transition to postsecondary opportunities. To further strengthen access, AUSD is adding a Counselor on Special Assignment dedicated to coordinating and expanding dual enrollment opportunities. This position will focus on reducing barriers to enrollment and increasing participation in college coursework and early college experiences. The district continues its partnership with the Riverside County Office of Education (RCOE) to analyze transcript data, enrollment patterns, and A-G completion rates to identify gaps in participation. Additionally, AUSD leverages Equity Multiplier, LCAP, and other supplemental funding sources to provide staffing and supports that increase access to A-G coursework, AP, IB, AVID, CTE pathways, and other college and career readiness programs.|Met||2026-06-18|2026 33669850000000|Banning Unified|7|Banning Unified School District (BUSD) tracks progress in meeting Priority 7 standards by reviewing course offerings, and student enrollment in all classes annually. The District Office also takes an active role in collecting and reporting data in regards to student groups enrolled in a wide variety of classes in order to assure that all students are allowed equal access to a broad selection of courses.|Banning Unified School District ensures all students have access to a broad course of study aligned with California Education Code requirements. Elementary students receive instruction in English Language Arts, Mathematics, Science, Social Studies, and Physical Education. The district also offers a TK–8 Dual Immersion program, with Pathway Awards recognizing students who demonstrate bilingualism and biliteracy. Secondary students have access to rigorous academic and career pathways through Advanced Placement (AP), Honors, Career Technical Education (CTE), AVID, Dual Enrollment, and a variety of elective courses. During the 2024–2025 school year, 267 students (25.1%) were enrolled in AP courses, 191 juniors and seniors (39.2%) participated in CTE pathways, and 264 students participated in AVID. Banning High School also offers Dual Enrollment opportunities through Mt. San Jacinto College, the CSU Expository Reading and Writing Course, opportunities to earn the County and State Seal of Biliteracy, and participation in the Middle College program, ensuring students have multiple pathways to college and career readiness.|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||2026-06-24|2026 33669930000000|Beaumont Unified|7|Through robust digital monitoring, intentional planning, and inclusive programming, the District continuously evaluates and enhances student access to a broad and well-rounded education. The District monitors access to a broad course of study using the Aeries Student Information System (SIS) to track enrollment and course offerings. It specifically utilizes Metric 2.11 for offerings and Metric 2.26 to disaggregate data for English Learners, Foster Youth, and Students with Disabilities (SWDs). Digital tools include SEIS, ELLevation, EduClimber, Panorama, and the California School Dashboard. Academic access is also tracked via i-Ready (K–5), mCLASS (K-5), and Star (6–12) assessments. Principals and district leadership conduct annual reviews of master schedules to ensure grade-level alignment. Internal dashboards and custom reports allow the District to monitor participation in programs like Advanced Placement (AP), Dual Enrollment, Career Technical Education (CTE), Visual and Performing Arts (VAPA), nationally recognized athletics, and Dual Language Immersion to identify and address enrollment gaps. By combining digital monitoring with intentional planning, the District ensures equitable access to a well-rounded education.|The District ensures all students, including unduplicated pupils and those with exceptional needs, have equitable access to a broad course of study via the Aeries Student Information System (SIS) and internal dashboards to monitor enrollment and identify inequities. Elementary students receive core instruction in ELA, math, science, social studies, PE, and the arts, while secondary students access diverse options including Advanced Placement (AP), Dual Enrollment (MSJC), and Career Technical Education (CTE) pathways in fields like Healthcare, Culinary Arts, Engineering, and Public Safety. Specialized programs like STEM are concentrated at San Gorgonio Middle School, Mountain View Middle School, and Beaumont High School, while Dual Language Immersion (DLI) is offered at Palm Innovation Academy, Starlight Elementary School, San Gorgonio Middle School, and Beaumont High School. High participation levels reflect a commitment to a well-rounded education: nearly 40% of students engage in CTE pathways, approximately 400 participate in dual enrollment annually (achieving a 99% pass rate), and 1,400 students participate in athletics. All District schools are Advancement Via Individual Determination (AVID) certified, and 44% of students complete an A-G course sequence annually. However, while Socioeconomically Disadvantaged enrollment in CTE surged to 37.67%, EL enrollment fell to 20.87%, and Foster Youth and Homeless students recorded 0% enrollment in the most recent cycle.|The District identifies several key barriers to providing a broad course of study for all students. Fiscal constraints remain the primary external hurdle, limiting the capacity to increase staffing and specialized program options. Internally, logistical and structural challenges within master schedules, such as overlapping course times and high demand for limited elective sections, often prevent students from accessing their first-choice pathways. Additionally, students requiring academic interventions or specialized supports, including those with Individualized Educational Plans (IEPs), frequently experience reduced access to enrichment and electives because their school day must prioritize core recovery. Physical facility capacity and overcrowding also present barriers to expanding programs. Finally, student-specific challenges such as chronic absenteeism, language barriers for English Learners, and digital equity gaps further restrict consistent participation and success in a comprehensive course of study.|The District is implementing targeted actions to ensure equitable access to a broad course of study. A key decision is funding all mandatory fees for dual enrollment at Mt. San Jacinto College and paying for AP exams, removing financial barriers for Low-Income, Foster Youth, and English Learner students. The District has expanded CTE with a new Educational Services pathway and broadening Science, Technology, Engineering, and Mathematics (STEM) programs to include grades TK–12. To address structural barriers, the District is adjusting master schedules to increase flexibility for students with IEPs or those requiring interventions. Middle schools have shifted to Star assessments for better diagnostic data. Additional initiatives include increasing the funds for technology to help close the digital gap. Finally, the District is investing in professional development to better equip counselors in supporting students with a comprehensive and inclusive educational experience.|Met||2026-06-09|2026 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 functions as a standalone Local Education Agency (LEA) at a single campus. We provide a curriculum aligned with state and grade-level standards, featuring a range of core subject and elective courses. To facilitate full participation in our digital and traditional resources, we maintain a 1:1 student-to-device ratio in all classrooms. Furthermore, we offer Chromebook checkouts to ensure that any student requiring a device for home use has the necessary technology to succeed.|Our data indicates that specific student populations—including English Learners, students with disabilities, and socio-economically disadvantaged groups—would benefit from expanded support, such as targeted in-class and pull-out remedial options. We are actively identifying and addressing barriers like language and transportation to ensure these families can participate equitably in our school community.|To provide more targeted assistance for at-risk students, we are refining our homeroom intervention strategies. In addition, we are proceeding with the implementation of an all-encompassing, schoolwide socio-emotional curriculum. This program is intended to equip students with vital stress-management and bullying-prevention skills, fostering a more positive and inclusive learning environment for everyone. We have also expanded our elective offerings to ensure every student can find a course that aligns with their personal interests, including the introduction of a Learning Foundations elective specifically designed to offer additional support to those who need it.|Met||2026-06-18|2026 33669930139360|Mission Vista Academy|7|Goal 3 of our LCAP 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 “Prepared” on the 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 2025-26 school year, we continue to struggle to find and hire qualified Career and Technical Education (CTE) teachers. We offer three CTE pathways through an online course provider to address these challenges. MVA will continue to offer these additional courses during the 2026-27 school year. Despite these challenges, we offer a total of eight CTE pathways, and our pathway completion rate is improving. As such, we are at the “full implementation” level for CTE coursework and standards. We gather student input and feedback on course offerings and make adjustments when possible.|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||2026-06-11|2026 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. Currently, CNUSD has Spanish Dual Language Immersion (DLI) program at seven elementary schools and the Mandarin immersion program at two elementary schools, reinforcing CNUSD’s commitment to biliteracy and cultural proficiency. English Learners (ELs) continue to be a focus for the district, with support at all levels of the district and a focus on engaging families of English Learners in the school system. 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 saw increases in ELA and Math on 2025 Dashboard, prompting the district to continue to support staff and students, while 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 maintained academic performance and saw an increase in suspension rate. These students often face additional social-emotional challenges, highlighting the need for more intensive, individualized support and better interagency collaboration. While our students with disabilities are growing in academic indicators, the gap remains very large between the performance of this group and all students overall. 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.|"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 continuing to enhance its instructional models 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 continuing its commitment to Spanish Dual Language Immersion (DLI) and Mandarin immersion programs, while continuing to provide targeted language development for all English Learners 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||2026-06-23|2026 33670410000000|Desert Center Unified|7|Eagle Mountain School utilizes localized measures to ensure all TK–8 students, including unduplicated pupil groups and individuals with exceptional needs, have full access to a broad course of study. Our small school enrollment necessitates a multi-grade classroom setting, which we optimize to our students' advantage. Maintaining an average enrollment of just 10 students per classroom helps to ensure that all students receive highly personalized lessons. Within these unique settings, our skilled teachers are expertly trained to differentiate instruction, ensuring that daily exposure to the appropriate, state-standards-based curriculum is taking place for every individual grade level. To monitor this access, the administration conducts frequent classroom walkthroughs to observe instruction and verify that a comprehensive, well-rounded curriculum is being delivered. Furthermore, we conduct comprehensive 45-day screeners for all incoming students and maintain a prompt Student Success Team (SST) referral process. This ensures that any academic, social-emotional, or access concerns are identified and supported in a timely fashion. We combine these efforts with close student group and IEP monitoring to guarantee that English learners, socioeconomically disadvantaged youth, and students with disabilities experience inclusive, equitable access to all content in the least restrictive environment.|Through the use of our frequent classroom walkthroughs, 45-day screeners, and prompt Student Success Team (SST) referral processes, Eagle Mountain School confirms that 100% of our TK–8 students have full, equitable access to and enrollment in a broad course of study. Because Desert Center Unified School District is a single-school district, there are no structural differences or disparities in course access across school sites. Furthermore, due to our small student enrollment and our intentional multi-grade classroom structure, data shows zero equity gaps in access between our general student population and our unduplicated student groups, including English learners, socioeconomically disadvantaged youth, and individuals with exceptional needs. Our multi-grade classrooms, which maintain an optimal average of just 10 students per room, allow our skilled teachers to closely monitor student performance and provide highly personalized, grade-level lessons daily. This close-knit environment ensures that any emerging academic or access needs are caught and supported in a timely fashion. By guaranteeing that every student, regardless of background or learning need, is fully enrolled in a rigorous, standards-aligned curriculum spanning language arts, math, science, social studies, physical education, and the arts, we successfully prepare our students for a seamless transition into high school and future post-secondary endeavors.|As a small, isolated single-school district, Eagle Mountain School faces unique, structural barriers to delivering a broad course of study. Our primary operational barrier is our remote geographic location, which makes recruiting and retaining highly specialized credentialed staff inherently challenging. This isolation is compounded by our micro-enrollment of 26 to 32 students, which necessitates multi-grade classrooms. While balancing multiple grade-level standards simultaneously within a single period places an immense preparation workload on our staff, the district aggressively mitigates this barrier by providing each multi-grade teacher with a dedicated, full-time paraprofessional for the entire school day. This ensures small-group intervention and continuous support are always available. Additionally, our growing special education population requires highly adaptable outsourced staffing. To overcome our geographic barriers and fully support these students' evolving IEP needs, the district successfully enhanced its service model by blending robust telephonic and virtual specialist support with targeted, in-person services as needed. Finally, while aging infrastructure historically limited specialized course delivery, our recent modernization of classrooms A4 and A5 will definitely provide high-quality learning environments.|To ensure all TK–8 students maintain continuous access to a broad and rigorous course of study, Desert Center Unified School District has executed several high-impact decisions and actions during the 2025–2026 school year. First, the district officially adopted and will be implementing its new state-standards-aligned mathematics curriculum, Amplify with Desmos. This adoption will fundamentally enhance classroom instruction by deeply integrating classroom technology to support interactive, personalized student learning across our multi-grade settings. Second, the district successfully broke new operational territory by securing and utilizing the services of a professional librarian on a frequent, consistent basis, providing our isolated students with unprecedented literacy support, research tools, and library access. Furthermore, to maintain equitable access across all core and enrichment subjects, the governing board continues to fund full-time, dedicated paraprofessionals in every multi-grade classroom to support our highly skilled teachers. The district also sustained its proactive infrastructure investments by modernizing classrooms A4 and A5 to establish optimal learning environments. By combining these newly implemented academic adoptions, such as our tech-driven math curriculum and frequent library services, with robust classroom staffing and specialized hybrid IEP supports, Eagle Mountain School has successfully eliminated historical geographic barriers to guarantee a|Met||2026-06-24|2026 33670580000000|Desert Sands Unified|7|"Accountability & Placement Data Monitoring: Uses DSUSD Data Warehouse, Data Explorer, 4-year plans, and A-G audits for equitable course access. Support Teams: IEP teams ensure placement in the least restrictive environment. Student Success, 504, and Language Appraisal Teams manage scaffolds and ELD placement for English learners. Digital Equity & Infrastructure 1:1 Technology: Distributes Chromebooks to all TK-12 students for 24/7 access. Connectivity: The Connect One-to-the-World initiative tracks devices across a 750-square-mile wireless infrastructure. Pathways & Future Readiness Proactive Instruction: Implements MTSS and PLCs to focus on ""best first instruction"" and in-class re-teaching, reducing Tier II/III needs. College/Career: Integrates CCGI tools, provides the PSAT (grades 6-11), and maintains a K-12 CTE pipeline across 25 high school programs. Flexible Options: Features Open Enrollment for specialized tracks (IB, AP Capstone, AVID), secondary Dual Language Immersion pathways, Horizon Virtual Academy, and early Multilingual Learner reclassification to maximize secondary elective space."|Specialized Programs & Enrollment Options District-Wide Open Enrollment: Allows students to request transfers to access unique site-specific programs outside their residential boundaries. Advanced Academics & Support: Includes International Baccalaureate (K-12 pathway), AP Capstone (2 high schools), Pre-AP courses, and district-wide AVID (all secondary and 15 elementary schools). Career & Alternative Pathways: Offers 25 CTE programs across comprehensive and alternative high schools, plus a robust virtual schooling option via Horizon School. Inclusive Special Education: Enrolls Severely Handicapped, Deaf/Hard of Hearing, and SDC students in the least restrictive environment based on IEP team directives. Monitoring & Accountability Systems Progress Tracking: Uses the Synergy MTSS Dashboard for real-time behavioral and academic monitoring of unduplicated student groups. Targeted Interventions: Conducts Quarterly Intervention Audits and runs TSI/DA Support Cycles focusing on LTELs, Students with Disabilities, and African American students. Graduation & Language Audits: Employs CCGI, 4-year graduation checks, and A-G audits to align secondary plans with UC/CSU requirements. Language Appraisal Teams (LAT) ensure correct ELD placement and core instructional scaffolds for English Learners.|"Scheduling & Curricular Barriers Master Schedule Variations: Structural differences (6, 7, or 8-period days) across sites create unequal access to electives, remediation, and advancement. Shorter 6-period days inherently limit student options and trigger higher student-teacher ratios. Contractual Constraints: Any adjustments to the master schedule must remain strictly within the negotiated 7-hour and 10-minute DSTA contract day. Freshman ""Logjam"": Potential offerings (Ethnic Studies/Health) compete for limited schedule slots, inadvertently blocking 9th graders from introductory CTE and VAPA courses. Staffing Shortages & Logistics Hiring Deficits: The district faces persistent difficulties recruiting highly qualified teachers for critical areas, including Special Education, Mathematics, Science, and CTE pathways. Proposition 28 Demands: Meeting the mandates of Proposition 28 has created an urgent, hard-to-fill need for additional Visual and Performing Arts (VAPA) educators. Transportation Inequity: Students reliant on district busing face structural barriers to equity, as a lack of late-transportation prevents them from participating in after-school tutoring, enrichment, or ELOP programs. Instructional Engagement Digital Over-Reliance: Qualitative feedback indicates that a heavy reliance on digital platforms hinders ""passive learners"" who require tactile, hands-on instructional strategies to stay engaged."|"Instruction & Targeted Interventions MTSS & Literacy: All sites utilize MTSS frameworks. The Early Literacy Roadmap targets 100% reading proficiency by Grade 3, while a Tier I Instructional Reboot shifts students from passive observers to active participants. Curriculum & Tracking: Employs updated Benchmark Advance (elementary) and StudySync (6-12) with ELD scaffolds. Progress is monitored via ""Scholar Months"" and Spring 2026 Math Academic Bootcamps. Equity, Counseling & Staffing Digital Access: Mandates 1:1 devices (tablets for TK-1, Chromebooks for 2-12) supported by a 750-square-mile district wireless network and home hotspots to ensure 24/7 internet equity. Student Support: Expands secondary mentoring and maintains low counselor ratios (400:1 secondary; full-time elementary) to guarantee dedicated ""trusted adult"" face time. Staff Retention: Prioritizes Teacher Wellness initiatives and classroom coverage support to preserve stability in hard-to-fill departments. Pathways & Student Voice Flexibility & Readiness: Explores creative master schedules within the 7-hour, 10-minute DSTA contract day to expand elective spaces. Offers college readiness pathways via SAT and PSAT testing. Feedback Loops: Gathers direct input via Youth Leadership Days, Oversight Committee Think Tanks, and Empathy Interviews to identify and dismantle enrollment barriers for marginalized groups."|Met||2026-06-23|2026 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||2026-06-15|2026 33670586031991|Palm Desert Charter Middle|7|Palm Desert Charter Middle School (PDCMS) is dedicated to providing every student with equitable access to a rich, rigorous, and broad course of study that fosters both academic growth and personal discovery. To track and verify enrollment across all grade spans, unduplicated student groups, and individuals with exceptional needs, school counselors regularly utilize the Synergy Student Information System (SIS) to monitor student schedules, course placements, and pathway progression. All PDCMS students are enrolled in a robust core academic foundation comprising Humanities (integrated English Language Arts and Social Studies), Mathematics, Science (including Health Science), and Physical Education. To meet diverse learning needs, PDCMS provides accelerated pathways such as Compacted and Enhanced Math, as well as Special Day Classes (SDC) to fully support students with exceptional needs. Complementing our core academics is an expansive suite of electives designed to engage every interest ranging from a exploratory 6th Grade Wheel (Sports, Robotics, Music, Spanish) to advanced programs in STEM, World Languages, Financial Literacy, Visual and Performing Arts (Art, Drama, Band, Dance, Color Guard), Leadership (ASB, Renaissance, Cadet Corps), and college-readiness pathways like AVID and AVID Excel. Through systematic tracking in Synergy and an intentional focus on whole-child development, PDCMS ensures all students enjoy full access to a well-rounded educational experience.|Through systematic monitoring in our Synergy Student Information System, PDCMS ensures that 100% of our students have complete, equitable access to a broad and rigorous course of study. Every student at PDCMS is enrolled in a comprehensive schedule encompassing core content areas (Humanities, Mathematics, and Science), Physical Education, and an elective course aligned with their interests or learning needs. To support specific student populations effectively, PDCMS utilizes intentional and individualized scheduling practices. Students identified as English Learners participate in designated English Language Development (ELD) instruction during their elective period, providing targeted language support designed to boost confidence, academic literacy, and reclassification rates. Similarly, for students with exceptional needs, specialized services are provided through flexible push-in and pull-out support models. This inclusive approach ensures that Special Education students receive their required accommodations while remaining fully integrated in broad core coursework. As a single-site charter school, PDCMS consistently reviews student scheduling data to ensure equitable opportunities and progress over time for all student groups.|While PDCMS successfully offers a comprehensive and broad course of study for all students, continuous review of our local scheduling data and facility resources highlights specific operational areas we navigate to maintain and expand these opportunities. Primary barriers include facility space limitations, most notably the absence of an indoor gymnasium, which requires creative utilization of outdoor spaces and scheduling adjustments for physical education and performance programs. Additionally, master schedule constraints, shifting enrollment trends impacting section availability, and statewide staffing dynamics regarding specialized credentialing present ongoing logistical considerations. To proactively address these structural barriers and ensure students receive a rich educational experience, PDCMS strategically extends learning beyond the traditional school day. The LEA offers a dynamic variety of after-school enrichment classes and programs, giving students expanded opportunities to explore specialized interests, STEM pathways, leadership, and the arts. Through innovative scheduling, strategic resource allocation, and robust extended learning options, PDCMS remains steadfast in its commitment to providing every student with equitable access to a well-rounded and engaging middle school education|To continually enhance course access and enrich the middle school experience, PDCMS has implemented several exciting program revisions and schedule enhancements based on local enrollment data and partner feedback. To broaden academic pathways, the LEA is thrilled to welcome back Spanish as a foreign language elective, preparing students for high school world language requirements and global citizenship. Furthermore, PDCMS is expanding its vibrant Visual and Performing Arts (VAPA) department by introducing a brand-new Show Choir course, offering students another high-interest avenue for artistic expression and performance. PDCMS has also made intentional updates to physical education and scheduling flexibility. We have increased PE opportunities for our 6th-grade students to promote lifelong health, wellness, and movement. Additionally, PDCMS continues its popular credit-flexibility policy, allowing students to earn PE credit through participation in Marching Band, Color Guard, or Dance. This creative scheduling approach maximizes elective choices for students, ensuring they can pursue their unique passions while fulfilling all foundational academic and physical education requirements.|Met||2026-06-11|2026 33670820000000|Hemet Unified|7|Hemet Unified School District tracks the extent to which all students have access to, and are enrolled in, a broad course of study using the following: A-G completion, Career Technical Education Course Enrollment and Pathway Completion, District level course auditing & Alignment Formative program evaluation. Additionally, English learners are monitored for academic success and progress towards reclassification on a periodic basis using metrics such as as Lexile assessment scores, class grades and SBAC scores. This data is aggregated in the context of the District’s student information system and visualized using locally developed analytical tools. These tools not only look at local data, but also reconcile student level information against CALPADS to ensure accuracy of progress in A-G and CTE programs.|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 (professional development and system improvement work) 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 the Elementary level, the District recently developed the Arts Integration wheel structure to ensure access to fine and performing arts in addition to the provision of music by credentialed music teachers. This complements PE instruction provided by credentialed PE teachers.|At this time, the Local Education Agency (Hemet Unified School District) has determined there are no internal 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. Externally, Chronic Absenteeism presents a significant challenge for students fully access a broad course of study. Chronic absenteeism can negatively impact student access to a broad course of study because students who miss school regularly are less able to fully participate in the courses, programs, and supports available to them. Even when students are enrolled in core classes, electives, CTE pathways, A-G coursework, intervention, tutoring, counseling, enrichment, or extracurricular opportunities, frequent absences can cause them to miss instruction, assessments, and support needed to be successful. Over time, this can lead to lower grades, course failure, credit deficiency, reduced school connection, and fewer opportunities to complete advanced coursework or college/career readiness pathways.|The following represent some of the recent renovations in the program offerings that promote open access to a broad course of study: The District continues work on the increased alignment & quantity of course offerings of Career Technical Education course offerings to ensure increased opportunity for reportable CTE pathway completion. Additionally, the District continues 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. Through the lens of English Learner support, the District has taken steps to seek A-G course qualification for ELD coursework. Lastly, the District is continuously improving on the strategic support of students in the academic and social-emotional domain through an evolving Multi-Tiered System of Support (MTSS) system.|Met||2026-06-16|2026 33670820120675|Western Center Academy|7|We have several measures of that we use to evaluate our broad course of study: Our 2024-25 Graduation Rate: 100% (of those not completing early) 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%|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. This year, we began focusing on our pass rate and methods to motivate students to pass all of their classes. We’ve developed systems and created a new eligibility policy for extracurricular activities.|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||2026-05-19|2026 33670900000000|Jurupa Unified|7|We ensure 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 to and enrollment in the seven broad courses of study for grades 1-6. Elementary students can access 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, and in high school, through additional course offerings provided through dual enrollment. 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 can transfer to schools within the district that offer courses in 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, demonstrating that students are taking advantage of and benefiting 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 Driver's 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 been responsive to the needs of students in offering A-G courses, AP courses, CTE pathways, and Dual Enrollment with Riverside City College, Norco College, and California State University-San Bernardino. 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 industry changes. 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, which is updated annually.|Met||2026-06-23|2026 33671160000000|Menifee Union|7|The Menifee Union School District (MUSD) employs a robust set of systems and procedures to guarantee the enrollment and involvement of every student in essential subject areas, aligning with the requirements for a comprehensive course of study. This encompasses the utilization of a Student Information System (SIS), Special Education Individualized Education Program (IEP) System (SEIS), and a Master Scheduling process. Our Education Services Department collaborates closely with Site Administrators to regularly assess disaggregated student performance data derived from various assessments, including the SBAC, Reading and Math Screeners and Diagnostics, and CAASPP Interim assessments. Through meticulous data analysis, we can closely monitor student progress and formulate targeted support strategies to ensure their success and active participation in academic pursuits. To accurately disaggregate student groups for evaluating compliance with the metrics for a comprehensive course of study at the middle school level, we utilize queries within our Student Information System, ensuring the comprehensive representation and inclusion of all student demographics. Moreover, the district-wide social-emotional curriculum undergoes meticulous monitoring via an administrator's dashboard, which meticulously tracks implementation and usage metrics. This oversight guarantees that our students receive holistic support in their social and emotional growth and development.|The Menifee Union School District (MUSD) utilizes the Student Information System to capture student data, showcasing their access to a comprehensive course of study. Each MUSD middle school offers a variety of elective courses, ensuring students have diverse options to explore their interests and capabilities. These elective offerings typically include band programs, music electives, and courses in technology, video production, or photography. Additionally, one of our district middle schools provides foreign language instruction. To tailor elective offerings to student interests and needs, each middle school administers student surveys to gauge preferences for current and potential elective courses. Based on this data, middle schools customize their elective course offerings accordingly. Analysis of demographic data within the Student Information System reveals key insights into student enrollment patterns and elective access: -14.1% of students with disabilities enrolled in advanced electives, an increase of 1.1% from 2024-25. -47% of unduplicated students have access to rigorous courses- Advanced Math, an increase of 3% from 2024-25. -59.3% of unduplicated students are enrolled in advanced electives, a decrease of 2.7% from 2024-25.|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. We will continue the use of the Designated ELD curriculum 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 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||2026-06-16|2026 33671160109843|Santa Rosa Academy|7|Santa Rosa Academy uses multiple measures to monitor the extent to which all students have access to and are enrolled in a broad course of study. Student enrollment and course participation are tracked through the student information system, master schedules, transcripts, and course enrollment reports. The school reviews course offerings and student schedules across grade spans to ensure access to standards-aligned instruction in English language arts, mathematics, science, history-social science, visual and performing arts, world languages, physical education, career technical education, and college and career readiness pathways. Data are disaggregated by grade level, unduplicated pupil groups (English learners, socioeconomically disadvantaged students, and foster youth), and students with disabilities to identify potential barriers to access and participation. IEP service plans, accommodations, modifications, and placement data are reviewed to ensure students with exceptional needs have equitable access to the full curriculum and appropriate supports. Additional tools include graduation requirement tracking, A-G completion monitoring, college and career readiness indicators, and annual stakeholder feedback collected through student, parent, and staff surveys. These measures allow the school to evaluate equitable access, participation, and opportunities for all students across educational programs and pathways.|Based on course enrollment reports, master schedules, student transcripts, IEP reviews, graduation progress monitoring, and stakeholder feedback, Santa Rosa Academy has maintained broad access to a comprehensive course of study for all students across grade spans. Students have access to standards-aligned instruction in English language arts, mathematics, science, history-social science, visual and performing arts, physical education, world languages, technology, career exploration, and college and career readiness opportunities. Data reviews indicate that enrollment patterns are generally comparable across student groups, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities. Students with exceptional needs participate in the general education curriculum to the maximum extent appropriate and receive accommodations, modifications, and specialized services identified through the IEP process to support equitable access. Course scheduling practices and support services help minimize barriers to participation in elective and enrichment opportunities. Ongoing monitoring of A-G completion, graduation requirements, intervention participation, and course enrollment data has demonstrated continued progress in expanding opportunities for students while maintaining equitable access. Stakeholder feedback and annual program reviews have not identified significant disparities in access to a broad course of study among students.|While Santa Rosa Academy provides students with access to a broad course of study, several factors may impact full participation in available programs and courses. As a single-site charter school with finite staffing and fiscal resources, the school must carefully balance student enrollment, staffing allocations, and course offerings. Smaller enrollment numbers in certain grade levels or elective areas can limit the number and variety of courses that can be offered during the school day. Scheduling constraints may also affect students' ability to enroll in all desired electives, advanced coursework, intervention programs, or specialized support services. Students with disabilities may require individualized schedules to receive mandated services, which can occasionally limit elective options. Additionally, some students may need academic interventions, credit recovery, or supplemental supports that reduce flexibility within their schedules. Transportation, extracurricular commitments, and varying levels of student awareness regarding available academic pathways may also influence participation in certain courses and enrichment opportunities. The school continues to monitor enrollment data, student feedback, and program participation trends to identify and address barriers, ensuring all students have equitable access to rigorous academic, enrichment, and college and career readiness opportunities.|In response to the review of course enrollment, scheduling, graduation progress, IEP data, and stakeholder feedback, Santa Rosa Academy will continue to strengthen equitable access to a broad course of study for all students. The school will annually review course offerings, enrollment trends, and student interest data to ensure programs align with student needs and postsecondary goals. Scheduling processes will continue to be refined to maximize student access to elective, enrichment, intervention, and college and career readiness opportunities. The school will maintain targeted academic and counseling supports to assist students in meeting graduation requirements, completing A-G coursework, and accessing advanced learning opportunities. Special attention will be given to monitoring participation and outcomes for English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities to ensure equitable access across all programs. Santa Rosa Academy will continue to collaborate with families, staff, and students through surveys and stakeholder engagement processes to identify emerging needs and barriers to participation. The school will also continue to review IEP implementation and support services to ensure students with disabilities have meaningful access to the general education curriculum and extracurricular opportunities. These ongoing actions support continuous improvement so that all students have access to a rigorous program.|Met||2026-06-09|2026 33671240000000|Moreno Valley Unified|7|Moreno Valley USD utilizes an integrated ecosystem of digital platforms and local data tools to track enrollment and ensure all student groups—including unduplicated populations and individuals with exceptional needs—have equitable access to a broad, optimized course of study across all grade spans: Aequitas Q Student Information System: Serves as the primary data hub for master schedules and transcripts, allowing counselors to build schedules that optimize student potential. Illuminate & EduClimber: Enables site administrators and counselors to progress-monitor academic achievement for accurate, equitable grade-level course placement. ELLevation: Empowers EL Facilitators to track the progress of English Learners and Re-Designated students to design targeted language support plans. SEIS (Special Education Information System): Stores IEPs, allowing case carriers to develop and monitor goals to ensure students with exceptional needs are placed appropriately. CCGI & Advanced Pathways: Leverages californiacolleges.edu alongside program-specific tracking tools to monitor progress in advanced pathways (AVID, AP, IB, Junior Scholars, Dual Language Immersion, expanded dual enrollment, the soft roll-out of the Early College program, and an expanded CTE program featuring work-based learning opportunities). Classlink: Provides all students centralized, seamless access to their assigned digital learning resources.|The Moreno Valley Unified School District utilizes an integrated data monitoring ecosystem to ensure equitable access to a rigorous curriculum for all demographic groups. At the elementary level, core subjects like ELA, Math, Science, and Social Studies are enriched by mandatory Physical Education, rotating VAPA instruction, a 4th/5th-grade band program, and career exploration via Xello software. Foundational literacy and specialized site opportunities are supported through P3 Read, AVID, STEAM, Dual Language Immersion (DLI), and an International Baccalaureate Primary Years Programme school. In secondary grades, courses align with graduation requirements and university A-G criteria. Middle and high school students access robust pathways, including Honors, AP, IB, Junior Scholars, Scholars, AVID, and STEAM programs. The district expands readiness through Early College and Middle College initiatives, record-breaking dual enrollment, and an expanded Career Technical Education program featuring hands-on, work-based learning. To eliminate disparities, the district deploys targeted universal interventions. English Learners receive language tracking via ELLevation with Integrated and Designated ELD at all secondary campuses. A full continuum of Special Education services—including RSP, Special Day Programs, specialized therapies, and Adapted PE—is managed via SEIS. While DLI is localized, the district bridges gaps with Intercession and credit recovery Support for grades 7–12.|Despite Moreno Valley Unified School District’s robust digital tracking, systemic barriers restrict equitable course access for unduplicated students and those with exceptional needs. English Learners and students with disabilities face a primary structural barrier: the dual requirement of taking separate ELA courses alongside Designated ELD or Special Education Study Skills classes. These mandatory interventions consume limited instructional periods, creating immediate scheduling conflicts that prevent students from participating in traditional electives. General master schedule limitations and operational restraints compound this issue, generating unavoidable timing conflicts that block enrollment in advanced or specialized courses. Programmatic trade-offs and geographic gaps also dictate academic paths, as choosing one specialized program often eliminates the option to engage in another. Access to high-demand pathways remains strictly capped by site availability and enrollment limits; only a single school at each grade span offers the IB program, and the Middle College program is restricted to 50 students annually. Finally, structural resource shortages, including limited physical classroom space and a narrow pipeline of specialized teachers with appropriate bilingual certifications, act as a rigid barrier that prevents the district from expanding the highly requested Dual Language Immersion program to all interested students.|To dismantle existing barriers and guarantee equitable access to a broad course of study for all students, Moreno Valley USD has initiated several systemic policy revisions, expansions, and strategic actions. At the secondary level, the district is introducing targeted frameworks to improve student retention and academic support. To optimize college and career pathways, the district has launched the Early College High School Program, featuring a unique Historically Black Colleges and Universities (HBCU) pathway offered to over 500 students. MVUSD is also aggressively expanding Advanced Placement (AP) course offerings, increasing student enrollment in concurrent, dual, and middle college courses, and supporting specialized campuses—including a middle school where all teachers are STEAM-certified and students earn industry apprenticeship certifications. Administratively, the district is expanding its alternative education footprint by updating Board Policies to ensure comprehensive support at alternative sites, while actively increasing community awareness and promotion of the district’s continuation school. Finally, to target intervention gaps directly, an Academic Intervention Specialist will be embedded at every traditional high school to ensure unduplicated students and those with exceptional needs are properly supported. Concurrently, elementary AVID programs will continue to expand district-wide to establish an early college-going culture and build student resilience.|Met||2026-06-23|2026 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||2026-06-01|2026 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.|ll 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||2026-06-11|2026 33671730000000|Palm Springs Unified|7|PSUSD effectively uses multiple reporting structures to monitor access and enrollment patterns. Regular reporting is used to provide 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 internally developed data tools to track student progress towards meeting A-G requirements. Barriers towards progress towards accessing and completing courses for graduation requirements and A-G completion were removed, with students supported through multiple intervention and credit recovery structures to support on-time graduation with A-G completion. Counselors use data systems and updated scheduling practices to address 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 ensure students with disabilities are provided appropriate services. CALPADS reporting is used to evaluate course distribution and verify enrollment information is accurate. Technology access and online learning application usage are monitored to ensure access to courses and instructional content both in school and at home. Educational Services presents the Instructional Program Report to the Board of Education each summer, outlining current progress towards meeting instructional program related board priorities.|Elementary students continue to participate in multiple subject classrooms and attend class time with credentialed PE and Music teachers rather than solely with the general education teacher. 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. To address this need, 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. Efforts continue to ensure underrepresented ethnicity groups, male students, and English Learners (ELs and LTELs) have access to 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 a 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 analyze patterns in A-G completion and course access, removing barriers created within the master schedule. A-G rates continue to improve, however 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 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 effectively 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||2026-06-23|2026 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.cvc.psusd.us|For the 2026-2027 school year, CVC wrote a course proposal for a middle school elective: Financial Literacy. Focus on Priority 7: Offering a broad course of study. CVC will also offer a new elective class: Middle School Choir.|Met||2026-06-23|2026 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. For the 2026-2027 school year, the three transitional kindergarten through eighth grade elementary schools are being reconfigured into two elementary schools and one middle school which will allow PVUSD to better meet the needs of the students.|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. PVUSD continues to work with Palo Verde Community College to offer Dual Enrollment courses.|Met||2026-06-23|2026 33671810138610|Scale Leadership Academy - East|7|SCALE Leadership Academy East uses multiple local measures and tools to track the extent to which all students have access to, and are enrolled in, a broad course of study. These include student information system enrollment records, master schedule and course offering reviews, transcript analysis, graduation plans, academic counseling notes, A-G and CTE pathway tracking, dual enrollment outreach records, course completion data, final grades, IEP/504 documentation, English Learner records, and LCAP-aligned progress monitoring. For high school students, counselors review transcripts and develop individualized academic plans to support graduation, A-G completion, CTE pathway participation, dual enrollment opportunities, and college and career readiness. For students in grades TK-8, the LEA monitors enrollment and completion across core academic areas, including English language arts, mathematics, science, social science, physical education, health, and visual and performing arts, as applicable by grade level. The LEA also reviews access by grade span and student group, including English Learners, students with disabilities, socioeconomically disadvantaged students, foster youth, students experiencing homelessness, and other unduplicated pupils. These tools help the school monitor course access, identify gaps, adjust supports, and ensure that students receive appropriate academic opportunities within the independent study model.|Using locally selected measures, SCALE Leadership Academy East continues to provide students access to a broad course of study across grade levels. Students in grades TK-8 are enrolled in core academic courses, and high school students are provided access to courses aligned with graduation requirements, A-G eligibility, CTE pathways, dual enrollment opportunities, and college and career readiness planning. The LEA’s LCAP reflects continued progress in several areas. All high school students were offered A-G approved courses through personalized graduation planning, and all high school students were provided information and access to concurrent or dual enrollment opportunities through counseling, outreach, and enrollment guidance. The school also continued to advertise and make available Golden State Merit Diploma and other academic recognition opportunities. Local data show areas of strength and areas for continued growth. TK-6 students exceeded the 90% proficiency target across core subject areas, while grades 7-8 students remained below the 90% target, indicating a need for continued academic monitoring and intervention. At the high school level, A-G completion improved and CTE pathway completion increased, but additional work remains needed to strengthen completion of CTE courses, A-G/CTE pathway alignment, AP participation, and college and career readiness outcomes.|SCALE Leadership Academy East does not identify a lack of course availability as the primary barrier to broad course access. Rather, the LEA’s local data indicate that barriers are more closely connected to student engagement, academic readiness, credit deficiencies, late enrollment, course completion, and the need for earlier and more consistent academic planning. For high school students, barriers include students enrolling in the junior or senior year with existing credit deficiencies, limited time to complete full A-G or CTE pathways, incomplete prior coursework, and varying student and family understanding of A-G, CTE, dual enrollment, AP, and college and career readiness options. Although students are offered access to these opportunities, successful completion remains an area for continued improvement. For middle school students, local course performance data show a need for stronger progress monitoring, intervention, and instructional support to ensure students remain on track across core subject areas. For English Learners, students with disabilities, socioeconomically disadvantaged students, foster youth, and students experiencing homelessness, barriers may also include attendance, engagement, technology access, family communication needs, specialized support needs, and the need for coordinated academic and wraparound services.|In response to local data and LCAP reflections, SCALE Leadership Academy East will continue strengthening systems that support access to and successful completion of a broad course of study. The LEA will maintain individualized academic planning, transcript reviews, graduation plan monitoring, counseling outreach, and regular review of course enrollment and completion data. The school will continue improving early identification of students who need support with A-G completion, CTE pathway completion, dual enrollment participation, credit recovery, AP readiness, and college and career planning. Counseling and academic teams will continue communicating with students and families about graduation requirements, course options, intervention supports, and postsecondary pathways. For TK-8 students, the LEA will continue monitoring proficiency across core subject areas and strengthening intervention for students who are not yet demonstrating successful course completion, with particular attention to grades 7-8. For students with disabilities, English Learners, foster youth, students experiencing homelessness, and socioeconomically disadvantaged students, the LEA will continue using IEP/504 supports, EL services, targeted outreach, academic interventions, and family communication to reduce barriers. These actions are intended to ensure that all students not only have access to a broad course of study, but are also supported in successfully completing courses aligned to grade-level|Met||2026-06-17|2026 33671990000000|Perris Elementary|7|The Perris Elementary School District collects the following documents to verify all students have access to a broad course of study: Master schedules, Grade level schedules, VAPA art teacher schedules, PE teacher schedules, AVID Elementary all school - Scope and sequence topics/concepts Lesson plans Principal Walk-through Monitoring Tools and Feedback Forms. Additional systems and structures around MTSS have been put in place to ensure students in need of intervention receive Tier I, II, and III instruction for attendance, social-emotional learning, behavior, and academic support.|All students, including unduplicated student groups and individuals with exceptional needs, have access to a broad course of study. All sites receive science instruction; our STEAM-focused sites receive additional STEAM activities. All students receive art, physical education, and social-emotional instruction.|Barriers to starting DLI Programs at all schools continue to be the limited availability of qualified teachers and difficulty in recruiting native speakers into the program. The district offers a Dual Language Immersion Program at two school sites and expanding to TK.|The district continues to contract with an outside consultant to support the implementation of the Dual Language Program at one site. Recruitment for the DLI program will begin earlier this year and include classroom visits to inform parents. The district has previously paid for the BCLAD authorization program for teachers interested in teaching in the DLI program. The district ensured administrators were bilingual at the DLI site. Current DLI teachers participate in PD throughout the school year|Met||2026-06-11|2026 33671996105571|Innovative Horizons Charter|7|IHCS has identified 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 designed to assess access and enrollment across grade spans, unduplicated student groups, and students with exceptional needs served. Identified tools include: Course Enrollment Data tracking enrollment in district courses and programs, disaggregated by grade level, student groups, and exceptional needs to ensure equitable access; Master Scheduling Analysis reviewing the master schedule to ensure students have access to a diverse range of courses and programs, including course offerings, class sizes, scheduling conflicts, and resource allocation to identify disparities or areas for improvement; Student Course Requests and Placement reviewing student placement to ensure alignment with academic needs and interests, considering performance, prerequisites, and IEPs; Equity Audits evaluating the distribution of resources, opportunities, and support services across student groups and grade spans to identify disparities and guide improvement strategies; and Educational Partner Feedback Surveys collecting input from students, parents, staff, and administrators to assess perceptions of access and identify barriers to participation. Using these tools, IHCS ensures equitable access to a rigorous course of study that prepares students for college, career, and life beyond graduation, and will expand access by offer|Using locally selected measures and tools, IHCS has assessed the extent to which all students have access to and are enrolled in a broad course of study. The summary identifies differences across school sites and student groups in access and enrollment and describes progress over time. Access to a Broad Course of Study: Course offerings analysis of catalogs and master schedules shows that all PESD schools provide a diverse range of academic subjects, including core courses, electives, and advanced programs. Equity in Resource Allocation: IHCS has implemented strategies to ensure equitable allocation across schools, reducing disparities in access to specialized courses and programs, with funding, staffing, and resources aligned to student needs and demographics. Targeted Interventions: Academic counseling, mentorship, and support services address barriers for historically underserved groups, including low-income students, English learners, and students with disabilities. Enrollment in a Broad Course of Study: Enrollment data shows most students across sites are enrolled in a broad range of academic and elective courses. Ongoing Monitoring and Support: IHCS continues to monitor enrollment trends and provide targeted support where disparities persist to ensure equitable access. IHCS remains committed to addressing disparities through targeted interventions, equitable resource allocation, and ongoing monitoring and support, and will expand access by offering accelerated middle sc|Our student climate survey data shows that low self-efficacy is an area of concern, referring to a lack of belief in one’s ability to succeed academically, and can be a significant barrier to access to a broad course of study. Negative Impact on Motivation and Persistence: Students with low self-efficacy may show reduced motivation and persistence when facing academic challenges and may be more likely to give up when encountering difficulties or setbacks, limiting engagement in a broad course of study. Self-Fulfilling Prophecy: Low self-efficacy can reinforce itself when students’ beliefs about their abilities influence performance and course selection, leading them to avoid subjects where they doubt success and limiting growth opportunities. IHCS will address low self-efficacy through SEL interventions focused on building confidence, fostering a growth mindset, and providing targeted support to help students recognize academic strengths, including expanded services from the Wellbeing Team. Interventions will include academic counseling, mentoring, support services, and positive learning environments that remove barriers to access. IHCS will also increase Wellbeing Team staffing and hire a full-time TOSA to strengthen social-emotional learning support and expand access to a broad course of study for all students.|Changes to existing plans addressing areas of need identified through local data analysis and key learnings include the continued addition of an academic coach focused on K–2 literacy and an academic coach focused on K–2 math. These coaches will model best first instruction, plan with teachers, analyze student data, and model tiered interventions and small-group instruction. LETRS training (Language Essentials for Teachers of Reading and Spelling) will continue as professional development in the science of reading, with additional administrator training scheduled for 2026–27. Teachers will strengthen skills to diagnose student reading levels and design targeted pathways to increase reading and spelling success. These changes respond to academic and student survey data showing gaps in foundational skills and low confidence in academic success, reinforcing the need for early intervention. IHCS is also implementing a revised K–8 master schedule that includes a school-wide intervention block to support Tier 2 academic and behavioral needs. IHCS no longer qualifies for ATSI or Differentiated Assistance. Grade level teams will continue analyzing CAASPP, IAB, CFA, and classroom data to identify needs and adjust instruction accordingly.|Met||2026-06-11|2026 33672070000000|Perris Union High|7|PUHSD uses multiple measures to monitor access to a broad course of study across grade spans and student groups. These include SIS enrollment data, master schedules, course catalogs, and transcript audits to track student participation in A-G courses, CTE pathways, dual enrollment, Advanced Placement (AP), and intervention/support classes. The district also analyzes disaggregated data by unduplicated pupil groups (English learners, low-income, foster youth), students with disabilities, and site-level enrollment patterns. Additional tools include counseling records, student academic plans, and participation data from expanded programs such as summer school and credit recovery. These measures allow the district to monitor both access and enrollment trends, ensuring that course offerings align with state standards and meet the needs of all student groups.|Based on these measures, PUHSD continues to expand student access to a broad course of study, including increased enrollment in A-G aligned courses, CTE pathways, AP courses, and dual enrollment opportunities. The district has made progress in expanding rigorous academic pathways and summer programming, which has improved access to both acceleration and intervention. While all sites offer a comprehensive range of courses, some variation exists in enrollment patterns across student groups, particularly among unduplicated pupils and students with disabilities, who may be underrepresented in advanced coursework. Ongoing efforts to strengthen counseling supports and academic planning have improved awareness and participation over time, with increasing numbers of students enrolling in college and career aligned pathways.|Barriers to full access and enrollment include scheduling constraints, limited awareness of available programs among students and families, and varying levels of preparedness for rigorous coursework. Master schedule limitations at some sites may restrict student access to certain electives, advanced courses, or pathway sequences. Additionally, historical inequities in course placement and prerequisite structures can impact participation among unduplicated student groups and students with disabilities. Staffing and facility constraints may also limit the expansion of certain programs. Finally, inconsistent understanding of available opportunities across sites can contribute to uneven enrollment patterns.|In response, PUHSD has implemented several actions to expand access and improve equity. The district has increased dual enrollment offerings, expanded summer school programming, and developed more clearly defined academic and CTE pathways. A strengthened counseling training program supports more consistent academic advising and student course selection. The district has also refined its curriculum adoption and course development processes to ensure alignment and availability across sites. Additionally, increased collaboration time for staff supports improved alignment, scheduling practices, and identification of barriers to access. Moving forward, PUHSD will continue to monitor disaggregated data, expand outreach to students and families, and refine scheduling and program offerings to ensure all students have equitable access to a broad course of study.|Met||2026-06-17|2026 33672070101170|California Military Institute|7|PUHSD and CMI use multiple measures to monitor access to a broad course of study across grade spans and student groups. These include SIS enrollment data, master schedules, course catalogs, and transcript audits to track student participation in A-G courses, CTE pathways, dual enrollment, Advanced Placement (AP), and intervention/support classes. The district also analyzes disaggregated data by unduplicated pupil groups (English learners, low-income, foster youth), students with disabilities, and site-level enrollment patterns. Additional tools include counseling records, student academic plans, and participation data from expanded programs such as summer school and credit recovery. These measures allow the district to monitor both access and enrollment trends, ensuring that course offerings align with state standards and meet the needs of all student groups.|Based on these measures, PUHSD and CMI continue to expand student access to a broad course of study, including increased enrollment in A-G aligned courses, CTE pathways, AP courses, and dual enrollment opportunities. The district has made progress in expanding rigorous academic pathways and summer programming, which has improved access to both acceleration and intervention. While all sites offer a comprehensive range of courses, some variation exists in enrollment patterns across student groups, particularly among unduplicated pupils and students with disabilities, who may be underrepresented in advanced coursework. Ongoing efforts to strengthen counseling supports and academic planning have improved awareness and participation over time, with increasing numbers of students enrolling in college and career aligned pathways.|Barriers to full access and enrollment include scheduling constraints, limited awareness of available programs among students and families, and varying levels of preparedness for rigorous coursework. Master schedule limitations may restrict student access to certain electives, advanced courses, or pathway sequences. Additionally, historical inequities in course placement and prerequisite structures can impact participation among unduplicated student groups and students with disabilities. Staffing and facility constraints may also limit the expansion of certain programs. Finally, inconsistent understanding of available opportunities across sites can contribute to uneven enrollment patterns.|In response, PUHSD and CMI have implemented several actions to expand access and improve equity. The district has increased dual enrollment offerings, expanded summer school programming, and developed more clearly defined academic and CTE pathways. A strengthened counseling training program supports more consistent academic advising and student course selection. The district has also refined its curriculum adoption and course development processes to ensure alignment and availability across sites. Additionally, increased collaboration time for staff supports improved alignment, scheduling practices, and identification of barriers to access. Moving forward, PUHSD and CMI will continue to monitor disaggregated data, expand outreach to students and families, and refine scheduling and program offerings to ensure all students have equitable access to a broad course of study.|Met||2026-06-17|2026 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 continues to be 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 2025-26, RUSD added a Guidance Alignment tool, Promote, 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. Metrics can be disaggregated by student groups and include A-G course enrollment and achievement, GPA, on-track for graduation, and affiliation to school. This data tool was also used to assist in the monitoring of student progress towards attaining A-G completion status for qualification for CSU/UC schools.|For the 2025-26 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 schools. For the 2025-26 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 opportunities to take college credit-bearing courses. While all students have access to a broad course of study, each school offers multiple CTE pathways and specialty programs within the broader course of study. Additionally, students at each school have access to articulated college courses for college credit, within multiple CTE pathway courses. For example, at one comprehensive high school, students can participate in a Construction pathway or a Culinary pathway, while at a different high school, students can join a Project Lead the Way Biomedical Sciences, a Health Careers and Patient Care pathway or a Networking and Cybersecurity program. At another high school, st|Riverside Unified School District (RUSD) provides all TK-12 students with a comprehensive curriculum designed for academic success. However, because the district manages over 50 schools, specific program availability is often tailored to the local school communities and varies by campus. At the secondary level, every student has access to the A-G coursework required for UC and CSU eligibility. Although each site offers universal A-G access, specialized Career Technical Education (CTE) pathways are site-specific. RUSD also offers college-credit opportunities through dual enrollment, though the specific course offerings differ between sites. A specialized Nursing Pathway, for example—which guarantees admission to the Riverside Community College School of Nursing—is limited and hosted at two secondary locations. While these engaging and varied opportunities exist, challenges can impact student participation. Students wishing to pursue a pathway not offered at their home school must apply for a formal school transfer, and students who transfer schools to access a specific pathway are responsible for their own transportation, which can be a significant hurdle. Additionally, some programs, particularly nursing, require travel to off-site locations to meet dual enrollment criteria, posing a recurring challenge for consistent attendance.|In 2025-26, RUSD continues to maintain a broad course of study options for students. Several new courses in CTE and in VAPA were approved by the Board of Education over the past two school years, which have grown the options and opportunities for students at the secondary level. The RUSD Board of Education continues to fund the recently expanded CTE offerings at the sites, allowing more students to explore career technical education in areas that they are interested in. A growing number of students have enrolled and completed college dual enrollment courses that have recently been expanded to include alternative education sites in addition to comprehensive sites. VAPA offerings at all district schools through LCFF base and LCAP funds continue to grow with a variety of opportunities, including 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. Lastly, expansion of CTE and VAPA courses offered as enrichment and progress towards high school graduation during summer programming in 2025-26 will allow more students to access a broad course of instruction.|Met||2026-06-25|2026 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, & 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||2026-06-29|2026 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 an 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 seven schools as of the 2025-26 school year, course access is fairly easy to monitor and adjust. The district has multiple types of schools: traditional elementary schools with grades TK-5, a comprehensive middle school with grades 6-8, a TK-8 school with a Dual Language Immersion (DLI) program, and an alternative school of choice TK-8 school with three personalized pathways: Academy Program, Virtual Program, and Home School Program. 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 TK-8 school and TK-8 alternative school of choice are ensured access to an enrichment elective.|Over the past several years, the district has added new courses and programs, including Peer Leadership (2022-23), Choral Music (2023-24), and Spanish 2 (2024-25) at the middle school level. In 2025-26, the district opened a new TK-8 school that offers an expanded selection of elective courses and enrichment opportunities. Transitional Kindergarten (TK): Romoland School District has offered TK classes at its elementary schools for many years. With the expansion of Universal TK through recent legislation, six of the district’s seven schools now serve TK students. Grades K-5: The district expanded elementary enrichment opportunities by adding credentialed physical education teachers to ensure students receive 100 minutes of weekly physical education. Music instruction was added for grades 3-5, and visual arts teachers were added in 2024-25 to further strengthen arts education. Grades 6-8: The district has developed a broad range of STEM, Visual and Performing Arts (VAPA), and college- and career-readiness electives at Ethan A. Chase Middle School. Recent expansions include Grade 6 AVID, AP Spanish for Grade 8 students, Spanish 2, Peer Leadership, and Choral Music. These additions reflect ongoing efforts to respond to stakeholder input, student interests, and performance data while providing students with a well-rounded educational experience.|Met||2026-06-16|2026 33672490000000|San Jacinto Unified|7|San Jacinto USD utilizes data collected through various reporting within our Aeries Student Information System (SIS).|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.|District data continues to indicate that unduplicated student groups, particularly English Learners, are underrepresented in Advanced Placement (AP) courses. Analysis of secondary master schedules suggests that one contributing factor is the additional instructional requirement for designated English Language Development (ELD) courses for English Learners who have not yet reclassified, which may limit scheduling flexibility and access to advanced coursework. Local data also indicate that students who have previously failed a core academic course often have reduced opportunities to enroll in honors and AP courses, as they must prioritize credit recovery to remain on track for graduation. The district will continue to examine scheduling practices, course access, and academic supports to reduce barriers and expand equitable access to rigorous coursework for all students.|Based on the district's analysis of local data, San Jacinto Unified School District will continue to improve equitable access to a broad course of study by investigating current AP course access practices, identifying unduplicated students who demonstrate readiness for Advanced Placement coursework, and implementing strategies to promote participation among historically underrepresented student groups, particularly English Learners. The district will continue collaborating with school leaders to review scheduling practices, recruitment processes, and academic supports to reduce barriers and expand access to rigorous coursework. These actions will help ensure all students have equitable opportunities to enroll and succeed in advanced courses.|Met||2026-06-16|2026 33672496114748|San Jacinto Valley Academy|7|SJVA develops 4–7 year academic plans using the Aeries student information system. Master schedules are designed to maximize student access to a broad course of study while minimizing scheduling conflicts that might require students to choose between desired classes. Students are also encouraged to enhance their learning by enrolling in Honors, AP, IB, and CTE courses. SJVA’s SPED teachers collaborates closely with counselors to ensure that students with special needs are appropriately scheduled for required courses and receive necessary supports, including pull-out and push-in services throughout the school day. The school also provides targeted resources to Socioeconomically Disadvantaged (SED) students and their families, along with parent training opportunities designed to strengthen student success. These resources may include, but are not limited to, instruments, sports equipment, dues, and instructional supplies, all intended to increase access and promote family engagement. SJVA also partners with the CGI through College Next, providing students with access to comprehensive tools and information to support career exploration and pathway planning. This platform also allows students to access their academic records, including transcripts, and monitor their progress toward A–G completion requirements. Students are able to track whether they are on pace to meet minimum eligibility requirements for CSU admission and make informed decisions about their academic pathway.|SJVA provides students with access to a broad range of academic and elective opportunities designed to support college and career readiness. Through rotational scheduling, elementary and middle school students are exposed to diverse learning experiences that encourage exploration and engagement. Middle school students may choose from electives such as Spanish, Aviation, Culinary Arts, Film Production, Audio Production, Guitar, Musical Theatre, Choir, and Band. These courses help students develop skills, discover interests, and explore potential career pathways. At the elementary level, students participate in the International Baccalaureate (IB) Primary Years Programme (PYP), which emphasizes inquiry-based learning and develops critical thinking, communication, collaboration, and global-mindedness. The PYP provides a strong academic foundation and prepares students for future participation in the IB Diploma Programme. High school students who meet eligibility requirements may enroll in the IB Diploma Programme and Advanced Placement (AP) courses. Students may also take individual IB courses or participate in Career Technical Education (CTE) pathways aligned with their interests and career goals. SJVA further supports academic flexibility through Edgenuity, allowing students to recover credits, accelerate coursework, and complete A-G approved online courses.|Over the past few years, SJVA has expanded its course offerings, with current limitations primarily related to facility space needed to support additional opportunities. With increased facility capacity in the future, SJVA will be able to further expand and offer an even wider range of courses to meet the diverse interests and needs of students.|Increase access to International Baccalaureate (IB) and Advanced Placement (AP) courses, as well as the development of new Career Technical Education (CTE) pathways. Provide appropriate resources, staffing, and instructional support to ensure the success of IB, AP, and CTE programs. Offer ongoing professional development and AP-specific training for all AP teachers to strengthen instructional quality and student outcomes.|Met||2026-06-11|2026 33736760000000|Coachella Valley Unified|7|Coachella Valley Unified School District (CVUSD) uses several tools to make sure all students have access to a wide range of classes and opportunities. The Aeries system tracks student schedules, grades, and progress toward graduation, while the California College Guidance Initiative (CCGI) helps students plan for college and careers by monitoring A–G completion and readiness goals. The district also reviews courses regularly to ensure they meet college entrance requirements, and counselors use four-year plans to guide students in choosing appropriate classes and staying on track. CVUSD tracks participation in Career Technical Education (CTE), Advanced Placement (AP), and college courses offered through partnerships with College of the Desert and Imperial Valley College to ensure students have access to college and career pathways. Systems like SEIS and Ellevation help monitor support, placement, and progress for students with disabilities and English learners to ensure they have access to core instruction and needed services. In addition, the district uses local reports to review participation across all student groups. All students have 24/7 access to learning materials through school-issued devices, and every school offers Dual Language programs that support biliteracy, the State Seal of Biliteracy, and college and career readiness.|Coachella Valley Unified School District (CVUSD) uses multiple local measures to monitor student access to and enrollment in a broad course of study. Key systems include Aeries (course enrollment, schedules, transcripts, and graduation progress), CCGI (A–G completion, college and career readiness, and postsecondary planning), and A–G course audits to ensure UC/CSU alignment. Counselors use four-year plans to guide appropriate course placement and progress. Career Technical Education (CTE) data tracks pathway participation, while Advanced Placement (AP), dual enrollment, and concurrent enrollment data monitor access to college-level coursework through partnerships with College of the Desert and Imperial Valley College. Special Education (SEIS/IEPs) and English Learner systems (Ellevation and Aeries) support monitoring of placement, services, and access to core and language instruction for students with disabilities and English learners. Local dashboard metrics and reports track participation across all student groups, including unduplicated pupils. Additionally, all students have 24/7 access to instructional materials through 1:1 devices, and all schools offer Dual Language programs that support biliteracy, the State Seal of Biliteracy, and college and career readiness.|Analysis of enrollment, course completion, and participation data from Aeries, CCGI, and local reports indicates that CVUSD has established strong access to a broad course of study across schools, supporting students in planning for their future. All high school students have access to A–G courses, Advanced Placement (AP), and college coursework through partnerships with College of the Desert and Imperial Valley College, with expansion to additional sites underway. Students can participate in 24 Career Technical Education (CTE) pathways, while CCGI and AVID support college and career readiness across grade levels. Flexible options, including continuation school, independent study, and virtual programs, provide additional access. Dual Language programs at all schools promote biliteracy and access to the State Seal of Biliteracy. Data also shows that English learners and students with disabilities are enrolled in standards-aligned core instruction with increasing access to general education settings through targeted supports. Differences in access remain across sites and student groups. Smaller or geographically isolated schools have fewer electives and CTE options, and participation in advanced coursework varies for English learners, students with disabilities, and students in remote areas. Over time, data shows improved access due to expanded CTE, dual enrollment, and Dual Language opportunities.|CVUSD data from Aeries, CCGI, and local measures indicates strong overall access to a broad course of study across schools. All secondary students have access to A–G courses, Advanced Placement (AP), and college coursework through partnerships with College of the Desert and Imperial Valley College, with access expanding over time. Students can participate in 24 Career Technical Education (CTE) pathways, Dual Language programs, AVID, and flexible options such as continuation school, independent study, and virtual learning. English learners and students with disabilities are enrolled in standards-aligned core instruction with increasing access to general education settings and supports. Differences in access and enrollment remain across school sites and student groups. Smaller and geographically isolated schools offer fewer electives and CTE options, limiting course variety. Participation in advanced coursework, including AP, dual enrollment, and some CTE pathways, is lower for English learners, students with disabilities, and students in remote areas. Overall, district data shows increased access and enrollment over time due to the expansion of CTE pathways, dual enrollment opportunities, and Dual Language programs, though continued efforts are needed to ensure equitable participation across all student groups and sites.|Met||2026-06-25|2026 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 English Learner students at each grade level, Special Education academic support services, 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. However, a targeted Business pathway will be introduced during the 2026-27 school year.|The LEA will continue providing information to parents and students regarding Broad Course of Study options via ParentSquare, afterschool Parent University event programming and Academic Counseling presentations.|Met||2026-06-25|2026 33744920000000|Riverside County Office Of Education ROP|7|||||Not Met|||2026 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, 57% knew of AP requirements, and 57% 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 2025/26, 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||2026-06-11|2026 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 data analysis, Sycamore Academy continues to evaluate student access and participation in a broad course of study. The data reflects continued progress in expanding opportunities for all students while identifying areas for further growth to ensure equitable access across student groups. Sycamore has increased access to a variety of academic, enrichment, and extracurricular opportunities offered during the school day and through after-school programs. All students participate in a broad course of study during the school day, ensuring access to a well-rounded educational experience. While after-school opportunities continue to expand, participation data indicates that approximately 38% of students are currently accessing these additional courses and enrichment opportunities. Although enrollment has shown gradual growth over the past several years, increasing participation and addressing barriers to access remain areas of focus. Moving forward, Sycamore will continue using locally selected measures to monitor enrollment trends, identify disparities among student groups, and refine outreach and support strategies. These efforts will help ensure all students have equitable opportunities to participate in a comprehensive, engaging, and enriching educational program.|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||2026-06-16|2026 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- 95.8% A-G Completion Rate- 71.32% Enrollment in AVID- 12.08% Enrollment in CTE-32.05% Enrollment in AP Courses- 44.27% 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 (12.08%), CTE (32.05%), and AP courses (44.27%) 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, 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||2026-06-23|2026 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.|Temecula Preparatory School provides all students with access to a comprehensive course of study grounded in its classical education model. Lower school students receive instruction in core academic subjects, including English language arts, mathematics, history, science, and the arts. In the upper school, counselors work closely with students and families to review academic progress, support postsecondary planning, and ensure students remain on track to meet graduation requirements. In addition to the required core curriculum, upper school students have access to a diverse selection of elective courses in the fine arts, including visual arts, music, and drama, as well as specialized courses such as moral philosophy, psychology, statistics, yearbook, athletic weight training, and other areas of student interest. These offerings provide students with opportunities to explore a variety of academic and enrichment pathways.|Based on local data and stakeholder feedback, the school has not identified significant barriers that limit student access to a broad course of study. TPS continues to expand opportunities for students through its partnership with Mt. San Jacinto College, which allows eligible students to participate in dual enrollment courses while attending high school. This partnership broadens academic options and enables students to earn college credit while pursuing their high school diploma.|Temecula Preparatory School will continue to annually review student enrollment data, course offerings, and master schedules to ensure all students have equitable access to a broad course of study. School counselors will continue working closely with students and families to support academic planning, monitor progress toward graduation, and assist students in selecting courses aligned with their interests and postsecondary goals. The school will also continue expanding opportunities through its dual enrollment partnership with Mt. San Jacinto College and will evaluate student interest in elective offerings to ensure the curriculum continues to meet the needs of its student population while maintaining the school's classical education model.|Met||2026-06-17|2026 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, robotics, personal finance and athletics. This all occurs within the context of a academically rigorous course of study in core subjects of ELA, Math, Science, and Social Studies. Students with exceptional needs are educated within the general education setting to the greatest extent possible following our full-inclusion model.|TVCS is a single site and therefore, there is no comparison data across schools. 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, robotics, leadership, world languages, health and athletics.|None noted, previous barriers were addressed and world languages and instrumental music are being added to the instructional program.|No new actions are being taken. Of note, our Spanish program has now been fully implemented TK-8th grade.|Met||2026-06-10|2026 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 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 to inform decisions.|For the 2024–25 school year, MVUSD’s A–G completion rate was 60.5%. Among the comprehensive high schools, A–G rates ranged from 60.9% to 63.3%. Murrieta Canyon Academy (MCA) was significantly lower at 18.9%. By student group, A–G completion rates were in the low to mid-50% range for Low-Income, African American, and Hispanic students. English Learners (32.4%) and Students with Disabilities (18.3%) had lower rates. On the 2025 CA Dashboard’s College/Career Indicator, the district's classification was “High,” with 64% of students identified as prepared. All student groups were “Medium” or higher, with the exception of African American, English Learners, and Long-Term English Learners who were Low. Districtwide participation in AVID for the 2025-25 school year was 11.6% for middle school and 13.7% for high school, with 65.1% of middle school and 67.4% of high school AVID students identified as low-income. The program reflects proportional representation across student groups. In 2025–26, 2,382 students participated in at least one Career Technical Education (CTE) course, and 16.4% of the senior class of 2025 completed a CTE pathway. Advanced Placement course participation in Fall 2025 included 26.3% of all students. Among AP participants, 46.1% were socioeconomically disadvantaged, 39.6% identified as Hispanic, and 6.6% identified as African American. Participation rates were lower for English Learners (1.1%), Foster Youth (0.1%), and Students with Disabilities (2.7%).|MVUSD recognizes several barriers that can impact students’ access to and success in a broad course of study. One challenge is ensuring that all students are aware of and prepared for the variety of postsecondary pathways available to them. This is reflected in differences in student participation in A-G coursework and highlights the importance of helping all students graduate with meaningful options for their future. As part of this effort, the district continues to expand Career and Technical Education (CTE) and has transitioned from three-course to two-course pathways, allowing more students to complete a pathway during their high school experience. Another area of focus is ensuring that students have the academic interventions and supports needed to successfully access and engage in a broad course of study. This includes continued investment in support classes, tutoring, and targeted services for students performing below grade level. The district also continues to support AVID as it increases college and career readiness and helps students access rigorous coursework. Despite these efforts, some student groups continue to face barriers in accessing a full and meaningful course of study. These include English Learners, Students with Disabilities, and Foster Youth. The district remains committed to addressing the unique needs of these groups by improving access to core and advanced coursework, providing individualized supports, and reducing 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 grade level and college preparatory 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. The district is also consistently reviewing and updating its Career Technical Education (CTE) offerings to ensure programs are relevant, engaging, and aligned with postsecondary opportunities. Clear communication to students and families about available programs and how to participate in them remains an essential part of this work.|Met||2026-06-16|2026 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/Language Arts, 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.|Val Verde USD continues to provide equitable access to a broad course of study across all schools and student groups. District monitoring indicates no significant differences in access or enrollment opportunities based on school site or student subgroup. Enrollment patterns and course offerings are regularly reviewed to ensure English Learners, Foster Youth, and students with disabilities have equitable access to rigorous coursework and enrichment opportunities. At the elementary level, all students receive instruction in English Language Arts, mathematics, history-social science, science, visual and performing arts, health, physical education, and music. The district also offers a Dual Language Immersion (DLI) Program at three elementary schools. At the middle school level, students have access to core academic courses, visual and performing arts, world languages, Career Technical Education (CTE), and the continuation of the DLI pathway at one middle school. High school students have access to Advanced Placement (AP), Dual Enrollment, Career Technical Education pathways, world languages, visual and performing arts, A-G approved coursework, and the culminating DLI pathway at one comprehensive high school, leading to opportunities to earn the California State Seal of Biliteracy. District and site leaders continue to monitor enrollment and participation to ensure equitable access to college and career readiness opportunities for all students.|Val Verde Unified School District has significantly reduced historical barriers to accessing a broad course of study through strategic investments in expanded academic programming, credit recovery, summer learning opportunities, and comprehensive student support services. As a result, the district has not identified any significant systemic barriers that limit student access to a broad course of study. The district continues to monitor factors that may influence student participation in specific programs, including scheduling constraints at the secondary level, awareness of advanced academic opportunities, and ensuring equitable participation in Advanced Placement (AP), Dual Enrollment, Career Technical Education (CTE), Visual and Performing Arts (VAPA), World Languages, and the Dual Language Immersion (DLI) pathway. The district also remains committed to providing appropriate supports that enable English Learners, students with disabilities, Foster Youth, and other student groups to fully participate in rigorous academic programs. District and site leaders regularly review enrollment data, master schedules, and student participation across programs to identify and address potential barriers. These ongoing monitoring efforts ensure all students continue to have equitable access to high-quality learning opportunities that prepare them for college, career, and life.|Val Verde Unified School District remains committed to ensuring all students have equitable access to a broad course of study that prepares them for college, career, and life. The district will continue supporting World Languages, Career Technical Education (CTE), Visual and Performing Arts (VAPA), and Dual Language Immersion (DLI) programs through ongoing investments in staffing, instructional materials, facilities, equipment, and supplies. To strengthen college and career readiness, middle schools have aligned elective offerings with their feeder high schools' CTE pathways, providing students with earlier opportunities to explore career interests, develop foundational skills, and make informed pathway decisions before entering high school. The district will continue expanding access to Advanced Placement (AP), Dual Enrollment, CTE, VAPA, World Languages, and other rigorous academic programs while ensuring equitable participation for all student groups. Teachers will also continue receiving professional learning in co-teaching, Universal Design for Learning (UDL), assistive technology, and inclusive instructional practices to maximize access and participation for students with disabilities in general education settings.|Met||2026-06-16|2026 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 and UC/CSU a-g and CTE course enrollment is shared with the Board twice per year. 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.|SCOE 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 10 history credits to complete their graduation requirements and may not enroll in extra courses due to work or family obligations. Nonetheless, all students have access to the courses they need for their educational plans and have options to take more courses. Student survey results showed that additional courses desired by students were driver education, job preparation and exploration, and career related courses (electrical, cooking, music). Unlike the prior year, there were no requests for arts courses and few requests for sports, likely due to our offerings of these program areas to students through our community partnerships. This year learning opportunities included family art events, weekly Artist-in-Residence program, student-led project exhibitions, guest speakers from Black-owned businesses, and field trips. CTE expansion for this year included: capstone courses for all CTE courses; new Data Science Pathway courses; SCOE Enterprise food truck and coffee cart (permitting in process); Dual Enrollment agreement established with Los Rios Community College District; and Summer Bridge Programs in 2026 to increase student engagement, school connectedness, and college and career awareness for historically underserved student populations.|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. An ongoing barrier to a broad course of study 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. This year we had counselors at our schools who met with students to discuss their goals and plans and encouraged them to take classes beyond the minimum requirements. We also increased our course offerings and are hoping to see a shift in students engaging in more courses than the minimum in the next year.|Over the past two years, our LEA has been able to better align our goals and priorities across funding streams, initiatives, and grants to ensure access to a broad course of study and support student outcomes (LCAP, Community Schools Grant, SPSA, etc.). This past year we focused on putting systems in place to support students and expand course offerings. The changes implemented this year were: the addition of school counselors at schools sites to provide academic and personal planning; implementation of a comprehensive and aligned course catalog; significant development of CTE opportunities including expanded courses and new pathways; increased expanded learning opportunities through community partners; implementation of the Community Schools grant work and the related development of the State Seal of Civic Engagement criteria with leadership course options; focus on literacy; and deepening our professional learning community work to analyze student data to improve instruction and course preparedness and completion. In the next year, we plan to expand UC/CSU a–g, CTE, and dual enrollment opportunities, continue to build college and community partnerships, provide additional career exploration through virtual reality, and foster strong family and community relationships to help connect students to academic and course opportunities.|Met||2026-06-23|2026 34103480136275|Fortune|7|We use two metrics to track the extent to which all students have access to, and are enrolled in, a broad course of study. One is the % of scholars with access to courses; the other is the % of scholars enrolled in those courses.|100% of TK-8 scholars are offered a broad course of study, including visual and performing arts. 100% of TK-8 scholars are enrolled in a broad course of study, including visual and performing arts. 100% of grade 9-12 scholars are offered a full suite of a-g courses. 100% of grade 9-12 scholars are enrolled in a full suite of a-g courses, because that is part of our graduation requirements. This universal access is by design, and it includes all student groups.|There are no barriers preventing us from providing access to a broad course of study for all students.|We will continue to implement our model, which provides broad access to courses for all scholars.|Met||2026-06-25|2026 34103480140160|American River Collegiate Academy|7|Rocklin Academy Family of Schools monitors access to a broad course of study through annual review of comprehensive schedules, course offerings, student schedules, enrollment reports, and program participation data across all grade spans. As part of this process, RAFOS reviews access and enrollment patterns for all students, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities. Student information system reports, special education service plans, English learner program data, and site-level scheduling processes are used to ensure students have access to grade-level coursework and required instructional programs. School leaders annually review course offerings and student enrollment data to verify that students have access to the full range of subjects required under California Education Code, including English language arts, mathematics, science, social science, physical education, visual and performing arts, and other grade-level appropriate enrichment or elective opportunities. These measures provide RAFOS with ongoing information about student access, enrollment, and participation in a broad course of study across all schools and grade spans.|Analysis of comprehensive schedules, course offerings, student schedules, enrollment reports, and program participation data indicates that all students enrolled in Rocklin Academy Family of Schools (RAFOS) have access to, and are enrolled in, a broad course of study. Review of these data sources shows that students across all grade spans participate in a well-rounded educational program that includes English language arts, mathematics, science, social science, physical education, visual and performing arts, and grade-level appropriate enrichment or elective opportunities. Additional supports and services are provided as needed to ensure students with disabilities and English learners can access the full educational program. No differences in access to, or enrollment in, a broad course of study have been identified across school sites or student groups, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities. RAFOS will continue to annually review course access, enrollment, and participation data to ensure all students have equitable access to a broad course of study and to identify any potential barriers that may emerge over time.|Based on the review of course offerings, comprehensive schedules, student schedules, enrollment reports, and program participation data, Rocklin Academy Family of Schools (RAFOS) has not identified any barriers preventing students from accessing a broad course of study. All students, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities, have access to grade-level coursework and a well-rounded educational program appropriate to their grade span. Current data do not indicate any differences in access or enrollment across student groups or school sites. RAFOS will continue to annually review course access, enrollment, and participation data to identify and address any potential barriers that may emerge and to ensure equitable access to a broad course of study for all students.|Based on the results of its locally selected measures, Rocklin Academy Family of Schools (RAFOS) has not identified any revisions, decisions, or new actions necessary to address barriers to access to a broad course of study. RAFOS will continue to implement the actions and services outlined in the Local Control and Accountability Plan (LCAP) and annually review course offerings, comprehensive schedules, student schedules, enrollment reports, and program participation data to ensure all students have equitable access to a broad course of study. Should any differences in access or enrollment be identified, RAFOS will use these data to inform future planning and make adjustments as needed to maintain equitable access for all students.|Met||2026-06-22|2026 34103480142091|Capital College & Career Academy|7|All courses at CCCA are UC A-G approved. As a small school site all students have access and participate in a broad course of study. CCCA’s graduation requirements far exceed both the UC and state of California requirements. This has been a potential barrier for some students with exceptional needs when seeking to graduate from the school. Furthermore, the team has created some internal tracking mechanisms to identify students who are dual enrolled and participating in the CCCA job shadow / intern program. More work must be done to follow up with these students and increase engagement in these opportunities for all learners.|All students have access to and are enrolled in a broad course of study. The school model is centered on student voice and choice and as such the team works tirelessly to create and adapt opportunities based on student interest.|While there are no barriers in place, not all students are taking part in CCCA’s dual enrollment and or job shadow / intern program. The hiring of an academic counselor and school secretary will allow for more intentionality registering students for these opportunities. The goal is to push into advisory, develop four year plans, and meet with every student at least twice a year to review progress and develop short and long-term goals.|The structures are in place but more staffing is needed to ensure all students are pushed into these opportunities. We will also continue to collaborate with our higher education partners to identify and build pathways into nontraditional career education opportunities at the community college level. This would ensure greater college participation rates and engagement.|Met||2026-06-01|2026 34672800000000|Arcohe Union Elementary|7|Master Scheduling & Elective Rosters: The district tracks enrollment across grade levels to verify equitable access to specialized coursework. This includes monitoring participation in elementary electives and ensuring secondary students have complete access to the thirteen unique elective courses offered in middle school. Goal-Based IEP Tracking: For individuals with exceptional needs, the district uses Individualized Education Program (IEP) goal monitoring. This operational tool ensures specialized accommodations are integrated seamlessly so students can participate fully in the general education curriculum alongside peers. Targeted Program Rosters: The LEA monitors intervention logs and scheduling data to ensure specialized academic support for English Learners (ELs) and struggling readers functions as an embedded resource, providing critical academic aid without displacing access to a well-rounded course of study. Triangulated Placement Evaluation: To continuously review placement fairness for unduplicated student groups, the district evaluates data from a combination of local and state assessments, structured teacher observations, and parent conferences, keeping course pathways dynamic and responsive.|General Access & Enrollment: The master schedule verifies that all students have full structural access to a well-rounded curriculum. Elementary cohorts participate in core academic blocks alongside targeted electives. Middle school students benefit from expanded scheduling flexibilities, maintaining equitable opportunities to enroll across thirteen unique elective courses designed for arts exploration, enrichment, and skill discovery. Student Group Differences: While core structural access is universal, tracking tools highlight strategic scheduling adjustments to support specific student groups. Through goal-based IEP tracking, the district ensures individuals with exceptional needs are fully integrated into core and elective environments alongside peers. To balance intervention with enrichment, specialized academic support for English Learners (ELs) and struggling readers is intentionally scheduled as an embedded block, guaranteeing intensive literacy and language aid without restricting their enrollment choices or displacing them from the thirteen elective pathways. School Site Disparities: Because Arcohe Union operates as a single-site elementary district serving its student body on a centralized campus, there are no geographic, regional, or cross-site disparities in course availability. Progress Over Time: The district reviews data from local and state assessments, teacher observations, and parent conferences to evaluate placement fairness.|Personnel and Financial Constraints (Small School/Limited Resources): As a small LEA operating with limited localized funding and a lean staff, the district faces structural barriers in hiring and retaining specialized credentialed instructors (e.g., dedicated art, music, world language, or advanced STEM teachers). Limited financial resources prevent the expansion of physical facilities or the continuous purchasing of high-cost instructional materials needed to broaden course offerings. Geographic Isolation and Program Access Boundaries: Operating as a single-site, small campus restricts the LEA’s ability to easily share staff, combine student sections, or tap into the broader program networks, off-site regional specialized centers, or vocational technical labs available to larger, multi-site school districts. Lack of Student Interest and Engagement: Local data and survey metrics indicate a baseline barrier involving chronic student disengagement and school boredom in secondary grades. This lack of interest creates a secondary obstacle: when specialized electives or advanced enrichment programs are proposed or piloted, low student enrollment numbers make it fiscally and logistically impractical to sustain them within a restricted master schedule.|Demand-Driven Program Evolution: The district restructured its master scheduling protocols to foster the constant evolution of programs based on student and staff needs. Rather than utilizing a static curriculum, administration will conduct annual audits of staff credentials and student feedback to reshape elementary choices and the thirteen middle school electives around current interests. Enrollment Trend Analysis: The LEA established a formalized procedure for the systematic analyzation of data trends regarding student enrollment and interest in programs. By directly reviewing year-over-year enrollment shifts, attendance patterns, and local survey data (such as middle school boredom metrics), the district can make data-backed decisions to phase out low-interest courses and invest in high-demand pathways. Community and Area Partnerships: To circumvent the financial and personnel restrictions of a small school, the district decided to actively expand access to new programs hosted by area partners. The LEA is securing formalized agreements with regional high schools, community organizations, and county offices of education to grant students access to specialized science labs, virtual enrichment, and career-technical workshops that the district cannot independently fund.|Met||2026-06-17|2026 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. 2024-25 is the latest full year representing this measure and is described below. Grades covering the full 2025-26 year will be reported with all EGUSD’s LCAP Metrics in Fall 2026. 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 2024-25, 99% of elementary students received a broad course of study, as shown by report card grades in each of the six content areas. Districtwide, 100% of students received grades in English, Mathematics, Science/Health, Social Science, and Physical Education; 99% received a Visual and Performing Arts grade. 2025-26 data will be available in Fall 2026. In 2025-26, data show 52% of middle school students had taken an honors/accelerated or AVID course. By ethnicity, this ranged from 18% for American Indian students to 62% for Asian students. For other student groups, the percentage was 18% for English Learner (EL) students, 23% for Long-Term EL students, 11% for Foster Youth, 23% for students experiencing homelessness, 44% for socioeconomically disadvantaged (SED) students, and 13% for students with disabilities (SWD). By school, this ranged from 39% of students at Jackman Middle School to 63% at Toby Johnson Middle School. At the high school level, 51% of students were enrolled in one or more Honors, AP, or IB courses in 2025-26. By ethnicity, the percentage of students ranged from 34% for African American students to 68% for Filipino students. For other student groups, the percentage was 14% for EL students, 15% for Long-Term EL students, 13% for Foster Youth, 23% for students experiencing homelessness, 44% for SED students, and 8% for SWD. By comprehensive high school, this ranged from 36% of students at Florin High School to 61% 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 and parents 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 benefits of such courses to future aspirations and success. Counselors, AP/IB teachers, and CTE/CPA pathway leads are diligent in recruitment and highlight that support for course success is available (e.g., flextime / advisory, afterschool, and summer enrichment opportunities). Another impediment to increased student enrollment in more rigorous courses may be the traditional six period day master schedule, which limits student opportunity to a wide variety of course offerings compared to a block schedule. Consistent, high quality tier 1, 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. PSAT data, Always Be Learning (ABL), and the student information system (Synergy) identify students who would be successful in advanced courses and ensure 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||2026-06-23|2026 34673140111732|California Montessori Project - Elk Grove Campus|7|As a Montessori public school, CMP's teachers are Montessori trained across English Language Arts, Math, Science, Social Studies, Geography, and more. All classrooms are equipped with the full suite of Montessori materials, exposing students to a broad course of study. CMP's Curriculum Guides, aligned to California State Standards, outline content areas across grade spans and ensure consistent curricular access network-wide. The Montessori Instruction and Innovation Department (MIID) maintains a scope and sequence ensuring all students — including unduplicated groups and individuals with exceptional needs — receive grade-level instruction across content areas. To measure progress, CMP employs multiple assessments: i-Ready diagnostics in reading and math, CAASPP for grade-level proficiency, and mCLASS DIBELS 8 (implemented in 2025-26) to screen for early literacy difficulties in grades K-3. In Mathematics, CMP will implement Thinking Math! from Innovamat for grades 3-6 in 2026-27 as a Tier 1 program complementing Montessori Math. Grades 7-8 will field test Thinking Math! and have access to advanced coursework, including Cyber High's Integrated Math 1, ensuring pathways for accelerated learners. CMP continues expanding access to enrichment programs including sports, physical education, standards-aligned field trips, visual and performing arts, and STEM.|All CMP students have access to a broad course of study built on Montessori curriculum aligned to California State Standards, delivered by California Credentialed and Montessori-trained teachers. Low student-to-teacher ratios support personalized instruction, and all classrooms are equipped with Montessori materials and standards-aligned resources, including NGSS-aligned science materials. CMP provides personalized reading and math instruction through i-Ready. Beginning in 2026-27, CMP will implement Thinking Math! from Innovamat as a Tier 1 math program for grades 3-6, complementing Montessori Math. Students in grades 7-8 will have access to advanced mathematics pathways. CMP has fully implemented an RTI model, adopted PBIS network-wide supported by a Restorative Practices Coordinator, and provides Second Step SEL to all students. mCLASS DIBELS 8 will serve as a universal K-8 reading difficulties screener beginning in 2026-27. CAASPP monitors ELA and Math proficiency across all student groups. The MIID maintains a network-wide scope and sequence ensuring consistent curricular access across all campuses, grade spans, unduplicated groups, and students with exceptional needs. CMP continues expanding enrichment including sports, PE, field trips, visual and performing arts, and STEM. Educational partner feedback reflected strong interest in growing music, athletics, and arts offerings, which CMP will explore in 2026-27.|Funding limitations and hiring barriers remain the primary obstacles preventing CMP from expanding access to a broader course of study for all students. Recruiting and retaining qualified Montessori-credentialed teachers who also hold California State credentials continues to present a unique challenge. These staffing constraints can limit CMP's ability to expand specialist positions in areas such as music, visual and performing arts, and athletics — programs that educational partners identified as high priorities in the 2025-26 feedback process. Additionally, resource limitations create variability in the availability of enrichment programming available to students. CMP will continue to explore funding opportunities and staffing strategies to address these barriers and expand access to a broad course of study for all students across the network.|In response to locally selected measure results, CMP has taken several actions to strengthen broad course of study access for all students. In early literacy, CMP transitioned to mCLASS DIBELS 8 in 2025-26 to screen for reading difficulties, with full K-8 implementation planned for 2026-27. The MIID Team will support staff in using mCLASS data to inform instruction and early intervention. In Mathematics, CMP will implement Thinking Math! from Innovamat as a Tier 1 program for grades 3-6 beginning in 2026-27, providing a structured, standards-aligned complement to Montessori Math. The MIID Team will lead professional development and implementation support network-wide. CMP has implemented Parsec as a data management tool to improve collection and use of student data. The MIID Team supports staff in meaningfully using data from Parsec, i-Ready, CAASPP, and mCLASS to drive instructional planning and ensure equitable curriculum access across all student groups. Professional development remains a key strategy across all initiatives. CMP will continue investing in training aligned to new curriculum adoptions, assessment tools, and data systems. CMP will continue working to secure adequate funding to hire staff and expand enrichment offerings in music, visual and performing arts, and athletics in response to educational partner feedback.|Met||2026-06-22|2026 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. The access to CTE courses depends upon the SAVA campus they enroll in. 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 can fully participate.|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. To reduce transportation challenges for families, SAVA EG now offers a full course of study in CTE within a one year timeframe, but with students spending more hours within the program. 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 access and hours for CTE classes on campus by expanding the time students spend in classes. 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 expanding the amount of time students currently spend in CTE courses available at a student’s home site. Students will now spend condensed length of time to one year with more hours within a pathway at their home campus. 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||2026-06-16|2026 34673146112254|Elk Grove Charter Academy|7|Elk Grove Charter Academy measures student access to, and enrollment in, a broad course of study based on a variety of measures. EGCA 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 EGCA’s instructional program is students can complete either traditional diploma requirements or alternative diploma requirements. EGCA tracks the number of students who complete each diploma requirement.|EGCA 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 highs over 50%. The number of students enrolling in community college courses has also risen from 16 students to 44 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 19 in 2025-26. Diploma requirement completion rates are as follows: traditional diploma completers increased to 95% from 85.5% and Alternative diploma completers decreased to 5% from 13.1%.|Barriers to a broad course of study at EGCA are multifaceted, rooted in the unique demands of our independent study model and the varied needs of our student population. Our rolling enrollment, while providing flexibility, creates scheduling conflicts that often cause students to miss critical enrollment windows for elective or advanced courses. Furthermore, prior academic challenges are a significant hurdle; transcript reviews frequently show credit deficiencies, necessitating a focus on credit recovery that inherently prioritizes graduation requirements over broader elective pathways. We also encounter challenges regarding student and parent awareness; perceptions about the necessity of courses beyond basic requirements often limit participation in A-G, AP, or dual enrollment programs. Logistically, transportation constraints persist, complicating student access to off-site CTE or dual enrollment opportunities, despite our efforts to facilitate attendance. The administrative complexity of the community college enrollment process demands intensive one-on-one support that strains existing personnel. Finally, balancing teacher credentialing and capacity with effective delivery models for our hybrid structure remains a hurdle to expanding our Advanced Placement offerings. These logistical, academic, and systemic barriers necessitate that we continue refining our outreach and support to guarantee equitable access for all students.|EGCA is expanding access to a broad course of study through several targeted actions. We are launching comprehensive awareness campaigns to educate students and families on the benefits of A-G completion, AP coursework, and dual enrollment, moving beyond basic graduation requirements. To streamline access, we are simplifying the dual enrollment process by refining our local course planning and formalizing articulation with the Los Rios community college system for seamless data exchange. To address scheduling and delivery constraints, EGCA has integrated AP courses directly into our ISP and workshop schedules. We are also systematically adapting additional EGUSD board-approved courses for delivery through our independent study platform, significantly increasing our NCAA, A-G, and elective options across online and direct-instruction formats. We are embedding career and college readiness directly into student advocacy classes through dedicated grade-level modules. Furthermore, our staff is engaging in specialized professional development centered on the Framework for High Quality Instruction and participating in district-wide steering committees to align our programs with broader initiatives. These combined efforts—streamlining enrollment procedures, expanding course modalities, and embedding guidance into the student experience—ensure we are proactively dismantling barriers and providing equitable access to diverse post-secondary pathways for all students.|Met||2026-06-23|2026 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||2026-06-17|2026 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) Completion 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 92.5% of seniors graduate, those percentages are lower for Students with Disabilities (75.5%), Homeless Youth (75.4%), Socioeconomically Disadvantaged students (86.2%), and English learners (80.1%). 55.4% of students met UC/CSU Requirements. The percentages are lower for Students with Disabilities (14%), Homeless Youth (8.1%), Socioeconomically Disadvantaged Students (27.4%), and English learners (19.7%). 23.9% of all students complete a CTE pathway. The percentages are lower for Students with Disabilities (14.%), Homeless Youth (10.3%), Socioeconomically Disadvantaged Students (16.5%), and English learners (9%). 21.4% 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.|Potential barriers to providing equitable access to courses in FCUSD include master schedule variability, teacher attrition, inconsistent implementation of a guaranteed and viable curriculum, school choice patterns, and school capacity constraints. While future budget and facility limitations may present challenges, the district currently has adequate facilities. Based on data analysis, student grades, and feedback from counselors, teachers, and administrators, the most significant barrier to course access is course failure and the need to repeat classes. Repeating courses limits students' ability to progress to higher-level coursework and reduces available elective periods for Career Technical Education (CTE), visual and performing arts, and other enrichment opportunities. This challenge disproportionately impacts English learners, students with disabilities, and other unduplicated student groups who often require additional support courses, such as Designated English Language Development (ELD) or academic intervention classes. The combination of required support classes and repeated coursework significantly restricts access to the full range of courses offered and opportunities for advanced learning. Additionally, some students, particularly unduplicated students and students with disabilities, may lack awareness of available course options, prerequisites, and pathways, limiting their ability to make informed decisions about their academic opportunities.|FCUSD has increased student access to A-G, Career Technical Education (CTE), Advanced Placement (AP), International Baccalaureate (IB), Science, Technology, Engineering, and Mathematics (STEM), and Visual and Performing Arts (VAPA) courses by expanding course offerings and shifting from enrollment criteria to enrollment guidelines to promote greater inclusivity. The district also continues to offer additional science courses and opportunities for students to earn recognitions such as the State Seal of Biliteracy and participation in AP and IB programs. During the 2024-25 school year, FCUSD prioritized equitable grading practices and strengthened Tier 2 interventions and supports. The district continues to provide intervention programs, credit recovery opportunities, and additional instructional staff to support academic progress and course completion. Districtwide, Professional Learning Communities use student data and evidence-based practices to ensure high levels of learning and provide timely support for students who need additional assistance. Many schools also participate in the High Reliability Schools framework to improve instructional effectiveness, accelerate learning, and reduce achievement gaps, ensuring all students have equitable access to rigorous coursework and opportunities for success.|Met||2026-06-18|2026 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 Math and Reading diagnostics, Multitudes, DIBELs 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 uses RenStar reading and math diagnostics, and Multitudes reading screener and DIBELS reading diagnostics . These tools improve assessment, early identification, and placement, for intervention, supports or acceleration for new and returning students thus ensuring access to a broad course of study for all.|Met||2026-06-18|2026 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 Pacific Charter'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–7 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 seventh 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 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 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||2026-06-08|2026 34673480000000|Galt Joint Union Elementary|7|To monitor compliance with Priority 7, GJUESD routinely reviews course offerings and class schedules to ensure all students are enrolled in a broad course of study. Enrollment data is actively analyzed to identify and mitigate any disparities in mathematics course access. Furthermore, the district utilizes the Williams review process to validate fair and inclusive access for all student groups, including unduplicated populations. Students who are not yet performing at grade level are provided with targeted after-school interventions to support their academic progress.|During the 2025–2026 school year, all GJUESD students maintained comprehensive access to a broad course of study. At the elementary level, this included enrichment opportunities in outdoor environmental education alongside visual and performing arts. Secondary students in grades 7–8 had robust access to diverse course offerings, including introductory agriculture, art, AVID, band, choir, educational technology, outdoor environmental education, and Spanish.|Continued collaboration is required at the middle school level among administrators, counselors, and ELD teacher leaders to ensure that all English learners (ELs) have access to exploratory classes during the school day. The district continues to address the challenge of balancing targeted academic interventions for Long-Term English Learners (LTELs) with consistent access to elective courses. To support this, ongoing professional development focused on inclusive scheduling practices and integrated support models is needed.|GJUESD is taking proactive steps to increase middle school student access to CTE and exploratory pathways. A newly formed middle school scheduling committee focused on embedding critical reading and math interventions and enrichment opportunities without displacing elective options. To support this systemic shift, the committee was tasked with exploring the adoption of a standardized master schedule across all secondary programs.|Met||2026-06-17|2026 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. the District's A-G rates have steadily increased over the past 3 years for all unduplicated groups and are part of graduation incentives.|While our schools offer a broad course of study to all students, our local and State Dashboard metrics demonstrates that our Students with Disabilities, English Learners 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 on the 2025 CA School Dashboard. 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 increasing among our Students with Disabilities, English Learners, Homeless Youth, and Socioeconomically Disadvantaged students. Students at Galt High School are accessing Career-Technical Education and World Language classes at a higher rate than those at Liberty Ranch 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 Galt High School. Culinary will be offered at Estrellita in 2026-27.|English Learners, Students with Disabilities and Homeless Youth are failing their course work at a higher rate than their peers which requires that they retake necessary core courses to graduate. This limits their opportunities to take other courses and makes it more difficult to meet the A-G requirements. This also results in these students feeling like they are not capable of being successful in Advanced Placement or world language courses. Furthermore, English learners and students with disabilities often have other support classes that they need which takes up time in their schedules, and do not count towards A-G fulfillment which then reflects in their college and career readiness score on the Dashboard. 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. Galt High school was able to fill a Theater Teacher vacancy in their Arts Department resulting in offering additional arts courses for this coming year. Estrellita was able to use Equity Multiplier funding 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. The District has designed its Reclassification process for ELs and LTELs starting in 2026-27|To reduce the number of students having to retake core coursework, staff will be focused on increasing academic supports for high need students in the core areas, especially math. (This may include after school tutoring, summer school and online credit recovery options) 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 was on AI, 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. Interim Benchmark Assessments were conducted this year and will continue for next year in Math and Science to track students preparation for the CAASPP test. Student focus group information reveals that students would like more variety in the CTE Pathways, more student clubs and more options for students at school besides athletics and FFA.|Met||2026-06-25|2026 34674130000000|River Delta Joint Unified|7|River Delta Unified School District uses multiple local measures to monitor equitable access to a broad course of study for all students, including unduplicated student groups and students with exceptional needs. The district uses the Aeries Student Information System to analyze course enrollment, master schedules, student schedules, and demographic data to ensure equitable access to core academics, Career Technical Education (CTE), Advanced Placement (AP), college preparatory courses, electives, intervention, and specialized services. The district also reviews California Department of Education DataQuest reports, including Number of Classes by Subject, Course Enrollment Listing, and Average Class Size, along with local achievement, graduation, and college and career readiness data to identify and address barriers to student access and participation. Individualized Education Program (IEP) placement and scheduling data are reviewed to ensure students with exceptional needs have access to grade-level curriculum and appropriate educational opportunities. Additionally, the district prioritizes high-quality English Language Development (ELD) instruction to accelerate English learner reclassification before secondary school, expanding students' access to A-G college preparatory coursework and elective opportunities in high school.|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 2025-26 school year we were able to reclassify 22.7% 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||2026-06-23|2026 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||2026-06-22|2026 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 2025-26 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 and volleyball are offered at each school site in addition to various clubs such as video production 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 embedded 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 uses LCAP Supplemental and Concentration funds to support Priority 7 for our unduplicated students.|We have fully expanded 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 for participation in the program. The infusion of Proposition 28, Arts and Music funding will enable us to add a Science, Technology, Engineering, Arts and Math (STEAM) teacher to support grades 4&5 and build our capacity to further incorporate the arts into our daily instruction.|Met||2026-06-25|2026 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 2025-26 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 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. 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||2026-05-29|2026 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 2025-26 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 some participation in intervention courses 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 an increase in participation in CTE courses over the past few years. Additional information about course enrollment and the number of courses offered in various subjects at schools can be found on the California Department of Education DataQuest web page.|Met||2026-05-29|2026 34674210140178|New Hope Charter|7|New Hope Charter annually reviews course offerings to ensure students have access, and are enrolled in, a broad course of study aligned with Ed. Code 51210 - Course of study for grades 1-6 and Ed. Code 51220 (a) - (i) for grades 7-12. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups, and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.|Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. As a fully inclusive school, if barriers to participation exist for students with exceptional needs, this is addressed within the IEP, 504, SST, or RtI process. Depending on the nature of the student's exceptional needs, students are provided with the necessary 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||2026-06-22|2026 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 (2025-26 Gr 9-12 Graduation On-Track Status Rate 2025-26 Gr 9-12 A-G On-Track Status Rate) All (62.5 60.9) African American (49.3 44.0) American Indian (53.8 40.8) English Learners (48.0 39.3) Students with Disabilities (48.6 33.8) Foster Youth (24.4 22.2) Homeless Youth (40.6 36.4) Socioeconomically Disadvantaged (60.3 56.5)|Gaps in access to A-G and Graduation have significantly reduced over the last year, yielding an increase of 1.5 percentage points among graduates and 1.9 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||2026-06-18|2026 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 reflected in scholar schedules within the Master Schedule. All scholars with exceptional needs are enrolled in a homeroom that includes a general education teacher and an Educational Specialist or Teaching Assistant. This allows the PS7 program to provide specialized instruction through small groups and targeted support 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 the upcoming school year, the middle grades will focus on a simpler schedule grounded in the basics, with an emphasis on strengthening reading, writing, and science instruction. This shift is intended to create a more focused academic experience and ensure scholars have strong access to foundational instruction across core content areas. 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||2026-06-25|2026 34674390101295|Sol Aureus College Preparatory|7|SACPREP uses NWEA MAP Growth, SBAC, and other local assessments to monitor whether all students have access to and are enrolled in a broad course of study across grade spans. Data are reviewed by grade level, course participation, and student group, including unduplicated students and students with exceptional needs, to identify access gaps and inform adjustments to scheduling, supports, and instruction.|SACPREP uses NWEA MAP Growth, SBAC, and local assessments to monitor student progress and help identify whether all students have access to a broad course of study. At this time, the available data do not show major differences across school sites, but SACPREP continues to review results by grade span and student group, including unduplicated students and students with exceptional needs, to identify and address any enrollment or access gaps over time.|Some of the barriers that appear to be producing preventative barriers is reduced funding and declining enrollment, which can limit staffing, course offerings, and program expansion. With fewer resources, SACPREP may have to prioritize core sections and required services, making it harder to offer the full range of classes and supports needed for every student group, especially at smaller grade spans or for students with exceptional needs.|In response to declining enrollment and reduced funding, SACPREP will review staffing and scheduling annually to preserve access to core courses and essential enrichment opportunities for all students. SACPREP will also monitor student-group access data more closely and make adjustments to course offerings, intervention supports, and resource allocation to maintain a broad course of study as effectively as possible.|Met||2026-06-30|2026 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||2026-06-18|2026 34674390101899|George Washington Carver School of Arts and Science|7|||||Not Met|||2026 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||2026-06-18|2026 34674390102038|Sacramento Charter High|7|The graduation requirements at Sac High are the A-G requirements. 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 2024-25 (the latest official, public data available), there were few differences between the 4-year adjusted cohort graduation rates for significant subgroups (all students = 88%, Black/African American = 87%, Hispanic/Latino = 85%, Socioeconomically Disadvantaged Students = 84%) except for Students with Disabilities at 69%. Unfortunately, there were a few Students with Disabilities that dropped out of public school attendance. 100% of graduates were A-G eligible. The 5-year cohort graduation rate is the same as the 4-year rate and there are few significant differences amongst the significant subgroups, except, again, for Students with Disabilities continue to have a lower 5-year graduation rate than other groups (69%). We 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. We added a dual enrollment program called Panther Pipeline so that scholars can earn high school and college credits attending college courses right on the Sac High campus. We also added a credit recovery program so that scholars are able to catch up on A-G requirements.|All scholars are placed in a broad course of study designed to meet the A–G requirements and receive specialized instruction as needed, based on their progress toward meeting those requirements. SHPS has a Course of Study Policy that outlines elementary and secondary courses of study and protects against discrimination or separation in school courses and activities. SHPS also has several policies in place to ensure all scholars have equal access to a broad course of study, including the 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; and 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 UC/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 additional options for all scholars. During the 2026–27 school year, we will expand credit-recovery opportunities and work to increase enrollment so we can offer scholars a broader range of courses and pathways.|Met||2026-06-25|2026 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||2026-06-18|2026 34674390106898|The Language Academy of Sacramento|7|LAS uses Infinite Campus for its student information system (SIS). Through this system, all students', including those from unduplicated student groups, and individuals with exceptional needs, access to and enrollment in, a broad course of study as required per EdCode are tracked and monitored within the given school year.|LAS is a single site K-8 school which simplifies the school's ability to ensure all students are on track in having access to a broad course of study per defined by EdCode. In a given typical school year, (with some variation during the FY21 due to school closures), all LAS students receive core subjects in Language Arts, Math, Science, Social Science, Health and Physical Education. LAS is a dual language immersion program; all Gr1-8 learn a foreign language, Spanish. Moreover, middle school students have access via elective block courses in Visual Arts, Environmental Science, Ethnic Studies, Coding, Leadership, Study Skills, and Mentoring Cross-Age Tutoring (MCAT).|There are no glaring barriers preventing LAS from providing access to a broad course of study for all students. Ideally, LAS would like to offer more variety which of course, highly depends on finding qualified instructions to teach CTE middle school level courses.|N/A. LAS will continue to ensure all students are provided a quality broad course of study for all students, including continued research of cutting edge courses ideal for middle school students.|Met||2026-06-25|2026 34674390111757|California Montessori Project - Capitol Campus|7|As a Montessori public school, CMP's teachers are Montessori trained across English Language Arts, Math, Science, Social Studies, Geography, and more. All classrooms are equipped with the full suite of Montessori materials, exposing students to a broad course of study. CMP's Curriculum Guides, aligned to California State Standards, outline content areas across grade spans and ensure consistent curricular access network-wide. The Montessori Instruction and Innovation Department (MIID) maintains a scope and sequence ensuring all students — including unduplicated groups and individuals with exceptional needs — receive grade-level instruction across content areas. To measure progress, CMP employs multiple assessments: i-Ready diagnostics in reading and math, CAASPP for grade-level proficiency, and mCLASS DIBELS 8 (implemented in 2025-26) to screen for early literacy difficulties in grades K-3. In Mathematics, CMP will implement Thinking Math! from Innovamat for grades 3-6 in 2026-27 as a Tier 1 program complementing Montessori Math. Grades 7-8 will field test Thinking Math! and have access to advanced coursework, including Cyber High's Integrated Math 1, ensuring pathways for accelerated learners. CMP continues expanding access to enrichment programs including sports, physical education, standards-aligned field trips, visual and performing arts, and STEM.|All CMP students have access to a broad course of study built on Montessori curriculum aligned to California State Standards, delivered by California Credentialed and Montessori-trained teachers. Low student-to-teacher ratios support personalized instruction, and all classrooms are equipped with Montessori materials and standards-aligned resources, including NGSS-aligned science materials. CMP provides personalized reading and math instruction through i-Ready. Beginning in 2026-27, CMP will implement Thinking Math! from Innovamat as a Tier 1 math program for grades 3-6, complementing Montessori Math. Students in grades 7-8 will have access to advanced mathematics pathways. CMP has fully implemented an RTI model, adopted PBIS network-wide supported by a Restorative Practices Coordinator, and provides Second Step SEL to all students. mCLASS DIBELS 8 will serve as a universal K-8 reading difficulties screener beginning in 2026-27. CAASPP monitors ELA and Math proficiency across all student groups. The MIID maintains a network-wide scope and sequence ensuring consistent curricular access across all campuses, grade spans, unduplicated groups, and students with exceptional needs. CMP continues expanding enrichment including sports, PE, field trips, visual and performing arts, and STEM. Educational partner feedback reflected strong interest in growing music, athletics, and arts offerings, which CMP will explore in 2026-27.|Funding limitations and hiring barriers remain the primary obstacles preventing CMP from expanding access to a broader course of study for all students. Recruiting and retaining qualified Montessori-credentialed teachers who also hold California State credentials continues to present a unique challenge. These staffing constraints can limit CMP's ability to expand specialist positions in areas such as music, visual and performing arts, and athletics — programs that educational partners identified as high priorities in the 2025-26 feedback process. Additionally, resource limitations create variability in the availability of enrichment programming available to students. CMP will continue to explore funding opportunities and staffing strategies to address these barriers and expand access to a broad course of study for all students across the network.|In response to locally selected measure results, CMP has taken several actions to strengthen broad course of study access for all students. In early literacy, CMP transitioned to mCLASS DIBELS 8 in 2025-26 to screen for reading difficulties, with full K-8 implementation planned for 2026-27. The MIID Team will support staff in using mCLASS data to inform instruction and early intervention. In Mathematics, CMP will implement Thinking Math! from Innovamat as a Tier 1 program for grades 3-6 beginning in 2026-27, providing a structured, standards-aligned complement to Montessori Math. The MIID Team will lead professional development and implementation support network-wide. CMP has implemented Parsec as a data management tool to improve collection and use of student data. The MIID Team supports staff in meaningfully using data from Parsec, i-Ready, CAASPP, and mCLASS to drive instructional planning and ensure equitable curriculum access across all student groups. Professional development remains a key strategy across all initiatives. CMP will continue investing in training aligned to new curriculum adoptions, assessment tools, and data systems. CMP will continue working to secure adequate funding to hire staff and expand enrichment offerings in music, visual and performing arts, and athletics in response to educational partner feedback.|Met||2026-06-22|2026 34674390121665|Yav Pem Suab Academy - Preparing for the Future Charter|7|Yav Pem Suab Academy utilizes multiple measures and tools to monitor scholar access to and participation in a broad course of study. These measures include student enrollment records, master schedules, attendance records, participation rosters, teacher-created assessments, report cards, Individualized Education Programs (IEPs), English Learner data, and ongoing review of scholar participation in academic and enrichment programs. All scholars in grades TK–6 have access to standards-aligned instruction in English Language Arts, Mathematics, Science, Social Studies, Physical Education, and English Language Development, as appropriate. In addition, scholars participate in the school's unique broad course of study offerings, including Hmong Language Development, Tae Kwon Do, Dance, Movement, technology integration, study trips, and other experiential learning opportunities aligned to the school's Highly Effective Teaching (HET) model. The school monitors participation and access through weekly teacher-principal collaboration meetings, data review cycles, classroom observations, intervention meetings, SST meetings, and IEP meetings. Particular attention is given to ensuring equitable access for English Learners, socioeconomically disadvantaged scholars, foster youth, and scholars with disabilities. Participation data, assessment results, attendance information, and stakeholder feedback are reviewed to identify barriers and ensure all scholars have meaningful access to academic, enr|Yav Pem Suab Academy utilizes enrollment records, master schedules, attendance records, IEP records, English Learner data, participation rosters, and ongoing program reviews to monitor scholar access to a broad course of study. Review of these measures indicates that all TK–6 scholars are enrolled in and have access to standards-aligned instruction in English Language Arts, Mathematics, Science, Social Studies, Physical Education, and English Language Development, as appropriate, as well as enrichment and experiential learning opportunities during the regular instructional day. The school monitors access for all student groups, including English Learners, socioeconomically disadvantaged scholars, foster youth, and scholars with disabilities. Through IEP meetings, SST meetings, intervention planning, and regular data review cycles, the school identifies and addresses barriers that may impact scholar participation in academic and enrichment opportunities. Stakeholder feedback supports these findings. In the annual scholar climate survey, 87% of scholars agreed or strongly agreed that technology and study trips help them learn. Parents, scholars, and staff also identified enrichment opportunities, cultural learning experiences, and hands-on learning as strengths of the educational program. Ongoing review of enrollment, participation, and stakeholder feedback data has not identified significant differences in access among student groups. The school will continue monitoring partic|Based on the review of enrollment data, participation records, IEP records, English Learner data, attendance data, stakeholder feedback, and program implementation measures, Yav Pem Suab Academy has not identified significant barriers preventing scholars from accessing the school's broad course of study. All scholars are provided with access to core academic subjects and enrichment opportunities during the regular instructional day. However, the school continues to monitor factors that may impact a scholar's ability to fully benefit from available programs and services. Stakeholder feedback identified attendance challenges, staffing stability, intervention needs for scholars performing below grade level, and the need for continued support for scholars with disabilities and other learning needs. Student feedback also highlighted a desire for additional enrichment opportunities, experiential learning experiences, and activities that increase engagement and connectedness to school. To address these potential barriers, the school utilizes SST meetings, IEP meetings, intervention supports, attendance monitoring, and ongoing data review processes to identify and respond to scholar needs. The school will continue evaluating participation and access data to ensure that all scholars, including English Learners, socioeconomically disadvantaged scholars, foster youth, and scholars with disabilities, have equitable opportunities to participate in and benefit from the school's broad cours|In response to stakeholder feedback and annual program review data, Yav Pem Suab Academy will continue refining and expanding opportunities that increase scholar engagement, participation, and access to meaningful learning experiences. Scholar survey results demonstrated strong support for technology integration and experiential learning opportunities, while open-ended feedback identified a desire for additional enrichment activities, arts experiences, leadership opportunities, and hands-on learning experiences. As a result, the school will continue exploring opportunities to enhance scholar access to enrichment programs, strengthen culturally relevant learning experiences, and increase opportunities for scholar voice and leadership. The school will also continue reviewing participation and engagement data to ensure that programs remain responsive to scholar interests and needs. In addition, stakeholder feedback highlighted the importance of ensuring that all scholars, including those requiring additional academic and behavioral supports, are able to fully included in the educational program. The school will continue evaluating program effectiveness, resource allocation, and support structures to ensure equitable access and participation across student groups. These actions are intended to strengthen scholar engagement, increase access to meaningful learning opportunities, and ensure that the broad course of study remains responsive to the needs and interests of the school co|Met||2026-06-08|2026 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 3 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. 1 Intervention Coordinator, 3 IA, and 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||2026-06-15|2026 34674390131136|New Joseph Bonnheim (NJB) Community Charter|7|NJB uses multiple local measures to monitor student access to a broad course of study. These include the master schedule, student enrollment data, and participation in core and enrichment programs. Instructional tools such as Benchmark Advance (ELA), Go Math, and NGSS-aligned science instruction are used across all grade levels. Additional measures include participation in intervention programs (SIPPS, i-Ready, Frax), Expanded Learning Opportunities Program (ELO-P) enrollment, and access to enrichment such as science, art, and agriculture-based learning through the Living Schoolyard. Data is reviewed through grade-level collaboration (CPT), ELAC, and the Steering Committee to ensure equitable access for unduplicated student groups, including English Learners, socioeconomically disadvantaged students, and students with exceptional needs.|All NJB students have access to core academic subjects, including ELA, Math, Social Science, Science, and Physical Education, along with hands-on learning experiences connected to agriculture and environmental science. The ELO-P program extends access by providing additional academic support, enrichment, and intervention opportunities before and after school. Local data indicates consistent access across student groups, including English Learners and students with exceptional needs. Intervention programs and expanded learning supports are used to ensure students who need additional support receive it. NJB has made progress in expanding science instruction and enrichment opportunities, particularly through partnerships and the Living Schoolyard initiative.|The primary barriers to expanding a broader course of study include limited funding, staffing capacity, and time within the instructional day. These constraints impact the ability to increase access to additional content areas such as visual and performing arts and to further expand science and enrichment opportunities during the school day. Additionally, continued work is needed to strengthen integration of enrichment opportunities with core academic instruction to ensure all students benefit consistently.|NJB has taken strategic steps to expand access to a broad course of study. In 2024–2025, the implementation of a Site Instructional Coordinator strengthened alignment of curriculum, instruction, and data use across grade levels. This work supported a more cohesive instructional program. Building on this foundation, NJB has added two Reading Intervention Teachers and a Resource Science Teacher for 2025–2026. These roles expand targeted literacy support and increase access to NGSS-aligned science instruction. Additionally, NJB continues to leverage ELO-P to provide extended learning opportunities, including academic support and enrichment in science, art, and agriculture. These actions are designed to ensure all students have access to a well-rounded educational program that supports both academic achievement and hands-on learning.|Met||2026-06-18|2026 34674390135343|Growth Public|7|GPS uses multiple measures to monitor student access to, and progress within, a broad course of study. In ELA and math, students participate in iReady diagnostic assessments and curriculum-based assessments connected to the school’s adopted instructional materials. Teachers also use classroom formative assessments, standards-based assignments, progress monitoring tools, intervention data, and PLC data analysis to identify student strengths, needs, and next steps for instruction. For English Learners and Students with Disabilities, staff review growth data, intervention progress, IEP goals, accommodations, and service delivery data to monitor access and progress. In science, social studies, art, music, physical education, and health, teachers use standards-aligned assignments, projects, performance tasks, and teacher-created assessments to monitor student learning and participation.|All GPS students have access to a broad course of study that includes ELA, math, science, social studies, art, music, physical education, health, and English Language Development for eligible students. The school’s instructional systems have strengthened through PLCs, coaching, expanded small-group instruction, improved use of data, and increased intervention supports. Current reflection shows that reading and math growth improved, English Learners and Students with Disabilities met growth goals, and some students successfully exited intervention and Special Education services. These outcomes suggest that GPS is making progress in supporting access and growth across student groups. At the same time, the school recognizes that access is not only about course availability, but also about consistent, high-quality implementation in every classroom. Overall proficiency remains below target, classroom instruction is inconsistent, student attendance continues to affect learning, and teacher absences and turnover have disrupted instruction. These factors have affected the extent to which all students experience a consistently strong and coherent instructional program.|Current barriers include inconsistent Tier 1 instruction, overall proficiency remaining below target, achievement gaps, chronic absenteeism, growing student needs, and staffing instability. Teacher absences and turnover have disrupted learning and made it more difficult to sustain consistent instructional practices across classrooms. Limited student access to devices has also affected instruction and testing. These barriers impact the school’s ability to ensure that all students experience consistent access to grade-level standards, aligned instruction, intervention, and enrichment across the full course of study.|In response to these findings, GPS will focus on strengthening implementation of existing instructional systems rather than adding multiple new initiatives. The school will prioritize stronger Tier 1 instruction, more consistent use of data and interventions, increased student goal-setting and progress monitoring, expanded writing instruction, and stronger collaboration between general education and Student Services. GPS will also continue to use PLCs and coaching to improve instructional consistency and will strengthen systems for monitoring attendance, student progress, and access to needed supports. The school will also work to ensure students have the instructional materials, technology, and classroom supports needed to fully participate in the broad course of study. By focusing on consistent implementation, stronger collaboration, and more sustainable instructional systems, GPS aims to improve student access, academic growth, and standards mastery across all grade levels and student groups.|Met||2026-06-22|2026 34674390137406|SAVA - Sacramento Academic and Vocational Academy - SCUSD|7|SAVA SCUSD uses multiple data systems and tools to monitor and ensure that all students have access to and are enrolled in a broad course of study across grade spans, including unduplicated student groups and students with exceptional needs. The primary tool used is the Aeries Student Information System, which tracks enrollment, course schedules, transcripts, credits earned, graduation plans, Master Agreements, and participation in Career Technical Education (CTE) pathways. Aeries also allows the school to monitor and disaggregate data for student groups, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities. SAVA SCUSD utilizes Aeries reporting features to run queries and analyze course access, identify potential equity gaps, and ensure students are appropriately enrolled in required and elective coursework. Additional data systems, including CALPADS and the California School Dashboard, are used to support data validation, monitor outcomes, and inform continuous improvement efforts. Together, these tools allow SAVA SCUSD to regularly review student access to a comprehensive course of study and ensure equitable opportunities for all students.|SAVA SCUSD 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 standards and college and career readiness goals. All students are enrolled in core academic subjects—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, which includes independent study and live instruction, allows for flexible scheduling and increased access to both academic and elective courses across all sites. Dual enrollment opportunities have expanded significantly, with student participation doubling from the previous year. Additionally, the implementation of the Build Your Future (BYF) course supports early college and career exploration and increases student access to dual enrollment pathways. Data indicates that while overall access is equitable across sites and student groups, some new and transfer students initially have reduced access to electives and CTE courses due to credit recovery needs. To address this, SAVA SCUSD has strengthened academic counseling, implemented earlier pathway exposure for middle and 9th grade students, and prioritized targeted supports to accelerate credit completion. These efforts have improved access for all students.|Despite SAVA SCUSD’s commitment to providing all students access to a broad course of study, several barriers impact full participation. Students who are credit deficient, enroll mid-year, or have interrupted academic histories often must prioritize credit recovery in core subjects, which can limit immediate access to electives, CTE pathways, and dual enrollment opportunities—particularly for upper-grade transfer students. Additionally, staffing and scheduling constraints within the independent study model may limit the availability of certain live or pathway-specific courses at smaller sites. While all pathways are accessible to students across sites, transportation between campuses can present a barrier for some families. English learners and students with disabilities may also face challenges related to language development, academic readiness, and the need for additional supports to access more rigorous or specialized coursework. To address these barriers, SAVA SCUSD is expanding academic counseling, increasing early exposure to pathways in grades 7–9, implementing the Build Your Future (BYF) course to support dual enrollment access, and working to improve transportation options for CTE participation. These strategies are designed to reduce barriers and promote equitable access to a comprehensive course of study for all students.|In response to identified barriers and local data, SAVA SCUSD is implementing targeted actions to ensure all students have equitable access to a broad course of study. A key initiative is the expansion of the Build Your Future (BYF) course, which supports college and career exploration, builds foundational skills, and increases student readiness for dual enrollment and CTE pathways. To improve early access and engagement, SAVA SCUSD is strengthening pathway exploration in grades 7–9 through hands-on learning experiences, guest speakers, and field trips. This is paired with enhanced academic counseling to support individualized graduation planning, course selection, and earlier identification of pathway opportunities. To address access limitations across sites, SAVA SCUSD is utilizing grant funding to provide cross-campus transportation for CTE courses not available at a student’s home site. Additionally, Community Schools funding is being used to expand wraparound supports, including academic and social-emotional services, to help students overcome barriers that may limit participation in a full course of study. SAVA SCUSD has also expanded dual enrollment opportunities, resulting in increased student participation, and continues to align programs to ensure all students—regardless of background—can access rigorous, relevant coursework that supports college and career readiness. These actions reflect SAVA’s commitment to ensuring equitable access for all students.|Met||2026-06-16|2026 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||2026-06-18|2026 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 all students have opportunities to engage in a well-rounded educational program. For grades TK–8, the district tracks enrollment in English Language Arts (ELA), mathematics, science, social science, and physical education (PE). Students also have access to visual and performing arts (VAPA) opportunities supported through Proposition 28 funding. At the middle school level, students are provided elective options that expand learning beyond the core curriculum. For grades 9–12, the district monitors student participation in a broad range of academic and enrichment opportunities, including ELA, mathematics, science, social science, PE, world languages, VAPA, Advanced Placement (AP), International Baccalaureate (IB), and Career Technical Education (CTE) pathways. Key measures include Graduation Rate, A–G Completion Rate, AP Participation Rate, IB Completion Rate, CTE Participation Rate, and State Seal of Biliteracy (SSB) attainment. Graduation and A–G Completion Rates provide insight into students’ access to and successful progression through the core curriculum, including rigorous coursework required for college admission. AP, IB, and CTE participation measures help determine the extent to which students are accessing advanced academic and career-focused learning opportunities. The State Seal of Biliteracy recognizes students who demonstrate proficiency in English a|San Juan Unified educators analyze enrollment and participation data by grade span, student group, and students with disabilities to monitor equitable access and outcomes. While virtually all students have access to a broad course of study, the district uses these measures to identify and address disparities in participation among student groups. While all students have access to a broad course of study, data shows that students with disabilities, English learners, homeless and foster youth enroll in Advanced courses at significantly lower rates. These same groups show similar enrollment trends to all student groups in the areas of Career Technical Education and Visual and Performing Arts.|San Juan Unified has identified several barriers that limit students’ access to a full course of study. One challenge is balancing access to grade-level core instruction with the additional supports some students require, such as intervention, Designated English Language Development (ELD), and special education services. While these supports are essential to student success, they can reduce the flexibility within a student’s schedule to participate in electives, Career Technical Education (CTE) pathways, visual and performing arts courses, and other specialized learning opportunities.|In response to the results of these measures, San Juan Unified continues to implement and refine strategies designed to increase equitable access to a broad course of study for all students. Data analysis indicates that while most students have access to a wide range of academic, career, and enrichment opportunities, participation rates vary among student groups, particularly for English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities. To address these disparities, the district has expanded academic and behavioral supports aimed at improving course success and reducing the need for students to repeat coursework. Efforts include intervention programs, targeted instructional supports, tutoring opportunities, progress monitoring, and increased access to counseling services. By improving first-time course completion, students are better positioned to access advanced coursework, electives, Career Technical Education (CTE) pathways, visual and performing arts courses, and other enrichment opportunities. San Juan Unified also continues to strengthen access to rigorous academic programs through outreach, counseling, and course planning processes that encourage participation in A-G coursework, Advanced Placement (AP), International Baccalaureate (IB), Career Technical Education pathways, and opportunities leading to the State Seal of Biliteracy.|Met||2026-06-23|2026 34674470112169|California Montessori Project-San Juan Campuses|7|As a Montessori public school, CMP's teachers are Montessori trained across English Language Arts, Math, Science, Social Studies, Geography, and more. All classrooms are equipped with the full suite of Montessori materials, exposing students to a broad course of study. CMP's Curriculum Guides, aligned to California State Standards, outline content areas across grade spans and ensure consistent curricular access network-wide. The Montessori Instruction and Innovation Department (MIID) maintains a scope and sequence ensuring all students — including unduplicated groups and individuals with exceptional needs — receive grade-level instruction across content areas. To measure progress, CMP employs multiple assessments: i-Ready diagnostics in reading and math, CAASPP for grade-level proficiency, and mCLASS DIBELS 8 (implemented in 2025-26) to screen for early literacy difficulties in grades K-3. In Mathematics, CMP will implement Thinking Math! from Innovamat for grades 3-6 in 2026-27 as a Tier 1 program complementing Montessori Math. Grades 7-8 will field test Thinking Math! and have access to advanced coursework, including Cyber High's Integrated Math 1, ensuring pathways for accelerated learners. CMP continues expanding access to enrichment programs including sports, physical education, standards-aligned field trips, visual and performing arts, and STEM.|All CMP students have access to a broad course of study built on Montessori curriculum aligned to California State Standards, delivered by California Credentialed and Montessori-trained teachers. Low student-to-teacher ratios support personalized instruction, and all classrooms are equipped with Montessori materials and standards-aligned resources, including NGSS-aligned science materials. CMP provides personalized reading and math instruction through i-Ready. Beginning in 2026-27, CMP will implement Thinking Math! from Innovamat as a Tier 1 math program for grades 3-6, complementing Montessori Math. Students in grades 7-8 will have access to advanced mathematics pathways. CMP has fully implemented an RTI model, adopted PBIS network-wide supported by a Restorative Practices Coordinator, and provides Second Step SEL to all students. mCLASS DIBELS 8 will serve as a universal K-8 reading difficulties screener beginning in 2026-27. CAASPP monitors ELA and Math proficiency across all student groups. The MIID maintains a network-wide scope and sequence ensuring consistent curricular access across all campuses, grade spans, unduplicated groups, and students with exceptional needs. CMP continues expanding enrichment including sports, PE, field trips, visual and performing arts, and STEM. Educational partner feedback reflected strong interest in growing music, athletics, and arts offerings, which CMP will explore in 2026-27.|Funding limitations and hiring barriers remain the primary obstacles preventing CMP from expanding access to a broader course of study for all students. Recruiting and retaining qualified Montessori-credentialed teachers who also hold California State credentials continues to present a unique challenge. These staffing constraints can limit CMP's ability to expand specialist positions in areas such as music, visual and performing arts, and athletics — programs that educational partners identified as high priorities in the 2025-26 feedback process. Additionally, resource limitations create variability in the availability of enrichment programming available to students. CMP will continue to explore funding opportunities and staffing strategies to address these barriers and expand access to a broad course of study for all students across the network.|In response to locally selected measure results, CMP has taken several actions to strengthen broad course of study access for all students. In early literacy, CMP transitioned to mCLASS DIBELS 8 in 2025-26 to screen for reading difficulties, with full K-8 implementation planned for 2026-27. The MIID Team will support staff in using mCLASS data to inform instruction and early intervention. In Mathematics, CMP will implement Thinking Math! from Innovamat as a Tier 1 program for grades 3-6 beginning in 2026-27, providing a structured, standards-aligned complement to Montessori Math. The MIID Team will lead professional development and implementation support network-wide. CMP has implemented Parsec as a data management tool to improve collection and use of student data. The MIID Team supports staff in meaningfully using data from Parsec, i-Ready, CAASPP, and mCLASS to drive instructional planning and ensure equitable curriculum access across all student groups. Professional development remains a key strategy across all initiatives. CMP will continue investing in training aligned to new curriculum adoptions, assessment tools, and data systems. CMP will continue working to secure adequate funding to hire staff and expand enrichment offerings in music, visual and performing arts, and athletics in response to educational partner feedback.|Met||2026-06-22|2026 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 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, 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: • 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||2026-06-03|2026 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||2026-06-18|2026 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||2026-06-18|2026 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, art, and design courses for all students.|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.|Based on local assessment data and educational partner input, GIS has not identified significant barriers preventing students from accessing a broad course of study. All students, including English learners, foster youth, low-income students, and students with disabilities, have access to the full instructional program and core academic curriculum. GIS continues to monitor student progress and participation to ensure that all student groups are supported in accessing grade-level instruction and enrichment opportunities. While access to a broad course of study is available to all students, local data indicates that some students require additional academic and social-emotional supports in order to fully engage and succeed. Identified needs include continued support in Reading and Math, particularly for at-risk student groups, as well as social-emotional supports that help students remain connected, regulated, and ready to learn. GIS has addressed these needs through targeted academic interventions, i-Ready data review, teacher collaboration, and a full-time counselor to support students and staff.|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 2026–27 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.|Met||2026-06-16|2026 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 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, 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 Universal Design for Learning supports and intervention • 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: • 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||2026-06-03|2026 34674470165431|New Pacific Charter - Arden Arcade|7|New Pacific Arden Arcade 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 Pacific Charter's student information system PowerSchool identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|New Pacific Arden Arcade operates as a single-site school, where all students in grades TK–3 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-AA 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 third 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-AA 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 Arden Arcade 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-AA’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 Arden Arcade effectively eliminates barriers to learning and maintains a learning environment where all students can experience success acro|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 Arden Arcade 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||2026-06-08|2026 34674473430691|Options for Youth-San Juan|7|OFY-SJ uses a variety of locally selected measures and tools to monitor student access to and progress within a broad course of study for all grade spans, unduplicated student groups, and students with exceptional needs. Personalized academic planning and specific planning guides serve as the foundation for student success. The use of benchmark assessments administered three times per year to guide course placement, monitor growth, and refine intervention and instructional supports. English Learners and Students with Disabilities receive immediate access to specialized services, accommodations, and appropriate coursework to ensure equitable participation and progress in a timely manner. To strengthen intervention and progress monitoring, the charter implemented several new supports during the 2025-2026 school year which include immediate English and Math intervention upon enrollment, a new LYLA digital curriculum platform that allows offline access to coursework for students facing technology barriers, access to Academic Language Development (ALD) curriculum designed specifically for Long-Term English Learners, and the integration of Ellevation, the database to track English Learner progress on an ongoing basis. Additional tools such as iLit for language development and Edmentum for standards-aligned online coursework further support student access to rigorous instruction aligned with CCSS and NGSS standards.|All students have access to a comprehensive course of study that meets their individual academic needs. Personalized planning guides are used to identify required coursework, in order to support progress toward graduation and post-secondary goals. The charter’s blended learning model includes Direct Instruction, Independent Study through Student Activity Workbooks, Edmentum, and LYLA, a new digital curriculum platform that provides offline access to coursework for students experiencing technology barriers. All core courses are A-G approved and meet NCAA standards. Students also have access to Advanced Placement (AP) coursework and placement is decided through collaborative discussions with teachers and parents/guardians. Direct Instruction courses provide structured academic support in core subjects and are integrated into both in-person and online learning models. Course offerings may vary by learning site and are selected based on student needs, and course completion trends. To support students requiring additional academic intervention, the charter provides Response to Intervention (RTI) support through Exact Path. English Learners also receive targeted literacy support through the iLit program and Academic Language Development (ALD) courses designed specifically for Long-Term English Learners (LTELs). These programs are implemented across the charter to strengthen reading comprehension, literacy skills, and overall academic achievement based on individual student needs.|Identifying and addressing barriers that limit student access remains a priority for the charter. One ongoing challenge is staffing shortages in key support positions. OFY–SJ continues to experience high turnover among tutors and difficulty recruiting Special Education Specialists (SESs) and paraprofessionals despite serving a significant population of students with disabilities. While current staff-to-student ratios remain adequate, these vacancies have impacted the level of individualized support available to students. Another barrier involves academic gaps that require remediation coursework, which can create challenges within students’ graduation plans. Through targeted intervention support and ongoing communication about the importance of remediation, the charter aims to help students close learning gaps and remain on track for graduation. Although systems for intervention and small group instruction are in place, consistent student participation remains a challenge. During the 2025–2026 school year, intervention efforts focused on student cohorts for targeted academic support; however, technological barriers and attendance requirements limited program effectiveness. In response, the charter plans to streamline processes and improve accessibility for the 2026–2027 school year. These intervention programs will continue to play a critical role in helping students strengthen foundational skills and successfully access core curriculum.|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 1 Action 6: LREBG funds used for Ellevation program for more ongoing data tracking|Met||2026-06-26|2026 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 A-G approved courses in our University Prep Early College Academy and 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 (2024-2025 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 four 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 2025-2026 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 Curriculum and Instruction 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||2026-06-25|2026 34674473430758|San Juan Choices Charter|7|Choices Charter School utilizes internal enrollment data, along with feedback from counselors, teachers, and students, 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. Transcript analysis is used to identify common areas of academic difficulty, and administration and teachers collaborate to remove barriers to student success. Students with Disabilities are integrated into general education classes and supported by course teachers, a resource specialist, and the school counselor. When needed, students may transition to resource specialist-led classes to receive individualized pacing and targeted support. English Learners are enrolled in ELD courses and integrated into general education classes, with progress monitored by the ELD coordinator, course teachers, advisory teachers, and the counselor. All staff responsible for ensuring equitable access to courses are highly qualified for their positions, 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. Honors and AP courses are open to all students without barriers. Choices has consistently expanded its course offerings in response to student requests. Choices offers an exceptional range of courses through innovation and commitment. These include a CTE Pathway in Business & Finance, multiple Art classes, Spanish and French, Keyboarding, Computer Science, Foundations of Generative AI, Creative Writing, Driver Education, Criminal Justice, Forensic Science, Career Exploration, Culinary Arts, Pop Culture, Crafts, and more.|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. CCS's summer school program offers credit recovery courses that allow students to concentrate on one subject at a time, a structure that may be especially beneficial for unduplicated pupils.|Met||2026-06-23|2026 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||2026-06-17|2026 34745000000000|Sacramento County ROP|7|||||Not Met|||2026 34752830000000|Natomas Unified|7|Natomas Unified focuses on improving student access as well as readiness for college and career. In elementary schools, there is access to Board-approved instructional materials at all schools. In secondary schools, the NUSD Course Catalog provides a description of course options and sequences aligned to Board approved graduation requirements and A-G completion. This course catalog is annually reviewed and updated to include recently approved courses. Students have access to a broad range of A-G approved courses, including Advanced Placement coursework and Dual Enrollment opportunities. Annually, School Leadership monitors the program's enrollment at the beginning of the school year to ensure students from all student groups have access to broad courses of study using data reports from our student information system and data warehouse. Measures include the demographic composition of Advanced Placement (AP), International Baccalaureate (IB), AVID, Dual Enrollment, Dual Immersion, and more. NUSD’s District Progress Report (DPR) and UC Compass also monitor UC A-G completion, and 11th grade A-G readiness in addition to a wider range of other measures.|NUSD students continue to access a broad course of study, as indicated by our a-g rate. The district a-g completion rate in 2024-25, was 68%. 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 and the 68% rate is a slight increase from the 2023-24 rate of 67%. When examining rates by race/ethnicity, there is a notable gap between groups above 80% (Asian and White) and those at lower 60% or below (Black/African American and Hispanic/Latino). English Learners (44%) and Students with Disabilities (44%) are both significantly below the districtwide rate of 68%. Efforts to address these gaps include continuing to have all Career Technical Education (CTE) courses earn a-g credits, expanded Dual Enrollment access which includes growth of the CSUS ACE (Accelerated College Entrance) program to all 3 high school sites, 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 24-25, NUSD’s non-stability rate was 16.8%, higher than the county (11.6%) and state rates (8.3%). This rate was similar to 23-24 (16.4%), indicating a continuing need for improvement. Frequent movement of students in and out of schools disrupts consistent course planning/scheduling and disconnects students from academic and social-emotional supports. While mobility is a systemic barrier affected in part by factors outside of the NUSD’s control, continued efforts are being taken internally. These efforts include revised transfer policies and matriculation patterns to level enrollment and support more effective course planning. Another key barrier for the district has been the lack of consistent access to accelerated math programs across the district. Some schools with middle grades (7-8th) have had accelerated math 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 7th-8th has resulted in not all students entering 9th grade with the same available options. Recent efforts to address this include a revised identification/placement process for accelerated mathematics, pilot accelerated course options at schools that have not had access in the past, and development of expanded program options for those same schools.|Efforts to address the a-g eligibility gaps identified above include all CTE courses earning a-g credits, expanded Dual Enrollment access including the Pilot of the ACES program at CSUS, AP/IB programs and partnership with the California College Guidance Initiative (CCGI). An ongoing priority is to partner with counseling staff and administration to ensure that scheduling prioritizes enrollment in alignment with each pathway’s progression. 2024-25’s pathway completion rate was 18%, representing a slight decrease from the 20% rate in 2022-23, but maintained the higher rate relative to 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 High School’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 IB program at the K-8 levels. AP opportunities continue to grow, including at Natomas High School, which offers the AP Capstone Program. Beginning in 2024-25, NUSD has been in a partnership with the local CSU (CSU Sacramento) to articulate high school courses to CSUS courses, piloting opportunities for students to earn college credits while completing their high school coursework via the ACE program.|Met||2026-06-24|2026 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 students K-8 are enrolled and have access to specialty courses in Spanish and Art. At WCS, all students, including unduplicated student groups and students with exceptional needs, are served through an inclusion model that provides equal access to a broad course of study. This can be seen through the locally selected measure of the master schedule at WCS and WCHS, which includes all students and the classes they are enrolled in, and all classes students have access to. Beginning in 10th grade, our high school offers honors-embedded courses and dual-enrollment opportunities to all high school students.|At Westlake Charter School, all students have access to and are enrolled in a broad course of study, as demonstrated through the master schedule. At WCS, students in Kindergarten through 5th grade participate in a Spanish specialty class one day per week to begin each student’s exploration of the Spanish language. The 6th-8th-grade students participate in Spanish twice weekly 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, including 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, instructional design, behavior, 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. In addition, through this process, WCS found a need to focus on students’ social-emotional 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 with the graduate profile, using resources such as 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||2026-06-11|2026 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||2026-06-02|2026 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||2026-06-02|2026 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 85%.|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||2026-06-11|2026 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||2026-06-02|2026 34752833430659|Natomas Charter|7|Natomas Charter School is founded on three pillars - students 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 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 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 seventh 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 worked 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||2026-06-17|2026 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. During the 2025-26 school year, 28 students completed and AA with their high school diploma requirements.|Met||2026-06-23|2026 34765050101766|Community Outreach Academy|7|Community Outreach Academy (COA) uses its Student Information System (Aeries) as the primary tool to monitor student enrollment, course access, scheduling, attendance, and participation in a broad course of study. Aeries allows the school to track enrollment in core academic subjects as well as elective courses and enrichment opportunities across grade levels. COA reviews course enrollment data by grade span, student groups, including English Learners, socioeconomically disadvantaged students, foster youth, and students with disabilities, to ensure equitable access to educational programs and services. School administrators, counselors, and instructional staff use enrollment and scheduling reports to identify potential barriers to participation and ensure that all students, including individuals with exceptional needs, have access to appropriate academic and elective coursework. In addition to Aeries, COA utilizes master schedules, student transcripts, Individualized Education Programs (IEPs), English Learner data, and student progress monitoring reports to verify that students are enrolled in courses aligned with state requirements and their individual academic needs and interests. These tools help the school ensure that all students have access to a comprehensive educational program that includes core academic instruction as well as electives and enrichment opportunities.|Using enrollment data from Aeries and other local measures, Community Outreach Academy has determined that all students have access to a broad course of study that includes the required core academic subjects as well as a variety of elective and enrichment opportunities. Students at both school sites have access to standards-aligned instruction in English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Health, Visual and Performing Arts, World Languages, and other elective offerings designed to support student interests and academic growth. Course enrollment data indicate that students across grade spans and student groups have equitable access to educational programs and coursework. In addition to general elective offerings, COA provides targeted courses and interventions to meet the needs of specific student populations. These include designated English Language Development (ELD) courses and supports for English Learners, study skills and specialized services for students with Individualized Education Programs (IEPs), and tiered intervention classes in reading and mathematics for students identified as needing additional academic support. Students and families are involved in course selection whenever possible, and participation in support classes is based on identified student needs. Students may transition out of intervention or support courses as they demonstrate readiness.|Based on a review of enrollment data, course offerings, and local measures, Community Outreach Academy has identified budgetary and staffing constraints as the primary barriers to expanding access to an even broader course of study for all students. While all students currently have access to the required core academic curriculum and a variety of elective and enrichment opportunities, the school's ability to offer additional specialized courses is dependent on available funding, staffing levels, facility capacity, and student enrollment demand. As a charter school, COA must balance available resources while ensuring that all students receive access to high-quality instruction and required educational services. Limited staffing and financial resources may restrict the number of elective courses, specialized programs, or additional sections that can be offered in a given year. In some cases, student interest in specific courses may exceed available capacity. Despite these challenges, COA continues to prioritize equitable access to a broad course of study by offering a range of academic, enrichment, intervention, world language, visual and performing arts, and leadership opportunities. The school regularly reviews enrollment patterns, student interest, and staffing needs when developing schedules and determining course offerings. COA will continue to seek opportunities to expand educational programming as resources allow to meet the diverse interests and needs of its students.|In response to the review of local enrollment and course access data, Community Outreach Academy continues to implement strategies designed to ensure that all students have access to a broad course of study that supports their academic, social-emotional, and personal interests. The school regularly evaluates student enrollment patterns, course requests, staffing needs, and program effectiveness to inform decisions regarding course offerings and resource allocation. COA has expanded educational opportunities by increasing programming and support services as resources permit. The school continues to explore opportunities to increase staffing and expand elective offerings in order to provide students with additional choices that align with their interests, talents, and future goals. When developing schedules and course offerings, the school considers student needs, educational partner feedback, and available resources to maximize access for all students. COA remains committed to providing targeted academic and enrichment opportunities, including intervention supports, world language instruction, visual and performing arts, leadership opportunities, and other elective programs that contribute to a well-rounded educational experience. The school also continues to evaluate new program opportunities and partnerships that may further expand access to specialized courses and learning experiences.|Met||2026-06-16|2026 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 i-Ready 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 and evaluate course offerings to ensure all students have access to a broad course of study. A primary area of focus is the expansion of dual enrollment opportunities, allowing students to earn college credit while completing high school requirements and increasing access to rigorous coursework. The LEA will also continue to monitor student participation and outcomes, evaluate local measures, and identify additional opportunities that support college and career readiness for all students.|Met||2026-06-16|2026 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 our counselors and Dean.|Met||2026-06-08|2026 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||2026-06-23|2026 34765050108837|Community Collaborative Charter|7|To ensure all CCCS students have access to a broad course of study, our school works to implement a wide variety of strategies and practices targeted to provide full access for all. All students are made aware of new and current courses through our parent/student handbook, which includes an updated course catalog that outlines the available courses and their descriptions. In addition, CCCS offers a variety of programs from hybrid/independent study (Main Campus), along with a location at the Sacramento Youth Center (CCCS SYC), a full virtual program (GCC Virtual Academy), and learning from home (Connections Academy). We rarely have course prerequisites or limiting factors that are barriers to enrolling in a desired course of study. CCCS almost always provides students with opportunities to select courses based on interests and future goals during the scheduling process, has well-defined graduation requirements, and provides academic advising to help students make informed decisions about their course selections. Counselors and teachers guide students in exploring different subjects, assist with understanding graduation requirements, and align their course choices with their academic and career goals. CCCS is increasing the number of CTE courses to offer an increased number of CTE pathways along with Dual Enrollment opportunities, allowing students to explore their interests and pursue specialized areas of study while still meeting the necessary graduation requirements.|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. In addition, CCCS offers a variety of programs from hybrid/independent study (Main Campus), along with a location at the Sacramento Youth Center (CCCS SYC), a full virtual program (GCC Virtual Academy), and learning from home (Connections Academy).|CCCS has continued to qualify for the DASS program by having seventy percent of students meet one of the at-risk criteria at the time of initial enrollment. During the 2017-2018 school year, Community Collaborative Charter School qualified for the new Dashboard Alternative School Status (DASS) program. This program was established to replace the Alternative Schools Accountability Model (ASAM) program, which Community Collaborative Charter had qualified for since the 2008-2009 school year. Several factors have impacted student outcomes and schoolwide performance in recent years. The school has experienced an influx of students requiring special education services, as well as an increase in newcomer students, resulting in a need for additional academic, language, and social-emotional supports. Challenges related to data reporting and monitoring have limited the ability to consistently track student progress and inform decision-making. Additionally, the absence of a clearly defined schoolwide learning focus in previous years, coupled with inconsistent expectations and accountability practices among staff, contributed to variability in instructional practices and student support systems. Student engagement has also been affected by persistent challenges, including chronic absenteeism, credit deficiency, and inconsistent daily participation.|Our school is working to improve our course offerings that are A-G aligned, Dual Enrollment, that aligns with MTSS systems, Common Core State Standards, and Next Generation Science Standards to provide strong Tier I instruction. To 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||2026-06-16|2026 34765050113878|Higher Learning Academy|7|All students at Higher Learning Academy have access to the same broad course of study. Students in grades TK–5 participate in a rich, integrated International Baccalaureate (IB) curriculum that is aligned to California state-adopted standards and supported by state-adopted instructional materials. Students in grades 6–8 are enrolled in a comprehensive course of study that includes English Language Arts, mathematics, science, social studies, Spanish, physical education, and art. While middle school teachers are continuing to develop and refine IB units of study, instruction remains firmly grounded in California state-adopted standards to ensure all students receive a rigorous, standards-aligned educational experience.|All students at Higher Learning Academy participate in the same comprehensive course of study. Students in grades TK–5 engage in a rich, integrated International Baccalaureate (IB) curriculum that is aligned with California state standards and supported by state-adopted instructional materials. Students in grades 6–8 are enrolled in a common set of core courses, including English Language Arts, mathematics, science, social studies, Spanish, physical education, and art. While teachers continue to develop and refine IB units of study at the middle school level, instruction remains firmly grounded in California’s state-adopted standards to ensure all students receive a rigorous, equitable, and standards-aligned educational experience.|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 are seeking ways to improve academic achievement and literacy across grade levels.|We will continue to offer a rigorous IB education to all HLA scholars.|Met||2026-06-16|2026 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 BYF was offered and taken by the majority of the 9th grade cohort. 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. Next year, students will be placed into a CTE Academy specific to SAVA TR to promote pathway completion, CCI qualifications, and a MTSS approach in the new structure.|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. The transition to the Academy Model in 2026-2027 will eliminate transportation barriers across campuses. 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 was implementing he Build Your Future (BYF) 9th cohort 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||2026-06-16|2026 34765050130757|Highlands Community Charter|7|All students have access to core curricula from SAVVAS, which is aligned to state standards. This is augmented be supplemental curriculum to address specific learning needs especially for English Language learners, including ABC English, Burlington English, EL Civics programs, and Edmentum. HCCS tracks and measures engagement with curriculum through Savvas usage reports to ensure all classrooms are implementing a broad course of study. Additional measuring tools include: CASAS Learning Gains, Competency, and Task Reports - These reports track student progress through CASAS competencies and Tasks that are related to level objectives EL Civics Passing Data Sheets - Teachers have access to their students EL Civics passing rate which identifies mastery of specific WIOA related objectives Burlington English Student Progress Reports - Teachers have access to student progress data in this online platform. Teachers can pull reports to check student progress. Edmentum Student Progress Reports - Teachers have access to student progress, pace, and time spent on lesson data. Teachers can pull reports to check student progress. Google Classroom Completed Assignments - Workforce Readiness and other supporting materials can be accessed through teacher-created Google Classrooms. The Google Classroom Grade book can identify student completion and progress through a course.|There are no difference between sites or subgroups in the course of study. Given the unique needs of the HCCS student population all students are given access to the same curricular tools and supports.|English language learners face significant barriers in engaging with secondary level content at grade level.|Teachers receive regular professional development on Fridays with a significant focus on scaffolding content for ELLs. Teacher led teams continue to create pacing guides and scaffolding materials to support engagement with standards aligned material at grade level.|Met||2026-06-18|2026 34765050139584|California Innovative Career Academy|7|All students have access to core curricula from SAVVAS, which is aligned to state standards. This is augmented be supplemental curriculum to address specific learning needs especially for English Language learners, including ABC English, Burlington English, EL Civics programs, and Edmentum. HCCS tracks and measures engagement with curriculum by monitoring usage reports of the SAVVAS curriculum to ensure all classrooms are implementing the full curriculum. Additional measuring tools include: CASAS Learning Gains, Competency, and Task Reports - These reports track student progress through CASAS competencies and Tasks that are related to level objectives EL Civics Passing Data Sheets - Teachers have access to their students EL Civics passing rate which identifies mastery of specific WIOA related objectives Burlington English Student Progress Reports - Teachers have access to student progress data in this online platform. Teachers can pull reports to check student progress. Edmentum Student Progress Reports - Teachers have access to student progress, pace, and time spent on lesson data. Teachers can pull reports to check student progress.|Generally there are no difference between sites or subgroups in the course of study. Given the unique needs of the CICA student population all students are given access to the same curricular tools and supports. Because CICA is an independent study school the actual course of study is controlled by the master agreement signed by the student. This master agreement is created for each student with the goal of offering a broad course of study and access to electives and CTE offerings intended to support college and career success after graduation.|English language learners face significant barriers in engaging with secondary level content at grade level. Many other students are returning to school with significant gaps in enrollment and require a period of adjustment and scaffolding to acclimate to rigorous course work.|Teachers receive regular professional development on Fridays with a significant focus on scaffolding content for ELLs. Teacher led teams continue to create pacing guides and scaffolding materials to support engagement with standards aligned material at grade level.|Met||2026-06-18|2026 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||2026-06-23|2026 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||2026-06-23|2026 35103550000000|San Benito County Office of Education|7|Currently, the Master Schedule is analyzed and revised each year to ensure that a broad course of study is offered to students at each site. Credit Recovery is offered to students at all schools. Reports are run regularly to determine which students are enrolled in the credit recovery program, which courses students are taking and how successful each student is in each course. The only limitation that students may face is the limited number of sections offered and the fact that the students may not be able to take each class needed due to the period/block they are offered.|Master schedules indicate that core courses and credit recovery courses are offered at every site. In addition, a limited number of elective courses in the areas of Visual and Performing arts, Career Technical Education and Physical Education are offered. All students can access courses, regardless of their status as unduplicated, student with exceptional needs, Foster Youth, or language proficiency. Some courses are offered based on grade span or site, depending on the needs of the students and state requirements.|SBCOE serves students at four alternative education sites. Students often arrive credit deficient, especially in the core subject areas. As a result, many are required to enroll in multiple core courses, so they do not have room in their schedule to enroll in elective courses. In addition, because of the small size of the schools, only a limited number of electives can be offered at each site. Finally, the length of the school day and the requirements of some of the facilities, such as Juvenile Hall, limit the type of courses that can be offered.|The Master schedule was revised to ensure students have access to more courses, allowing them to recover credits and enroll in elective courses.|Met||2026-06-25|2026 35103550142489|Polytechnic Academy|7|Polytechnic Academy uses student schedules, master course schedules, transcripts, credit-accumulation and course-completion reports, and dual-enrollment records to track access to a broad course of study. Data are reviewed by grade level, unduplicated student groups, and students with exceptional needs. Individual transcript reviews, IEP monitoring, counseling meetings, and Student Success Team meetings help identify and address gaps in course access, enrollment, and progress toward graduation and college and career readiness.|Polytechnic Academy’s review of student schedules, transcripts, credit-accumulation reports, and dual-enrollment records indicate that all students have access to a broad course of study, including core academic courses, intervention and credit-recovery options, college and career readiness instruction, dual enrollment, and career pathway opportunities. Polytechnic Academy operates one small school site, so there are no differences across school sites. No significant differences in access have been identified among grade levels, unduplicated student groups, or students with exceptional needs; however, actual enrollment may vary based on grade level, credit needs, student interests, IEP requirements, and course readiness. The school continues to review individual schedules and transcripts to address barriers, expand elective and pathway options, and ensure equitable progress toward graduation and postsecondary readiness.|Polytechnic Academy identified several barriers to providing a broad course of study, including its small enrollment, limited staffing, scheduling constraints, and the challenge of offering multiple electives and career pathway courses simultaneously. Student credit deficiencies, course readiness, attendance, individual IEP requirements, and varying academic support needs may also limit enrollment in some courses. The school will continue using personalized schedules, dual enrollment classes, transcript reviews, and Personalized Success Plans to reduce these barriers and expand equitable course access.|Polytechnic Academy will revise its master schedule and individual student plans to expand equitable access to core academic courses, electives, career pathways, dual enrollment, intervention, and credit-recovery opportunities. The school will use dual enrollment and community partnerships to supplement courses that cannot be offered on-site because of limited enrollment or staffing. Staff will regularly review transcripts, schedules, Personalized Success Plans, IEP requirements, attendance, and course progress to identify and address access barriers. The LEA will also pursue additional qualified staff, flexible scheduling, and expanded partnerships for dual-enrollment and work-based learning opportunities.|Met||2026-06-23|2026 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-2nd class and another for the 3rd-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||2026-06-24|2026 35674620000000|Cienega Union Elementary|7|||||Not Met|||2026 35674700000000|Hollister|7|"The Hollister School District tracks student access to a broad course of study through several integrated frameworks, compliance monitoring tools, and specialized data platforms: Multi-Tiered System of Support: This overarching framework aligns the systems necessary for the academic, behavioral, and social success of all students, explicitly including a ""Broad Course of Study"" as a core academic element. Compliance and Reporting Tools: The district utilizes the Williams Act to ensure equal access to instructional materials, with results published annually in the School Accountability Report Card. For middle schools, a Course Catalog is used to track and offer a wide range of electives for 7th and 8th-grade students. Specialized Program Enrollment: Access for unduplicated student groups and those with unique interests is tracked through participation in AVID, Career Technical Education via Paxton Patterson labs, and ELOP/ASES programs, which specifically target socioeconomically disadvantaged, English Learners, and Foster Youth. Exceptional Needs Monitoring: Equitable access for students with disabilities is ensured and tracked via Individualized Education Programs and Section 504 Plans. The Student Study Team further tracks interventions and monitors student progress. Data Management Systems: HSD utilizes the Aeries Student Information System for enrollment and reporting, alongside data analytics platforms like Ellevation to track student performance."|Hollister School District ensures access to a broad course of study through its Multi-Tiered System of Support framework. Access is tracked via the Aeries Student Information System and annually verified through Williams Act inspections for instructional material equity. Site and Student Group Differences: Middle Schools: Students choose from a Course Catalog including electives and Career Technical Education via Paxton Patterson labs. AVID is offered as an elective at middle schools and three TK-8 sites. Specialized Schools: Sites like the Hollister Dual Language Academy and the Accelerated Achievement Academy offer specialized bilingual or project-based pathways. Unduplicated Groups: ELOP and ASES programs provide enrichment at all sites specifically for socioeconomically disadvantaged, English Learners, and Foster Youth. Exceptional Needs: Access is mandated through IEPs and 504 Plans, with a district-wide focus on Inclusive Classrooms and Universal Design for Learning. Targeted Site Support: Five sites (Calaveras, Maze, R.O. Hardin, Rancho San Justo, and Sunnyslope) utilize CCSPP grants to serve as community hubs providing integrated academic and health supports. Progress Over Time: HSD has expanded PBIS to elementary sites, grown the NEST teacher support program, and revised the English Learner Master Plan to guarantee access to academic standards and multilingualism.|"Based on the Student Success Blueprint and local performance data, the following barriers may prevent all students from fully accessing a broad course of study: Significant Achievement Disparities: California School Dashboard data shows that English Learners (ELs), Homeless students, and Students with Disabilities are performing significantly ""below standard"" in ELA and Math. These performance gaps can restrict these students to foundational interventions rather than advanced or elective coursework. Chronic Absenteeism: Frequent absences disrupt ""continuous instruction,"" creating learning gaps that prevent students from keeping up with a rigorous, standards-based curriculum. Language Access: Many English Learners struggle to access core content due to language barriers. The regression of some EL students in proficiency indicates a need for more intensive Integrated ELD across all subjects, particularly in Math, to ensure they can participate in the full curriculum. Staffing Stability: A high volume of educators on short-term or emergency permits presents a challenge to instructional consistency. The district relies heavily on programs like NEST to mentor these teachers and maintain high-quality instruction for all. Systemic Inconsistency: Variations in how Student Study Teams and interventions are scheduled across school sites can delay the timely identification and support of students’ unique academic, behavioral, or social-emotional needs."|To ensure equitable access to a broad course of study for all students, HSD has implemented the following strategic revisions and actions based on local data and partner feedback: LCAP Goal Reorganization: The district reorganized its LCAP goals into three primary areas: Student Achievement, Staff Success, and Partner Engagement, to better align fiscal and programmatic actions with core academic elements. Standardized Intervention Processes: HSD is standardizing the MTSS Team process across all school sites to ensure a consistent, tiered system for identifying and monitoring student access to necessary academic and behavioral supports. Expansion of Support Frameworks: The district is scaling PBIS from middle schools to elementary sites and expanding AVID from middle school electives to TK-8 schoolwide implementation to foster a district-wide college and career readiness culture. Community School Transformation: Through CCSPP grants, five school sites are becoming community hubs that provide integrated academic enrichment, such as after-school tutoring, STEAM initiatives, and college readiness programs. Capacity Building for Educators: To maintain instructional quality, the NEST program was expanded to mentor all teachers new to the district. Additionally, District-wide Planning Days give teachers dedicated time for curriculum alignment and data analysis. Revised English Learner Support: The English Learner Master Plan revisions prioritize Integrated ELD in all classrooms.|Met||2026-06-23|2026 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. Student data is reviewed regularly by teachers, coaches, and grade-level teams and is disaggregated by subgroup to ensure equitable access and outcomes. These measures help ensure that all students participate in a comprehensive, standards-based educational program tailored to their needs.|Hollister Prep uses a locally developed instructional rubric and ongoing data review processes to ensure all students have access to a broad course of study. Students receive instruction in English Language Arts, Mathematics, Science, Social Studies, Physical Education, and enrichment opportunities aligned to California State Standards. Data is reviewed and disaggregated by subgroup to support equitable access and outcomes. Student progress data informs instructional groupings, intervention placement, and support services, helping ensure that all students, including unduplicated pupils and students with exceptional needs, participate in a comprehensive educational program.|Hollister Prep's instructional model ensures that students have access to core academic subjects and enrichment opportunities. However, one challenge is expanding access to additional extracurricular offerings such as music, band, and specialized electives. A primary barrier is limited facility space, which restricts the ability to schedule and support additional programs beyond the core instructional day. This limitation affects the range of enrichment opportunities that can be made available to students.|Navigator Schools will continue working with families and staff to identify priorities and align the course of study and budget through the LCAP process. The organization will continue implementing and monitoring curriculum improvements, including the adoption of Illustrative Mathematics, and will review student performance data to identify areas of strength and opportunities for growth. Navigator will also continue exploring scheduling strategies and long-term planning solutions to increase access to enrichment opportunities and broaden educational experiences for all students.|Met||2026-06-15|2026 35674880000000|Jefferson Elementary|7|||||Not Met For Two or More Years|||2026 35675040000000|North County Joint Union Elementary|7|The grade level class schedules are used to determine that all grade levels and all students including unduplicated student groups and individuals with exceptional need are enrolled in a broad course of study.|The North County Joint Union School District is a one school district. Therefore all students have access to a broad course of study. This includes the core subjects, the arts, and PE. This is measured by the master schedules, master calendar, and Aeries for scheduling, as well as all student report cards.|Due to the one school district and the need to fully cover all academic subjects, elective classes are not provided during the school day. The electives are provided as after school enrichment or before school. However, all students receive PE and art classes during the year.|There is a need to be able to offer band/music classes to all 4th-8th grade students during the school day. The District is looking at ways to offer this within the schedule.|Met||2026-06-23|2026 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. The district is piloting new state approved mathematics curriculum for the 26-27 school year.|Met||2026-06-15|2026 35675380000000|San Benito High|7|San Benito High School District (SBHSD) uses multiple local tools to monitor whether all students have access to and are enrolled in a broad course of study. Course enrollment, completion, and scheduling data are reviewed through the Aeries Student Information System and disaggregated for English Learners, socioeconomically disadvantaged students, Foster Youth, Migrant students, and students with disabilities. Counselors also use four-year academic plans and course-selection records to monitor student participation in a–g courses, Advanced Placement, AVID, Career Technical Education, Visual and Performing Arts, dual enrollment, and academy programs. These data are reviewed to identify participation trends, scheduling barriers, and student groups that may need additional outreach or support.|SBHSD continues to offer students access to a broad range of academic, elective, career technical, and college-level opportunities. Over the past two years, the district has implemented three interest-based academies: the Academy of Health Sciences, Early College Academy, and the newly launched Academy of Education. All three academies provide focused academic pathways and include dual enrollment courses offered through the district’s partnership with Gavilan College. The district has also expanded dual enrollment within CTE pathways and is increasing access for students outside of the academies. These opportunities allow students to earn high school and college credit while building confidence and familiarity with postsecondary expectations. Although progress has been made, English Learners and students with disabilities continue to be underrepresented in some advanced and elective courses because required support classes may limit space within their schedules. SBHSD will continue monitoring participation by student groups to improve equitable access.|The district continues to identify scheduling, staffing, and resource limitations as barriers to full access. Students receiving special education, English Learner, or other intervention services may have fewer opportunities to enroll in electives, AP courses, academies, or dual enrollment because required support classes compete for space in their schedules. Some students and families may also be unfamiliar with available academic pathways or may not yet view advanced and college-level coursework as an option. In addition, staffing availability, classroom space, course demand, and the ability to offer specialized electives can limit the number of sections available. Students may also need additional academic preparation, scaffolding, or encouragement to successfully participate in specific coursework.|SBHSD will continue expanding its academies, dual enrollment offerings, CTE pathways, electives, and advanced coursework to provide students with multiple options aligned with their interests and postsecondary goals. The district will work with Gavilan College to increase the number of dual enrollment courses available on the high school campus and expand access beyond the academies and CTE pathways. The district will also continue improving master scheduling practices to reduce conflicts for students enrolled in intervention or specialized support programs. Counselors will provide individualized academic planning, multilingual family outreach, and clearer information about academies, dual enrollment, a–g requirements, and other course options. Targeted academic supports, HST intervention, summer school, credit recovery, and flexible course options will also be used to help English Learners, students with disabilities, and other underserved students prepare for and successfully complete a broad and rigorous course of study.|Met||2026-06-23|2026 35675530000000|Southside Elementary|7|||||Not Met|||2026 35675610000000|Tres Pinos Union Elementary|7|Tres Pinos School measures a broad course of student through instructional minutes and curriculum planning. The Principal is linked to teacher lesson plans, reviews, collaborates, and supports 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, receive ELA intervention, 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. The LEA participates in County curriculum events, Math, and Reading Initiatives.|Met||2026-06-11|2026 35675790000000|Willow Grove Union Elementary|7|All students at Willow Grove School have access to a broad course of study which is based on the daily schedule as a tool. 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.|All students at Willow Grove School have access to a broad course of study which is based on the daily schedule as a tool. 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. We are a one-school school district.|There are not any barriers preventing the LEA from providing access to a broad course of study for all students.|Students in grades 4 - 8th will have two teachers to ensure all students get their grade-level standards yearly.|Met||2026-06-16|2026 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 continue to be 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. To further strengthen career-connected learning, ASJUSD has added a Work-Based Learning (WBL) Specialist to expand industry partner engagement, coordinate work-based learning opportunities, and strengthen connections between students, local employers, and postsecondary pathways. 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||2026-06-17|2026 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, Subject. Subject provides standards-aligned courses across core content areas, A–G coursework, career exploration, and elective options, with an expanded and continually updated catalog that has grown over prior years to better meet diverse student needs. To ensure effective implementation and equitable access, all teachers, counselors, and classroom support staff have participated in multiple trainings on the Subject platform, including instructional use, progress monitoring, and student support features. As a result of increased staff capacity and consistent platform use, enrollment and course completion in Subject have shown significant growth, with more than 700 students successfully completing courses during the 2025–26 school year. Courses within Subject are customized, when appropriate, to support students with special needs and English Learners. The platform includes embedded language scaffolds, real-time translation tools, closed captioning, text-to-speech features, and multilingual course content, allowing students to access instruction in ways that support comprehension, engagement, and academic progress while remaining aligned to grade-level standards. Using the student information system, along with Subject course summaries, completion data, student schedules, and grades, SBCSS systematically monitors student enrollment and access.|SBCSS prepares students for successful transitions to college and careers after high school. To support student progress and completion, SBCSS emphasizes high-frequency student-to-counselor and student-to-staff interactions throughout the school year. Counselors and site teams regularly monitor academic progress, provide targeted credit recovery support, and work closely with students to maintain clear, individualized pathways toward graduation. These consistent, high-touch supports help students stay on track academically and persist through challenging coursework. All students enrolled in SBCSS programs have access to a broad course of study, with more than 125 courses available across core academic areas, A–G sequences, Career Technical Education (CTE), and electives. SBCSS continuously works to expand and refine course offerings to ensure engaging content, flexible delivery models, and alignment with student interests, postsecondary goals, and workforce demand. Over the past several years, SBCSS has expanded CTE offerings in high-need and high-interest pathways, including STEM and Health Science Careers, across multiple campuses, while also increasing the availability of online CTE courses to improve access and scheduling flexibility. In partnership with the local County Regional Occupational Program (ROP), SBCSS has further broadened career pathways by enrolling students in specialized programs such as Unmanned Aircraft Systems (drones) and Cybersecurity.|Although San Bernardino County is the largest county in the contiguous United States, its geographic size presents ongoing challenges to providing equitable access to Career Technical Education (CTE) and vocational coursework for students in outlying and remote regions. These challenges are further compounded by statewide teacher shortages, which have limited the availability of certain in-person course offerings. In response, SBCSS strategically leverages investments in high-quality, online curriculum platforms to ensure students continue to have access to courses that may not otherwise be available at their site or within their region. Additional barriers to accessing a broad course of study include the transient nature of enrollment within alternative education programs, where the average length of enrollment is approximately 51 days. Many students also enter SBCSS programs with significant academic gaps; approximately 97 percent enroll performing below grade level and require intensive remediation alongside credit recovery. Attendance rates further impact access, with an average overall attendance rate of 82.9 percent, limiting consistent participation in coursework. Another identified barrier is limited student awareness of the full range of instructional models and course options available to them, including A–G aligned online courses and CTE opportunities.|SBCSS continues to provide students with access to both online and in-person course offerings, along with ongoing academic counselor support to ensure students understand available course options and how to access a broad course of study. Counselors and site teams intentionally guide students throughout the year to support credit recovery, academic planning, and progress toward graduation. SBCSS will continue to coordinate with Regional Occupational Centers and Programs (ROCP) to expand access to Career Technical Education (CTE) courses and with local community colleges to increase student participation in dual enrollment opportunities. Ongoing investments in high-quality online curriculum and instructional resources, combined with continuous recruitment and staffing efforts, support multiple delivery models that broaden access across geographic regions and program settings. Collectively, these strategies strengthen SBCSS’s capacity to ensure all students have meaningful, equitable access to a broad course of study aligned with college and career readiness goals.|Met||2026-06-08|2026 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 2025-2026 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 and PE. 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 26-27 school year will include AP Cyber Security and AP Spanish Literature and Culture. NSLA will be expanding its AVID program into 4th, 5th, and 10th grades to continue our college/career mindedness pathway, and adding 10th grade to our Cadet Corp, expanding our program further into high school.|Met||2026-06-08|2026 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 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 data analysis, Sycamore Academy continues to evaluate student access and participation in a broad course of study. The data reflects continued progress in expanding opportunities for all students while identifying areas for further growth to ensure equitable access across student groups. Sycamore has increased access to a variety of academic, enrichment, and extracurricular opportunities offered during the school day and through after-school programs. All students participate in a broad course of study during the school day, ensuring access to a well-rounded educational experience. While after-school opportunities continue to expand, participation data indicates that approximately 38% of students are currently accessing these additional courses and enrichment opportunities. Although enrollment has shown gradual growth over the past several years, increasing participation and addressing barriers to access remain areas of focus. Moving forward, Sycamore will continue using locally selected measures to monitor enrollment trends, identify disparities among student groups, and refine outreach and support strategies. These efforts will help ensure all students have equitable opportunities to participate in a comprehensive, engaging, and enriching educational program.|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||2026-06-16|2026 36103630140012|Entrepreneur High Fontana|7|NWEA IXL 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 two main local measures when assessing progress. 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||2026-06-17|2026 36103630142547|Inland Empire Springs Charter|7|Springs Charter Schools provides TK-8 students with a customized curriculum aligned to California standards. Each student uses a Personalized Learning Plan (PLP), monitored by teachers and parents, to track academic goals. High school students develop four-year graduation plans with counselors and are enrolled in required A-G transcript courses including VAPA, CTE, Pre-Apprenticeship, and college-level courses. Family feedback and data reviews guide course offerings. Students with disabilities also have equitable access to a broad curriculum. Springs is committed to equitable access to a rigorous, well-rounded education for all students. Using tools like i-Ready and mClass, the school analyzes performance data to tailor instruction and provide timely interventions. Special attention is given to English learners, foster youth, and students with disabilities to ensure equitable access through IEPs and 504 Plans. The program features: Core Subjects: Rigorous instruction in foundational topics. Flexibility: Access to electives, enrichment, and interdisciplinary units. Acceleration: Targeted support or advanced pacing, including high school-level courses for 8th graders.|"Springs Charter Schools uses tools like i-Ready, mClass, and Write Score to monitor progress and develop Personalized Learning Plans (PLPs). These plans ensure TK–8 students meet California State Standards through a flexible, balanced curriculum. All students study core subjects (ELA, math, history, and science) with access to interventions or acceleration based on performance. Home based students use thematic ""boxed sets,"" while advanced 8th graders may take high school-level math and language courses. The school prioritizes equity, ensuring students with disabilities and unduplicated groups receive consistent access to core coursework and services. Course expansions and electives are shaped by enrollment, staffing, and direct feedback from families. Ongoing monitoring for 9-12 confirms equitable access for unduplicated student groups and students with disabilities. Core course access is consistent across programs and includes VAPA, CTE, college courses, and Pre-Apprenticeship. Parent and student feedback and program level data reviews guide course expansion. High school elective options and intervention supports continue to increase, strengthening access to a rigorous course of study. Barstow Community College, San Bernardino Valley College, and Cal State University of San Bernardino partnerships are available and courses are listed in the course catalog to support dual enrollment and advanced education options. Students are supported by the College & Career Coordinator."|"At Springs Charter Schools, the significant barrier to instruction is addressing the immense academic and social-emotional diversity of our students. Delivering personalized support often strains staffing and resources. To ensure an inclusive curriculum, we invest in professional development and coaching, particularly for newer staff, to maintain instructional depth through our ""Teaching the Springs Way"" framework. The logistical complexity of a large geographic area also creates hurdles for equitable access. Operating diverse programs can complicate material distribution and faculty access. We mitigate these challenges by leveraging technology and flexible design. Our educators are trained in hybrid models and the Canvas LMS to bridge geographic gaps. High school students have to access many courses through online instruction. All students, regardless of location, can access a comprehensive high school catalog, including Physics and Statistics, via synchronous online instruction. This data-informed, technologically integrated approach ensures every student is prepared for post-secondary success while dismantling barriers to high-quality education."|Springs Charter Schools remains dedicated to expanding access to a comprehensive and inclusive educational program for every student. To achieve this, the school has prioritized professional development in areas such as differentiated instruction, small group instruction, and educational technology. A couple of key highlights of the 2025-2026 school year included the move to mClass as a universal screening tool for our K-2 grades, a continued focus on our Teacher Led Coaching model, and the introduction of non-negotiable minimum writing standards across all content areas. The curriculum is frequently updated to incorporate diverse perspectives and increase engagement in STEM, the arts, and experiential learning. By utilizing the Canvas platform and synchronous online lessons, Springs has introduced new electives and intervention paths specifically tailored to student diagnostic results. Furthermore, the school maintains a strong partnership with families through virtual meetings and community feedback loops. At the high school level, diagnostic assessments (i-Ready and Write Score) inform placement in intervention courses such as Ramp Up to Algebra, Math Bridge, Literacy Essentials, and Writing Essentials. Pre-Apprenticeship and Work Experience Education courses support engagement through work-based learning. These efforts ensure all students, regardless of background or program, can access a well-rounded, rigorous education.|Met||2026-06-11|2026 36103630165258|Scholarship Prep - San Bernardino County|7|Scholarship Prep uses multiple measures and tools to ensure all students have access to and are enrolled in a broad course of study. These include the master schedule, student schedules and rostering, English learner and intervention schedules, Individualized Education Programs (IEPs), Section 504 plans, and ongoing review through the Local Control and Accountability Plan (LCAP) process. School leaders regularly review enrollment, schedules, service delivery, and student participation to ensure all students, including English learners, foster youth, students experiencing homelessness, low-income students, and students with disabilities, have access to grade-level instruction and required supports. Student access is monitored across grade spans, student groups, and individuals with exceptional needs to ensure equitable access to the full educational program.|Based on locally selected measures and tools, Scholarship Prep has determined that all students have access to and are enrolled in a broad course of study aligned to grade-level standards. There are no significant differences across school sites or student groups in access to the core educational program. Students, including ELs, foster youth, students experiencing homelessness, low-income students, and students with disabilities, have access to grade-level instruction, intervention supports, and services needed to participate in the educational program. Students with disabilities receive accommodations, modifications, and services identified through the IEP process to support access to instruction. Scholarship Prep continues to monitor student access and participation to ensure all students are able to fully engage in the educational program.|Based on locally selected measures, Scholarship Prep has not identified significant barriers preventing students from accessing a broad course of study. SP works to ensure all students have access to grade-level instruction and necessary supports regardless of background or student group. Some students may require additional academic, behavioral, language, or special education supports to fully access instruction. Scholarship Prep addresses these needs through intervention services, English learner supports, accommodations, specialized services, and ongoing monitoring to ensure students can meaningfully participate in the educational program.|Scholarship Prep will continue implementing systems to ensure all students have equitable access to a broad course of study. We will continue monitoring student schedules, intervention services, IEP implementation, and access to grade-level instruction to ensure supports are provided as needed. SP will continue reviewing student access through the LCAP process, school leadership review, and ongoing monitoring of student groups to ensure equitable access across school sites. Scholarship Prep will also continue refining systems and supports to ensure all students are able to meaningfully participate in the full educational program.|Met||2026-06-18|2026 36103633630761|Excelsior Charter|7|Excelsior Charter Schools utilizes multiple data systems and monitoring tools to evaluate student access to and enrollment in a broad course of study. These include the student information system (SIS) for course enrollment and transcript analysis, master schedules across sites, and course catalogs aligned to California Education Code requirements. The LEA also reviews Personalized Learning Plans (PLPs), English learner program records, and Individualized Education Programs (IEPs) to ensure access for unduplicated pupils and students with exceptional needs. Additional tools include progress monitoring systems and program participation data (e.g., CTE pathways, credit recovery, and college readiness courses). These measures were selected to provide comprehensive, disaggregated data across grade spans and student groups, allowing the LEA to monitor equitable access and participation across all sites.|Based on these measures, Excelsior Charter Schools provides students across all sites with access to a broad course of study that includes core academic subjects and enrichment opportunities aligned to state standards. Enrollment data indicates that the majority of students are participating in grade-level appropriate coursework and progressing toward graduation requirements. Disaggregated data shows that access is generally consistent across student groups, including unduplicated pupils and students with exceptional needs, supported through individualized planning and program accommodations. Some variation exists across sites in elective offerings and specialized coursework, reflecting differences in scheduling and program availability. Over time, the LEA has increased access through expanded course options, including online and blended learning opportunities, improving overall student participation in a comprehensive course of study.|Analysis of local data identifies several barriers that may impact full access to a broad course of study. Variability in course availability across sites can limit access to certain electives or specialized programs. Scheduling constraints and staffing capacity may also affect the range of courses offered at specific locations. Additionally, differences in student engagement and course selection patterns may impact enrollment in certain subject areas, particularly for students requiring additional academic support. For some unduplicated pupils and students with exceptional needs, navigating course options and maintaining consistent participation may present challenges without targeted support. While these barriers are not systemwide, the LEA recognizes the importance of addressing site-level and student-specific factors to ensure equitable access for all students.|In response, Excelsior Charter Schools will continue to expand and standardize access to a broad course of study across all sites. The LEA will increase availability of courses through online platforms and shared resources to reduce variability in elective and specialized offerings. The LEA will also strengthen monitoring of course enrollment data, including disaggregation by student group, to identify and address gaps in access. Staff will provide more targeted academic planning support through PLPs, ensuring that course selection aligns with student needs, goals, and graduation requirements. Additional efforts will include increasing guidance for students and families regarding course options and strengthening supports for students who may need assistance accessing or completing coursework. These actions are designed to improve consistency, expand opportunities, and ensure equitable access to a comprehensive course of study for all students.|Met||2026-06-23|2026 36103636111918|Desert Trails Preparatory Academy|7|Desert Trails Preparatory Academy monitors scholar access to a broad course of study through weekly lesson plan reviews, classroom observations, curriculum implementation monitoring, student schedules, assessment data, and the use of digital instructional platforms. Administrators regularly review implementation of California State Standards-aligned curriculum across all grade levels to ensure scholars receive instruction in English language arts, mathematics, science, history-social science, physical education, visual and performing arts, music, technology, and social-emotional learning. Curriculum usage reports and assessment data are also reviewed to ensure scholars receive equitable access to instructional resources.|Data indicates that all scholars have access to a comprehensive standards-aligned instructional program taught by appropriately assigned staff using board-approved curriculum and instructional materials. The school also provides enrichment opportunities through music instruction, intervention supports, and extracurricular opportunities that enhance scholar learning. Administrators monitor curriculum implementation and scholar participation throughout the school year to ensure equitable access for all learners.|Desert Trails Preparatory Academy has not identified significant barriers preventing scholars from accessing a broad course of study. All scholars have access to instructional materials, technology devices, intervention supports, and enrichment opportunities. Additional supports are provided for English Learners, students with disabilities, and scholars requiring academic intervention to ensure equitable access to the curriculum.|Desert Trails Preparatory Academy will continue reviewing curriculum implementation, instructional practices, and scholar participation data to ensure all scholars maintain equitable access to a comprehensive educational program. The school will continue investing in instructional materials, technology, intervention programs, music, and professional development to support high-quality instruction and continuous academic improvement for all scholars.|Met||2026-06-25|2026 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 provides every student with full access to a rigorous core curriculum, enhanced by a diverse selection of elective and enrichment pathways. Across our campuses, we have integrated high-interest programs—including Visual and Performing Arts (VAPA), STEM, Robotics, Cadet Corps, eSports, and AVID—to engage students and equip them with critical 21st-century skills. While our middle schools currently offer a wider array of specialized electives, the District is actively working to replicate these popular programs across all sites, ensuring every student benefits from the same rich variety of educational experiences. To maximize flexibility and broaden student participation, we offer these enrichment opportunities through a flexible, extended-day model: Middle School Programs: Students participate in electives during the standard instructional day. To further expand access, select programs—including competitive sports, eSports, coding, robotics, and the arts—are also available before and after school for additional enrichment. Elementary School Programs: Visual and Performing Arts is integrated directly into the elementary school day. Additionally, elementary students can access high-interest programs like eSports, coding, robotics, and sports leagues through our before- and after-school structures. Through this comprehensive approach, AESD ensures that learning and engagement extend well beyond traditional classroom hours.|Adelanto Elementary School District (AESD) is committed to providing all students with equitable access to a broad course of study. A primary barrier to maximizing access is the limited amount of instructional time available during the regular school day. To address this challenge, AESD continues to expand learning opportunities beyond the school day through before- and after-school academic and enrichment programs. Expanded Learning Opportunities Program (ELO-P) funding has increased access to standards-aligned enrichment activities, while additional programs and course offerings are supported through the Local Control and Accountability Plan (LCAP). The district regularly analyzes student participation, enrollment, and educational partner feedback to identify gaps in access and opportunities for expansion. This ongoing review informs decisions regarding program offerings and the strategic use of Supplemental and Concentration funds to support State Priority 7. Through these efforts, AESD continues to remove barriers, increase student access to enrichment and academic opportunities, and ensure all students have access to a broad and engaging course of study.|Adelanto Elementary School District (AESD) is implementing strategic actions to ensure all students have equitable access to a broad course of study. The district continues to expand opportunities for student participation in academic, enrichment, and specialized programs while providing additional academic and social-emotional supports, such as mentoring, tutoring, and targeted interventions for underrepresented student groups. AESD promotes access to diverse educational pathways and specialized programs across the district. While specific programs may vary by school site, students have the opportunity to request transfers to schools that offer programs aligned with their interests and educational needs. For example, students may participate in a Dual Language Immersion program at one school or apply to attend a magnet program at another school within the district. Through ongoing review of student participation data, educational partner feedback, and program effectiveness, AESD remains committed to removing barriers, expanding opportunities, and ensuring equitable access to high-quality educational experiences for all students. The district will continue to monitor and refine its programs and services as part of its commitment to continuous improvement and student success.|Met||2026-06-23|2026 36675870128462|Taylion High Desert Academy/Adelanto|7|Student achievement and progress are monitored using the following data sources: • Progress reports and grades • Edmentum’s Exact Path Diagnostics in math and ELA • Exact Path’s Individualized Learning Paths • CAASPP test results • EL Reclassification • Class Completion • MTSS progress Once data from the above sources is evaluated, adjustments are made per student to provide support through a broad course of study. State Testing Results ELA - Red to Orange Math - Red to Orange Science - Red to Yellow Grad Rate - Target Met|Taylion Academy continues to ensure that all students have access to, and are enrolled in, a broad course of study through a wide range of instructional resources, academic pathways, and student enrichment opportunities. Using locally selected measures—including curriculum audits, course enrollment data, and program participation records— Taylion has confirmed that students across all grade levels and student groups have equitable access to standards aligned instruction and a diverse set of learning options. During the 2025–26 school year, Taylion began a comprehensive curriculum transition following a deep-dive review of instructional materials. The new TK–12 curriculum provides updated, standards-based core courses and expanded elective offerings designed to meet the varied interests and needs of Taylion’s diverse student population. This transition strengthened access to a broad course of study for all students, including English learners, students with disabilities, foster youth, and low-income students. High school students continue to benefit from a wide selection of A–G approved courses and an expanded set of Career Technical Education (CTE) pathways, ensuring multiple college- and career-ready options. Enrollment data show consistent participation across student groups, with no significant disparities in access to core academic subjects or elective pathways. In addition to academic coursework, Taylion has been focusing on student enrichment opportunities by|As a DASS charter school operating Independent Study and Homeschool programs, Taylion faces inherent barriers that limit its ability to offer performing arts classes and athletic opportunities. The structure of these programs—where students learn primarily off-site and on flexible schedules—makes it challenging to provide consistent access to facilities, equipment, and group-based instruction required for these types of courses.|Beginning in the 2026–27 school year, Taylion will continue strengthening access to a broad course of study by building on the curriculum implementation that began in 2025–26. The LEA will provide ongoing professional development to ensure teachers and tutors are fully trained in the features, instructional tools, and expanded course options within the new curriculum. Because much of the curriculum is delivered through an online platform, next year’s PD will deepen staff proficiency with the system to ensure students can seamlessly access all available courses. These actions are designed to improve instructional consistency, expand course availability, and ensure every student can fully engage with Taylion’s broadened program of study.|Met||2026-06-29|2026 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– 5 students receive instruction aligned with state standards, including English Language Arts, mathematics, science, social studies, physical education, health, and opportunities to engage in music, visual and performing arts. At grades 6- 8, 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 and student groups are supported and included in all areas of the academic and enrichment experience.|Based on the 2025–26 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 2026–27.|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 2025–26 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 2026–27. To strengthen early literacy, Science of Reading methodologies will continue in K–3 to ensure all students read proficiently by grade 3. In Grades 3-5, Science of Reading implementation will also continue to fill in literacy foundational gaps, strengthen morphology and build 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, art, dance 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 Chess Tournament, Spelling Bee, Battle of the Books, STEAM Fair, and The Great|Met||2026-06-17|2026 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: • Adding 6th graders to a 5-6 Intermediate school focusing on the Arts in the Fall of 2025. 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 Direct Technical Assistance (DTA) plan with the support of San Bernardino County Superintendent of Schools and California Collaborative for Educational Excellence (CCEE) . 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||2026-06-23|2026 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 two sites having Beyond the Bell (a Parks and Recreation program) to provide before and after school supervision, while one, Fallsvale runs their own ELOP program with internal staff.|BVUSD is located in a rural area with 2150 students. Big Bear High School’s enrollment is 608, Chautauqua Continuation High School’s enrollment is 56, and Big Bear Middle School is 460. 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||2026-06-17|2026 36676450000000|Central Elementary|7|In 2026, Central School District used California Healthy Kids Survey (CHKS) data to evaluate school climate at its two middle schools, focusing on connectedness, student support, and safety. Results remain strong, with over 94% of students reporting they have close friends and feel happy at school, and over 98% reporting they feel safe. Approximately 77% of both English Learners and non-English Learners report feeling connected, indicating generally consistent experiences across groups, with room for growth in connectedness. Students experiencing homelessness or in foster care were offered the survey, but no responses were collected, highlighting a need to improve participation from these groups. Overall, the data reflects a positive school climate, with ongoing efforts needed to increase connectedness and ensure all student voices are represented.|Areas of strength in 2026 indicate that students continue to feel safe and generally happy at school. Survey results, including those from English learners, also show low levels of reported boredom, suggesting that students find school engaging. This is important, as higher engagement is associated with stronger attendance and active participation. An identified area of need remains student well-being, with approximately 35% of students reporting feelings of sadness. This highlights the need to continue strengthening social-emotional supports to ensure students’ mental health and overall well-being are addressed.|The district’s 2026 LCAP includes targeted actions to further support the social-emotional well-being of students. Goal 2 continues to focus on strengthening positive school culture and student connectedness, ensuring that learning environments support both academic and social-emotional growth. This year, the district is addressing barriers to all student groups equally accessing a broad course of study by expanding implementation of trauma-informed practices through ongoing staff training, maintenance of counselors and mental health clinicians and deepening the use of evidence-based social-emotional learning (SEL) strategies and curriculum across all schools. In addition, the district continues to strengthen its Multi-Tiered System of Supports (MTSS), ensuring that resources are strategically aligned to meet students’ academic, behavioral, and social-emotional needs. This integrated approach supports the development of the whole child and promotes improved student outcomes.|In response to the results of the self-reflection tool and local measures, the district has implemented a new whole child data platform, eduCLIMBER, during the 2025–2026 school year to strengthen its ability to monitor and support student access to a broad course of study. Through eduCLIMBER, the district is able to integrate academic, attendance, behavior, and social-emotional data into one system, allowing staff to more effectively identify students who may need additional support to fully access grade-level curriculum and enrichment opportunities. This system supports timelier, data-informed decision-making and ensures that interventions are targeted and responsive to individual student needs. To support effective implementation, the district has provided professional development for staff focused on how to use eduCLIMBER to analyze data, identify trends, and develop appropriate supports and interventions. This training builds staff capacity to use data consistently across sites and reinforces a more systematic approach to supporting all students. As a result, the district is strengthening its Multi-Tiered System of Supports (MTSS) by ensuring that resources and services are aligned to student needs. This integrated approach helps remove barriers to access and promotes equitable opportunities for all students to participate in a broad and rigorous course of study.|Met||2026-06-11|2026 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. Monitoring procedures include systematic and comprehensive aggregated and disaggregated data to equip the District and individual school sites to track performance and progress of all student populations. Tools include reports from the District's student information system and reports developed by the District's Office of Assessment and Research. The District continues to respond to remediation and student academic support needs through expanded summer school programs that support on-time graduation and A-G readiness. School-based curriculum steering committees ensure students have access to relevant coursework, including expanded CTE pathways across a variety of disciplines and fields—all A-G approved. The District has expanded dual enrollment opportunities through a partnership with a local community college, with students demonstrating a highly successful course completion rate. The District now maintains over 40 career pathways in high-demand career sectors and continues to increase 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. Throughout 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. Educational partner survey results from 2025–2026 validate these efforts. Ninety percent of students indicated that adults in their school have high expectations for all students regardless of race, ethnicity, language development, or learning ability. Among parents, 84% reported that schools encourage all students to participate in honors and AP courses, and 89% reported that their school provides opportunities for students to gain skills for career pursuits. Among staff, 89% report that site leadership communicates that prioritizing achievement for each student is a priority, and 85% believe their school provides instructional materials that reflect the culture or ethnicity of its students. Educational partners continue to prioritize access to courses that support on-time graduation and college and career readiness.|The District prioritizes access to a broad course of study for all students. In 2025–26, 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 student needs 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 toward the A-G curriculum. All English Learner support classes are A-G approved to provide additional access for EL students. The District provides the 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, facilitate re-teaching, and implement behavior modification strategies. In 2025–26, 58% of students in special education programs were enrolled in general education classes 80% or more of their school day. This continues to be a District priority as it strives to support students with disabilities in pursuing a rigorous, A-G aligned course of study with appropriate guidance and support.|The District has prioritized access to a broad course of study, ensuring all students graduate ready for college and careers. Schedules afford students additional opportunities to take extra classes and receive supplemental support. The District affirms access to a broad course of study by monitoring A-G course enrollment, graduation progress, AP enrollment across all student groups, freshmen schedules, the percentage of students with disabilities in a mainstreamed course of study, and other key indicators. Expanded CTE pathways across a variety of disciplines and career sectors now encompass over 40 pathways, providing students with meaningful connections to high-demand careers. The District's dual enrollment partnership with a local community college continues to grow, with students demonstrating a highly successful course completion rate. The District continues to increase access to Advanced Placement courses for all student groups. Programs and practices supporting this vision include AVID, ongoing course adoptions, and strategic scheduling. District leadership works with Principals annually to analyze staffing and master schedules to remove access impediments. The A-G Consultant works with site administration to develop and monitor student plans. Administration and counselors receive disaggregated reports to ensure all students are placed in a broad course of study, including A-G progress, math and science placement, and English learner course placement.|Met||2026-06-10|2026 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 Jr. High level, students use the California College Guidance Initiative (CCGI) to create personalized Six-Year Plans, which map their jr. 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. All students in grades 1 through 4 have access to music instruction at their school. Students in grades 5 and 6 have the opportunity to participate in band and/or choir during the school day, depending on their interests. 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||2026-06-18|2026 36676780137547|Allegiance STEAM Academy - Thrive|7|ASA Chino utilizes multiple locally selected measures and tools to monitor the extent to which all students have access to and are enrolled in a broad course of study. These measures include student enrollment and scheduling data, master schedules, participation data for intervention and enrichment programs, special education and English learner service records, classroom observations, and stakeholder feedback collected through surveys and engagement activities. These tools allow the school to monitor access to standards-aligned instruction in English Language Arts, mathematics, science, history-social science, physical education, visual and performing arts, world language, and STEAM-focused learning opportunities. ASA Chino also reviews participation and access data for student groups, including English learners, socioeconomically disadvantaged students, foster youth, students with disabilities, and other student groups, to help ensure equitable access to educational programs and services. The school uses these measures to evaluate program implementation, identify potential barriers to participation, and ensure all students have opportunities to engage in a comprehensive educational program aligned with the school's mission and educational model.|ASA Chino provides all students with access to a broad course of study aligned to California State Standards and the school's STEAM-focused educational model. All students receive instruction in English Language Arts, mathematics, science, history-social science, physical education, visual and performing arts, and world language. Students in grades TK–3 participate in Mandarin instruction, while students in grades 4–8 participate in Spanish instruction. In addition, all students participate in STEAM Lab experiences and have access to Project Lead the Way learning opportunities integrated throughout the instructional program. The school reviews enrollment, participation, and service data to ensure equitable access to programs and services for all student groups, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities. Students with exceptional needs are provided access to the general education curriculum and broad course of study with appropriate accommodations, modifications, and specialized supports as determined by their Individualized Education Programs (IEPs). As a single-school LEA, there are no differences in access across school sites. Review of local data indicates that students across grade levels and student groups have access to and participate in the school's comprehensive educational program. ASA Chino will continue monitoring access and participation data to ensure equitable opportunities for all student|Based on the review of local measures and data, ASA Chino has not identified significant barriers preventing students from accessing a broad course of study. All students have access to the school's comprehensive educational program, including core academic subjects, STEAM instruction, world language, visual and performing arts, physical education, and intervention supports. As part of its continuous improvement process, the school continues to monitor student participation and engagement to ensure all students fully benefit from available learning opportunities. Areas of ongoing focus include maintaining equitable access to enrichment and intervention programs, ensuring appropriate supports for students with disabilities and English learners, and addressing attendance-related challenges that may impact a student's ability to fully participate in the broad course of study. ASA Chino will continue reviewing local data and stakeholder feedback to identify and address any emerging barriers and ensure all students have access to a comprehensive and engaging educational experience.|In response to the review of local measures and data, ASA Chino will continue implementing and refining practices that ensure all students have access to a broad course of study. The school will maintain access to standards- aligned instruction in core academic subjects, STEAM learning opportunities, world language, visual and performing arts, physical education, and intervention supports. ASA Chino will continue monitoring enrollment, participation, attendance, and student performance data to identify and address any barriers that may limit full participation in the educational program. The school will also continue providing appropriate accommodations, modifications, and support services to ensure students with disabilities, English learners, and other student groups can access the general education curriculum and enrichment opportunities. No significant revisions to existing programs were identified as necessary. Instead, ASA Chino will continue strengthening current practices and using local data to support continuous improvement and equitable access for all students.|Met||2026-06-08|2026 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. 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, CCGI 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 third year of our Early College Program at Bloomington HS and have expanded to year two at CHS and GTHS.|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 and ELOP 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||2026-06-18|2026 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||2026-06-11|2026 36677020000000|Etiwanda Elementary|7|To monitor access to a broad course of study, the Etiwanda School District (ESD) uses a locally developed annual review process completed by site principals. This process includes a review of master schedules, individual student schedules, course offerings, Universal Access structures, intervention and enrichment opportunities, exploratory course access, Visual and Performing Arts participation, and special education scheduling. Principals work with administrative teams, administrative assistants, general education teachers, special education case carriers, and other support staff to verify that students are enrolled in required instructional areas across grade spans. This includes English language arts, mathematics, science, history-social science, physical education, visual and performing arts, technology-related learning opportunities, English language development where applicable, and intermediate exploratory courses. The process is also used to review access for unduplicated students and individuals with exceptional needs to ensure students are not disproportionately excluded from enrichment, intervention, Universal Access, VAPA, exploratory courses, or required content areas. This local tool provides a consistent districtwide method for monitoring equitable access and confirming that all students receive a broad course of study.|During the 2025–26 school year, 100% of students in grades TK–8 across the Etiwanda School District had access to a broad course of study. Annual master schedule and student schedule reviews confirmed that students were enrolled in required instructional areas, including English language arts, mathematics, science, history-social science, physical education, visual and performing arts, and, where applicable, English language development and intermediate exploratory courses. All students in grades TK–8 participated in Visual and Performing Arts instruction, including students in general education and students receiving special education services. Administrative teams and administrative assistants reviewed schedules to ensure students had access to Universal Access, intervention and enrichment opportunities, exploratory courses, and required instructional programs. The review process did not identify significant differences in access across school sites or student groups, including English Learners, socioeconomically disadvantaged students, Foster Youth, and students with disabilities. This consistency reflects the district’s ongoing use of site-level schedule reviews and cross-role collaboration to monitor access and make adjustments when needed. Through these local measures, the district confirmed that all students had access to a well-rounded instructional program designed to support academic achievement, creativity, engagement, and readiness for future learning.|During the 2025–26 school year, ESD did not identify barriers that prevented students from accessing a broad course of study. Local master schedule and student schedule reviews confirmed that students across grades TK–8 had access to required instructional content areas, Universal Access, intervention and enrichment opportunities, Visual and Performing Arts, and intermediate exploratory courses. Students reported strong access to instructional resources and learning opportunities, including needed textbooks, supplies, technology, up-to-date classroom technology, Universal Access or small-group instruction, and hands-on science activities. These results indicate that access is not only reflected in schedules, but also experienced by students during the school day. The district recognizes that scheduling requires ongoing attention, particularly when balancing core instruction, special education services, English language development, intervention, enrichment, Universal Access, VAPA, and exploratory opportunities. To maintain equitable access, site administrators and administrative assistants reviewed schedules to ensure students were not excluded from required or enriching instructional experiences due to scheduling conflicts. Because no systemic barriers were identified, the district will continue using its annual review process to monitor student access and adjust as needed to sustain equitable participation in a broad and well-rounded instructional program.|To ensure continued access to a broad course of study for all students, Etiwanda will maintain its annual principal review process and continue using master schedule and student schedule reviews as the primary monitoring tool. Principals will continue collaborating with administrative teams, administrative assistants, general education teachers, special education case carriers, and district staff to confirm student access to required instructional areas and enrichment opportunities. Because no barriers were identified, the district will continue practices that have proven effective while refining scheduling protocols. This work is supported by LCAP Actions 1.8, 1.9, 1.10, 1.14, and 1.16, which address broad course access, technology, Universal Access supports, VAPA instruction, and standards-aligned mathematics resources. The district will also continue using related LCAP Goal 2 actions to support inclusive access, including Universal Access instruction, English Learner supports, extended-day intervention and enrichment, and extended school year services. Together, these actions help ensure all students, including English Learners, Foster Youth, socioeconomically disadvantaged students, and students with disabilities, have access to a well-rounded instructional program that promotes academic growth, creativity, engagement, and future readiness.|Met||2026-06-11|2026 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 world 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. While not all students in grades 7-12 completed a broad course of study, the number of All Students significantly increased from 62% to 81%. The number of Students with Disabilities grew by 24%, English Learners by 33%, Long-Term English Learners by 36%, Foster Youth by 32%, and Socioeconomically Disadvantaged by 26%. Despite this growth, Students with Disabilities continue to show a significant negative disparity with only 73% completing a broad course of study. Amongst high schools, all sites had 87% or higher, except for Citrus Continuation, which had 77% and has since merged with Eric Birch Continuation.|Of the remaining 19% of students who did not achieve a broad course of study, 17% completed all core courses and three elective categories. In other words, they fell short of a broad course of study by completing one elective A closer look at the completion rate of each elective category shows that 99% of students completed Applied Arts, 94% completed VAPA, while only 92% completed CTE and Foreign Language. One possible explanation for the higher completion rates of Applied Arts and VAPA is likely because only these were the main elective categories offered at middle schools. Another contributing factor is that while there were 1401 sections of Applied Arts and 746 sections of VAPA available to students, only 660 CTE and 396 World Language were available. For Students with Disabilities, World Language was the barrier prevented completion of a broad course of study. Only 71% of Students with Disabilities were able to complete this elective category. The final barrier involves students transferring into Fontana. While only 81% of graduates completed a broad course of study last year, 88% of those who were in Fontana for all of grades 7-12 were successful.|Based on these barriers, FUSD will create more awareness amongst secondary counselors and guidance techs around the need for students to receive all four elective categories. The district will develop reports explicitly identifying which students still need which elective categories. This will help counselors ensure all students, particularly Students with Disabilities, complete a broad course of study. This will also help counselors check student transcripts when they transfer in from out of district to see which elective categories they’ve already completed and which they still need. Finally, high school principals will be made aware of these results so they can increase the number of CTE and world language sections available. Middle school principals will also be encouraged to add sections for these elective categories when possible, thus increasing opportunities for students to complete a broad course of study.|Met||2026-06-24|2026 36677100141952|Allegiance STEAM Academy - Thrive, Fontana|7|ASA Fontana utilizes multiple locally selected measures and tools to monitor the extent to which all students have access to and are enrolled in a broad course of study. These measures include student enrollment and scheduling data, master schedules, participation data for intervention and enrichment programs, special education and English learner service records, classroom observations, and stakeholder feedback collected through surveys and engagement activities. These tools allow the school to monitor access to standards-aligned instruction in English Language Arts, mathematics, science, history-social science, physical education, visual and performing arts, world language, and STEAM-focused learning opportunities. ASA Fontana also reviews participation and access data for student groups, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities, to help ensure equitable access to educational programs and services. The school uses these measures to evaluate program implementation, identify potential barriers to participation, and ensure all students have opportunities to engage in a comprehensive educational program aligned with the school's mission and educational model.|ASA Fontana provides all students with access to a broad course of study aligned to California State Standards and the school's STEAM-focused educational model. All students receive instruction in English Language Arts, mathematics, science, history-social science, physical education, visual and performing arts, and world language. Students in grades TK–3 participate in Mandarin instruction, while students in grades 4–8 participate in Spanish instruction. In addition, all students participate in STEAM Lab experiences and have access to Project Lead the Way learning opportunities integrated throughout the instructional program. The school reviews enrollment, participation, and service data to ensure equitable access to programs and services for all student groups, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities. Students with exceptional needs are provided access to the general education curriculum and broad course of study with appropriate accommodations, modifications, and specialized supports as determined by their Individualized Education Programs (IEPs). As a single-school LEA, there are no differences in access across school sites. Review of local data indicates that students across grade levels and student groups have access to and participate in the school's comprehensive educational program. ASA Fontana will continue monitoring access and participation data to ensure equitable opportunities for all stu|Based on the review of local measures and data, ASA Fontana has not identified significant barriers preventing students from accessing a broad course of study. All students have access to the school's comprehensive educational program, including core academic subjects, STEAM instruction, world language, visual and performing arts, physical education, and intervention supports. 2026-27 Local Performance Indicator Self-Reflection for Allegiance STEAM Academy - Thrive Fontana Page 17 of 20 As part of its continuous improvement process, the school continues to monitor student participation and engagement to ensure all students fully benefit from available learning opportunities. Areas of ongoing focus include maintaining equitable access to enrichment and intervention programs, ensuring appropriate supports for students with disabilities and English learners, and addressing attendance-related challenges that may impact a student's ability to fully participate in the broad course of study. ASA Fontana will continue reviewing local data and stakeholder feedback to identify and address any emerging barriers and ensure all students have access to a comprehensive and engaging educational experience.|In response to the review of local measures and data, ASA Fontana will continue implementing and refining practices that ensure all students have access to a broad course of study. The school will maintain access to standards- aligned instruction in core academic subjects, STEAM learning opportunities, world language, visual and performing arts, physical education, and intervention supports. ASA Fontana will continue monitoring enrollment, participation, attendance, and student performance data to identify and address any barriers that may limit full participation in the educational program. The school will also continue providing appropriate accommodations, modifications, and support services to ensure students with disabilities, English learners, and other student groups can access the general education curriculum and enrichment opportunities. No significant revisions to existing programs were identified as necessary. Instead, ASA Fontana will continue strengthening current practices and using local data to support continuous improvement and equitable access for all students.|Met||2026-06-08|2026 36677360000000|Helendale Elementary|7|HSD adopts curriculum that is aligned with California State Standards, as well as the CTE Model Curriculum Standards where applicable, as reflected in Board minutes. Locally adopted curriculum beyond the core program is typically supplemental in nature and is provided to staff as a means of enhancing instruction and providing enrichment opportunities for students. To track the extent to which all students have access to, and are enrolled in, a broad course of study, HSD uses a combination of teacher-assigned grades within the standards-aligned curriculum and diagnostic assessment tools that also serve to inform intervention. During the 2025–26 school year, Helendale Elementary School utilized Renaissance and Edmentum to monitor student progress, and will be incorporating NWEA MAPs beginning in the 2026–27 school year. Riverview Middle School will continue to use Edmentum and will also be incorporating NWEA MAPs. These assessment platforms are standards-aligned and integrate with the adopted curriculum, allowing instruction and student learning pathways to adapt to each student's performance, grade level, and identified needs. Through these tools, the district is able to monitor course access, enrollment, and progress for all students — including unduplicated student groups and individuals with exceptional needs — and to ensure that every student, regardless of grade level or need, is served and provided the opportunity to access a broad course of study.|There are few differences across school sites in students' access to a broad course of study. Both Helendale Elementary School and Riverview Middle School provide all students with access to a standards-aligned broad course of study, and both sites have opportunities to pilot prospective new curriculum and to explore intervention programs that can be incorporated into daily instruction over time. Differences that do exist are developmentally appropriate to grade span. Students at Riverview Middle School have access to additional elective opportunities, supported by the site's connection to the secondary campus, which broadens course options as students progress. At Helendale Elementary School, after-school programming through ELO-P provides additional enrichment opportunities that extend and support students' access to a broad course of study beyond the instructional day. Access to a broad course of study is consistent across student groups, including unduplicated students and individuals with exceptional needs, and the district's progress over time includes expanding elective offerings, enrichment programming, and the integration of adaptive assessment tools that personalize learning pathways for all students.|While no systemic barriers prevent student access to a broad course of study within HSD, the district has identified several student-level barriers that can limit access. Chronic absenteeism and attendance challenges reduce the time students are present to engage with their full course of study; the district addresses this through its SART/SARB process, attendance monitoring, and tiered re-engagement interventions. Housing instability also presents a barrier for some students; students experiencing homelessness are supported through the district's McKinney-Vento liaison and are provided laptops and Wi-Fi hotspots as needed to access coursework, conduct research, and complete assignments from any location. Through these supports, identified barriers are actively mitigated, and all students retain access to a broad course of study.|No significant revisions or new actions are required to ensure student access to a broad course of study, as all elementary and middle school students currently have such access. The district is, however, updating Board policy language to reinforce and formalize the expectation that all students have broad access to a broad course of study.|Met||2026-06-24|2026 36677360116723|Academy of Careers and Exploration|7|We adopt curricula that are aligned with California State Standards, as well as the CTE Model Curriculum Standards applicable to its career technical education pathways, as reflected in Board minutes. Locally adopted curriculum beyond the core program is typically supplemental in nature and is provided to staff as a means of enhancing instruction and providing enrichment opportunities for students. To track the extent to which all students have access to, and are enrolled in, a broad course of study, ACE uses a combination of teacher-assigned grades within the standards-aligned curriculum and diagnostic assessment tools that also serve to inform intervention. During the 2025–26 school year, ACE utilized Edmentum to monitor student progress and will be incorporating NWEA MAP beginning in the 2026–27 school year. These assessment platforms are standards-aligned and integrate with the adopted curriculum, allowing instruction and student learning pathways to adapt to each student's performance, grade level, and identified needs. In addition to core coursework, students at ACE have access to CTE pathways, A–G coursework, and articulation enrollment opportunities through community college partnerships, further broadening the course of study available to all students.|As a single-site charter school serving grades 6–12, ACE does not have differences in access to a broad course of study across school sites. All students at ACE are provided access to a standards-aligned broad course of study, and the school has opportunities to pilot prospective new curriculum and to explore intervention programs that can be incorporated into daily instruction over time. Differences that exist within the school are developmentally appropriate to grade span. As students progress from the middle grades into high school, course options broaden to include CTE pathway coursework, A–G courses, electives, and articulation opportunities through community college partnerships, allowing students to pursue a course of study aligned with their postsecondary goals. Access to a broad course of study is consistent across student groups, including unduplicated students and individuals with exceptional needs, with supports such as IEP services and intervention programming ensuring that all students can meaningfully participate in the full range of coursework. ACE's progress over time includes expanding pathway and elective offerings, strengthening community college partnerships, and integrating adaptive assessment tools that personalize learning pathways for all students.|While no systemic barriers prevent student access to a broad course of study at ACE, student-level barriers have been identified. Chronic absenteeism remains ACE's most significant challenge and directly impacts the time students are engaged with their course of study; ACE addresses this through re-engagement strategies, mentorship, family outreach, and the district's SART/SARB process, consistent with the actions identified in the LCAP. Housing instability presents a barrier for some students, who are supported through the district's McKinney-Vento liaison and provided laptops and Wi-Fi hotspots as needed. Through these supports, identified barriers are actively mitigated, and all students retain access to a broad course of study.|No significant revisions or new actions are required to ensure student access to a broad course of study, as all students currently have such access.|Met||2026-06-24|2026 36677360128439|Empire Springs Charter|7|Springs Charter Schools provides TK-8 students with a customized curriculum aligned to California standards. Each student uses a Personalized Learning Plan (PLP), monitored by teachers and parents, to track academic goals. High school students develop four-year graduation plans with counselors and are enrolled in required A-G transcript courses including VAPA, CTE, Pre-Apprenticeship, and college-level courses. Family feedback and data reviews guide course offerings. Students with disabilities also have equitable access to a broad curriculum. Springs is committed to equitable access to a rigorous, well-rounded education for all students. Using tools like i-Ready and mClass, the school analyzes performance data to tailor instruction and provide timely interventions. Special attention is given to English learners, foster youth, and students with disabilities to ensure equitable access through IEPs and 504 Plans. The program features: Core Subjects: Rigorous instruction in foundational topics. Flexibility: Access to electives, enrichment, and interdisciplinary units. Acceleration: Targeted support or advanced pacing, including high school-level courses for 8th graders.|"Springs Charter Schools uses tools like i-Ready, mClass, and Write Score to monitor progress and develop Personalized Learning Plans (PLPs). These plans ensure TK–8 students meet California State Standards through a flexible, balanced curriculum. All students study core subjects (ELA, math, history, and science) with access to interventions or acceleration based on performance. Home based students use thematic ""boxed sets,"" while advanced 8th graders may take high school-level math and language courses. The school prioritizes equity, ensuring students with disabilities and unduplicated groups receive consistent access to core coursework and services. Course expansions and electives are shaped by enrollment, staffing, and direct feedback from families. Ongoing monitoring for 9-12 confirms equitable access for unduplicated student groups and students with disabilities. Core course access is consistent across programs and includes VAPA, CTE, college courses, and Pre-Apprenticeship. Parent and student feedback and program level data reviews guide course expansion. High school elective options and intervention supports continue to increase, strengthening access to a rigorous course of study. Barstow Community College, San Bernardino Valley College, and Cal State University of San Bernardino partnerships are available and courses are listed in the course catalog to support dual enrollment and advanced education options. Students are supported by the College and Career Coordinator."|"At Springs Charter Schools, the significant barrier to instruction is addressing the immense academic and social-emotional diversity of our students. Delivering personalized support often strains staffing and resources. To ensure an inclusive curriculum, we invest in professional development and coaching, particularly for newer staff, to maintain instructional depth through our ""Teaching the Springs Way"" framework. The logistical complexity of a large geographic area also creates hurdles for equitable access. Operating diverse programs can complicate material distribution and faculty access. We mitigate these challenges by leveraging technology and flexible design. Our educators are trained in hybrid models and the Canvas LMS to bridge geographic gaps. High school students have to access many courses through online instruction. All students, regardless of location, can access a comprehensive high school catalog, including Physics and Statistics, via synchronous online instruction. This data-informed, technologically integrated approach ensures every student is prepared for post-secondary success while dismantling barriers to high-quality education."|Springs Charter Schools remains dedicated to expanding access to a comprehensive and inclusive educational program for every student. To achieve this, the school has prioritized professional development in areas such as differentiated instruction, small group instruction, and educational technology. A couple of key highlights of the 2025-2026 school year included the move to mClass as a universal screening tool for our K-2 grades, a continued focus on our Teacher Led Coaching model, and the introduction of non-negotiable minimum writing standards across all content areas. The curriculum is frequently updated to incorporate diverse perspectives and increase engagement in STEM, the arts, and experiential learning. By utilizing the Canvas platform and synchronous online lessons, Springs has introduced new electives and intervention paths specifically tailored to student diagnostic results. Furthermore, the school maintains a strong partnership with families through virtual meetings and community feedback loops. At the high school level, diagnostic assessments (i-Ready and Write Score) inform placement in intervention courses such as Ramp Up to Algebra, Math Bridge, Literacy Essentials, and Writing Essentials. Pre-Apprenticeship and Work Experience Education courses support engagement through work-based learning. These efforts ensure all students, regardless of background or program, can access a well-rounded, rigorous education.|Met||2026-06-11|2026 36677360130948|Independence Charter Academy|7|ICA adopts curricula that are aligned with California State Standards, as reflected in Board minutes. During the 2025–26 school year, ICA utilized Pearson and iReady as the primary curriculum and assessment platform for grades K–5, and Edmentum for grades 6–12. To track the extent to which all students have access to, and are enrolled in, a broad course of study, ICA uses a combination of teacher-assigned grades within the standards-aligned curriculum and the diagnostic and progress-monitoring data generated by these platforms, which also serve to inform intervention. Beginning in 2026–27, ICA will transition to Edmentum as the curriculum platform across all grade levels, with benchmark assessment administered through NWEA MAP. This transition will create a single, coherent curriculum and assessment system within ICA and will align ICA's benchmark assessment tools with those used across the district's other school sites, allowing for consistent monitoring of student access, enrollment, and progress. These platforms are standards-aligned and adaptive, allowing instruction and student learning pathways to adjust to each student's performance, grade level, and identified needs. Through these tools, ICA is able to monitor course access, enrollment, and progress for all students, including unduplicated student groups and individuals with exceptional needs.|As a single-site virtual charter school, ICA does not have differences in access to a broad course of study across school sites. All students are provided access to a standards-aligned broad course of study delivered through ICA's virtual instructional model, with differences in course offerings reflecting developmentally appropriate grade-span progression. As students advance into the secondary grades, course options broaden to include electives, including career-themed options that allow students to explore areas of interest. Access to a broad course of study is consistent across student groups, including unduplicated students and individuals with exceptional needs, with IEP services and intervention supports provided to ensure all students can meaningfully access coursework. ICA's progress over time includes the move toward a unified curriculum platform and the adoption of NWEA MAP benchmarking, which will strengthen the school's ability to monitor access and personalize learning pathways for every student.|As a virtual program, reliable internet access is essential for students to access their full course of study, and connectivity can present a barrier for some families; ICA provides laptops and Wi-Fi hotspots as needed to remove this barrier. Attendance and engagement challenges can also limit students' access to coursework in a virtual setting, and are addressed through attendance monitoring, teacher check-ins, and the option for students to come in person for tutoring, testing, additional academic support, and instructional materials. Housing instability presents a barrier for some students, who are supported through the district's McKinney-Vento liaison. Through these supports, identified barriers are actively mitigated, and all students retain access to a broad course of study.|The primary action being implemented to strengthen access to a broad course of study is ICA's transition to a unified curriculum platform, Edmentum, across all grade levels in 2026–27, paired with benchmark assessment through NWEA MAP. This transition will streamline the student experience across grade spans, improve the coherence of instruction as students progress, and align ICA's assessment tools with those used across the district, enabling consistent monitoring of student access and progress.|Met||2026-06-24|2026 36677360136069|Sage Oak Charter|7|Sage Oak Charter School uses personalized educational planning and student progress monitoring as key tools to ensure all students have access to and are enrolled in a broad course of study. Educational plans are collaboratively developed by the supervising teacher or Educational Advisor (EA), parent/guardian, and student. As needed, additional staff—including counselors, the English Learner (EL) Coordinator, Title 1 Coordinator, Homeless and Foster Youth Liaison, 504/SST Coordinator, and Special Education Case Managers—support the planning process to ensure equitable access and individualized support for all student groups, including unduplicated pupils and students with exceptional needs. Each personalized plan includes standards-aligned curriculum and course selections from school-approved options that support grade-level expectations, graduation requirements, and college and career readiness pathways. Student enrollment, course participation, progress monitoring data, intervention participation, and graduation tracking are reviewed regularly to evaluate access and participation across grade spans and student groups. This ongoing review process allows Sage Oak to identify barriers, provide targeted supports, and ensure all students have opportunities to participate in a comprehensive and diverse educational program.|Sage Oak ensures all students have access to and are enrolled in a broad course of study through personalized academic planning, continuous progress monitoring, and collaborative support systems. Teachers regularly review student course enrollment, academic performance, intervention participation, and graduation progress to ensure alignment with individual student needs, interests, and goals. Additional support from counselors, the EL Coordinator, Homeless and Foster Youth Liaison, 504/SST Coordinator, Title 1 Coordinator and Special Education Case Managers helps ensure equitable access for unduplicated student groups and students with exceptional needs. All students select curriculum and courses from a school-approved, standards-aligned list that includes core academic subjects, electives, CTE opportunities, synchronous instruction, intervention supports, and college and career pathways. Because Sage Oak operates as an independent study charter school model, students across all programs have equitable access to course offerings and educational resources. Over time, the school has expanded synchronous learning opportunities, elective offerings, intervention supports, and college and career pathways to better support diverse learning styles and student interests. Ongoing review of student participation and achievement data allows the school to identify barriers, provide targeted supports, and ensure all students have meaningful access to a comprehensive educational program.|A primary barrier to providing full access to a broad course of study, particularly in Career Technical Education (CTE), is the lack of a physical school site, which can limit hands-on instructional experiences. To address this challenge, Sage Oak’s high school program partners with local community colleges to provide dual enrollment opportunities, giving students access to in-person CTE courses, industry-specific training, and career preparation resources not typically available in a virtual setting. High school students also have access to virtual CTE pathways aligned to the independent study model, including animation, visual arts, child development, entrepreneurship, sports medicine, and information technology. A photography pathway will also be added in 2026–27. For TK–8 students, Sage Oak has expanded Oakschool online and in-person course offerings and increased partnerships with community providers to support enrichment and career exploration opportunities. Whenever possible, courses incorporate CTE-related themes and real-world learning experiences to promote early college and career awareness.|By the end of the 2026–27 academic year, Sage Oak originally established a goal of offering 200 Career Technical Education (CTE)-aligned courses across TK–12 to support career readiness through practical skills and industry-based learning opportunities. The school has already exceeded this goal, currently offering more than 280 CTE-aligned and career exploration courses across grade levels. To strengthen college and career readiness outcomes, Sage Oak continues working to increase the College and Career Indicator (CCI) rate by 2% annually through expanded access to pathways that support post-secondary success. The school is also focused on increasing student enrollment in A-G courses to improve eligibility for UC and CSU admissions while maintaining high achievement in advanced coursework, including sustaining an AP exam pass rate of 72% or higher. These efforts ensure students have access to a diverse, rigorous, and career-connected course of study that prepares them for future academic and career opportunities.|Met||2026-06-18|2026 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 2025-26 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 intervention courses for English Language Arts and mathematics.|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 an increase in participation in CTE courses over the past few years. Additional information about course enrollment and the number of courses offered in various subjects at schools can be found on the California Department of Education DataQuest web page.|Met||2026-06-05|2026 36677360139576|Excel Academy Charter|7|EACS uses locally selected measures and tools 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. EACS provides all students with personalized academic programs ensuring access to a broad course of study, flexibility, and independent learning opportunities. Programs are informed by assessment data and coursework to support equitable access and academic progress. Locally selected measures include coursework completion, internal assessments, individualized learning plans, and teacher pacing guides to monitor student progress, engagement, and access to grade-level standards. Students develop customized learning plans with credentialed teachers aligned to academic goals. In grades 8–12, students meet annually with a High School Counselor to review graduation progress, course selection, and Course of Study planning. Additional measures include enrollment in core subjects, CTE pathways, electives, Honors/AP courses, credit recovery, and concurrent enrollment. Students in grades 7–12 participate in weekly live hybrid core classes to support engagement. For students with exceptional needs, counselors and administrators collaborate after eighth-grade IEP meetings to establish four-year plans. Special education staff monitor IEP implementation and curriculum access.|Using locally selected measures such as internal and state assessments, coursework completion data, enrollment tracking, individualized learning plans, and counselor advisement records, EACS ensures all students have access to and are enrolled in a broad course of study across grade levels. EACS’ personalized learning model provides students equitable access to core subjects, electives, Advanced Placement and Honors courses, CTE pathways, credit recovery, and concurrent enrollment opportunities. Students receiving interventions are provided additional support and resources to ensure access to grade-level content. The High School Counselors and credentialed teachers develop individualized four-year academic plans aligned to student goals and graduation requirements. The Secondary Principal and Counselors monitor course enrollment to ensure appropriate placement. When assessment data indicates need, administrators, special programs staff, counselors, teachers, and case managers collaborate to provide interventions and support. EACS offers CTE pathways that expand access to career-aligned coursework. Across student groups and schoolwide, data shows consistent access to a broad course of study aligned to student goals, reflected in strong graduation outcomes and increasing postsecondary transitions.|Based on locally selected measures, including course enrollment data, internal assessments, and student completion records, EACS continues to ensure that all students have access to a broad course of study. However, one identified barrier is the limitation associated with EACS not having a traditional physical campus, which can make providing consistent hands-on learning experiences, particularly within Career Technical Education (CTE) Capstone courses, more challenging. Because many CTE pathways require access to specialized equipment, labs, or structured in-person practicum environments, some students may initially face limited opportunities for applied, hands-on instruction within the school’s virtual learning model. This can impact the depth of experiential learning if not intentionally addressed. To mitigate this barrier, EACS actively encourages and supports dual enrollment opportunities with local community colleges, where students can access hands-on instruction, industry-standard equipment, and real-world training environments aligned to their CTE pathways. These partnerships help ensure students can fully engage in applied learning experiences that complement their academic coursework. Through these efforts, EACS continues to reduce barriers related to its non-site-based model and expand equitable access to rigorous, career-connected learning experiences for all students.|To ensure access to a broad course of study and equity-based instruction, EACS regularly reviews vetted curriculum, program effectiveness, assessment results, course completion data, and best practices to identify needs and inform continuous improvement. This analysis supports data-driven decisions regarding instructional programs and student supports. All students, including English Learners, students with disabilities, and socioeconomically disadvantaged students, have access to targeted resources and interventions in English Language Arts (ELA) and mathematics. Students with disabilities receive specialized academic instruction from credentialed staff three times weekly in addition to intervention classes. Students enrolled in WIN (“What I Need”) intervention classes utilize research-based programs to address learning gaps and strengthen foundational skills. English Learners receive direct, teacher-led instruction and curriculum that is specifically aligned to ELPAC performance levels and the ELD Framework. Students have access to subscriptions, tutoring, resources, interventions, office hours, teacher guidance in all core subject areas. Local assessment data, including i-Ready results, show student growth in reading and mathematics, reflecting the effectiveness of instructional programs and supports while ensuring continued access to a rigorous and equitable course of study.|Met||2026-06-18|2026 36677770000000|Morongo Unified|7|Morongo Unified School District utilizes multiple locally selected measures to monitor access to and enrollment in a broad course of study across grade spans, unduplicated student groups, and students with exceptional needs. The district uses Illuminate to track student enrollment in required and elective courses across elementary and secondary levels, including monitoring access for English learners, low-income students, foster youth, and students with disabilities. Counselors work with secondary students through the four-year planning process to ensure alignment with graduation requirements, A–G completion, and college and career pathways. District benchmark assessments and course performance data are used to monitor student progress and inform instructional decisions that support equitable access to rigorous coursework. In addition, the Academy of College and Career Excellence (ACCE) provides all high school students access to certification-based Career Technical Education (CTE) pathways regardless of school of residence, expanding opportunities for college and career readiness. The district also monitors student participation in electives, advanced coursework, intervention programs, and enrichment opportunities to ensure broad and equitable access for all student groups.|Morongo Unified School District data indicate that all students have access to a broad course of study across grade spans; however, enrollment patterns differ across school sites and student groups. Elementary students have consistent access to core academic content; at the secondary level, access expands to include electives, Advanced Placement courses, and Career Technical Education (CTE) pathways. Programs such as the Academy of College and Career Excellence (ACCE) provide equitable access to certification-based pathways for all high school students regardless of home site. Local data and input from educational partners indicate variability in participation across sites and student groups, particularly in electives, advanced coursework, and college and career pathways. Unduplicated student groups and students with exceptional needs may be underrepresented in some programs, highlighting the need for continued monitoring and support to ensure equitable participation. Over time, the district has expanded access through increased CTE pathways, intervention supports, and enrichment opportunities. Continued focus is placed on improving access, awareness, and enrollment across all schools to ensure all students are actively participating in a broad course of study aligned to their academic and career goals.|Morongo Unified School District has identified several barriers limiting full access to a broad course of study for all students. Chronic absenteeism continues to impact student access, as consistent attendance is essential for participation in core instruction, electives, and advanced coursework. Additionally, housing instability and economic challenges affecting low-income students create further barriers to consistent engagement in learning. Local assessment data, including District Benchmarks and CAASPP, indicate that some students continue to struggle with foundational reading, writing, and math skills across grade levels. These academic gaps limit students’ ability to fully access grade-level standards and restrict participation in advanced coursework and college and career pathways. Educational partner input also highlights barriers related to limited availability and awareness of electives and enrichment opportunities, particularly at the secondary level. Differences in course offerings across sites and scheduling constraints may further impact student access. Additionally, some student groups, including unduplicated students and students with exceptional needs, may require additional academic and programmatic supports to fully participate in a broad course of study. Addressing these barriers remains a priority to ensure all students have equitable access to rigorous and engaging coursework aligned to their academic and career goals.|In response to local data and identified barriers, Morongo Unified School District has implemented and will continue refining actions to ensure all students have access to a broad course of study. The district has strengthened its MTSS and PBIS systems to address academic, behavioral, and attendance needs, helping keep students engaged in instruction. To address attendance barriers, the district has expanded interventions, including Saturday School, to support students with absences and provide opportunities for academic recovery. Alternative approaches to discipline, such as counseling and restorative practices, are also being used to reduce exclusionary discipline and maintain access to learning. The district has expanded flexible learning options, including alternative education programs, independent study, and hybrid models, allowing students to access coursework in ways that meet their individual needs. In addition, Career Technical Education (CTE), dual enrollment, and college- and career-readiness pathways continue to grow, providing more inclusive opportunities for all students. Site-level SMART goals and ongoing monitoring of academic, attendance, and engagement data support continuous improvement. These efforts ensure that all students, including unduplicated groups and students with exceptional needs, have equitable access to a broad course of study aligned to their goals.|Met||2026-06-16|2026 36677850000000|Mountain View Elementary|7|The District monitors student access to a broad course of study (Priority 7) by reviewing course offerings as well as school and class schedules to assess the extent to which all students have access to and are enrolled in a broad course of study. Course enrollment reports and student schedules are reviewed to ensure ALL students, based on grade spans, including unduplicated (foster youth, English learners and low-income) as well as individuals with exceptional needs have access to and are enrolled in a broad course of study.|For the 2025-26 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 and 8. All students are provided with English/Literature, Mathematics (including Math Academy), Social Sciences, Science and Health and Physical Education. Students are able to participate in honors courses in English/Literature (grades 7 and 8) and Mathematics (grades 7 and 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.|Barriers to course access are that students may only select one elective in addition to their required coursework.|The district will continue to monitor course offerings as well as school and class schedules to ensure students have access to a broad course of study. This may include revising the course electives offered to meet the changing needs of the learners or to better align with educational priorities.|Met||2026-06-11|2026 36677930000000|Mt. Baldy Joint Elementary|7|Mt. Baldy Joint Elementary School District provides all students access to a broad course of study aligned to California Education Code requirements. Students in grades TK–8 have access to: English Language Arts Mathematics Science History-Social Science Physical Education Health Education Visual and Performing Arts Social-Emotional Learning Outdoor and environmental education experiences The district’s instructional program includes project-based learning, labs, field trips, outdoor education opportunities, independent projects, cross-age tutoring, and enrichment experiences designed to support whole-child development.|Students also participate in leadership opportunities, movement activities, buddy programs, and community-connected learning experiences. The district actively works to ensure that unduplicated students and students with disabilities have equitable access to instructional programs, interventions, enrichment opportunities, and support services.|Additional supports include: Mathematics intervention and targeted support Small group and individualized instruction Social-emotional learning supports Professional development for teachers Data-informed instructional planning|The district continues monitoring access and participation through classroom observations, assessment data, educational partner feedback, and student support systems to ensure all students have access to a comprehensive and engaging educational program.|Met||2026-06-04|2026 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||2026-06-24|2026 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. This includes a review by a team of directors at the district level. 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 after school. 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 programs that support Universal Design for Learning (UDL) principles (De Anza 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 afterschool 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 have been made available through the investment in Wellness, Arts and Technology (WAT) Centers that promote the use of robotics, engineering, and STEAM-related offerings. ELOP-funded programs continue to expand access to enriching course content after school and during intersessions, with new partners continua|Met||2026-06-18|2026 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||2026-06-17|2026 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||2026-06-17|2026 36678270137174|Mojave River Academy - Gold Canyon|7|Mojave River Academy Schools utilizes the School Pathways SIS student database to disaggregate student data across multiple areas, including course requests, graduation plans, course loads, master scheduling, course grades, and student demographic data.|100% of students have access to a broad course of study across all Mojave River Academy Schools’ sites. Multiple electives, clubs, CTE courses and hands-on learning opportunities are built into the school day for every student choosing to take advantage of these. All courses have equal access for all students. Every student has access to a highly trained counselor, and counselors working with middle and high school students 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 master schedules and course offerings in order to ensure that students have access to both required and requested courses. Revision will include broader course offerings and access to the CTE pathways via virtual and in-person learning, increased access to art, music and performing arts, and concurrent enrollment at the local college. CTE pathways are also in place and increasingly utilized in order to provide students with a well-rounded educational experience.|Met||2026-06-18|2026 36678270137182|Mojave River Academy - National Trails|7|Mojave River Academy Schools utilizes the School Pathways SIS student database to disaggregate student data across multiple areas, including course requests, graduation plans, course loads, master scheduling, course grades, and student demographic data.|100% of students have access to a broad course of study across all Mojave River Academy Schools’ sites. Multiple electives, clubs, CTE courses and hands-on learning opportunities are built into the school day for every student choosing to take advantage of these. All courses have equal access for all students. Every student has access to a highly trained counselor, and counselors working with middle and high school students 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 master schedules and course offerings in order to ensure that students have access to both required and requested courses. Revision will include broader course offerings and access to the CTE pathways via virtual and in-person learning, increased access to art, music and performing arts, and concurrent enrollment at the local college. CTE pathways are also in place and increasingly utilized in order to provide students with a well-rounded educational experience.|Met||2026-06-18|2026 36678270137190|Mojave River Academy - Oro Grande|7|Mojave River Academy Schools utilizes the School Pathways SIS student database to disaggregate student data across multiple areas, including course requests, graduation plans, course loads, master scheduling, course grades, and student demographic data.|100% of students have access to a broad course of study across all Mojave River Academy Schools’ sites. Multiple electives, clubs, CTE courses and hands-on learning opportunities are built into the school day for every student choosing to take advantage of these. All courses have equal access for all students. Every student has access to a highly trained counselor, and counselors working with middle and high school students 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 master schedules and course offerings in order to ensure that students have access to both required and requested courses. Revision will include broader course offerings and access to the CTE pathways via virtual and in-person learning, increased access to art, music and performing arts, and concurrent enrollment at the local college. CTE pathways are also in place and increasingly utilized in order to provide students with a well-rounded educational experience.|Met||2026-06-18|2026 36678270137208|Mojave River Academy - Route 66|7|Mojave River Academy Schools utilizes the School Pathways SIS student database to disaggregate student data across multiple areas, including course requests, graduation plans, course loads, master scheduling, course grades, and student demographic data.|100% of students have access to a broad course of study across all Mojave River Academy Schools’ sites. Multiple electives, clubs, CTE courses and hands-on learning opportunities are built into the school day for every student choosing to take advantage of these. All courses have equal access for all students. Every student has access to a highly trained counselor, and counselors working with middle and high school students 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 master schedules and course offerings in order to ensure that students have access to both required and requested courses. Revision will include broader course offerings and access to the CTE pathways via virtual and in-person learning, increased access to art, music and performing arts, and concurrent enrollment at the local college. CTE pathways are also in place and increasingly utilized in order to provide students with a well-rounded educational experience.|Met||2026-06-18|2026 36678270137216|Mojave River Academy - Rockview Park|7|Mojave River Academy Schools utilizes the School Pathways SIS student database to disaggregate student data across multiple areas, including course requests, graduation plans, course loads, master scheduling, course grades, and student demographic data.|100% of students have access to a broad course of study across all Mojave River Academy Schools’ sites. Multiple electives, clubs, CTE courses and hands-on learning opportunities are built into the school day for every student choosing to take advantage of these. All courses have equal access for all students. Every student has access to a highly trained counselor, and counselors working with middle and high school students 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 master schedules and course offerings in order to ensure that students have access to both required and requested courses. Revision will include broader course offerings and access to the CTE pathways via virtual and in-person learning, increased access to art, music and performing arts, and concurrent enrollment at the local college. CTE pathways are also in place and increasingly utilized in order to provide students with a well-rounded educational experience.|Met||2026-06-18|2026 36678270137224|Mojave River Academy - Silver Mountain|7|Mojave River Academy Schools utilizes the School Pathways SIS student database to disaggregate student data across multiple areas, including course requests, graduation plans, course loads, master scheduling, course grades, and student demographic data.|100% of students have access to a broad course of study across all Mojave River Academy Schools’ sites. Multiple electives, clubs, CTE courses and hands-on learning opportunities are built into the school day for every student choosing to take advantage of these. All courses have equal access for all students. Every student has access to a highly trained counselor, and counselors working with middle and high school students 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 master schedules and course offerings in order to ensure that students have access to both required and requested courses. Revision will include broader course offerings and access to the CTE pathways via virtual and in-person learning, increased access to art, music and performing arts, and concurrent enrollment at the local college. CTE pathways are also in place and increasingly utilized in order to provide students with a well-rounded educational experience.|Met||2026-06-18|2026 36678270137232|Mojave River Academy - Marble City|7|Mojave River Academy Schools utilizes the School Pathways SIS student database to disaggregate student data across multiple areas, including course requests, graduation plans, course loads, master scheduling, course grades, and student demographic data.|100% of students have access to a broad course of study across all Mojave River Academy Schools’ sites. Multiple electives, clubs, CTE courses and hands-on learning opportunities are built into the school day for every student choosing to take advantage of these. All courses have equal access for all students. Every student has access to a highly trained counselor, and counselors working with middle and high school students 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 master schedules and course offerings in order to ensure that students have access to both required and requested courses. Revision will include broader course offerings and access to the CTE pathways via virtual and in-person learning, increased access to art, music and performing arts, and concurrent enrollment at the local college. CTE pathways are also in place and increasingly utilized in order to provide students with a well-rounded educational experience.|Met||2026-06-18|2026 36678430000000|Redlands Unified|7|"To track the extent to which all students have access to and are enrolled in a broad course of study, the district utilizes locally administered survey tools: the ""Broad Course of Study K-6"" and ""Broad Course of Study 7-12"" surveys. These tools are distributed to Educational Services staff, Principals, Assistant Principals, and site Leadership Teams to evaluate course offerings and enrollment across grade spans and specific unduplicated student groups (including English Learners, Economically Disadvantaged students, Students with Disabilities, and various racial/ethnic groups)."|Overall, survey respondents generally agree that the district offers a broad course of study, frequently rating the district's offerings highly (4s and 5s on a 5-point scale). However, the data highlights significant differences in access for specific student groups, particularly English Learners (EL) and Students with Disabilities (SWD). Respondents frequently noted that EL and SWD students are less likely to have access to electives, Career Technical Education (CTE), or enrichment programs because they are mandated to take support or intervention classes (such as designated ELD) that consume their elective periods. Additionally, respondents identified inequities across school sites, noting that some high schools do not offer the same programs or courses, which creates uneven access across the district.|"The survey data identifies several primary barriers preventing equitable access: Scheduling Constraints: Rigid ""Master Schedules"" and a lack of room in student class schedules force students to choose between required remedial/intervention classes and electives, effectively narrowing their educational paths. Staffing and Funding: A potential shortage of specialized, credentialed teachers (particularly in STEM, CTE, and Special Education) physically limits the diverse range of classes schools can offer. General funding and budget cuts were also repeatedly cited as limiting options. Behavioral Needs and Classroom Support: At the K-6 level, extreme (Tier 3) student behaviors in general education classrooms, coupled with a lack of para-educator support, were identified as major barriers that impede instructional time and access to the curriculum for all students. Transportation: A possible lack of transportation prevents economically disadvantaged students and bus riders from participating in courses or clubs that require activities outside of regular school hours."|To address these barriers and ensure equitable access, the district will review master scheduling practices at the secondary level to create more flexibility, such as offering zero-period classes, so that EL and SWD students do not have to forfeit electives for necessary support courses. The district will also evaluate CTE pathways and world language offerings to ensure authentic, skills-based programs are accessible and not being replaced by generalized curriculum. To support the K-6 levels, the district should continue to focus on increasing Tier 3 behavioral supports and providing better training for para-educators so teachers can focus on delivering comprehensive, standards-based instruction. Finally, a review of site-level offerings will be conducted to ensure that students at all comprehensive high schools have equal access to the same specialized programs.|Met||2026-06-23|2026 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. Grove offered 9 AP courses during the 2025-26 school year, resulting in 71% of eligible 10th, 11th and 12th graders enrolled in at least 1 AP course in the 2025-26 school year. Grove also offers Dual Enrollment courses for 10th, 11th and 12th grade students resulting in 37% of eligible students enrolled in college level courses for the 2025-26 school year. Parent Square, Constant Contact and school counselor-led student and parent workshops are utilized in order 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||2026-06-08|2026 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 measures, including UC Compass reports, graduation rate data, A-G completion data, and College/Career Indicator (CCI) results. At the high school level, all students develop a four-year academic plan to ensure access to required coursework, college-preparatory courses, career-technical education pathways, and elective opportunities aligned with their interests and postsecondary goals. UC Compass reports are reviewed regularly to monitor student progress toward A-G completion and identify students who may need additional support. Graduation rate and A-G completion data are analyzed annually to evaluate student access to and successful completion of rigorous coursework. In addition, the district reviews College/Career Indicator results to assess how well students are prepared for postsecondary education and career opportunities. These measures are disaggregated by student group and used to inform counseling practices, course access decisions, and targeted interventions designed to ensure equitable access to a broad course of study for all students.|Rialto USD's locally selected measures indicate that students continue to have broad access to rigorous academic and career pathways. The district's 2024-25 graduation rate increased to 94.0%, while the A-G completion rate reached 55.4%. In addition, 54.1% of students met the Prepared level on the 2025 College/Career Indicator, earning a Green performance level and demonstrating substantial improvement from the prior year. UC Compass data also showed gains in key A-G coursework, including improvements in 9th- and 10th-grade English and 12th-grade English and Science course completion. Analysis by student group revealed both strengths and areas for continued attention. African American, Hispanic, Socioeconomically Disadvantaged, and White students achieved Green performance levels on the College/Career Indicator, indicating increased college and career readiness across these groups. However, disparities remain for English Learners, Long-Term English Learners, Homeless students, Students with Disabilities, and Foster Youth, whose College/Career Indicator performance levels ranged from Yellow to Orange. Students with Disabilities and English Learners also demonstrated lower A-G completion rates than their peers. These results indicate that while students have access to a broad course of study, continued efforts are needed to ensure all student groups successfully complete college- and career-ready pathways.|Analysis of the district's locally selected measures identified several barriers that continue to impact equitable outcomes within a broad course of study. While students have access to college-preparatory courses, career technical education pathways, and other rigorous learning opportunities, some student groups experience lower rates of successful completion. College/Career Indicator results show that English Learners, Long-Term English Learners, Homeless students, Students with Disabilities, and Foster Youth continue to perform below their peers, indicating a need for additional supports to ensure success in college- and career-ready pathways. UC Compass data also highlights the importance of early success in A-G coursework. Students who struggle to complete required English courses during the ninth and tenth grades are at greater risk of falling behind in meeting A-G requirements. In addition, some students face academic, attendance, language, and social-emotional challenges that may limit their ability to fully participate in and successfully complete rigorous coursework. These barriers can cumulatively affect graduation, A-G completion, and college and career readiness outcomes. The district will continue to monitor these trends and provide targeted academic and counseling supports to ensure that all students have equitable opportunities to access and successfully complete a broad course of study.|Based on the analysis of locally selected measures, Rialto USD will continue implementing strategies designed to expand access to rigorous coursework and improve student success in college- and career-ready pathways. The district will continue monitoring UC Compass reports, graduation data, A-G completion rates, and College/Career Indicator results to identify students who may require additional academic, counseling, or intervention supports. Schools will use these data to provide timely assistance, monitor progress toward graduation and A-G completion, and ensure students remain on track to meet their postsecondary goals. Particular attention will be given to student groups that continue to demonstrate lower levels of college and career readiness, including English Learners, Long-Term English Learners, Homeless students, Students with Disabilities, and Foster Youth. The district will continue providing targeted academic interventions, counseling services, credit recovery opportunities, and college and career planning supports to address identified needs. In addition, schools will continue promoting enrollment in rigorous coursework, career technical education pathways, dual enrollment opportunities, and other programs that prepare students for postsecondary success. These efforts are intended to increase graduation rates, improve A-G completion, strengthen college and career readiness, and ensure equitable access to a broad course of study for all students.|Met||2026-06-24|2026 36678680000000|Rim of the World Unified|7|Rim of the World Unified School District monitors progress toward State Priority 7, Access to a Broad Course of Study, through ongoing analysis of course offerings, master schedules, student enrollment data, and educational partner feedback to ensure all students have equitable access to standards-aligned educational opportunities across all grade spans. The district utilizes multiple local measures and data sources, including Aeries enrollment data, course catalogs, master schedules, Career Technical Education (CTE) pathway enrollment, Advanced Placement (AP) and A-G participation data, concurrent enrollment opportunities, before- and after-school programs, virtual learning options, student surveys, extracurricular participation, and access to electives, arts, music, and enrichment opportunities. Data are regularly reviewed for all student groups, including English learners, foster youth, low-income students, students with disabilities, and other unduplicated pupil groups, to identify trends, barriers, and opportunities for improvement.|Using locally selected measures including Aeries enrollment data, master schedules, course catalogs, AP and A-G enrollment data, CTE participation data, concurrent enrollment opportunities, student surveys, and extracurricular participation records, Rim of the World Unified School District determined that 100% of students had access to a broad course of study during the 2025–2026 school year, as defined by California Education Code. Students in grades 7–12 had access to courses in English, mathematics, science, social science, world language, visual and performing arts, physical education, applied arts, and Career Technical Education (CTE) pathways. Elementary students in grades TK–5 received instruction in all required subject areas, including English language arts, mathematics, science, social science, visual and performing arts, and physical education, with additional enrichment opportunities provided through expanded learning and site-based programs. Because the district operates one middle school and one comprehensive high school, specialized programs, advanced coursework, and CTE pathways are centralized at these sites, ensuring equitable access districtwide. Local data identified lower participation rates in AP and A-G coursework among English learners, Hispanic students, and low socioeconomic status students. The district evaluates course offerings, counseling supports, scheduling practices, and outreach efforts to improve equitable participation and access for all.|Barriers limiting Rim of the World Unified School District’s ability to further expand broad course of study offerings include the geographic and operational limitations of a small mountain district, and operating only one middle school and one comprehensive high school. These factors can limit the number and variety of specialized electives, Advanced Placement (AP), A-G, and Career Technical Education (CTE) pathway courses that can be sustainably staffed and scheduled each year. Additionally, providing designated and integrated English Language Development (ELD) support within the school day can create scheduling conflicts that may impact English Learners’ access to certain electives, AP, A-G, or pathway opportunities. District data also identified lower participation rates in AP and A-G coursework among English Learners, Hispanic students, and socioeconomically disadvantaged students, highlighting the need for continued equity-focused outreach, counseling support, and course access monitoring. Despite these challenges, the district continues to maintain a broad course of study that includes CTE pathways, Visual and Performing Arts, AVID, athletics, extracurricular activities, concurrent enrollment opportunities, virtual learning options, and enrichment programs. Strong community engagement and ongoing LCAP-supported review of enrollment, participation, and master schedule data guide efforts to improve equitable access and expand opportunities for all student groups.|The district regularly reviews enrollment, participation, and access data related to the broad course of study to guide LCAP-supported decisions regarding course offerings, master schedules, intervention supports, and student access opportunities. Using Aeries data, course enrollment trends, student surveys, extracurricular participation, and program availability data, the district monitors equitable access for all students, including unduplicated student groups and students with exceptional needs. Data analysis identified lower participation rates in AP and A-G coursework among English Learners, Hispanic students, and socioeconomically disadvantaged students, resulting in ongoing evaluation of course access, counseling supports, and expansion of A-G approved CTE opportunities. Dedicated counselors and support staff continue to provide targeted guidance and academic planning to increase student participation in rigorous coursework, concurrent enrollment opportunities, and college and career pathways. The district also reviews before- and after-school enrichment opportunities, virtual learning options, and elective availability to address barriers to participation and access. Broad course of study data and outcomes will continue to be shared with educational partners and stakeholder groups through the LCAP development and evaluation process to support continuous improvement and equitable access for all students.|Met||2026-06-25|2026 36678760000000|San Bernardino City Unified|7|9th grade math and ELA placements use district criteria and are reviewed at a 6-week check-in. Completion of UC/CSU A-G requirements and other measures are used to monitor college readiness. An Academic Success Plan helps track A-G status. The Multilingual Department monitors English Learner progress, including Newcomer students every 5 weeks. ELD portfolios, benchmark data, CAASPP, ELPAC, and teacher assessments are used to track development, and monitor reclassified students for 5 years to ensure continued success. Special Ed students receive IEP-driven support, ensuring access to the least restrictive environment. Plans include postsecondary goals and transition services aimed at diploma or certificate of completion based on student strengths. GATE students are identified annually through district testing and assessment data. Secondary students have access to Career Pathway (CTE) programs. Enrollment is monitored through class rosters, Carl Perkins reporting, Aeries, and CALPADS. CA College.edu and CalState Apply student accounts provide students’ A-G status and college application data analysis. Equity high school counselors monitor AA student placement in AVID, accelerated classes and Dual Enrollment. Dual Enrollment and A-G completion continue to increase. Review of AA students' math placements based on assessments, grades, and scheduling ensure alignment with four-year plans. The ETSA Department conducts semester high school|Elementary students have access to primary language instruction, Dual Language, GATE, VAPA, intervention, and daily integrated and designated ELD. ELs receive support from EAIIIs and student interns to access the curriculum. Kagan structures and collaborative conversations are used to ensure equitable learning. Long-Term ELs receive ELD support. All students have access to core curriculum, including digital and printed materials. Secondary students access core subjects, Health/PE, VAPA, CTE, and World Languages. High schools offer AP, IB/MYP, 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. Secondary ELs are placed in Designated ELD courses by proficiency level in addition to core courses and electives. Long-Term ELs receive targeted support, which does not 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 Ed students receive access to a broad course of study through IEPs. All diploma options must be explored before selecting an alternative course of study. Advanced programs such as IB are offered only at selected schools, limiting equitable enrollment. Targeted support for AA students are at five high school sites where equity counselors are placed.|Barriers to accessing a broad course of study include limited family awareness of available programs. Access is also affected by 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 Ed, LTELs, and AA students. Special Ed 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. Equitable enrollment and completion of A-G requirements, participation in AVID and CTE pathways vary. Advanced programs such as IB are offered only at selected school sites, limiting equitable enrollment. Lack of family knowledge of graduation requirements, master schedule limitations and a need for stakeholders to increase their cultural competency.|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. MTSS Teachers on Assignment are assigned to sites to design research based interventions for students experiencing academic and behavioral challenges. Priority student groups, including AA students, Students with Disabilities (SWD), and ELs, receive targeted support. Feedback is gathered on A-G courses and participation in advanced courses, with a focus on retaining underrepresented students. CTE courses are A-G approved, with pathway plans supporting enrollment growth. PD focuses on instruction, EL reclassification, and cultural competency, while expanded GAP Closing Training supports brain-based and culturally responsive practices for AA student achievement. Two additional equity counselors were hired, math tutoring continued, and parent and community engagement through meetings, trips, and celebrations were encouraged. Special Ed Task Force is refining processes to ensure Least Restrictive Environment and equitable ways to demonstrate learning. UDL is used to support access to instruction and assessment. Multilingual Department supports EL instruction through Kagan, UDL, and MTSS. District staff assists at school sites.Designated ELD curriculum accelerates English language attainment and access to core curriculum.Regular walkthroughs and feedback promote effective practices.|Met||2026-06-16|2026 36678760107730|ASA Charter|7|We ensure that all students receive instruction, 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, Williams Monitoring, WASC Self-study, 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||2026-06-23|2026 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||2026-06-17|2026 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 ""specials"" that cover STEAM and Music. All teachers teach Leader in Me in the core classrooms. 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, Music, or STEAM. Health is integrated into Science and Physical Education. We do not offer electives to our middle schoolers. We offer enrichment courses because of our small size. They are exposed to all curricular areas. Character and Leadership Education is integrated into the day in all grade levels but students in middle school also have a Leader in Me class. We offer extracurricular activities during the after school program to expose students to other areas to help students find their strengths.|Time in the actual school day would be the biggest barrier. That is why so much is offered outside of the classroom during extended learning.|We will continue to offer access to a broad course of study to all students. We encourage participation in extracurricular activities. 50% of students participate in at least one extracurricular or leadership role on campus. We will continue to grow student leadership roles.|Met||2026-06-16|2026 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 ensuring all students have access to a broad and rigorous course of study that supports academic growth across all content areas. The school will continue reviewing assessment data, classroom performance, and teacher feedback to evaluate instructional effectiveness, identify areas for improvement, and guide future planning. These efforts support continuous improvement and help ensure all students receive equitable access to high-quality learning opportunities. Additionally, NVMS is implementing the California College Guidance Initiative (CCGI) during the daily Rising Entrepreneurs period. Through college and career exploration, goal setting, career interest surveys, and future planning activities, students will develop the skills needed for success in high school, college, careers, and entrepreneurship while building leadership, organization, and readiness for future opportunities.|Met||2026-06-17|2026 36678760120568|Options for Youth-San Bernardino|7|OFY San Bernardino uses multiple measures and tools to monitor student access to and enrollment in a broad course of study across all grade spans and student groups, including English Learners, foster youth, low income students, homeless students, and students with disabilities. Academic planning begins with transcript evaluations, student interest discussions, and diagnostic assessment data including RenStar assessments administered throughout the school year. Students have access to standards aligned coursework through independent study curriculum, Edmentum online coursework, direct instruction classes, intervention programs, and Career Technical Education pathways. These efforts align with Goal 2, Actions 1 through 11, Goal 3, Actions 1 through 5, and Goal 4, Actions 1 through 5. The LEA also monitors subgroup enrollment patterns, course completion rates, intervention participation, and educational partner feedback to ensure equitable access to academic and enrichment opportunities across all school sites.|All students at OFY San Bernardino have access to a broad course of study designed to support graduation readiness, college preparation, career exploration, and individualized learning needs. Educational partner feedback from the Spring 2026 LCAP Survey reflected strong satisfaction with academic support and school programs overall. Approximately 85 to 90 percent of students and parents responded positively regarding academic support systems, equitable access to programs, and preparation for college and career opportunities. Internal data also reflected strong progress toward LCAP academic goals. Graduation pace increased from 26.2 percent to 41.2 percent, while Math and Reading growth metrics significantly exceeded Year 3 targets. These improvements align with Goal 3, Metrics 1 through 4 and support ongoing implementation of Goal 3, Actions 1 through 5. Students also expressed interest in expanded electives, athletics, arts programs, clubs, field trips, and additional career pathways including medical, culinary, automotive, coding, cosmetology, and business programs.|While OFY San Bernardino continues expanding academic and enrichment opportunities for students, several barriers remain that may impact access to certain programs and services. Limited classroom space at some centers may affect the number of direct instruction classes, enrichment opportunities, or intervention services available on site. Geographic distance and transportation challenges may also impact student participation in some in person programs and activities. Educational partner feedback also reflected strong interest in expanded extracurricular activities, athletics, clubs, field trips, and Career Technical Education opportunities. These needs align with Goal 1, Actions 1 through 3 and Goal 3, Action 3 related to quality instruction and academic enhancement. The LEA also recognizes the continued importance of balancing flexible instructional models with strong student engagement, rigorous coursework, and structured intervention support.|In response to educational partner feedback and ongoing review of local data, OFY San Bernardino will continue expanding opportunities for students to access a broad and engaging course of study. The LEA will continue strengthening Career Technical Education pathways and exploring opportunities to expand programs aligned to educational partner interests including medical pathways, culinary arts, coding, business, arts, athletics, and additional hands-on learning opportunities. These efforts align with Goal 4, Actions 1 through 3 and Goal 3, Actions 1 through 5. The school will continue investing in direct instruction opportunities, intervention programs, technology access, instructional resources, and staffing supports to ensure equitable participation across all student groups. Efforts to expand classroom space, improve instructional supports, and recruit and retain qualified staff will continue supporting broader access to rigorous academic coursework, enrichment programs, and intervention services. The LEA will also continue utilizing educational partner feedback, subgroup monitoring systems, course completion data, and assessment results to guide future LCAP planning and continuous improvement efforts related to equitable access and student engagement.|Met||2026-06-26|2026 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.) Frequent share out of school wide attendance data with all stakeholders aimed at fostering collective ownership of attendance data. 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||2026-06-17|2026 36678760122317|Hardy Brown College Prep|7|We use two metrics to track the extent to which all students have access to, and are enrolled in, a broad course of study. One is the % of scholars with access to courses; the other is the % of scholars enrolled in those courses.|100% of TK-8 scholars are offered a broad course of study, including visual and performing arts. 100% of TK-8 scholars are enrolled in a broad course of study, including visual and performing arts. This universal access is by design, and it includes all student groups.|There are no barriers preventing us from providing access to a broad course of study for all students.|We will continue to implement our model, which provides broad access to courses for all scholars.|Met||2026-06-25|2026 36678760126714|Woodward Leadership Academy|7|WLA teaches the main core subjects. All students receive academic instruction in ELA, Math, Science, Social Studies. 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||2026-06-29|2026 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. Although the school exited Williams oversight, the school continues the same process to track and verify the broad course of study.|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 past Williams legislation visit, it is evident that the LEA has no barriers from providing access to a broad course of study 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||2026-05-26|2026 36678760136952|Entrepreneur High|7|The locally selected measures or tools that our LEA is using to track the extent to which all students have access to and are enrolled in a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs: - ELA 1, 2, 3, 4 - Mathematics: Algebra 1, Geometry, Algebra 2, Precalculus - Science: Integrated Science 1, Integrated Science 2, Integrated Science 3 - Social Studies: US History, World History, Government and Economics - CTE Media Pathway - CTE Retail Marketing Pathway - CTE Software and Systems Development Pathway - CTE Food Service and Hospitality Pathway|Our students have access to and are enrolled in broad courses of study. Because of our different CTE Pathways, and aside from our core classes, our students get to pick what pathway they are the most interested in during the second semester of their 10th grade, by being exposed to all of the different pathways in a course that is named Career Exploration. In the Career Exploration course, the students pick from the various pathways offered on our campus by gaining exposure to the content of each pathway course offering. Aside from our core courses and CTE Pathways, our students also have the option to join our Dual Enrollment Program, in which they can take College courses for College credit during school or after school through Valley Community College.|The barrier preventing the LEA from providing access to a broad course of study for all students will be because of our CTE Pathways our students don’t have the opportunity to take specific courses that you normally would in a regular High School such as Theater Art classes, or Choir or regular Art classes, but our Media Pathway is VAPA compatible.|In response to the results of the tool or locally selected measures, the revisions, decisions, or new actions that our LEA will implement to ensure access to a broad course of study for all students will be to expand our Dual Enrollment Program for our students so that they can have the opportunity to take a plethora of different courses such as Theater Art courses, Painting and Drawing, Band, different languages, etc.|Met||2026-06-17|2026 36678760137935|Savant Preparatory Academy of Business|7|The measure the LE 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 the content area.|Given our small staff size, the barriers preventing the LEA from expanding and improving the broad course of study include a lack of trained staff and resources, especially in the areas of performing arts and world languages.|The LEA will continue to explore options to offer performing arts and expanded world language instruction.|Met||2026-06-16|2026 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, electies, 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 helps 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||2026-06-25|2026 36678920000000|Trona Joint Unified|7|During the 2025–26 school year, TJUSD continued to use local measures and tools to monitor student access to a broad course of study, including student schedules, course enrollment data, master schedule review, teacher assignment monitoring, IEP/504 team input, and collaboration among site and district administrators. These tools allow the district to review access by grade span, student group, and program need, including unduplicated pupils and students with exceptional needs. TJUSD also continued efforts to expand access to a broad course of study through dual enrollment opportunities at the high school level, online music instruction at the elementary level, expanded Career Technical Education planning, secondary elective options, social-emotional support classroom sessions, and TK–12 literacy alignment.|TJUSD’s small size allows staff and administrators to closely monitor student schedules, course access, and participation across grade levels and student groups. Because the district has a limited number of sections per grade level, site and district staff are able to identify gaps in access and respond more quickly when students need additional support or course options. Students continue to have access to required core content, intervention supports, electives where feasible, online learning opportunities, and college and career readiness options. During 2025–26, the district strengthened access by securing hard-to-fill teaching positions, including a mathematics teacher and special education teacher from India and a TK teacher from the Philippines. These staffing efforts helped maintain access to core instruction, specialized services, and early learning supports despite geographic isolation and recruitment challenges.|Geographic isolation and challenges in recruiting and retaining qualified staff remain significant barriers to expanding access to a broad course of study at TJUSD. As a small and remote district, TJUSD has fewer staffing pools, limited course sections, and ongoing challenges in offering the same range of electives, advanced coursework, and specialized programs available in larger districts. Despite these barriers, the district continues to pursue creative staffing and program solutions to provide “big school” opportunities within a small school setting. The need to recruit teachers internationally for mathematics, special education, and TK demonstrates both the district’s commitment to maintaining access and the continued challenges associated with staffing in a remote rural community.|To support access to a broad course of study, TJUSD continued to make innovative decisions during the 2025–26 school year. The district maintained online music instruction when hiring a local music teacher was not feasible and continued to seek creative options to provide students with access to enrichment opportunities. The district also hired a mathematics teacher and special education teacher from India, as well as a TK teacher from the Philippines, to ensure students had access to core instruction, specialized services, and early learning opportunities. In addition, TJUSD is currently working with the San Bernardino County Preschool Program to bring Head Start Preschool to the Trona community in 2026–27. This effort is intended to expand early learning access, strengthen school readiness, and provide additional support for families and young learners. These actions reflect TJUSD’s continued commitment to providing broad course access and meaningful educational opportunities despite the challenges of operating as a small, geographically isolated district.|Met||2026-06-25|2026 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. 98.87% of students received instruction and assessment in PE in Trimester 1, 98.87% in Trimester 2, and 98.78% in Trimester 3. In science, 59.48% of students received instruction and assessment in Trimester 1, 78.74% in Trimester 2, and 91.40% in Trimester 3. Finally, in social studies, 78.03% of students received instruction and assessment in Trimester 1, 87.23% in Trimester 2, and 88.90% 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. 45.57% of students received instruction and assessment in this area in Trimester 1, 49.33% in Trimester 2, and 52.10% in Trimester 3|Assessment in PE, science, and social studies seems to increase as the year goes on. With increased emphasis on instruction in visual and performing arts (VAPA), VESD has seen an increase in the number of students receiving scores in the elective section of the report card. Continued progress needs to be made in the ability of teachers to connect VAPA standards to VAPA instruction. Health instruction continues to be an area of exploration for the district.|VESD employed four teachers on assignment (TOSAs) at the district level to support school sites in the implementation and application of Visual and Performing Standards. The implementation of this model coincides with the increase in elective data on student report cards. VESD will continue to allocate Prop 28 funding to employ these TOSAs for an additional year.|Met||2026-06-24|2026 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||2026-06-24|2026 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 Mountain View Montessori 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, 100% of students in Grades 1-6 received instruction and assessment in Trimester 1, 100% 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 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. 89% of students received instruction and assessment in this area in Trimester 1, 100% 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.|Since our Prop 28 Arts & Music (AMS) program was not fully implemented until October 2026, one teacher did not give an elective grade for art due to the limited instructional time in Trimester 1.|Prop 28 has allowed MVM to ensure students have access to visual and performing arts in all classes, but staffing was in issue at the beginning of the year. MVM will continue to recruit highly-qualified teachers to deliver engaging VAPA instruction throughout the school year.|Met||2026-06-24|2026 36679340000000|Victor Valley Union High|7|The LEA systematically evaluates student access to a broad course of study by conducting annual reviews of site master schedules and enrollment data for Dual Enrollment, AVID, Career Technical Education (CTE), and Advanced Placement (AP) courses. Data from CALPADS, the California School Dashboard, and California Colleges Guidance Initiative (CCGI) reports are used to monitor participation rates, identify disparities among student groups, and inform continuous improvement efforts to ensure equitable access to rigorous academic and career pathways for all students.|While all students have access to a broad course of study, the LEA has identified differences in course availability across school sites. Schools of choice generally offer a greater number of Advanced Placement (AP) and Visual and Performing Arts (VAPA) courses, while comprehensive high schools vary in their Dual Enrollment (DE) and AP offerings. At the same time, comprehensive sites provide an extensive range of Career Technical Education (CTE) pathways that expand opportunities for students to achieve college and career readiness. The LEA continues to monitor course access and participation data to identify and address disparities, ensuring equitable opportunities for all students.|The LEA has identified several barriers that impact equitable access to a broad course of study across school sites. Master schedule limitations, including the constraints of a six-period day, can restrict the number and variety of courses available to students. Access to Dual Enrollment (DE) opportunities is further impacted by the availability of qualified instructors who meet college faculty minimum qualifications. Additionally, the availability of Career Technical Education (CTE) pathways varies by site, with some schools offering numerous CTE programs while others have limited or no CTE options. Smaller schools also face master schedule challenges due to enrollment and staffing ratios, which can limit the number of courses that can be offered. The LEA continues to evaluate these barriers and explore strategies to expand equitable access to rigorous academic, college, career, and enrichment opportunities for all students.|The LEA continues to implement strategies to expand equitable access to college and career readiness opportunities for all students. District leaders work collaboratively with site principals to encourage and support staff in obtaining the qualifications necessary to teach Dual Enrollment (DE) courses, thereby increasing the number of college-level course offerings available to students. Additionally, bond funds are being utilized to expand and modernize facilities, creating opportunities to increase the number and variety of Career Technical Education (CTE) pathways across the district. To further support postsecondary readiness, the College and Career Department is expanding summer opportunities that allow students to enroll in college courses at four-year universities at no cost to families. The LEA has also established a partnership with UCLA to enhance instructional practices and strengthen the quality of CTE programming through targeted professional learning and support for CTE teachers. Collectively, these efforts are designed to increase student access to rigorous coursework, industry-relevant learning experiences, and college and career pathways.|Met||2026-06-25|2026 36679343630670|Options for Youth-Victor Valley Charter|7|OFY-VV uses locally selected measures to monitor student access to a broad course of study for all students, including unduplicated student groups and Students with Disabilities. Through its personalized learning model, students are supported with Individualized Learning Plans (ILPs) aligned to academic progress, graduation requirements, and college and career readiness goals. The LEA uses Student Information System (SIS) reports, transcript reviews, counselor monitoring, and ILP documentation to track enrollment in core courses, electives, Career Technical Education (CTE) pathways, A-G coursework, dual enrollment, and intervention supports across all student groups. RenStar assessments, course completion data, credit attainment, and progression reports are used to identify academic needs and guide course placement and interventions. Student Success Team meetings and counselor reviews further support monitoring of academic progress and student participation in supports. Instructional platforms Edmentum, Bright Thinker, LYLA, iLit, and independent study curriculum provide standards-aligned instruction, differentiated learning, and targeted supports for English Learners, Long-Term English Learners, and SWD students. IEP reviews 504 monitoring ELD progress monitoring collaboration among general education, counseling, and SpEd teams ensure students receive appropriate accommodations, services, and equitable access to rigorous coursework aligned to state/federal requirements|All students at Options for Youth Victorville (OFY-VV) have access to a broad course of study aligned with California State Standards, graduation requirements, and college- and career-readiness goals. Through Individualized Learning Plans (ILPs), counselors, teachers, and students monitor academic progress, credit completion, intervention needs, and postsecondary goals to support on-time graduation and future success. OFY-VV’s blended instructional model provides access to direct instruction classes, Small Group Instruction (SGI), independent study curriculum, and digital platforms including Edmentum, Bright Thinker, LYLA, and iLit. Students can enroll in core courses, electives, Career Technical Education (CTE) pathways, intervention courses, A-G coursework, and dual enrollment opportunities. Placement decisions are informed by transcript reviews, course completion data, RenStar assessments, progression monitoring, and counselor reviews. Students needing additional support receive targeted interventions, including literacy and ELD supports for English Learners and Long-Term English Learners. Students with Disabilities receive accommodations and services through collaboration between general education, counseling, and Special Education staff to ensure equitable access. English Learners receive designated and integrated ELD support aligned to language development needs. OFY-VV continues to expand equitable access to rigorous coursework through virtual course options, inter|OFY-VV expands access to a broad course of study; however, barriers remain including geography, staffing, classroom capacity, scheduling, and student preference for instructional modality. Students complete coursework through Student Activity Workbooks, digital platforms (Edmentum, Bright Thinker, LYLA), and Small Group Instruction classes. While flexible, access issues occur when preferred modalities are unavailable for required courses due to staffing, scheduling, or enrollment limits. Limited staffing and classroom capacity also restrict the number and variety of SGI courses at some sites. SGI classes are intentionally small to support individualized instruction and intervention, but this limits course availability. Geographic dispersion is another barrier, as transportation and travel distance can affect participation in SGI classes, interventions, testing, and school activities. Independent study students may also require additional support to access rigorous coursework. English Learners, Long-Term English Learners, Students with Disabilities, and chronically absent or credit-deficient students may need additional interventions and scheduling flexibility. OFY-VV addresses these barriers through expanded virtual learning, cross-site access, and ongoing review of course offerings and student needs.|OFY-VV continues implementing strategic actions to expand equitable access to a broad course of study for all students. The LEA provides dual enrollment opportunities through partnerships with Victor Valley College and Pathways College, allowing students to earn college credit while meeting high school graduation requirements and strengthening college and career readiness. OFY-VV continues expanding CTE pathways, A-G-aligned coursework, and Advanced Placement offerings to increase access to rigorous college- and career-preparatory opportunities. Flexible instructional options are also provided through Small Group Instruction, independent study curriculum, and digital platforms including Edmentum, Bright Thinker, LYLA, and iLit. To address barriers related to staffing, scheduling, and student needs, OFY-VV continues reviewing course offerings, enrollment trends, and instructional supports to identify opportunities to expand SGI classes, electives, AP courses, interventions, and college and career pathways. The LEA also strengthens support for English Learners, Long-Term English Learners, Students with Disabilities, and students at risk through targeted literacy interventions, ELD support, individualized academic planning, and collaboration across instructional and support teams. These efforts ensure all students have equitable access to a rigorous and supportive course of study aligned with graduation and postsecondary goals.|Met||2026-06-26|2026 36679590000000|Yucaipa-Calimesa Joint Unified|7|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, the LEA utilizes a robust set of localized measures and data systems tailored to each grade span. A foundational component of this access is the universal implementation of grade-level, standards-based instructional materials across all grades. By verifying that every classroom is equipped with high-quality, standards-aligned curriculum, the district ensures that all students, regardless of their student group or learning needs, receive equitable exposure to rigorous core content. At the secondary level, the district closely monitors and promotes College/Career Indicator (CCI) compliance to guarantee that students are successfully navigating pathways toward graduation and future career readiness. To strengthen this process and foster long-term student success, the LEA utilizes the California College Guidance Initiative (CCGI) platform. CCGI serves as a critical tracking tool that allows educators to monitor student progress in real-time, ensure alignment with post-secondary goals, and actively promote student engagement in higher education and career opportunities. By analyzing this data through a disaggregated lens, site and district leaders can target interventions and ensure that all student groups have the support necessary to complete a broad, enriching course of study.|Based on our localized measures and tracking systems, YCJUSD ensures that 100% of students across all grade levels have access to a broad course of study through the universal implementation of grade-level, standards-based instructional materials. At the elementary level, students participate in a comprehensive core curriculum that is further enriched through targeted Visual and Performing Arts (VAPA) integration and aligned science programs. For advanced learners, the district provides structured Gifted and Talented Education (GATE) opportunities designed to deepen academic engagement and offer specialized, rigorous pathways starting in the upper elementary grades.At the secondary level, enrollment data from CCGI and CCI tracking systems indicates that students are actively participating in diverse academic pathways, with a strong, district-wide emphasis on encouraging enrollment in A-G approved courses to meet four-year college admission requirements. This academic push is strongly supported by our robust Career Technical Education (CTE) and ROP pathways—such as automotive, construction, and medical programs—which bridge core academics with real-world application.However, a disaggregated analysis of enrollment data reveals distinct differences across school sites and student groups.|Based on the analysis of our localized measures and enrollment tracking systems, YCJUSD does not have any systemic or structural barriers preventing the district from providing all students with full access to a broad course of study. Every student across our grade spans has a clear, unhindered path to standard-based curriculum, A-G coursework, GATE opportunities, and robust CTE pathways. However, while access is fully guaranteed, the district acknowledges that maximizing equitable enrollment and engagement—particularly among our underrepresented student groups and secondary populations—remains an ongoing focus. To fully optimize these programs, enhance student outreach, and expand site-specific collaborative groups, additional resources would always be appreciated. Supplemental funding and resources would allow the LEA to further scale up targeted counseling, provide more specialized instructional supports, and host localized family workshops to ensure every student is fully supported in taking advantage of our comprehensive academic offerings.|In response to the data gathered from our localized tracking measures, YCJUSD has implemented several strategic actions and decisions to ensure equitable enrollment in a broad course of study, with a particular focus on expanding high-level academic pathways. A primary new initiative the LEA is currently pursuing is the expansion of Dual Enrollment opportunities for our secondary students. By partnering with local community colleges to offer college-level courses directly to our high schoolers, we aim to provide a more accessible, tuition-free bridge to higher education. This action directly supports our push for increased A-G completion rates and addresses the decline in high school academic engagement by offering rigorous, real-world academic challenges that motivate students and foster post-secondary readiness. Additionally, the district has revised its outreach and counseling strategies to actively close enrollment gaps among underrepresented student groups, individuals with exceptional needs, and multilingual learners. Leveraging the insights from our LCAP surveys and educational partnership groups, the LEA has shifted from passive course scheduling to proactive, data-driven academic counseling using the CCGI platform. We are also utilizing our specialized advisory bodies—such as DELAC and the newly launched AAPAC—to conduct targeted information campaigns regarding GATE pathways, CTE programs, and the benefits of Dual Enrollment.|Met||2026-06-23|2026 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 student population, ILCS makes a great effort to assign appropriate coursework for all students, including accelerated classes beginning in 3rd grade and intervention classes beginning in kindergarten. Summer school is also offered in grades TK through 8 for students who require additional academic support, with assignments determined through the use of state and local benchmark assessment data and teacher recommendation. All students are provided access to after-school enrichment electives. Students with disabilities are rostered to general education classes as part of the ""inclusion"" program. ELOP has been fully implemented."|All students have access to all coursework, including students with moderate-to-severe needs. 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 to a broad course of study include the attendance of at-risk students in supplemental classes held 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 as part of their course of study.|Middle school students are rostered to intervention courses provided before and after school, 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 needs of the student population. Additional credentialed staff were provided to support reading intervention in middle school. A new leadership teacher position was also added to the middle school grades.|Met||2026-06-29|2026 36679590124032|Competitive Edge Charter Academy (CECA)|7|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, the LEA utilizes a robust set of localized measures and data systems tailored to each grade span. A foundational component of this access is the universal implementation of grade-level, standards-based instructional materials across all grades. By verifying that every classroom is equipped with high-quality, standards-aligned curriculum, the district ensures that all students, regardless of their student group or learning needs, receive equitable exposure to rigorous core content. At the secondary level, the district closely monitors and promotes College/Career Indicator (CCI) compliance to guarantee that students are successfully navigating pathways toward graduation and future career readiness. To strengthen this process and foster long-term student success, the LEA utilizes the California College Guidance Initiative (CCGI) platform. CCGI serves as a critical tracking tool that allows educators to monitor student progress in real-time, ensure alignment with post-secondary goals, and actively promote student engagement in higher education and career opportunities. By analyzing this data through a disaggregated lens, site and district leaders can target interventions and ensure that all student groups have the support necessary to complete a broad, enriching course of study.|Based on our localized measures and tracking systems, YCJUSD ensures that 100% of students across all grade levels have access to a broad course of study through the universal implementation of grade-level, standards-based instructional materials. At the elementary level, students participate in a comprehensive core curriculum that is further enriched through targeted Visual and Performing Arts (VAPA) integration and aligned science programs. For advanced learners, the district provides structured Gifted and Talented Education (GATE) opportunities designed to deepen academic engagement and offer specialized, rigorous pathways starting in the upper elementary grades.At the secondary level, enrollment data from CCGI and CCI tracking systems indicates that students are actively participating in diverse academic pathways, with a strong, district-wide emphasis on encouraging enrollment in A-G approved courses to meet four-year college admission requirements. This academic push is strongly supported by our robust Career Technical Education (CTE) and ROP pathways—such as automotive, construction, and medical programs—which bridge core academics with real-world application.However, a disaggregated analysis of enrollment data reveals distinct differences across school sites and student groups.|Based on the analysis of our localized measures and enrollment tracking systems, YCJUSD does not have any systemic or structural barriers preventing the district from providing all students with full access to a broad course of study. Every student across our grade spans has a clear, unhindered path to standard-based curriculum, A-G coursework, GATE opportunities, and robust CTE pathways. However, while access is fully guaranteed, the district acknowledges that maximizing equitable enrollment and engagement—particularly among our underrepresented student groups and secondary populations—remains an ongoing focus. To fully optimize these programs, enhance student outreach, and expand site-specific collaborative groups, additional resources would always be appreciated. Supplemental funding and resources would allow the LEA to further scale up targeted counseling, provide more specialized instructional supports, and host localized family workshops to ensure every student is fully supported in taking advantage of our comprehensive academic offerings.|In response to the data gathered from our localized tracking measures, YCJUSD has implemented several strategic actions and decisions to ensure equitable enrollment in a broad course of study, with a particular focus on expanding high-level academic pathways. A primary new initiative the LEA is currently pursuing is the expansion of Dual Enrollment opportunities for our secondary students. By partnering with local community colleges to offer college-level courses directly to our high schoolers, we aim to provide a more accessible, tuition-free bridge to higher education. This action directly supports our push for increased A-G completion rates and addresses the decline in high school academic engagement by offering rigorous, real-world academic challenges that motivate students and foster post-secondary readiness. Additionally, the district has revised its outreach and counseling strategies to actively close enrollment gaps among underrepresented student groups, individuals with exceptional needs, and multilingual learners. Leveraging the insights from our LCAP surveys and educational partnership groups, the LEA has shifted from passive course scheduling to proactive, data-driven academic counseling using the CCGI platform. We are also utilizing our specialized advisory bodies—such as DELAC and the newly launched AAPAC—to conduct targeted information campaigns regarding GATE pathways, CTE programs, and the benefits of Dual Enrollment.|Met||2026-06-23|2026 36738580000000|Baker Valley Unified|7|The BVUSD will annually evaluate and provide state-adopted curriculum, including English Language Development (ELD) curriculum and materials, along with instructional materials and resources that support high-quality instruction for all students in order to increase proficiency across all subject areas. The district will also ensure that students and families have access to student progress information through the school’s Learning Management System (LMS), promoting transparency and ongoing communication regarding academic performance. In addition, BVUSD will provide supplemental ELD support programs, including resources such as Educeri, Learning Paths, and text-to-speech tools, to enhance language acquisition. These supports are designed to strengthen instruction within the ELD program and increase English|The BVUSD will ensure that all students have access to state-adopted curriculum across all grade levels and subject areas, supporting consistent, high-quality instruction throughout the district. In addition, the LEA will maintain a 1:1 Chromebook initiative to ensure that all students at every school site have access to a device. This will allow students to effectively engage with instructional materials, digital curriculum, and online learning platforms, supporting equitable access to educational resources and promoting student success.|The BVUSD does not identify any barriers that would prevent students from accessing the full range of courses of study. The district is committed to ensuring equitable access for all students to instructional programs, academic pathways, and learning opportunities across all school sites. Through ongoing review of enrollment practices, course availability, and student supports, BVUSD works to maintain inclusive systems that allow all students to participate fully in the district’s educational offerings.|The LEA will provide teachers and staff with ongoing opportunities to participate in professional development focused on strengthening instructional practices. These trainings will support the implementation of more engaging, collaborative, and interactive learning environments for all students. Through targeted professional learning, staff will enhance their ability to design instruction that promotes student participation, fosters collaboration, and increases academic engagement. This continued investment in professional development reflects the district’s commitment to high-quality teaching and improved student outcomes.|Met||2026-06-18|2026 36738900000000|Silver Valley Unified|7|The district uses its student information system to monitor student enrollment, course access, scheduling, and site-based program needs so schools can provide all students with fair access to a complete academic program. At Silver Valley High School and the Alternative Education Center, counselors review student transcripts, graduation status, and a-g progress on a regular basis and meet with students during the year to support academic decision-making and planning for life after high school. AVID teachers also review student data, including participation in honors and AP courses, achievement in core classes, and college-going patterns, to help expand opportunities and strengthen college readiness.|During the 2025-26 school year, Silver Valley USD ensured that all students had access to a broad course of study in alignment with California Education Code 51210 and 51220. At the elementary level, each school offered physical education as well as pullout classes in music and/or art. The district also expanded visual and applied arts opportunities by adding graphic design pullout classes at Tiefort View Intermediate School and Fort Irwin Middle School. At Silver Valley High School, students had access to a variety of Career Technical Education and college readiness courses, including Auto Shop 1 and 2, Med Core 1 and 2, Public Safety, Business/Finance, and AVID. The high school also added new courses in graphic arts, engineering, and 3D printing to broaden career-connected learning opportunities. At the Alternative Education Center, students participated in hands-on courses such as Graphic Arts Technology 1 and 2 and a food safety course that led to a food handler’s certification. AEC students also had access to photography, art, and a wide range of online CTE and elective courses that supported different interests and postsecondary pathways.|SVUSD continues to face challenges that come with serving a small, rural community. The district’s location makes it harder to connect with outside agencies, community partners, and specialized service providers. In addition, the district’s smaller enrollment limits staffing and reduces the number of programs, services, and expanded opportunities it can offer students. Another barrier the district faces involves the need for some students to retake failed courses in order to stay on track for graduation. When students must repeat classes, they often have less room in their schedules for electives, college and career pathway courses, and other enrichment opportunities. This challenge can limit student access to a broader course of study and make it harder for the district to meet a wide range of academic and postsecondary needs.|To address these barriers, SVUSD uses Edmentum Courseware to expand access to courses that the district cannot always offer on site because of staffing and geographic challenges. The district also works to identify students early when grades, attendance, or missing assignments show that they may be at risk of failing a class. Schools provide timely support during the semester through tutoring, intervention, and other academic help so students can improve before course failure occurs. In addition, the district continues to build flexible credit recovery options into the school program so students can make up needed credits without losing access to electives, CTE, or other opportunities. SVUSD also offers summer school and other flexible course options to help students recover credits and stay on track for graduation. At the same time, the district continues efforts to increase Advanced Placement participation and success, expand dual enrollment opportunities, and grow STEM access across all schools. Through its partnership 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, which further strengthen student access to a broad and well-rounded course of study.|Met||2026-06-16|2026 36739570000000|Snowline Joint Unified|7|Snowline JUSD tracks access to and enrollment in a broad range of courses of study through several key measures. DataQuest is used to monitor course offerings and student enrollment, disaggregated by grade span and unduplicated student groups. The California School Dashboard provides data related to academic performance, college and career readiness, and graduation rates, helping the district assess access and participation for all student groups, including individuals with exceptional needs. Additionally, Snowline JUSD’s graduation requirements are designed to ensure all students engage in a comprehensive course of study. Collectively, these tools support the district’s ongoing efforts to monitor, evaluate, and strengthen equitable access to diverse educational opportunities across all grade levels and student populations.|Snowline JUSD utilizes DataQuest, the California School Dashboard, and district graduation requirements to monitor and support equitable access to a broad course of study for all students, including students participating in NTS programs and individuals with exceptional needs. The district provides a structured curriculum for grades 1–8 and comprehensive high school graduation requirements totaling 230 credits, including coursework in English, mathematics, science, social sciences, visual and performing arts, health, physical education, applied arts, and Career Technical Education. DataQuest and the California School Dashboard provide disaggregated data that allow the district to monitor access, enrollment, and participation across school sites and student groups. While variations may occur based on individual student needs, pathways, and program participation, Snowline JUSD remains committed to ensuring students have access to comprehensive educational opportunities aligned to state requirements and local graduation expectations. Over time, the district has maintained consistent access to a broad course of study across grade levels and student groups through ongoing monitoring, support services, intervention programs, and diverse course offerings designed to meet the needs of all learners.|Despite Snowline JUSD’s commitment to providing all students access to a broad course of study, barriers related to staffing, scheduling, enrollment patterns, program capacity, and resource allocation continue to impact equitable access across grade levels and student groups. These factors can affect the availability of specialized courses and elective opportunities, particularly in visual and performing arts, Career Technical Education, and other enrichment pathways. At the elementary level, limited enrichment opportunities may reduce exposure to subjects beyond the core curriculum. At the secondary level, course availability may vary based on staffing expertise, student enrollment, master scheduling constraints, and program participation, resulting in differences in access among school sites and student groups. The 2026 Hanover LCAP Survey also identified concerns related to facilities, technology, and resources that may affect equitable access to educational opportunities. Survey results indicate that 65% of respondents agree schools maintain physical resources well, 62% report schools have up-to-date technology, and 55% indicate schools are clean and well maintained. Snowline JUSD continues to use DataQuest, the California School Dashboard, local survey data, and program review processes to identify barriers, monitor equitable access, and strengthen opportunities for all students to participate in comprehensive and engaging educational programs.|In response to identified barriers to equitable access, Snowline JUSD continues implementing actions to expand opportunities and support student success. The district is strengthening Good First Instruction (GFI), intervention services, and English Language Development (ELD) programs to ensure all students are prepared to access rigorous coursework and educational opportunities. Snowline JUSD continues enhancing A-G course offerings, Career Technical Education (CTE) pathways, intervention programs, and electives aligned to student interests and postsecondary readiness. The district is also expanding dual enrollment opportunities at the comprehensive high school, increasing access to college credit and advanced coursework. To support equitable access, the district prioritizes TK-12 vertical alignment and uses DataQuest, the California School Dashboard, local survey data, and program reviews to monitor access, enrollment, and participation across student groups and school sites. In response to local feedback, Snowline JUSD will continue improving facilities, technology, and instructional resources to support equitable access to diverse educational opportunities for all students.|Met||2026-06-30|2026 36741380000000|Colton-Redlands-Yucaipa ROP|7|||||Not Met|||2026 36742110000000|Baldy View ROP|7|||||Not Met|||2026 36745180000000|San Bernardino County ROP|7|||||Not Met|||2026 36750440000000|Hesperia Unified|7|Hesperia Unified School District tracks progress in meeting Priority 7 standards by regularly auditing 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.|During the 2025–2026 school year, 100% of Hesperia Unified School District students maintained full access to a broad course of study as defined by California Education Code Sections 51210 and 51220(a)-(i). In grades TK–6, all elementary sites provide enrollment across all subject areas, with extended opportunities in visual and performing arts and STEAM offered both during and outside the instructional day. At the secondary level, students access diverse pathways tailored to their academic and career goals. HUSD’s comprehensive high schools feature specialized programs, including an Early College Academy, the Design, Engineering, Manufacturing Academy (DEMA), and medical pathways. To sustain and expand these opportunities, the district employs a dedicated Career Technical Education (CTE) Coordinator. Through these combined efforts, HUSD continues to maximize student choice, which includes robust dual-enrollment opportunities through authorized college partners.|Several systemic barriers impact HUSD's ability to maximize broad course of study offerings for all students. Scheduling constraints during the regular school day often limit elective access for students who require core subject interventions. The district faces ongoing challenges stemming from qualified staffing shortages and limited facility capacity necessary to expand these programs and services.|Actively incorporating input from educational partners, HUSD collaborates with counselors and administrators to evaluate graduation requirements and expand responsive course offerings that reflect student interests. The district is investing in robust professional development to reinforce Tier I instruction, minimizing the number of students requiring remediation. Additionally, schools utilize National Student Clearinghouse data to monitor college enrollment and persistence, ensuring our collective decision-making is continuously informed by student outcomes.|Met||2026-06-10|2026 36750440107516|Summit Leadership Academy-High Desert|7|Summit Leadership Academy - High Desert initiated a plan to optimize Aeries tools to track and monitor students' matriculation progress. This system, once fully revamped, 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 100% of SLA's core 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 classrooms, SLA must be highly strategic in developing the master schedule to ensure students are able to complete the course sequences necessary to reach their academic goals. Currently, the school does not provide any AP courses, however, SLA partners with Victor Valley College to provide multiple college course options to high school students. All students on campus are enrolled in a Career Technical Education course, however, SLA needs to develop a universal CTE curriculum for the public safety and military pathways to allow students who transfer to independent study to complete this course sequence. Additionally, some 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 continue to offer 3-4 dual enrollment college courses to allow our students to gain college credits, but experience the rigor of a college course, therefore, allowing them to succeed in the future. The college courses will be offered during school hours and by our teachers to provide our students with easy access to these courses. In our Independent Studies program, students will have the ability to take concurrent courses through Victor Valley College, and the CTE curriculum will be developed for the military and public safety pathways. In addition, Summit Leadership Academy will continue to offer an English and Math enrichment class to improve the students' reading and writing skills.|Met||2026-06-10|2026 36750440112441|Pathways to College K8|7|The LEA uses its Student Information System (SIS), master schedules, teacher schedules, and student enrollment/course assignment records as locally selected tools to monitor the extent to which all students have access to, and are enrolled in, a broad course of study. These tools are reviewed by grade span, including unduplicated student groups and individuals with exceptional needs, to ensure students are appropriately scheduled and receiving access to required instructional areas. At the elementary level, all multiple subject teachers schedule instruction throughout the day in mathematics, English language arts, history/social studies, and science. In addition, specials teachers provide instruction in visual and performing arts, including drama, as well as physical education and health. At the middle grades level, all students are assigned the same core coursework, including English language arts, mathematics, science, history/social studies, physical education, and health. Health instruction is provided through the physical education and science programs. The SIS and related scheduling records allow the LEA to verify that students are enrolled in the appropriate courses and that access to a broad course of study is provided across student groups.|Based on analysis of the LEA’s locally selected measures and tools, including the Student Information System (SIS), master schedules, teacher schedules, and student course enrollment records, 100% of students have access to, and are enrolled in, a broad course of study in both the elementary and middle grades. At the elementary level, all students receive instruction in the required content areas through multiple subject classroom teachers and specials teachers. At the middle grades level, all students are enrolled in the same core coursework, including English language arts, mathematics, science, history/social studies, physical education, and health. The review of SIS enrollment and scheduling records indicates that there are no differences across student groups, including unduplicated student groups and individuals with exceptional needs, in access to or enrollment in a broad course of study. Virtually 100% of all students and student subgroups are scheduled into the appropriate instructional program. This has been the consistent practice at Pathways to College for at least the past eight years, demonstrating sustained access to a broad course of study for all students.|There are no barriers preventing Pathways to College K8 from providing or that would prevent the school from providing access to a broad course of study for all students.|Pathways to College K8 will continue to implement current practices that ensure all students have access to a broad course of study.|Met||2026-06-16|2026 36750440114389|Altus Schools Mirus|7|As of CBEDS 2025-2026 Altus Schools Mirus served 186 students in grades k-12. The student demographics include: • Percentage of Students with Disabilities: 19.4% • Percentage of English Learners: 15.1% • Percentage of Socioeconomically Disadvantaged: 73.1% • Percentage of Homeless and Foster Youth (FY): 4.8% 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 that qualify as “high risk”, including large numbers of credit deficient students and high transiency 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 Altus Schools Mirus, 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 the 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. 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.|Because Altus Schools Mirus has demonstrated 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 reviewed as part of the school’s continuous improvement process.|Met||2026-06-24|2026 36750440116707|Encore Jr./Sr. High School for the Performing and Visual Arts|7|||||Not Met For Two or More Years|||2026 36750440118059|LaVerne Elementary Preparatory Academy|7|All scholars of LEPA are enrolled in a broad course of study that is grade-appropriate and aligned to CCSS, thereby addressing the academic needs of all learners. Classroom inventories are conducted twice 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. Formative and summative assessments provide important information that confirms scholars are provided instruction in a broad course of study.|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 by removing barriers to access to the broad course of study the school offers. Our ultimate aim is to empower every scholar to achieve their academic goals and become lifelong learners.|LEPA reviews and revises the school's academic plan on a regular basis to keep up with the ever-changing educational landscape and student needs. The school's LCAP outlines the goals and actions necessary to ensure all scholars have access to a broad course of study. The plan currently in place has proven successful, and the school will continue to move forward with the plan to make progress toward achieving the school's identified learning goals. We will instead focus on ensuring we continue to provide access for all scholars to a broad course of study.|Met||2026-06-26|2026 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 2025-26 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||2026-06-12|2026 36750510115089|Sky Mountain Charter|7|All students have access to a broad course of study. Locally selected measures are compiled and tracked in the school’s Student Information System, including CAASPP data, Special Education enrollment, CTE participation, course enrollment, community college dual enrollment, a-g course participation, and graduation requirements. Student learning record logs ensure students are engaged in a broad course of study by assessing standards covered. Monthly, teachers address areas of need through additional curricular opportunities. All students take internal diagnostics in Reading and Math two to three times each year. Results are used to develop individualized learning plans aligned to student needs and to monitor progress. Students performing below grade level receive additional support through the school’s intervention and early literacy program to help close achievement gaps. School counselors meet with every high school student at the start of their 9–12 journey to review curriculum, explore course options, and develop a personalized plan aligned to post-graduation goals. Counselors also discuss community college opportunities, CTE pathways, and appropriate levels of academic rigor. The Special Education Department uses a variety of standardized measures to assess eligibility across all areas of suspected disability, including WIAT, WISC, and WJ, as well as additional assessments in Speech and Language, Mental Health, and Occupational Therapy.|100% of our students are enrolled in a broad course of study, verified through learning record logs. For K-8 students, a variety of online and print curricula, instructional classes, and monthly school field trips are available through allocated student instructional funds. High school students access 190+ a-g courses, tailored for independent study. They engage with peers through online discussions, community vendors, and online synchronous courses. Students may complete CTE certifications across 12 career pathways, also meeting “Life Skills” or “Visual and Performing Arts” requirements. School counselors begin working individually with students in 8th grade to design a broad course of study. Together, they create a personalized 4-year plan, updated annually, aligned to each student’s goals. For students with IEPs, a special education staff participate in the initial meetings to ensure alignment of supports. English Learner students participate in annual guidance meetings with EL Coordinator consultation and receive weekly designated ELD instruction in small, targeted groups led by an EL Instructor. Our program supports a wide range of learners. Students seeking rigor may access honors, AP, and community college classes. Additionally, all students pursuing postsecondary opportunities receive individualized support from school counselors throughout the application process.|The school faces inherent barriers due to its very large geographic area spanning 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, offered either live or asynchronously, taught by credentialed teachers from the school. Students who choose our academy option may participate in a cohort of students who take online courses together, as well as in local events. Student transportation challenges in offering a single site-based CTE program for high school students are an identified barrier. To provide students with a diverse range of CTE programs, the school uses technology to create learning opportunities through video conferencing, online courses, and community college CTE classes. When students face an educational barrier due to a technology gap, the school steps in to provide the necessary equipment. Because of the school's flexibility in offering diverse curricula and instructional opportunities, all students have access to a broad course of study.|As a result of this evaluation, the school will continue to ensure that all students have access to a wide range 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 remains a priority, including a high-dosage learning acceleration program. Both research and internal data indicate that this strategy remains a successful option. We provide 1:1 school counselor support for high schoolers to guide students through college planning, course selection, and postsecondary preparation. In addition, we have established a CCAP agreement with a community college, allowing high school students to enroll in college courses designed specifically for high school cohorts. This model has significantly reduced common barriers for families, including complicated college enrollment processes, transcript submission requirements, and associated costs. By streamlining access and providing direct support, we are able to increase student participation in college coursework and better support a–g completion and college readiness. Additional information on course enrollment and the number of courses offered in different subjects at schools is available on the California Department of Education DataQuest website.|Met||2026-06-04|2026 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 2025-26 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, drivers' education, 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 intervention courses 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 an increase in participation in CTE courses over the past few years. Additional information about course enrollment and the number of courses offered in various subjects at schools can be found on the California Department of Education DataQuest web page.|Met||2026-05-26|2026 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||2026-06-18|2026 36750510137794|Gorman Learning Center San Bernardino/Santa Clarita|7|Gorman Learning Charter (GLC) uses its Student Information System (SIS) to monitor the extent to which all students have access to and are enrolled in a broad course of study. Through the SIS, each student has an individualized Master Agreement that outlines the student's courses of study and instructional materials. The system generates reports that allow the LEA to monitor course access and enrollment by grade spans (grades 1–6 and grades 7–12), unduplicated pupil groups, and students with exceptional needs. The LEA uses this data to identify and address any barriers to equitable access. The Homeless and Foster Youth Liaison, Special Education (SPED) team, English Learner (EL) Coordinator, counselors, and school staff collaborate to ensure that all students, including underrepresented student groups, have access to a comprehensive course of study that supports their academic goals and individual learning needs.|The LEA ensures that all students have access to a broad course of study through its personalized learning model. Students have access to standards-aligned instructional materials, independent study courses, A–G courses, Career Technical Education (CTE) pathways, and Advanced Placement (AP). Each student is assigned a credentialed teacher who develops an individualized learning plan that outlines direct instruction and the frequency of instructional support. The personalized learning model also promotes strong parent engagement by requiring regular communication and support for student learning. Overall, all student groups have equitable access to a comprehensive course of study. The LEA works collaboratively through its Homeless and Foster Youth Liaison, English Learner (EL) Coordinator, Special Education (SPED) team, counselors, and other support staff to ensure students receive appropriate services and opportunities based on their individual needs.|Based on the LEA's locally selected measures, the primary barrier to providing equitable access to a broad course of study is inconsistent home internet access. Reliable internet connectivity is essential for students to fully participate in online courses, virtual instruction, digital instructional materials, and supplemental academic services. This need is especially important for students with disabilities, English Learners, and other students who receive virtual instructional supports and specialized services. To address this barrier, the LEA provides mobile hotspot devices to students and families with unreliable internet access to ensure they can fully participate in instructional programs and access educational resources. The IT department will make sure all Chromebooks are updated before giving them to a student. The LEA will continue to monitor technology needs, provide targeted supports, and collaborate with the English Learner (EL) Coordinator, Special Education (SPED) team, Homeless and Foster Youth Liaison, counselors, and other staff to ensure all students have equitable access to a broad course of study and the resources needed for academic success.|In response to the results of the LEA's locally selected measures, Gorman will continue to expand and strengthen access to a broad course of study for all students. Subject Expert Teachers (SETs) will continue to research, evaluate, and implement high-quality, standards-aligned curriculum to meet the diverse learning needs of students. Inclusion Specialists will collaborate with teachers to identify and implement instructional materials and strategies that support students with disabilities and ensure access to the general education curriculum. The LEA will continue expanding Career Technical Education (CTE) pathways and Dual Enrollment opportunities to provide students with additional college and career readiness options. Gorman will also strengthen its Multi-Tiered System of Supports (MTSS) to provide timely academic interventions while ensuring students maintain full access to core instruction. Additionally, counselors, MTSS staff, the Special Education (SPED) team, the English Learner (EL) Coordinator, and other educational partners will increase collaboration to regularly monitor student course access, review data, identify potential barriers, and implement appropriate supports. These continuous improvement efforts will help ensure that every student has equitable access to a comprehensive and rigorous course of study that meets their individual academic goals.|Met||2026-06-18|2026 36750510138107|Southern California Flex Academy|7|During the 2025/2026 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 2025/2026 school year, Southern California Flex Academy continued to implement the StrongMind curriculum across all grade levels K-12.|Met||2026-06-10|2026 36750510139188|Granite Mountain Charter|7|Granite Mountain Charter School ensures all students have access to and are enrolled in a broad course of study tailored to their grade level, individual needs, and learning goals. Each student begins the year with a personalized Academic Learning Plan (ALP) that includes standards-aligned curriculum and courses designed to support diverse learning styles. Students have access to core academic subjects, physical education, visual and performing arts, STEM, electives, and a variety of online curriculum options. Unduplicated students receive additional support through access to 1:1 tutoring and Content Specialists. Tier 1 supports are embedded within each student's ALP and reinforced through differentiated instructional resources, universal curriculum options, and weekly live Social Emotional Learning (SEL) opportunities for TK–12 students. Tier 2 interventions are available in reading, writing, math, speech, and SEL to provide targeted support for students requiring additional assistance. Students with exceptional needs have full access to all courses and services, with accommodations and supports provided through 504 Plans and Individualized Education Programs (IEPs). Through personalized learning, targeted interventions, and comprehensive support systems, GMCS strives to ensure all students thrive academically, socially, and emotionally.|At Granite Mountain, all students have access to a broad course of study designed to meet their individual learning needs and interests. Staff use local measures such as STAR 360, writing benchmarks, CAASPP data, and ongoing PLC data review to monitor progress and adjust instruction, supports, and course options. GMCS offers a wide range of programs, including general education curriculum, math and reading intervention, Special Education services, Multilingual Learner supports, CTE pathways, tutoring, and test preparation. Data shows strong access across all student groups, with over 97% of students reporting access to curriculum, materials, and supports. PLC collaboration has strengthened alignment between general education and SPED, particularly in supporting math achievement and access for students with disabilities. While access remains strong, feedback indicates a need to expand in-person and regional opportunities and increase awareness and participation, especially for unduplicated students and those in remote areas. GMCS continues to expand intervention programs, strengthen tiered supports, and use data to guide course placement, ensuring all students have equitable access and support for academic success.|Based on local data and educational partner feedback, Granite Mountain Charter School has identified several barriers that may impact full access to a broad course of study. Student participation and engagement remain challenges, as some families do not fully utilize available supports such as tutoring, intervention classes, and enrichment opportunities. Geographic barriers can also limit participation in in-person events and services for families in remote areas. Additionally, some families need clearer communication regarding available programs, course options, and support services. Academic barriers exist for students requiring additional support in foundational reading and math skills, while students with disabilities and multilingual learners may need more individualized supports to fully access learning opportunities. Student motivation, confidence, and independent learning skills can also affect engagement in an independent study environment. To address these barriers, GMCS continues to strengthen communication, expand virtual and in-person support options, increase targeted interventions, and enhance cross-departmental collaboration to ensure all students have equitable access to educational opportunities and support for academic success.|Granite Mountain Charter School continues to strengthen access to a broad course of study through curriculum, instructional, and enrichment opportunities designed to meet diverse student needs. The school utilizes a curriculum evaluation rubric to review and approve standards-aligned curriculum that supports multiple learning styles and equitable instructional practices. This process is overseen by the Curriculum Department to ensure alignment with California State Standards. GMCS offers three curriculum pathways: the Textbook Pathway, Online Pathway, and Custom Designed Pathway, allowing families to select the educational model that best meets their student's needs. Content Specialists provide guidance, resources, and academic support across all pathways. To expand learning opportunities, GMCS has increased middle and high school athletics offerings, enhanced Student Life programming, and expanded electives and extracurricular activities. The Experiential Learning Department provides standards-aligned field trips, while Community Engagement offers park days, service opportunities, and a community resource fair connecting families with local resources. GMCS also partners with community vendors to provide diverse, CDE-aligned educational opportunities and continues to improve systems that promote student safety, engagement, and access.|Met||2026-06-17|2026 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 ensures 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. Additionally, district personnel engage in a process to audit each school’s master schedule to ensure that all necessary support is being provided to students.|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 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 2025 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. 2025 marks our first U-College Academy graduating cohort with 52 students, where 14 of them earned their Associates Degree while still enrolled in the senior year at Upland High School. 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. Three years ago we implemented standards-based assessments as a means to monitor student achievement in math and reading.|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||2026-06-17|2026 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, we see diverging trends for the class of 2025. Our overall district graduation rate achieved a major milestone by climbing to 93.0%, moving Apple Valley Unified into the California School Dashboard’s highest performance tier (Blue). This growth was underscored by double-digit graduation gains among our most vulnerable student groups, including a 12.2 percentage point surge for both Foster Youth and Students with Disabilities, and an 18.9 point increase for Homeless Youth. Conversely, UC/CSU A-G course completion experienced a slight decline to 36.3% overall. This divergence suggests that while the vast majority of our seniors successfully accessed a broad course of study to meet graduation criteria, a persistent gap remains in satisfying more stringent university prerequisites. Local transcript analysis indicates that many students missed the mark in core college preparatory blocks, with English remaining a primary barrier. To aggressively close this gap, we have utilized detailed needs assessments to drive a deep dive into grading practices and a focus on intervention. By blending Learning Recovery Emergency Block Grant (LREBG) funds with site-level grants, we are expanding targeted academic intervention programs, extra-duty tutoring, and research-based literacy programs. These measures ensure students receive robust initial instruction to earn passing grades, alongside supported credit recovery opportunities.|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 addition, instructional leaders have taken on the task to better align grading practices across courses to remove some of the potential variability of outcomes for similar student levels of mastery.|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's transcript, there are multiple responses. We will be increasing our after-school offerings for students, and there will also be increased training for parents to know the impact of scheduling choices. We plan to implement an affirmative opt-out process for families before allowing them to pursue a course schedule that does not yield the intended outcomes for that child.|Met||2026-06-11|2026 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 2025-2026 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||2026-06-08|2026 37103710000000|San Diego County Office of Education|7|We are an alternative school district dedicated to meeting the unique needs of our highly mobile student population. To monitor access to and enrollment in a broad course of study, we utilize a comprehensive intake process. Upon enrollment, every student participates in an intake session, including our student support specialist, counselor, and parent family liaison. During this time, a detailed transcript review occurs, as well as the opportunity to meet with and understand the student’s individual needs and interests. We also administer Renaissance reading and mathematics assessments and a career/interest survey to support course placement, particularly for any elective or intervention courses that may be needed. Counselors collaborate with school staff and administrators to place students in courses aligned with their academic goals, including options in Career Technical Education (CTE) and Visual and Performing Arts (VAPA). For students with Individualized Education Plans (IEPs), a special education teacher conducts a thorough review to ensure appropriate supports and access. Ongoing transcript reviews, progress monitoring, and student led conference opportunities serve as key tools to ensure students across grade spans, unduplicated student groups, and individuals with exceptional needs remain enrolled in and have access to a broad course of study aligned to graduation requirements.|We have four CDS codes in our LEA: Court Schools (detention facilities), Community Schools (expelled or referred students), San Pasqual Academy (foster youth in a residential setting), and Monarch School (students experiencing homelessness). Each site utilizes intake, transcript review, and personalized learning plans to ensure students have access to a broad course of study aligned to their needs. Across all programs, students have access to A–G approved courses, Career Technical Education (CTE), Visual and Performing Arts (VAPA), and concurrent enrollment opportunities. All schools also provide access to social-emotional learning and basic needs supports to promote student success in and out of school. Access and enrollment vary across settings due to differences in student mobility and length of stay. Over the past year, the LEA has increased alignment of CTE pathways across all sites to support students transitioning between programs. While access to Foreign Language and A–G science labs remains limited in some settings, expanded online learning options and Independent Study have improved access. Overall, the LEA continues to make progress in expanding equitable access to a broad course of study while addressing structural differences across sites and student groups.|As in the past few years, several barriers continue to impact our LEA’s ability to provide full access to a broad course of study for all students. Our sites are intentionally small to meet the needs of our student population, which results in limited staffing and a reduced number of course offerings available during each grading period. Additionally, the highly mobile nature of our student population presents ongoing challenges. Students frequently transition between sites, which can interrupt course continuity and make it difficult to complete credits, particularly when partial coursework does not seamlessly transfer across settings. Student attendance also remains a significant barrier. Many students face challenges such as housing instability, mental health needs, and legal obligations, which can impact consistent school participation. These factors make it more difficult for students to enroll in and successfully complete the full range of courses available. Addressing these barriers requires continued focus on flexible scheduling, cross-site alignment, and integrated support services to mitigate the impacts of mobility and attendance on student access and progress.|We have a comprehensive and proactive approach to addressing identified barriers and ensuring access to a broad course of study for all students: Updated Curriculum and Professional Learning: JCCS has implemented an updated Cross Content Scope and Sequence aligned to district-adopted curriculum and guided by the JCCS Instructional Focus. All four CDS sites participate in quarterly professional learning focused on upcoming content to ensure consistency in instruction and strengthen teaching practices. Instructional coaches provide ongoing support through 1:1 coaching, small group and whole group coaching, lesson studies, and workshops to support continuous improvement and equitable access to rigorous coursework. Our Ethnic Studies course was also piloted this year. Broad Supplemental Course Sequences: We continue to expand and align supplemental course sequences that allow students to engage in learning at their appropriate pace without duplication or interruption due to movement between CDS sites. Courses such as “Critical Literacy 1, 2, and 3” support continuity in learning progression across programs and are aligned systemwide to ensure equitable access. Multi-Tiered System of Support (MTSS): We continue to implement and refine our MTSS framework, supported by data systems and documentation practices that inform instruction and intervention. MTSS supports attendance, engagement, and academic progress by addressing student needs holistically, including social-emotional, beha|Met||2026-06-10|2026 37103710108548|Iftin Charter|7|Iftin Charter School uses multiple locally selected measures to monitor the extent to which all students have access to and are enrolled in a broad course of study. These measures include master schedules, class rosters, instructional minutes, MAP Growth assessments, CAASPP data, ELD service records, IEP documentation, intervention records, and enrichment participation logs. These tools are reviewed across the TK–8 grade span and by student group, including English Learners, students with disabilities, socioeconomically disadvantaged students, newcomer students, and students with interrupted formal education. The school also monitors participation in intervention services, after-school programs, STEM and arts enrichment, physical education, character education, computer lab, and other “wheel” or supplemental classes Instructional leader review schedules, assessment data, and service records throughout the year to ensure that all students, including unduplicated pupils and students with exceptional needs, have equitable access to core instruction, designated and integrated ELD, special education supports, intervention, enrichment, and a well-rounded instructional program. These measures are aligned with California Education Code requirements and Iftin’s LCAP goals to support continuous improvement and equitable access for all students.|All students at Iftin Charter School in grades TK–8 have access to a comprehensive, standards-based course of study that includes English Language Arts, Mathematics, Science, History-Social Science, Physical Education, English Language Development, Health, Technology, and Visual and Performing Arts. Elementary students receive integrated instruction in self-contained classrooms, while middle school students benefit from departmentalized instruction that provides greater content specialization. In addition to core academic subjects, all students participate in supplemental learning opportunities, including character education, computer literacy, STEM activities, and enrichment programs. Primary grade students also participate in visual arts experiences through partnerships with local artists and community organizations. Afterschool intervention and enrichment programs provide additional academic support and opportunities for extended learning. English Learners receive both integrated and designated ELD instruction delivered by qualified staff, while students with disabilities receive services and accommodations through inclusion, specialized academic instruction, and related support services as outlined in their Individualized Education Programs (IEPs). The school regularly reviews student participation and service data to ensure equitable access to programs and supports. Local measures indicate that students across grade levels and student groups have consistent access to the|While Iftin Charter School has been successful in providing students with access to a comprehensive course of study, several factors continue to influence the expansion of educational opportunities. As a small TK–8 charter school, staffing and scheduling limitations can impact the ability to offer additional specialty programs, electives, and expanded enrichment opportunities, particularly in areas such as music, performing arts, and other specialized subjects. The school also serves a diverse student population that includes English Learners, newcomer students, and students with interrupted formal education. These students may require additional academic, language, and socialemotional supports to fully access grade-level content and enrichment opportunities. Ensuring that all students receive the necessary interventions and differentiated instruction remains an ongoing priority. Additional challenges include limited facility space and resource constraints that can affect the expansion of afterschool and enrichment programming. Transportation barriers may also impact participation in extended learning opportunities for some students and families. To address these challenges, Iftin continues to invest in professional development focused on differentiated instruction, Universal Design for Learning (UDL), and inclusive practices that support diverse learners. The school also actively seeks community partnerships, grant opportunities, and innovative scheduling solutions to exp|In response to local measures and identified areas for growth, Iftin Charter School will continue expanding access to enrichment, intervention, and inclusive instructional supports for all students. The school has prioritized after-school STEM, arts, academic intervention, and enrichment programming to provide students with additional opportunities beyond the core instructional day. Iftin has also increased push-in supports for English Learners and students with disabilities through ELD specialists, special education staff, and instructional aides. These supports help ensure that students can access grade-level content while receiving targeted academic, language, and individualized assistance. The school will continue strengthening differentiated instruction and Universal Design for Learning practices through professional development and collaborative planning. To broaden student access to a well-rounded course of study, Iftin is exploring partnerships with local organizations to expand opportunities in music, performing arts, technology, and other enrichment areas. The school is also continuing to invest in 21st-century learning tools, digital curriculum, and technology resources aligned with LCAP priorities. In addition, school leaders will review master schedules, staffing, and student participation data to identify opportunities to embed enrichment and intervention more consistently into the regular school day. These actions are intended to ensure that all student groups,|Met||2026-06-18|2026 37103710114678|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 2025/26 is greater than 96%. In addition, 100% of HTH high school students completed a presentation of learning during the 2025/26 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||2026-06-18|2026 37103710114694|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 2025/26 is greater than 96%. In addition, 100% of HTH high school students completed a presentation of learning during the 2025/26 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||2026-06-18|2026 37103710119271|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 2025/26 is greater than 96%. In addition, 100% of HTH high school students completed a presentation of learning during the 2025/26 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||2026-06-18|2026 37103710123042|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 2025/26 is greater than 96%. In addition, 100% of HTH high school students completed a presentation of learning during the 2025/26 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||2026-06-18|2026 37103710123059|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 2025/26 is greater than 96%. In addition, 100% of HTH high school students completed a presentation of learning during the 2025/26 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||2026-06-18|2026 37103710124321|Howard Gardner Community Charter|7|According to Fall 1 data, Howard Gardner Community School serves approximately 200 students in grades TK–8 with the following demographics: 97.8% Hispanic or Latino, 76.1% Socioeconomically Disadvantaged, 54.4% English Learners (EL), 30.6% Homeless Youth, and 17.8% Students with Disabilities (Special Education). 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 to 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||2026-06-17|2026 37103710127605|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 2025/26 is greater than 96%. In addition, 100% of HTH high school students completed a presentation of learning during the 2025/26 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||2026-06-18|2026 37103710134577|Altus Schools Coastal|7|As of CBEDS 2025-2026 Altus Schools Coastal served 221 students in grades 6-12. The student demographics include: • Percentage of Students with Disabilities: 25.3% • Percentage of English Learners: 10.9% • Percentage of Socioeconomically Disadvantaged: 60.6% • Percentage of Homeless and Foster Youth (FY):9.1% Altus Schools Coastal 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 Coastal 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 Coastal’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 Coastal, 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 Coastal 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.|Because Altus Schools Coastal has demonstrated 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 reviewed as part of the school’s continuous improvement process.|Met||2026-06-24|2026 37103710136085|Scholarship Prep - Oceanside|7|Scholarship Prep uses multiple measures and tools to ensure all students have access to and are enrolled in a broad course of study. These include the master schedule, student schedules and rostering, English learner and intervention schedules, Individualized Education Programs (IEPs), Section 504 plans, and ongoing review through the Local Control and Accountability Plan (LCAP) process. School leaders regularly review enrollment, schedules, service delivery, and student participation to ensure all students, including English learners, foster youth, students experiencing homelessness, low-income students, and students with disabilities, have access to grade-level instruction and required supports. Student access is monitored across grade spans, student groups, and individuals with exceptional needs to ensure equitable access to the full educational program.|Based on locally selected measures and tools, Scholarship Prep has determined that all students have access to and are enrolled in a broad course of study aligned to grade-level standards. There are no significant differences across school sites or student groups in access to the core educational program. Students, including ELs, foster youth, students experiencing homelessness, low-income students, and students with disabilities, have access to grade-level instruction, intervention supports, and services needed to participate in the educational program. Students with disabilities receive accommodations, modifications, and services identified through the IEP process to support access to instruction. Scholarship Prep continues to monitor student access and participation to ensure all students are able to fully engage in the educational program.|Based on locally selected measures, Scholarship Prep has not identified significant barriers preventing students from accessing a broad course of study. SP works to ensure all students have access to grade-level instruction and necessary supports regardless of background or student group. Some students may require additional academic, behavioral, language, or special education supports to fully access instruction. Scholarship Prep addresses these needs through intervention services, English learner supports, accommodations, specialized services, and ongoing monitoring to ensure students can meaningfully participate in the educational program.|Scholarship Prep will continue implementing systems to ensure all students have equitable access to a broad course of study. We will continue monitoring student schedules, intervention services, IEP implementation, and access to grade-level instruction to ensure supports are provided as needed. SP will continue reviewing student access through the LCAP process, school leadership review, and ongoing monitoring of student groups to ensure equitable access across school sites. Scholarship Prep will also continue refining systems and supports to ensure all students are able to meaningfully participate in the full educational program.|Met||2026-06-18|2026 37103710136473|Altus Schools South Bay|7|As of CBEDS 2025-2026 Altus Schools South Bay served 416 students in grades 7-12. The student demographics include: • Percentage of Students with Disabilities: 26.7% • Percentage of English Learners: 20.2% • Percentage of Socioeconomically Disadvantaged: 77.2% • Percentage of Homeless and Foster Youth (FY): 8.2% 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. 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.|Because Altus Schools South Bay has demonstrated 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 reviewed as part of the school’s continuous improvement process.|Met||2026-06-24|2026 37103710137067|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 2025/26 is greater than 96%. In addition, 100% of HTH high school students completed a presentation of learning during the 2025/26 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||2026-06-18|2026 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||2026-06-26|2026 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||2026-06-26|2026 37103710138016|Pacific Springs Charter|7|Springs Charter Schools provides TK-8 students with a customized curriculum aligned to California standards. Each student uses a Personalized Learning Plan (PLP), monitored by teachers and parents, to track academic goals. Using tools like i-Ready and mClass, the school analyzes performance data to tailor instruction and provide timely interventions. Special attention is given to English learners, foster youth, and students with disabilities to ensure equitable access through IEPs and 504 Plans. The program features: Core Subjects: Rigorous instruction in foundational topics. Flexibility: Access to electives, enrichment, and interdisciplinary units. Acceleration: Targeted support or advanced pacing, including high school-level courses for 8th graders.|"Springs Charter Schools uses tools like i-Ready, mClass, and Write Score to monitor progress and develop Personalized Learning Plans (PLPs). These plans ensure TK–8 students meet California State Standards through a flexible, balanced curriculum. All students study core subjects (ELA, math, history, and science) with access to interventions or acceleration based on performance. Homeschoolers use thematic ""boxed sets,"" while advanced 8th graders may take high school-level math and language courses. The school prioritizes equity, ensuring students with disabilities and unduplicated groups receive consistent access to core coursework and services. Course expansions and electives are shaped by enrollment, staffing, and direct feedback from families."|"At Springs Charter Schools, the significant barrier to instruction is addressing the immense academic and social-emotional diversity of our students. Delivering personalized support often strains staffing and resources. To ensure an inclusive curriculum, we invest in professional development and coaching, particularly for newer staff, to maintain instructional depth through our ""Teaching the Springs Way"" framework. The logistical complexity of a large geographic area also creates hurdles for equitable access. Operating diverse programs can complicate material distribution and faculty access. We mitigate these challenges by leveraging technology and flexible design."|Springs Charter Schools remains dedicated to expanding access to a comprehensive and inclusive educational program for every student. To achieve this, the school has prioritized professional development in areas such as differentiated instruction, small group instruction, and educational technology. A couple of key highlights of the 2025-2026 school year included the move to mClass as a universal screening tool for our K-2 grades, a continued focus on our Teacher Led Coaching model, and the introduction of non-negotiable minimum writing standards across all content areas. The curriculum is frequently updated to incorporate diverse perspectives and increase engagement in STEM, the arts, and experiential learning. By utilizing the Canvas platform and synchronous online lessons, Springs has introduced new electives and intervention paths specifically tailored to student diagnostic results. Furthermore, the school maintains a strong partnership with families through virtual meetings and community feedback loops.|Met||2026-06-11|2026 37103710138404|Classical Academy Vista|7|Based on Classical Academy Vista's charter, students in grades TK-8 are enrolled in English Language Arts, Math, History/Social Science, and Science courses. All students, including all subgroups, may enroll in all courses. Course enrollment is tracked in 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.|Classical Academy Vista will continue to review and evaluate student access to a broad course of study, as defined in its charter, to ensure every student engages in a rigorous and meaningful academic experience. As barriers to access are identified, The Classical Academies will adjust practices to ensure all students have equitable opportunities to grow and learn.|Met||2026-05-29|2026 37103710138594|Dual Language Immersion North County|7|DLINC uses several locally selected measures to monitor whether all students have access to, and are enrolled in, a broad course of study across grade spans and student groups. The LEA reviews master schedules, student enrollment data, and course rosters each year to ensure all students, including English learners, socioeconomically disadvantaged students, and students with disabilities, are enrolled in required core subjects as well as enrichment courses aligned to state standards. The school also analyzes IEP service logs and placement records to verify that students with exceptional needs receive appropriate access to grade-level curriculum with necessary supports. In addition, DLINC reviews annual program participation data (including Spanish language arts, PE, science, and electives) to confirm equitable access across student groups. These tools collectively allow the LEA to monitor enrollment patterns, identify gaps, and ensure all students participate in a comprehensive course of study.|Using master schedules, course rosters, enrollment records, and IEP service logs, DLINC’s review shows that all students have access to, and are enrolled in, a broad course of study aligned to state standards across all grade spans. All students, including English learners, socioeconomically disadvantaged students, and students with disabilities, are enrolled in required core subjects (ELA, mathematics, science, social studies), as well as Spanish language arts, PE, and enrichment offerings. Analysis of enrollment patterns shows no differences across student groups in access to required courses, and students with exceptional needs receive access to grade-level curriculum with appropriate supports as documented in IEPs. Because DLINC operates a single school site, there are no site-to-site differences in course access. Review of records over time shows consistent access across years, with stable enrollment in all required subject areas for all student groups.|Analysis of locally selected measures indicates that DLINC provides all students with access to the full required course of study; however, several structural barriers limit the school’s ability to expand offerings beyond core subjects. As a small, single-site school, DLINC has limited staffing and facility capacity, which restricts the number of elective and enrichment courses that can be offered within the master schedule. The school’s physical space also limits the ability to add specialized classrooms or additional program areas. Additionally, the small size of the staff requires teachers to cover multiple roles, reducing flexibility to offer additional sections or specialized courses. While these constraints do not prevent students from accessing required subjects, they do limit the breadth of optional courses the school can provide. DLINC continues to monitor enrollment patterns and staffing capacity to ensure equitable access for all student groups.|In response to the results of locally selected measures, DLINC is implementing several actions to strengthen and expand access to a broad course of study for all students. While all students currently have access to required core subjects, the school’s small size and limited facilities have constrained the number of enrichment and elective options available. To address this, DLINC is expanding its program offerings by launching a Mariachi music program beginning in 2026–27, which will provide students with additional access to arts education and culturally relevant enrichment. The LEA is also reviewing the master schedule to maximize instructional minutes across subjects and ensure equitable access for English learners, socioeconomically disadvantaged students, and students with disabilities. As facilities improve and staffing capacity increases, DLINC will continue to add enrichment opportunities that broaden the overall course of study.|Met||2026-06-15|2026 37103710138768|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 2025/26 is greater than 96%. In addition, 100% of HTH high school students completed a presentation of learning during the 2025/26 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||2026-06-18|2026 37103710138776|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 2025/26 is greater than 96%. In addition, 100% of HTH high school students completed a presentation of learning during the 2025/26 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||2026-06-18|2026 37103710138792|JCS - Manzanita|7|The School uses multiple local measures to monitor student access to a broad course of study across grade levels, student groups, and students with exceptional needs. These measures include enrollment and course participation data, student schedules, service logs, progress monitoring reports, surveys, graduation data, Written Learning Agreements, transcripts, individualized learning plans, and IEP services. The School also tracks participation in enrichment programs, interventions, and specialized supports to ensure equitable access to academic opportunities and services for all students.|All students at JCS-Manzanita have access to the same core curriculum, courses, and educational supports. Students with disabilities and English learners participate in the same educational program as their peers and receive appropriate accommodations, services, and targeted supports to ensure equitable access and success.|The School has identified several barriers that may limit student access to coursework, programs, and services. Staffing shortages can reduce the availability of instructional support and resources for students. Inconsistent attendance related to family circumstances may also affect student participation and academic progress. For Home Study students, challenges include unreliable access to online learning platforms and limited adult support during the school day when parents are working, which can make independent learning more difficult. The School continues to evaluate and address these barriers to improve equitable access and student success.|The School will continue providing equitable programs and services for all students regardless of disability, socioeconomic status, ethnicity, or background. To expand access to postsecondary opportunities, the School is strengthening College and Career Readiness initiatives through expanded dual enrollment, additional A-G course offerings, and partnerships with educational providers such as Edgenuity. Staff also continue to develop and update A-G courses to ensure they remain rigorous, relevant, and culturally responsive. The School is also exploring partnerships with local community colleges to offer Career Technical Education (CTE) pathways. To further improve student access to coursework, programs, and services, staff recommended increasing collaboration with families to support consistent attendance and exploring transportation solutions that reduce participation barriers. Expanding the Extended Education Program (EEP) provider network in the San Diego area will also increase access to educational opportunities and resources. These priorities have been incorporated into the 2026–27 LCAP to support equitable access and improved student outcomes.|Met||2026-06-12|2026 37103716119119|Literacy First Charter|7|As a school, we have a full inclusion model, including all SPED, ELL and other unduplicated student groups. At our high school level, our vice principals and academic advisor makes sure students have access to classes needed for graduation or credit recovery. They have individual meetings with all students to discuss future plans and develop a schedule that works for them. Students are also given the opportunity to take classes at a local community college. Our graduation rate is an 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 focused on their needs. Our full inclusion model includes every student, in every grade, across campuses. Administration’s review of class lists, master scheduling and adding new classes this year at the HS, plus high graduation rates attest to the success of our full inclusion at every grade level.|We have large ELL, SPED, and socioeconomically disadvantaged populations, which presents challenges and barriers. Our longer school day and longer school year aid in helping us meet the needs of all our students and include all in the broad courses of study. Our targeted intervention program at the K-8th grades and academy programs at the 7th-HS provide support for students at all levels: those in need of academic support and those in need of academic challenge.|As a school, we are continually looking to see how we can provide the best education possible for all our students. We have increased our support staff, SPED, LS, and general education staff to meet the needs of our students. Our high school has restructured the master schedule to expand class offerings to students and better support language arts and math needs. We offer an intense intervention academy program from first grade through high school where students are able to make up work and receive targeted instruction for their specific needs.|Met||2026-06-10|2026 37679670000000|Alpine Union Elementary|7|Alpine Union School District uses a variety of tools and data sources to monitor student access to and participation in a broad course of study. These systems help ensure equitable access for all student groups, including unduplicated pupils and students with exceptional needs. Key tools include the student information system (Synergy), course enrollment data, parent and student surveys, annual IEP reviews, School Accountability Report Cards (SARCs), Local Control and Accountability Plan (LCAP) metrics, and site master schedules.|AUSD is committed to ensuring all students have access to a broad and well-rounded course of study. At the middle school, the master schedule is intentionally designed to provide students with access to required California Department of Education (CDE) courses as well as a variety of electives, such as engineering, career pathways, cooking, art, and theater. Students enrolled in the dual language Spanish program also participate in Spanish Language Arts, with both science and social studies taught in Spanish. At the elementary level, all students receive instruction in the required CDE subject areas and also have access to enrichment opportunities, including music taught by a credentialed teacher.|While AUSD is committed to providing all students with access to a broad course of study, some scheduling challenges do occur at both the elementary and middle school levels. These challenges often arise when students need targeted interventions or support services during specific parts of the school day. In addition, due to the smaller size of the middle school, some elective courses are only offered once per day, which may limit availability and choice for some students.|Based on the results of the tool and locally selected measures, no significant revisions or new actions are currently needed. Data indicates that students across the district continue to have access to a broad course of study, including standards-aligned core instruction and enrichment opportunities. The district will continue to monitor access and participation across student groups to ensure equity is maintained. Existing practices and programs are effectively supporting student access, and the LEA will maintain these systems while making adjustments as needed based on future data and educational partner input.|Met||2026-06-24|2026 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 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 upcoming 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||2026-06-25|2026 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 2025-26 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 intervention courses 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 an increase in participation in CTE courses over the past few years. Additional information about course enrollment and the number of courses offered in various subjects at schools can be found on the California Department of Education DataQuest web page.|Met||2026-05-26|2026 37679910000000|Cajon Valley Union|7|For the 2025/2026 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. Camp Cajon, summer school, will be accessible to all sites for the 2025/2026 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. Furthermore, students in grades 6-8 with an IEP and are identified as English Learners require both designated ELD instruction as well as services required in their IEP. Scheduling access to these services as well as providing access to electives remains a challenge. 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 2025/2026 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. 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||2026-06-30|2026 37679910108563|EJE Elementary Academy Charter|7|EJE Dual Language Academy (EJEDLA) provides all students with access to and enrollment in a broad course of study across all grade levels in the TK-8 program, including English Language Arts, Spanish Language Arts, Mathematics, Science, Social Studies, Physical Education, English Language Development, and enrichment opportunities in Art and Music, with electives at the middle school level. To track access and enrollment by grade span, unduplicated student group, and individuals with exceptional needs, EJEDLA uses the following locally selected measures and tools: Master schedule and course enrollment data drawn from PowerSchool, the school’s student information system, which allow EJEDLA to verify enrollment in each required course by grade level, by student, and by student group. Disaggregated enrollment reports from PowerSchool, examining course access by English Learner status, socioeconomically disadvantaged status, foster youth status, and students with disabilities. IEP and 504 plan review to confirm that students with exceptional needs receive access to the same broad course of study as their peers, with accommodations and modifications in place. Master schedule analysis by the Principal and the MTSS team to identify and address any gaps in access. Annual review of CALPADS course enrollment submissions to confirm reporting accuracy and compliance.|Based on the locally selected measures, EJE Dual Language Academy (EJEDLA) confirms that all students across the TK-8 program have access to and are enrolled in a broad course of study. PowerSchool master schedule and enrollment data verify that every student is enrolled in grade-level English Language Arts, Spanish Language Arts, Mathematics, Science, Social Studies, Physical Education, and English Language Development, with access to Art, Music, and library enrichment, and that middle school students access electives including Student Leadership, Journalism, and music. Disaggregated PowerSchool enrollment reports indicate no differences in access or enrollment across student groups, including English Learners, Long-Term English Learners, socioeconomically disadvantaged students, foster youth, and Hispanic students. Students with disabilities receive access to the same broad course of study as their peers, with IEP and 504 plan review confirming that accommodations and modifications are in place to support participation. EJEDLA operates two co-located sites within a unified TK-8 program. Master schedule analysis by the Principal and the MTSS team confirms that students at both sites receive a comparable broad course of study aligned to grade-level standards. With the 2026-27 merger and the addition of Spanish Honors, AP Spanish, Student Leadership, Journalism, and schoolwide music, breadth has expanded over time.|The results of EJE Dual Language Academy’s (EJEDLA) locally selected measures confirm that all students across the TK-8 program have access to and are enrolled in a broad course of study, with no differences identified across student groups or between the school’s two co-located sites. As a result, no significant barriers preventing access to a broad course of study were identified for the 2026-27 school year. EJEDLA recognizes, however, that sustaining and expanding broad access requires continued attention to a few areas. Facilities at the elementary site, operated under a Proposition 39 Memorandum of Understanding with the Cajon Valley Union School District, can constrain enrollment capacity, scheduling flexibility, and the addition of certain enrichment offerings. Staffing availability, particularly for specialized middle school courses such as Spanish Honors, AP Spanish Language and Culture, and music, requires ongoing recruitment and retention of qualified teachers. Curriculum gaps in the middle school mathematics program and the absence of a fully adopted supplemental ELD curriculum are being addressed through pilots in 2026-27, ensuring continued program coherence. EJEDLA will continue to monitor PowerSchool enrollment data, master schedule analysis, and CALPADS course submissions to identify and respond promptly to any conditions that could affect equitable access to the broad course of study.|While EJE Dual Language Academy’s (EJEDLA) locally selected measures confirm that all students currently have access to and are enrolled in a broad course of study, the school is implementing several revisions and new actions in the 2026-27 LCAP to expand and sustain that access. Under Goal 1, Action 5 (Broad Course of Study), EJEDLA has added Student Leadership and Journalism as middle school electives, expanded music as a schoolwide elective, established a clearly leveled Spanish Level 1, 2, and 3 sequence with a Spanish Honors pathway, and added the option for eighth grade students to take the AP Spanish Language and Culture examination to earn college credit. These additions deepen breadth, biliteracy, and college-going opportunity within the unified TK-8 program. Under Goal 2, Action 3 (Core Curricular Program Needs), EJEDLA will conduct three curriculum pilots in 2026-27: a mathematics curriculum pilot building on 2025-26 research, a health and wellness curriculum pilot aligned to its Community Schools commitments, and a supplemental ELD curriculum pilot to strengthen English language development. EJEDLA will continue to monitor PowerSchool enrollment data, master schedule analysis by the Principal and the MTSS team, and CALPADS course submissions to ensure that every student, including students with disabilities and unduplicated pupils, has continued, equitable access to the broad course of study.|Met||2026-06-29|2026 37679910119255|EJE Middle Academy|7|EJE Dual Language Academy (EJEDLA) provides all students with access to and enrollment in a broad course of study across all grade levels in the TK-8 program, including English Language Arts, Spanish Language Arts, Mathematics, Science, Social Studies, Physical Education, English Language Development, and enrichment opportunities in Art and Music, with electives at the middle school level. To track access and enrollment by grade span, unduplicated student group, and individuals with exceptional needs, EJEDLA uses the following locally selected measures and tools: Master schedule and course enrollment data drawn from PowerSchool, the school’s student information system, which allow EJEDLA to verify enrollment in each required course by grade level, by student, and by student group. Disaggregated enrollment reports from PowerSchool, examining course access by English Learner status, socioeconomically disadvantaged status, foster youth status, and students with disabilities. IEP and 504 plan review to confirm that students with exceptional needs receive access to the same broad course of study as their peers, with accommodations and modifications in place. Master schedule analysis by the Principal and the MTSS team to identify and address any gaps in access. Annual review of CALPADS course enrollment submissions to confirm reporting accuracy and compliance.|Based on the locally selected measures, EJE Dual Language Academy (EJEDLA) confirms that all students across the TK-8 program have access to and are enrolled in a broad course of study. PowerSchool master schedule and enrollment data verify that every student is enrolled in grade-level English Language Arts, Spanish Language Arts, Mathematics, Science, Social Studies, Physical Education, and English Language Development, with access to Art, Music, and library enrichment, and that middle school students access electives including Student Leadership, Journalism, and music. Disaggregated PowerSchool enrollment reports indicate no differences in access or enrollment across student groups, including English Learners, Long-Term English Learners, socioeconomically disadvantaged students, foster youth, and Hispanic students. Students with disabilities receive access to the same broad course of study as their peers, with IEP and 504 plan review confirming that accommodations and modifications are in place to support participation. EJEDLA operates two co-located sites within a unified TK-8 program. Master schedule analysis by the Principal and the MTSS team confirms that students at both sites receive a comparable broad course of study aligned to grade-level standards. With the 2026-27 merger and the addition of Spanish Honors, AP Spanish, Student Leadership, Journalism, and schoolwide music, breadth has expanded over time.|The results of EJE Dual Language Academy’s (EJEDLA) locally selected measures confirm that all students across the TK-8 program have access to and are enrolled in a broad course of study, with no differences identified across student groups or between the school’s two co-located sites. As a result, no significant barriers preventing access to a broad course of study were identified for the 2026-27 school year. EJEDLA recognizes, however, that sustaining and expanding broad access requires continued attention to a few areas. Facilities at the elementary site, operated under a Proposition 39 Memorandum of Understanding with the Cajon Valley Union School District, can constrain enrollment capacity, scheduling flexibility, and the addition of certain enrichment offerings. Staffing availability, particularly for specialized middle school courses such as Spanish Honors, AP Spanish Language and Culture, and music, requires ongoing recruitment and retention of qualified teachers. Curriculum gaps in the middle school mathematics program and the absence of a fully adopted supplemental ELD curriculum are being addressed through pilots in 2026-27, ensuring continued program coherence. EJEDLA will continue to monitor PowerSchool enrollment data, master schedule analysis, and CALPADS course submissions to identify and respond promptly to any conditions that could affect equitable access to the broad course of study.|While EJE Dual Language Academy’s (EJEDLA) locally selected measures confirm that all students currently have access to and are enrolled in a broad course of study, the school is implementing several revisions and new actions in the 2026-27 LCAP to expand and sustain that access. Under Goal 1, Action 5 (Broad Course of Study), EJEDLA has added Student Leadership and Journalism as middle school electives, expanded music as a schoolwide elective, established a clearly leveled Spanish Level 1, 2, and 3 sequence with a Spanish Honors pathway, and added the option for eighth grade students to take the AP Spanish Language and Culture examination to earn college credit. These additions deepen breadth, biliteracy, and college-going opportunity within the unified TK-8 program. Under Goal 2, Action 3 (Core Curricular Program Needs), EJEDLA will conduct three curriculum pilots in 2026-27: a mathematics curriculum pilot building on 2025-26 research, a health and wellness curriculum pilot aligned to its Community Schools commitments, and a supplemental ELD curriculum pilot to strengthen English language development. EJEDLA will continue to monitor PowerSchool enrollment data, master schedule analysis by the Principal and the MTSS team, and CALPADS course submissions to ensure that every student, including students with disabilities and unduplicated pupils, has continued, equitable access to the broad course of study.|Met||2026-06-29|2026 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||2026-06-18|2026 37679910140558|Bostonia Global|7|Bostonia Global monitors student access to a broad course of study through master schedules, enrollment data, course completion, dual enrollment participation, individualized student pathway plans, special education service delivery, English learner program participation, and annual program reviews. The LEA reviews participation across grade spans and student groups, including English learners, socioeconomically disadvantaged students, students with disabilities, foster youth, and other unduplicated student groups to ensure equitable access to all required courses of study. Additional local measures include participation in career awareness, community professional interactions, mentorships, paid pre-apprenticeships, work-based learning experiences, advisory, exhibitions of learning, and college coursework to ensure students have access to both rigorous academic instruction and meaningful career-connected learning experiences.|Bostonia Global provides all TK–12 students with access to a broad course of study aligned to California's adopted academic standards while expanding opportunities through personalized learning, career exploration, dual enrollment, and real-world learning experiences. During the 2025–26 school year, 100% of students participated in RIASEC career awareness and Exhibitions of Learning, 99% participated in community professional interactions, 238 mentorship experiences were completed, and students participated in 36 paid pre-apprenticeships. Secondary students also had access to dual enrollment, work-based learning experiences, competency-based learning, and personalized pathways that connect classroom learning to college, career, and future goals. Students with disabilities, English learners, and other unduplicated student groups have access to the same comprehensive academic program with appropriate accommodations, specialized services, designated supports, and interventions designed to ensure meaningful participation and success. The LEA continues to monitor participation across student groups to ensure equitable access to all learning opportunities.|The primary barriers to expanding access to an increasingly broad course of study relate to staffing capacity, scheduling complexity, transportation, and the coordination required to scale personalized learning opportunities as enrollment continues to grow. Expanding mentorships, paid pre-apprenticeships, dual enrollment, and work-based learning experiences requires continued development of employer partnerships, coordination with colleges and community organizations, and additional logistical supports for students. Secondary scheduling must also balance graduation requirements, college coursework, intervention services, personalized pathways, and work-based learning experiences. The LEA will continue monitoring participation data to ensure all student groups have equitable access to the full range of academic, college, and career-connected learning opportunities.|In response to these findings, Bostonia Global will continue expanding access to personalized and career-connected learning opportunities across the TK–12 continuum. During the 2026–27 school year, the LEA will strengthen elementary career awareness, student goal setting, advisory systems, and project-based learning while expanding mentorships, paid pre-apprenticeships, dual enrollment opportunities, work-based learning experiences, and personalized learning pathways for secondary students. Bostonia Global will continue monitoring participation by grade span and student group to ensure equitable access to college coursework, work-based learning, specialized services, interventions, and career-connected learning experiences. The LEA will also continue strengthening partnerships with colleges, employers, and community organizations to expand opportunities while ensuring every student has access to California's adopted courses of study and graduates prepared for success in college, career, and life.|Met||2026-06-30|2026 37680070000000|Cardiff Elementary|7|Based on the Local Indicators June 2026 document, Cardiff School District utilizes weekly administrative classroom walkthroughs and site master schedules to ensure all students are enrolled in a broad course of study across all grade spans. These master schedules guarantee dedicated blocks for core academics alongside weekly pull-out and push-in times for specialty classes. To track access for unduplicated student groups and individuals with exceptional needs, the district monitors intervention and specialized instructional schedules. A key scheduling tool used is the synchronized core instruction model, or Walk to Learn initiative, which allows English Learners, students with disabilities, and low-income students to receive Tier 2 and Tier 3 interventions without being pulled from essential, grade-level classroom content. The district tracks the specific progress and enrollment of these targeted groups using distinct measurement tools. For general education and unduplicated students, access and growth are monitored through local assessments given each trimester. For individuals with exceptional needs, access is measured by progress monitoring reports from their Individualized Education Programs and specialized intervention curricula. Finally, the district tracks physical education participation rates to ensure one hundred percent of students complete the state Physical Fitness Test.|Local measures confirm that one hundred percent of students in grades K–6 have full access to, and are enrolled in, a broad course of study. Master schedules and administrative walkthroughs verify that all students receive core academics alongside specialty programs like science, maker space, library, garden, music, and Spanish. Additionally, one hundred percent of students participate in state physical fitness testing and receive at least two hundred minutes of physical education every ten days. The data shows strong equity across all student groups, ensuring that English Learners, students with disabilities, and unduplicated students have access to the same educational options as their peers. The only differences identified between the two school sites are the instructional delivery methods and the specific digital learning management systems used to provide direct instruction, though teachers at both sites maintain the autonomy to personalize lessons. To demonstrate progress over time, the district continues to refine its synchronized core instruction model, known as the Walk to Learn initiative. First introduced two years ago and adjusted annually, this strategic scheduling aligns core instruction times across classrooms. This structural change allows students needing Tier 2 and Tier 3 reading or math interventions, as well as special education students working toward IEP goals, to receive targeted services without missing out on essential grade-level curriculum.|Based on the analysis of site schedules and local data in the Local Indicators June 2026 document, Cardiff School District has identified an ongoing operational barrier to providing equitable access to a broad course of study. The primary challenge consists of providing critical Tier 2 and Tier 3 academic interventions for general education students, as well as specialized goal-oriented services for special education students, without inadvertently pulling them away from essential core classroom instruction and foundational grade-level content. When student schedules are not perfectly synchronized, pull-out reading and math interventions force students to miss out on the standard curriculum being taught in their regular classrooms. The district's data analysis revealed this structural conflict as a persistent obstacle to maintaining a broad, uninterrupted course of study for its highest-need learners. To overcome this barrier and prevent students from falling behind in core content, the district administration must continually implement and refine a synchronized core instruction model across both campuses. This strategy, known as the Walk to Learn initiative, requires all grade-level teachers to instruct the same core content simultaneously so that targeted pull-out services do not disrupt primary grade-level learning. However, local data shows this remains an ongoing challenge that must be actively revisited and adjusted each year to maintain positive results.|Based on the analysis of local data in the Local Indicators June 2026 document, Cardiff School District has implemented and will continue to reinforce specific structural changes to ensure all students have uninterrupted access to a broad course of study. To address the barrier of pulling students away from foundational grade-level instruction for targeted services, the district implemented a synchronized core instruction model known as the Walk to Learn initiative. This decision requires all grade-level teachers across both school sites to teach the same core content simultaneously. This strategic scheduling revision allows general education students requiring Tier 2 and Tier 3 interventions in reading and math, as well as special education students working toward academic goals, to receive pull-out services across multiple classes without missing out on essential grade-level curriculum. Because local schedule analysis shows this is an ongoing challenge, administration is committed to actively revisiting, reinforcing, and adjusting this synchronized model heading into next year to ensure equitable learning access. Additionally, the district has made a major decision regarding its technology and data tracking. To streamline instructional delivery and eliminate the operational differences between the two school sites, Cardiff Schools will fully transition next year to Google Classroom as its single, unified districtwide learning management system, replacing the fractured use|Met||2026-06-08|2026 37680230000000|Chula Vista Elementary|7|In CVESD, all TK–6 students have access to a comprehensive curriculum that includes English Language Arts (ELA), English Language Development (ELD), mathematics, science, social science, physical education (PE), and visual and performing arts (VAPA). In addition, 23 schools offer dual language immersion programs. All school sites implement the LEAD Program, providing a range of enrichment opportunities—such as language, robotics, music, and sports—tailored to each campus. Furthermore, all 5th and 6th grade students, along with some 4th graders, participate in experiences connected to priority workforce sectors. These programs are monitored through attendance data, teacher schedules, and site visits conducted by the Instructional Services and Support Innovation team.|All students in CVESD have access to core academic subjects, including ELA, ELD, mathematics, science, social science, PE, and VAPA. Sixth-grade students participate in priority workforce sector experiences focused on clean energy and information and communication technologies, and they engage in the Sound Station, where they explore their interests and strengths while connecting them to careers in the creative economy. Fifth-grade students are introduced to the blue economy through the Hydro Station, with students at priority schools (those with 90% or more unduplicated students) also participating in an additional experience at the Health Station at the Elite Athlete Training Center. All fourth-grade students take part in the Health Station and engage in CVESD’s newest workforce experience, the Life Science Station. In addition, TK–6 students, along with 7th–8th grade students at charter schools, participate in hands-on, standards-based science learning at the Living Coast Discovery Center, with a focus on coastal education. Students also benefit from a wide range of enrichment opportunities through the LEAD Program, which offers site-specific experiences such as language, robotics, music, sports, and more.|Chula Vista Elementary School District provides strong instruction in the core curriculum while continuing to expand opportunities in priority workforce sectors through growing partnerships with the City of Chula Vista. The district is actively exploring ways to broaden these experiences for all students and is in the process of planning the allocation of staffing (FTEs) and funding to support program operations. Although staffing and transportation present ongoing challenges, CVESD remains committed to developing and implementing solutions that ensure all students have full access to and participation in these station experiences.|Chula Vista Elementary School District’s LEAD Program continues to expand, providing all students, particularly unduplicated students, with access to a diverse range of enrichment opportunities, including language, robotics, music, sports, and more, as well as opportunities for attendance recovery. Many school sites are developing creative learning environments and STEAM studios that promote innovation, collaboration, and hands-on learning. Through these experiences, students build new skills and engage with peers in a safe, supportive environment that fosters creativity, curiosity, and critical thinking. Additionally, the district’s Innovation Department will continue to explore new opportunities and strengthen partnerships to further enhance and expand station experiences for the entire learning community.|Met||2026-06-17|2026 37680230119594|Leonardo da Vinci Health Sciences Charter|7|LdVCS uses multiple locally selected measures and tools to monitor that all students have access to and are enrolled in a broad course of study, disaggregated by grade span, unduplicated student group, and Students with Disabilities. PowerSchool enrollment and course-history data verify that every student in grades TK through 6 is enrolled in the school's broad course of study, including English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Visual and Performing Arts (VAPA), Health and Wellness, and the garden program with Good Neighbor Gardens. Data is disaggregated by grade level, unduplicated student group (English Learners, Socioeconomically Disadvantaged, Foster Youth, Hispanic), and Students with Disabilities to confirm equitable access. Additional tools include master schedules, classroom rosters, textbook inventory, classroom walkthrough observations, IEP service delivery documentation, the Priority 2 Self-Reflection Tool, the School Accountability Report Card (SARC), and the Local Indicators Report. The Curriculum and Assessment Governance Committee reviews access data throughout the year, and the Executive Director/Principal monitors enrollment and participation in VAPA, garden, health, and PE to ensure no student group is underrepresented.|Based on PowerSchool enrollment data, master schedules, classroom rosters, and textbook inventory, 100% of LdVCS students in grades TK through 6 have access to and are enrolled in the school's broad course of study, including English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Visual and Performing Arts (VAPA), Health and Wellness, and the garden program. Disaggregated review by student group confirms equitable access for English Learners, Students with Disabilities, Socioeconomically Disadvantaged students, Hispanic students, and Foster Youth. No differences in access or enrollment were identified across student groups. All students participate in bi-weekly VAPA, weekly health classes, daily Physical Education, and monthly garden lessons regardless of student group, with accommodations and supports provided as needed for Students with Disabilities and English Learners. As a single-site charter LEA, there are no differences across school sites to report. Progress over time reflects sustained 100% access across all years. The Priority 2 Self-Reflection Tool ratings have moved from beginning implementation (3) in VAPA in 2023-24 to full implementation (5) in 2024-25, reflecting deepened implementation of standards-aligned instruction across the broad course of study. LdVCS will continue to monitor access and enrollment annually through the SARC, Local Indicators Report, and the Curriculum and Assessment Governance Committee.|Based on the results of the locally selected measures, LdVCS does not currently face barriers preventing access to a broad course of study for any student group. PowerSchool enrollment data, master schedules, classroom rosters, and the Priority 2 Self-Reflection Tool confirm that 100% of students in grades TK through 6 have access to and are enrolled in the full broad course of study, including English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Visual and Performing Arts (VAPA), Health and Wellness, and the garden program. While no access barriers are identified, the school's needs assessments did identify factors that affect the consistency and depth of student engagement with the broad course of study for some students. These include chronic absenteeism for Students with Disabilities (30.5%, Orange) and English Learners (22.4%, Orange) on the 2025 California School Dashboard, which reduces the consistency with which these students engage with the full breadth of the educational program. The school's tiered attendance intervention work, coordination with the SDCOE Improving Chronic Absence Network (iCAN), and integration of attendance work into the IEP process are designed to address these consistency barriers. LdVCS will continue to monitor access and engagement annually through the SARC, Local Indicators Report, classroom walkthroughs, and the Curriculum and Assessment Governance Committee.|Because the locally selected measures confirm that 100% of LdVCS students have access to and are enrolled in the broad course of study, no revisions are needed to ensure access. However, LdVCS will implement the following actions to deepen the consistency, quality, and impact of student engagement with the broad course of study. LdVCS will launch Project-Based Learning (PBL) schoolwide as the core Tier 1 instructional model, intentionally integrating VAPA, garden, health, and physical education into PBL units to provide authentic, cross-disciplinary learning experiences aligned with the school's health sciences identity. The school will sustain and strengthen targeted attendance intervention for English Learners and Students with Disabilities, including participation in the SDCOE Improving Chronic Absence Network (iCAN) Community of Practice, the rapid response protocol for missed instruction, and integration of attendance goals into IEPs, so that students with the highest absence rates can consistently access the full breadth of the educational program. LdVCS will continue to monitor access and enrollment through PowerSchool, master schedules, classroom rosters, textbook inventory, classroom walkthroughs, the Priority 2 Self-Reflection Tool, the SARC, and the Local Indicators Report, with annual review by the Curriculum and Assessment Governance Committee to identify and address any emerging access concerns promptly.|Met||2026-06-25|2026 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 support 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 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), 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||2026-06-17|2026 37680236037956|Feaster (Mae L.) Charter|7|Feaster Charter School uses multiple locally selected measures and tools to monitor the extent to which all students, including unduplicated student groups and students with disabilities, have access to and are enrolled in a broad course of study aligned to California standards. Locally selected measures include: Master schedules and enrollment data for TK–8 students MindLabs STEM and VAPA participation rosters RIASEC and MindLabs Career Survey data SST and MTSS intervention tracking systems EduClimber progress monitoring data Educational excursion participation logs Technology/device inventory audits ELD progress monitoring and LTEL tracking Attendance and chronic absenteeism data disaggregated by student group Current access indicators include: 6 credentialed MindLabs teachers providing STEM and VAPA instruction schoolwide 100% of classrooms participating in career-focused electives and college/career showcases 100% 1:1 student technology access with updated instructional technology and Wi-Fi infrastructure Standards-aligned curriculum and instructional materials available in English and Spanish across all core subject areas MTSS and SST systems monitoring timely interventions for ELs, SWDs, foster youth, homeless, and socioeconomically disadvantaged students Feaster serves approximately 1,100 students, including: 51.9% English Learners 82.2% socioeconomically disadvantaged students 7.9% students with disabilities Data are reviewed quarterly|Feaster Charter School ensures that 100% of TK–8 students are enrolled in a broad course of study that includes: English Language Arts Mathematics Science History-Social Science STEM and VAPA enrichment Career-connected learning Physical Education Social-Emotional Learning English Language Development supports Current measures demonstrate: 6 fully staffed MindLabs STEM and VAPA teaching positions supporting schoolwide enrichment access 100% of grade-level classrooms participating in career-focused electives and college/career showcases All middle school students participating in annual STEAM Career Fairs 100% student and staff access to up-to-date 1:1 technology devices and instructional technology resources Continued implementation of MTSS, SST supports, Designated and Integrated ELD, and intervention systems Educational excursion opportunities continue to support broad course access: Every grade level participated in academic excursions during the 2025–2026 school year Grades 6–7 had the highest participation rates with 3–4 excursions during the year Because Feaster operates as a single-campus LEA, there are no differences across school sites in access to programs or courses. However, local data indicate that English Learners, Students with Disabilities, homeless students, and socioeconomically disadvantaged students continue to require targeted interventions and attendance supports to fully access all learning opportunities.|Analysis of local measures identified several barriers impacting equitable access to a broad course of study for all students. Primary barriers include: Persistent academic achievement gaps for student groups: Students with Disabilities remain significantly below standard in ELA and Math English Learners and Long-Term English Learners continue performing below standard, particularly in Mathematics Students experiencing homelessness continue to demonstrate lower academic performance Attendance and chronic absenteeism concerns: Although overall chronic absenteeism improved significantly, some unduplicated student groups continue experiencing inconsistent attendance, limiting instructional access Inconsistent SST and MTSS implementation: As of May 2026, only 63.8% of SSTs were on cycle, delaying timely interventions and supports for some students requiring additional academic or behavioral assistance Limited educational excursion access: Due to budget, academic excursions decreased from prior years, with some grade levels only participating in 1–2 excursions during 2025–2026 These barriers continue to impact equitable participation in rigorous academic, enrichment, and career-connected learning opportunities, particularly for unduplicated student groups and students with exceptional needs.|In response to local data and identified barriers, Feaster Charter School has implemented and revised several actions to ensure equitable access to a broad course of study for all students. Key actions include: Maintaining 6 credentialed MindLabs teachers to provide weekly STEM and VAPA instruction schoolwide Continued development of our CTE program and hiring CTE teachers Continuing 100% participation in career-focused electives, college/career showcases, and annual STEAM Career Fairs Maintaining 100% student access to 1:1 technology devices, Wi-Fi, Apple TVs, and instructional technology supports Continuing standards-aligned curriculum adoption in English and Spanish across core content areas To strengthen equitable access for unduplicated students, Feaster will: Continue refining its Multi-Tiered System of Supports (MTSS) Strengthen SST monitoring and intervention timelines through EduClimber Expand Tier 2 academic and behavioral supports Improve referral pathways for students requiring intensive interventions Continue attendance interventions and SART processes to reduce absenteeism barriers Additional actions include: Expanding parent advancement opportunities and bilingual engagement supports Continuing professional development focused on equitable instructional practices Increasing structured enrichment and engagement opportunities for students Continuing targeted supports for ELs, LTELs, SWDs, foster youth, homeless students, and socioeconomically disadvantaged|Met||2026-06-10|2026 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. At the high school, students have access to Advanced Placement, Honors, Dual Enrollment and Accelerated courses as well as electives, core content, credit recovery and support courses. Student dashboards are reviewed frequently with counseling department and administrative teams to assure students are receiving access to a broad course of study aligned with their post secondary plans.|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. We continue to expand the course offerings and track student data to assure we address any barriers to student access|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. At the high school, we have continued to improve data monitoring to drive the master schedule process and to better ensure that students have access to a broad course of study. We have also implemented a supplemental tool to support with the development of the master schedule process and assure we are providing sections aligned with equitable access for our students.|Met||2026-06-08|2026 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. 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||2026-06-09|2026 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||2026-06-08|2026 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 Charter School 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. 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||2026-06-01|2026 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 STEM 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 2025 was 96.90%, the UC A-G completion rate for all 2025 graduates was 77.70%.|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.|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||2026-06-18|2026 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 iReady 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 periodic analyses of this data to monitor student progress. They track individual progress and provide targeted input on the needs of each student. During teacher-parent conferences and other individual communication times, teachers articulate student progress to parents, ensuring that all students' educational needs are met and that they have access to a comprehensive and inclusive curriculum.|Dehesa Elementary School ensures all students have access to and are enrolled in a broad course of study using various locally selected measures and tools. These include iReady 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. Admin and our teachers analyze this data periodically 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. Dehesa is made up of 3 programs, Dehesa traditional, Dehesa Sports Academy and SoCal Scholars Academy. We observe progress over time in providing equitable access to a broad course of study. Continuous data analysis and targeted interventions have shown positive trends in student enrollment and access, demonstrating our commitment to maintaining an inclusive and comprehensive educational experience for all students.|Dehesa Elementary School faces several barriers that may impact access to a broad course of study for all students. One significant challenge is the low enrollment in the traditional classroom program, which necessitates the use of combination classes. These multi-grade classrooms can make it difficult to provide targeted instruction (without proper training) 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 iReady 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. Additionally, the resources required for supporting students with special needs can divert attention and funding from broader curricular offerings.|In response to the results of the locally selected measures, Dehesa Elementary School will implement several revisions and new actions to ensure access to a broad course of study for all students. First, the school will continue to review and analyze student data using tools such as iReady assessments, ELPAC, and CAASP assessments in ELA, Math, and Science for 5th and 8th grades. This ongoing analysis will help identify areas where students may need additional support or resources. To address the identified barriers and ensure a comprehensive curriculum, Dehesa will provide targeted professional development for teachers. This training will focus on strategies for managing combination classes effectively and delivering differentiated instruction to meet the diverse needs of all students, including those with special needs. Additionally, Dehesa will enhance its collaboration with community partners and parents. By engaging these stakeholders in the decision-making process regarding the use of metrics and the interpretation of data, the school aims to build a supportive network that can help address any gaps in access to a broad course of study. Regular communication and involvement of parents and community members will ensure that their insights and feedback are incorporated into the school's strategies. These revisions and new actions are designed to create a more inclusive and supportive learning environment.|Met||2026-06-24|2026 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: i-Ready assessments (previously 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. Progress is tracked over time. During the 2025-26 school year, 10 out of 10 grade level student groups showed typical growth or above in reading with one standard deviation as measured by last year’s local assessment which was NWEA MAP. In math, 9 out of 10 grade level groups showed typical or above within one standard deviation, as measured by the NWEA MAP. By providing equitable access to a broad course of study, The Heights met or exceeded its targeted student growth for the school year. 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 all their enrolled 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. The Heights Charter is also transitioning from NWEA MAP testing to i-Ready assessments starting in the 26-27 academic year.|Met||2026-06-22|2026 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 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 intervention 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 sessions.|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. Method successfully launched a dual enrollment program with College of the Canyons. Further, in order to better serve students enrolling credit deficient, Method is exploring ways to better support their path towards graduation including options for credit recovery.|Method has expanded its course availability and MTSS supports 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 expanded its Smartfox Curriculum to include core subjects in Grades 9-10. These courses were written with a focus on competency and standard mastery. Teachers continue to receive development to issue effective feedback and push students toward mastery rather than completion.|Met||2026-06-03|2026 37680490132506|Cabrillo Point Academy|7|Goal 3 of our LCAP 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 by state law 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 meet preparedness metrics on the 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 2025-26 school year, we continue to struggle to find and hire qualified Career and Technical Education (CTE) teachers. We offer three CTE pathways through an online course provider to address these challenges. CPA will continue to offer these additional courses during the 2026-27 school year. Despite these challenges, we offer a total of eight CTE pathways, and our pathway completion rate is improving. As such, we are at the “full implementation” level for CTE coursework and standards. We gather student input and feedback on course offerings and make adjustments when possible. https://tinyurl.com/CTEatCPA|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||2026-06-05|2026 37680490136416|Pacific Coast Academy|7|Goal 3 of our LCAP seeks to “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 by state law 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 meet preparedness metrics on the 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 2025-26 school year, we continued to struggle to find and hire qualified Career and Technical Education (CTE) teachers. We offer three CTE pathways through an online course provider to address these challenges. PCA will continue to offer these additional courses during the 2026-27 school year. Despite these challenges, we offer a total of eight CTE pathways, and our pathway completion rate is improving. As such, we are at the “full implementation” level for CTE coursework and standards. We gather student input and feedback on course offerings and make adjustments when possible. https://tinyurl.com/PCA-CTE|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||2026-06-03|2026 37680490165290|Method Summit Academy|7|Method measures the extent to which all students have access to and are enrolled in, a broad course of study through the Method course catalog, the nature of our data-driven and personalized school model, and parent survey results. Method strives to ensure universal access through its Multi-Tiered System of Supports model, which has recently undergone revision to better align with the CA MTSS Framework and Continuum of Support. Method Summit 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 utilizes diagnostic testing to assess student mastery of CCSS reading, writing, and math standards through iReady. 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 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. All students are enrolled in the required courses for each grade level, and high school students are encouraged to complete the A-G course of study. Method has revised its MTSS plan to ensure students needing supplemental intervention are placed, supported, and their progress monitored through the intervention platform under the guidance of trained teachers.|All students have access to a full range of curriculum and enrichment. With a newly adopted MTSS model, the needs of exceptional and struggling students are met through enriched learning and extension activities.|In response to the results of local measures and educational partner feedback, Method Summit Academy implemented several revisions and actions to strengthen access to a broad course of study and improve student outcomes for all students. Method Summit Academy adopted its own Multi-Tiered System of Supports (MTSS) framework and tiered re-engagement process to better identify and address the academic, behavioral, and social-emotional needs of students through targeted interventions and supports. Additionally, Method Summit Academy developed a professional development plan tailored to the specific needs of its faculty to strengthen instructional practices, increase student engagement, and support continuous improvement efforts across all content areas. To further support high-quality instruction and data-informed decision-making, the school appointed an instructional coach to provide ongoing support to teachers in instructional strategies, curriculum implementation, and data-driven analysis of student performance. These actions are intended to improve equitable access to rigorous coursework, strengthen instructional effectiveness, and ensure all students receive the support necessary to succeed academically.|Met||2026-06-03|2026 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's 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 2025-2026 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 strategies to develop and deepen all students' critical thinking skills. 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 on cognitively guided instruction, which is differentiated by experience level. This learning provides teachers with the knowledge to help develop students into mathematical thinkers and problem solvers. All teachers also attended professional learning to learn about research-based instructional strategies for developing students as readers. 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||2026-06-24|2026 37680800000000|Encinitas Union Elementary|7|The EUSD Framework for the Future outlines the Learner Profile and the learning experiences for our students. Classroom observations, report cards, interdisciplinary units of study, and students' exhibitions of learning demonstrate access and enrollment in a broad course of student.|EUSD uses the LCAP metrics and the scorecard for the Framework for the Future. 100% of EUSD students received a report card that included all content areas as well as the Learner Profile, demonstrated access to and enrollment in a broad course of study.|There are no barriers at this time.|EUSD will continue to monitor LCAP metrics and scorecard data.|Met||2026-05-19|2026 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||2026-06-25|2026 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||2026-06-15|2026 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. Course enrollment is tracked in 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, to ensure every student engages in a rigorous and meaningful academic experience. All high schools will continue to offer an Ethnic Studies course. As barriers to access are identified, The Classical Academies will adjust practices to ensure all students have equitable opportunities to grow and learn. Additionally, graduation requirements are being strengthened by adding a third year of high school science.|Met||2026-05-29|2026 37681060000000|Escondido Union High|7|Escondido Union High School District (EUHSD) uses multiple local measures and tools to monitor student access to and enrollment in a broad course of study for all students, including unduplicated student groups and individuals with exceptional needs. The annually updated EUHSD Course Catalog identifies course offerings, prerequisites, graduation requirements, A-G alignment, Career Technical Education (CTE) pathways, dual enrollment opportunities, and Advanced Placement (AP) courses. Students utilize course selection forms aligned to graduation, A-G, and postsecondary goals during the annual course selection process. School counselors provide intentional grade-level guidance lessons focused on four-year planning, college and career readiness, A-G requirements, CTE pathways, dual enrollment, and postsecondary options. Students and families also participate in counseling meetings, parent information nights, and course selection events to support informed decision-making. EUHSD utilizes the California College Guidance Initiative (CCGI) platform to support four-year academic planning and increase transparency regarding course access and postsecondary pathways. Student enrollment and participation data are reviewed through CCGI, Synergy, CALPADS, and local reporting systems to monitor enrollment patterns, identify access gaps among student groups, and ensure equitable participation in rigorous coursework, including AP, CTE, dual enrollment, and A-G approved courses.|EUHSD high schools provide students access to a broad course of study that meets graduation requirements & includes A-G courses, Advanced Placement (AP), Career Technical Education (CTE), dual enrollment, visual & performing arts, world languages, & academic supports. Students with disabilities, English learners, & students receiving Tier 2 & Tier 3 interventions have access to supports including co-teaching, extended instructional periods, after-school programs, summer learning opportunities, & Specialized Academic Instruction services. District data indicate that most students are enrolled in a broad course of study, with positive trends over time. A-G completion rates increased from 43.9% (2020-21) to 52.4% (2024-25). State Seal of Biliteracy attainment increased from 10.9% (2022-23) to 19.2% (2024-25). CTE enrollment increased from 37.1% (2022-23) to 42.4% (2024-25), while CTE pathway completion increased from 27.6% to 31.8%. Graduation rates also improved from 85.9% (202324) to 86.7% (2024-25). EUHSD maintains open access enrollment policies for Honors & AP courses. AP enrollment has remained stable at approximately 11% over the past three years. Enrollment & completion data are reviewed annually by student group & school site to identify participation gaps & inform recruitment & support efforts. While specialized programs for students with extensive support needs are housed at select sites, schools provide access through inclusive scheduling & a continuum of services|Despite providing students access to a broad course of study, EUHSD faces barriers that impact equitable participation & completion of rigorous coursework. Student academic, attendance, behavioral, & social-emotional needs have increased in recent years, contributing to disengagement for some student groups. These factors can limit participation in advanced coursework, dual enrollment, & college & career readiness opportunities. District data indicate that English learners, students with disabilities, homeless youth, & socioeconomically disadvantaged students continue to experience lower outcomes in A-G completion, AP & college course enrollment, graduation rates, & English learner reclassification. Chronic absenteeism & suspension rates also disproportionately affect some student groups, creating barriers to participation in a comprehensive course of study. Limited staffing, funding, counseling capacity, & scheduling flexibility affect the district's ability to expand interventions & supports. Transportation, family obligations, & employment responsibilities may also reduce participation in tutoring, work-based learning, & enrichment opportunities. EUHSD continues to address these barriers through data-informed planning, academic & social-emotional supports, college & career readiness initiatives, inclusive scheduling, & collaboration with students, families, staff, & community partners to improve equitable access & success for all students.|In response to local measures & student outcome data, EUHSD continues to ensure students have access to a broad course of study. The district has expanded course offerings in CTE, Visual & Performing Arts, world languages, & dual enrollment to increase student choice & engagement. EUHSD maintains open access enrollment policies for Advanced Placement (AP) courses & covers AP exam fees to remove financial barriers. To increase access to college & career pathways, EUHSD continues to strengthen partnerships with CSUSM, Palomar College, Escondido Education Compact, & local industry partners. The district is expanding early college credit opportunities through dual enrollment, articulation, & credit-by-exam programs. EUHSD is enhancing college & career advising through the California College Guidance Initiative (CCGI), providing students with four-year planning tools & increased awareness of postsecondary opportunities. Counseling services, tutoring, online learning, & summer school continue to support students needing additional assistance. Professional learning remains a priority through Studio Cycles of Improvement, restorative practices, student centered learning, & data-informed instruction. The district will continue using student outcome data to identify participation gaps, monitor access to rigorous coursework, & guide decisions regarding future course offerings, support, & resource allocation to improve equitable access & success for all students|Met||2026-06-23|2026 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. Course enrollment is tracked in our student information system.|100% of students in grades 9-12 as outlined in the charter and the course catalog, including A-G, Advanced Placement, and electives.|In grades 9-12, no barriers are identified at this time preventing access to courses for any students in any subgroups.|Classical Academy High School will continue to review and evaluate student access to a broad course of study, as defined in its charter, to ensure every student engages in a rigorous and meaningful academic experience. All high schools will continue to offer an Ethnic Studies course. As barriers to access are identified, Classical Academy High School will adjust practices to ensure all students have equitable opportunities to grow and learn. Additionally, graduation requirements are being strengthened by adding a third year of high school science.|Met||2026-05-29|2026 37681060137034|Altus Schools North County|7|As of CBEDS 2025-2026 Altus Schools North County served 148 students in grades 6-12. The student demographics include: • Percentage of Students with Disabilities: 31.1% • Percentage of English Learners: 17.6% • Percentage of Socioeconomically Disadvantaged: 77.0% • Percentage of Homeless and Foster Youth (FY): 7.4% 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.|Because Altus Schools North County has demonstrated 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 reviewed as part of the school’s continuous improvement process.|Met||2026-06-24|2026 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||2026-06-15|2026 37681140000000|Fallbrook Union Elementary|7|"To track and ensure equitable student access to a broad course of study, FUESD utilizes its Student Information System (SIS) to monitor enrollment counts across all student groups, including unduplicated students and individuals with exceptional needs. Our instructional structure consists of districtwide, self-contained classrooms for grades PK–6 and a single-subject schedule for grades 7 and 8. As a PK–8 elementary district, we prioritize enrollment in standards-based core courses at each grade level, ensuring that students in specialized programs maintain equal access to all educational opportunities. Additionally, FUESD offers ""School of Choice"" options to accommodate the unique needs of our families."|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 study 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 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 broad 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 to enrollment have been identified across our specialized programs. Dual Immersion Program (TK–8): The program maintains no waitlist for grades K–8, allowing all interested students to enroll. While a lottery system is in place for instances of limited capacity—and was utilized for the 2025–2026 Transitional Kindergarten (TK) cohort—space is optimized through regional scheduling. Because TK operates as a districtwide regional program with classes available at each neighborhood school, families can easily transition and apply for the Kindergarten Dual Immersion pathway. We anticipate sufficient space to accommodate all interested Kindergarten students for the upcoming 2026–2027 school year. Fallbrook Virtual Academy: Families interested in this option complete an application and an intake meeting. All students meeting Education Code requirements have been successfully admitted, and the program currently operates without a waitlist.|Fallbrook Union Elementary School District (FUESD) is deeply committed to providing adaptive educational pathways that meet the unique needs of every family in our community. Recognizing that a traditional classroom setting may not be the ideal fit for every child, the district offers a robust, flexible alternative education framework designed to foster academic excellence and student independence across all grade levels. Through the Fallbrook Virtual Academy (FVA), families seeking an alternative structure can access independent study and homeschooling programs. FVA delivers a supportive, teacher-guided virtual environment that aligns with rigorous state standards. This innovative platform ensures that students receive high-quality core curriculum and dedicated instructional support, offering the flexibility required to accommodate family dynamics and individual learning paces. Moving forward, FUESD is expanding our FVA option to include purposeful in-person opportunities that directly support online learning. These campus sessions will provide students with valuable hands-on workshops, peer socialization, collaborative projects, and direct mentorship from credentialed educators. By blending the flexibility of virtual instruction with the social benefits of face-to-face engagement, the enhanced FVA program ensures deep alignment with student learning outcomes and a well-rounded approach to supporting the whole child.|Met||2026-06-18|2026 37681220000000|Fallbrook Union High|7|Fallbrook Union High School District utilizes multiple locally selected measures to monitor the extent to which all students have access to and are enrolled in a broad course of study. These measures include master schedule analysis, course enrollment reports, student transcripts, A-G completion data, Career Technical Education (CTE) pathway enrollment data, Advanced Placement (AP) and International Baccalaureate (IB) enrollment data, Dual Enrollment participation, Dual Language Immersion enrollment, Visual and Performing Arts (VAPA) enrollment, and course completion reports. Enrollment and completion data are disaggregated by school site, race/ethnicity, English learner status, socioeconomically disadvantaged status, foster youth status, homeless status, and students with disabilities to monitor equitable access and participation. Students across all three district schools have access to a broad course of study that includes AP, IB, Dual Enrollment, CTE pathways, VAPA courses, world languages, agricultural education, college and career readiness programs, and specialized supports for students with exceptional needs. Fallbrook High School offers multiple CTE pathways, AP and IB coursework, Dual Language Immersion, and Dual Enrollment opportunities. Ivy High School and Oasis High School provide alternative pathways to graduation, credit recovery opportunities, career exploration, Dual Enrollment access, and individualized academic programs designed to meet diverse student nee|Students in Fallbrook Union High School District have access to a broad course of study across all three schools; however, enrollment patterns vary by school site and student group. Fallbrook High School offers the district’s most comprehensive course offerings, including Advanced Placement (AP), International Baccalaureate (IB), Dual Enrollment, Dual Language Immersion, Career Technical Education (CTE), Visual and Performing Arts (VAPA), and honors courses. Ivy High School and Oasis High School provide alternative educational settings with access to credit recovery, Dual Enrollment, CTE opportunities, and individualized pathways toward graduation and postsecondary success. When enrollment data is disaggregated by student group, the district finds generally equitable access to courses across racial and ethnic groups, although demographic differences exist between school sites. Hispanic/Latino students are disproportionately represented at Ivy High School compared to district demographics and underrepresented at Oasis High School. At Fallbrook High School, enrollment of redesignated English learners is generally reflective of overall enrollment patterns across rigorous coursework. While English learners continue to be underrepresented in AP, IB, and honors courses, participation rates have increased over time. Approximately 50% of district students are current or former English learners; however, Ever English Learners represent approximately 38% of enrollment in AP, IB, and|Historically, one of the primary barriers preventing equitable access to a broad course of study was the district’s previous bell schedule. English learners and students with disabilities were disproportionately impacted because they often required designated English Language Development (ELD), Learning Strategies, or other support classes that occupied elective periods. As a result, many students had fewer opportunities to enroll in electives, Career Technical Education (CTE) pathways, Visual and Performing Arts (VAPA), world language courses, and other college and career preparatory experiences beyond graduation and A-G requirements. Additionally, the district's increase in graduation requirements from two years of mathematics to three years of mathematics reduced flexibility within student schedules and limited opportunities for some students to participate in additional elective and enrichment courses. Looking forward, the implementation of the Ethnic Studies graduation requirement and the planned addition of a Personal Finance graduation requirement will further increase the number of required courses students must complete. While these courses provide valuable learning experiences and support college, career, and civic readiness, they also create additional scheduling challenges and reduce the number of elective opportunities available within a student's four-year high school plan. The district has worked to address these barriers through implementation of a trimester|In response to identified barriers to accessing a broad course of study, Fallbrook Union High School District implemented a trimester schedule at Fallbrook High School beginning in the 2023–2024 school year. The transition was the result of extensive research, stakeholder input, site visits to other districts, consultation with bargaining units, and a year-long planning process involving administrators, counselors, teachers, students, and families. The goal of the schedule change was to increase student access to coursework, create additional opportunities for intervention and credit recovery, and provide greater flexibility within students' four-year plans. Since implementation, the district has continued to refine the trimester schedule and Warrior PRIDE Time, a flexible intervention and enrichment period designed to provide academic support, tutoring, college and career advising, and opportunities for students to access additional learning experiences. The district has also expanded Dual Enrollment opportunities, Career Technical Education (CTE) pathways, and access to rigorous coursework including Advanced Placement (AP), International Baccalaureate (IB), and honors courses. The district continues to monitor enrollment patterns by student group and school site to identify and address barriers to participation. Particular attention is given to English learners and students with disabilities, who remain underrepresented in some advanced academic programs. Counseling staff|Met||2026-06-24|2026 37681300000000|Grossmont Union High|7|The District utilizes multiple measures to monitor student access to and participation in a broad course of study. Key indicators include: (1) a-g course completion rates; (2) Career Technical Education (CTE) pathway participation and completion; (3) enrollment and success in Advanced Placement (AP), International Baccalaureate (IB), and Dual Enrollment coursework; (4) progress toward local graduation and credit requirements; and (5) ongoing review of educational programs and services to ensure students with disabilities have access to the general education curriculum in the least restrictive environment to the maximum extent appropriate. These measures are reviewed across grade spans and student groups to support equitable access to rigorous academic, college preparatory, career-focused, and elective learning opportunities.|Generally speaking, all students in the GUHSD have access to a broad course of study that includes a-g approved coursework, Career Technical Education pathways, Advanced Placement and International Baccalaureate courses, Dual Enrollment opportunities, visual and performing arts programs, and courses required for local graduation. 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 access to a rigorous academic program aligned with college and career readiness expectations in a college-preparatory curriculum that aligns to the UC and CSU a-g course requirements. Ongoing monitoring of enrollment patterns and student outcomes supports efforts to increase participation and success across all student groups.|While all students have access to a broad course of study that includes college preparatory, Career Technical Education (CTE), visual and performing arts, and elective coursework, several barriers continue to impact equitable participation and successful completion. Differences in school size, student enrollment patterns, and master schedule design can affect the variety and number of courses available at individual sites. As a result, some schools can offer a broader range of Advanced Placement, Dual Enrollment, world language, elective, and CTE opportunities than others. Funding limitations may restrict the expansion of intervention programs, credit recovery options, and academic support courses that help students remain on track for graduation and a-g completion. Students who enter high school below grade level, experience learning interruptions, or struggle in required courses may face challenges accessing the support needed to remain eligible for postsecondary opportunities. Additionally, English Learners, students with disabilities, foster youth, and socioeconomically disadvantaged students may require targeted academic and language support to fully access and succeed in rigorous coursework. Maintaining equitable access to Language Other Than English (LOTE), advanced coursework, and CTE pathways across all schools remains an ongoing challenge as the District balances student interest, program capacity, and available resources.|The District remains committed to expanding equitable access to rigorous academic, college-preparatory, and career-focused learning opportunities for all students. Through ongoing analysis of A-G completion data, enrollment trends, and student outcomes, the District continues to identify and address barriers to participation and success. Efforts include increasing awareness at school sites about the importance of providing all students with access to college-preparatory coursework and Career Technical Education pathways aligned with postsecondary goals. The District has also implemented data reviews and equity-focused analyses to monitor enrollment in advanced mathematics and science courses, particularly among historically underserved student groups. These efforts have informed policy and practice improvements that have increased student access to advanced coursework, including AP Calculus and other upper-level math and science opportunities. The District will continue to evaluate and refine programs, supports, and scheduling practices to ensure all students have meaningful access to a broad and challenging course of study.|Met||2026-06-23|2026 37681300136077|Altus Schools East County|7|As of CBEDS 2025-2026 Altus Schools East County served 297 students in grades k-12. The student demographics include: • Percentage of Students with Disabilities: 27.9% • Percentage of English Learners: 14.8% • Percentage of Socioeconomically Disadvantaged: 71.7% • Percentage of Homeless and Foster Youth (FY): 5.1% 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. 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.|Because Altus Schools East County has demonstrated 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 reviewed as part of the school’s continuous improvement process.|Met||2026-06-24|2026 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 support 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 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), 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||2026-06-17|2026 37681303731262|Steele Canyon High|7|Steele Canyon High School uses multiple locally selected measures to monitor the extent to which all students have access to and are enrolled in a broad course of study. These measures include course enrollment data, student transcripts, A-G completion rates, Career Technical Education (CTE) pathway participation, Advanced Placement (AP) and honors enrollment, dual enrollment participation, intervention and support class enrollment, graduation requirements, master schedule analysis, and College/Career Indicator (CCI) data. The school annually reviews enrollment and participation data by grade level and student groups, including English learners, socioeconomically disadvantaged students, foster youth, students with disabilities, and other individuals with exceptional needs, to ensure equitable access to rigorous academic and elective opportunities. Counselors and administrators monitor student schedules and progress toward graduation and college and career readiness through transcript reviews, four-year plans, and ongoing academic counseling. Students have access to a comprehensive curriculum that includes core academic courses aligned to California State Standards, visual and performing arts, world languages, Career Technical Education pathways, Advanced Placement courses, dual enrollment opportunities, intervention supports, and specialized services for students with disabilities.|Steele Canyon High School uses multiple locally selected measures to monitor access to and enrollment in a broad course of study, including master schedule analysis, A–G completion and enrollment data, CTE pathway participation, AP/Dual Enrollment enrollment, course request completion rates, student transcript audits, and student group enrollment reports disaggregated by English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students. Additional tools include counselor caseload tracking, annual LCAP stakeholder surveys, and MTSS intervention/referral data to identify barriers to course access. Local indicators show that all students have access to a comprehensive course of study that includes A–G aligned core courses, Advanced Placement, Dual Enrollment through Cuyamaca College, Career Technical Education pathways, visual and performing arts, physical education, and intervention/support courses such as credit recovery. Master schedule development prioritizes equitable access through open enrollment policies for AP and CTE courses and strategic scheduling to minimize conflicts. While overall access is strong, data disaggregation continues to show small but persistent gaps in AP and Dual Enrollment participation for English learners, students with disabilities, and foster youth compared to the schoolwide average.|Based on locally selected measures (master schedule analysis, enrollment and course request data, A–G completion tracking, AP/CTE/Dual Enrollment participation, and disaggregated student group reports), Steele Canyon High School has identified several barriers that limit full equitable access to a broad course of study for all students. One key barrier is scheduling constraints within a comprehensive high school master schedule. Course conflicts—particularly between advanced coursework (AP, Dual Enrollment, and upper-level CTE pathways) and required core or intervention classes—can limit student ability to access their preferred sequence of rigorous courses within a single year. A second barrier is uneven academic preparation upon entry, which affects readiness for enrollment in advanced coursework. Students who are not yet meeting grade-level proficiency in ELA and mathematics may require additional academic support or prerequisite courses, delaying entry into A–G aligned advanced pathways. Student group participation data also indicates that English learners, students with disabilities, and foster youth experience lower enrollment in AP and Dual Enrollment courses. Contributing factors include varying levels of confidence, awareness of available opportunities, and the need for targeted academic and language support to successfully access rigorous coursework.|In response to locally selected measures (course enrollment data, master schedule analysis, A–G completion, AP/CTE/Dual Enrollment participation, and disaggregated student group indicators), Steele Canyon High School is implementing and refining several actions to ensure equitable access to a broad course of study for all students. The master schedule development process is being revised to prioritize equitable access to rigorous coursework. This includes reducing scheduling conflicts between AP, CTE pathways, Dual Enrollment, and required core courses, as well as increasing course section availability in high-demand AP and CTE classes to reduce barriers to enrollment. Counseling and academic advising systems are being strengthened. Counselors are implementing more proactive, data-informed outreach to identify students from underrepresented groups (English learners, students with disabilities, and foster youth) and ensure early exposure to A–G requirements, AP opportunities, and CTE pathway sequencing. Expanded individual academic planning supports are helping students align coursework with postsecondary goals earlier in their high school trajectory. The school is expanding targeted supports through MTSS to improve readiness for rigorous coursework. This includes credit recovery options, embedded academic support, and scaffolds for English learners and students with disabilities to increase successful access to AP, Dual Enrollment, and upper-level CTE courses.|Met||2026-06-17|2026 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 2025-26 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 2026-27, Helix Dual Enrollment and CTE options will continue to grow based on student demand to ensure a broad course of study.|Met||2026-06-29|2026 37681550000000|Jamul-Dulzura Union Elementary|7|JDUSD is a small school district consisting of one elementary school serving students in grades TK–5 and one middle school serving students in grades 6–8. All students are assigned to grade-level general education classrooms, ensuring access to core instruction alongside their peers. The district implements Universal Design for Learning (UDL) practices across both schools to support the diverse learning needs of all students. Through this inclusive approach, academic, behavioral, and social-emotional supports are primarily delivered within the general education setting. This includes targeted support for unduplicated pupil groups as well as specialized services and accommodations for students with exceptional needs, as outlined in their Individualized Education Programs (IEPs). Currently, JDUSD operates two classrooms per grade level, allowing the district to thoughtfully place students in grade-level classrooms and provide individualized attention to support their academic and social-emotional success.|All students in grades TK–8 enrolled in JDUSD have access to and participate in a broad course of study that includes English Language Arts, mathematics, science, history-social science, and physical education. As a small district with two classrooms per grade level, teachers collaborate closely to ensure consistent curriculum implementation and instructional practices. In many cases, teachers plan instruction together, and at the middle school level, some teachers provide instruction across multiple class sections through the master schedule. For students with extensive support needs, access to a broad course of study is ensured through the provision of grade-level curriculum, differentiated instruction, accommodations, modifications, and specialized supports aligned with each student's Individualized Education Program (IEP). Instruction is designed to provide meaningful access to academic content while addressing individual learning goals. Classrooms are equipped with the curriculum resources, instructional materials, and support tools necessary to meet the diverse needs of learners and ensure that all students can engage in rigorous and relevant learning experiences.|NA|As stated in our LCAP, JDUSD is committed to ensuring all students have access to a broad course of study. See LCAP goal 1.|Met||2026-06-25|2026 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 and has recently completed a curriculum inventory to update our core curriculum offerings per grade level.|Met||2026-06-25|2026 37681630000000|Julian Union Elementary|7|The enrollment in and access to a broad course of study, including unduplicated students and students with special needs, is addressed by and measured by JUSD's LCAP, metrics 1.4 and 2.6.|All students in grades TK-8 are educated in ELA, Math, Science, Social Studies, Art, and PE. As reflected in JUSD's LCAP Metrict 1.4, 100% of classrooms have implemented state standards providing all students including English Learner students access to the Common Core and ELD standards. As reflected in JUSD's LCAP metric 2.6, 100% of students including unduplicated pupils and students with exceptional needs are enrolled in a broad course of study, and all Junior High students have access to elective classes (these elective classes include drama, performing arts, culinary arts, and gardening).|100% of students are enrolled in and have access to a broad course of study.|JUSD will continue to provide access to a broad course of study to all students, including unduplicated student groups and individuals with exceptional needs.|Met||2026-06-12|2026 37681630128421|Harbor Springs Charter|7|Springs Charter Schools provides TK-8 students with a customized curriculum aligned to California standards. Each student uses a Personalized Learning Plan (PLP), monitored by teachers and parents, to track academic goals. High school students develop four-year graduation plans with counselors and are enrolled in required A-G transcript courses including VAPA, CTE, Pre-Apprenticeship, and college-level courses. Family feedback and data reviews guide course offerings. Students with disabilities also have equitable access to a broad curriculum. Springs is committed to equitable access to a rigorous, well-rounded education for all students. Using tools like i-Ready and mClass, the school analyzes performance data to tailor instruction and provide timely interventions. Special attention is given to English learners, foster youth, and students with disabilities to ensure equitable access through IEPs and 504 Plans. The program features: Core Subjects: Rigorous instruction in foundational topics. Flexibility: Access to electives, enrichment, and interdisciplinary units. Acceleration: Targeted support or advanced pacing, including high school-level courses for 8th graders.|"Springs Charter Schools uses tools like i-Ready, mClass, and Write Score to monitor progress and develop Personalized Learning Plans (PLPs). These plans ensure TK–8 students meet California State Standards through a flexible, balanced curriculum. All students study core subjects (ELA, math, history, and science) with access to interventions or acceleration based on performance. Home based students use thematic ""boxed sets,"" while advanced 8th graders may take high school-level math and language courses. The school prioritizes equity, ensuring students with disabilities and unduplicated groups receive consistent access to core coursework and services. Course expansions and electives are shaped by enrollment, staffing, and direct feedback from families. Ongoing monitoring for 9-12 confirms equitable access for unduplicated student groups and students with disabilities. Core course access is consistent across programs and includes VAPA, CTE, college courses, and Pre-Apprenticeship. Parent and student feedback and program level data reviews guide course expansion. High school elective options and intervention supports continue to increase, strengthening access to a rigorous course of study. Barstow Community College, San Bernardino Valley College, and Cal State University of San Bernardino partnerships are available and courses are listed in the course catalog to support dual enrollment and advanced education options. Students are supported by the College & Career Coordinator."|"At Springs Charter Schools, the significant barrier to instruction is addressing the immense academic and social-emotional diversity of our students. Delivering personalized support often strains staffing and resources. To ensure an inclusive curriculum, we invest in professional development and coaching, particularly for newer staff, to maintain instructional depth through our ""Teaching the Springs Way"" framework. The logistical complexity of a large geographic area also creates hurdles for equitable access. Operating diverse programs can complicate material distribution and faculty access. We mitigate these challenges by leveraging technology and flexible design. Our educators are trained in hybrid models and the Canvas LMS to bridge geographic gaps. High school students have to access many courses through online instruction. All students, regardless of location, can access a comprehensive high school catalog, including Physics and Statistics, via synchronous online instruction. This data-informed, technologically integrated approach ensures every student is prepared for post-secondary success while dismantling barriers to high-quality education."|Springs Charter Schools remains dedicated to expanding access to a comprehensive and inclusive educational program for every student. To achieve this, the school has prioritized professional development in areas such as differentiated instruction, small group instruction, and educational technology. A couple of key highlights of the 2025-2026 school year included the move to mClass as a universal screening tool for our K-2 grades, a continued focus on our Teacher Led Coaching model, and the introduction of non-negotiable minimum writing standards across all content areas. The curriculum is frequently updated to incorporate diverse perspectives and increase engagement in STEM, the arts, and experiential learning. By utilizing the Canvas platform and synchronous online lessons, Springs has introduced new electives and intervention paths specifically tailored to student diagnostic results. Furthermore, the school maintains a strong partnership with families through virtual meetings and community feedback loops. At the high school level, diagnostic assessments (i-Ready and Write Score) inform placement in intervention courses such as Ramp Up to Algebra, Math Bridge, Literacy Essentials, and Writing Essentials. Pre-Apprenticeship and Work Experience Education courses support engagement through work-based learning. These efforts ensure all students, regardless of background or program, can access a well-rounded, rigorous education.|Met||2026-06-11|2026 37681630137109|Diego Valley East Public Charter|7|||||Not Met|||2026 37681630138156|JCS - Mountain Oaks|7|The School uses multiple local measures to monitor student access to a broad course of study across grade levels, student groups, and students with exceptional needs. These measures include enrollment and course participation data, student schedules, service logs, progress monitoring reports, parent and student surveys, graduation data, Written Learning Agreements, transcripts, individualized learning plans, and IEP reviews. The School also monitors participation in enrichment opportunities, intervention programs, and specialized instructional supports to ensure equitable access to academic programs and support services for all students.|All students at JCS-Mountain Oaks have access to the same core curriculum, courses, and educational supports. Students with disabilities and English learners participate in the same educational program as their peers and receive appropriate accommodations, services, and targeted supports as needed to ensure equitable access, participation, and success.|JCS-Mountain Oaks is committed to providing equitable opportunities for all students through differentiated instruction and targeted supports based on individual needs. As an independent study charter school, student success is influenced in part by the level of support and engagement available in the home environment. The School has observed that students with strong parent involvement and consistent learning support at home often demonstrate higher levels of academic success. As a result, the School continues to provide resources, guidance, and communication to help families effectively support student learning and reduce barriers that may impact achievement.|The School will continue reviewing Written Learning Agreements and student schedules to ensure all students have access to a broad course of study. These reviews help verify that students are enrolled in appropriate courses, receiving necessary supports, and participating in educational opportunities that promote academic growth, college and career readiness, and equitable access to learning.|Met||2026-06-12|2026 37681630138628|JCS - Cedar Cove|7|The School uses multiple local measures to monitor student access to a broad course of study for all grade levels, student groups, and students with exceptional needs. Measures include enrollment and participation data, student schedules, Written Learning Agreements, transcripts, progress monitoring reports, graduation data, service logs, individualized learning plans, IEP service records, and parent/student surveys. The School also tracks participation in enrichment, intervention, and specialized support programs to ensure equitable access to academic opportunities and services for all students.|Using enrollment, participation, service, progress monitoring, and survey data, the School determined that students generally have access to a broad course of study that includes core academics, intervention supports, enrichment opportunities, and specialized services. Students across grade spans have access to programs designed to support academic growth and individualized learning needs, including special education and related services. While access is generally equitable, some inconsistencies in service delivery and program availability have occurred due to shared facilities, staffing changes, and scheduling constraints. Families also identified limited access to affordable writing support and enrichment opportunities. The School continues to evaluate and address these barriers to improve stability, instructional support, and equitable access to programs and services for all students.|Key barriers to student access include facility and staffing challenges. Shared learning spaces can create distractions and reduce consistency, while turnover in special education services has led to interruptions in schedules, routines, and support delivery. These disruptions may affect students’ ability to develop stable learning habits and relationships with service providers. Families also identified writing instruction as a significant need, often requiring substantial educational funding to secure quality support. As a result, fewer resources remain available for enrichment opportunities that support students’ overall educational experience and growth.|The School will continue providing equitable programs and services for all students regardless of disability, socioeconomic status, ethnicity, or background. To strengthen access, the School is expanding College and Career Readiness opportunities, including dual enrollment, broader a-g and CTE course offerings, and options through educational partners such as Edgenuity. Staff also continue to write and update A-G courses to ensure they are current and culturally relevant. Additional recommendations include securing a more permanent facility to reduce disruptions caused by shared spaces and frequent moves, creating a more stable learning environment. Staff also recommended adding JCS-led Zoom writing classes to increase access to structured writing instruction and reduce the financial burden on families seeking outside support.|Met||2026-06-12|2026 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. Students in grades 3rd through 8th will now have access to an honors program. Students in middle school can now take both high school Spanish and high school Algebra 1, allowing them to start with more advanced math and foreign language classes upon entering high school. Students in high school now have access to AP courses and concurrent enrollment with local community colleges|Met||2026-06-09|2026 37681633731239|Julian Charter|7|The School uses multiple locally selected measures to monitor student access to and participation in a broad course of study across grade levels, student groups, and individuals with exceptional needs. These measures include enrollment data, course participation records, student schedules, service logs, progress-monitoring reports, parent and student surveys, graduation data, Written Learning Agreements, transcripts, individualized learning plans, and IEP reviews. The School also monitors participation in enrichment activities, intervention programs, and specialized instructional supports to ensure equitable access to academic opportunities and support services for all students.|All students have access to the same curriculum, courses, and educational supports provided by the LEA. Students with IEPs and English Learners participate in the same academic programs as their peers and receive additional services, accommodations, and supports as needed to ensure equitable access, meaningful participation, and success in meeting academic standards. The LEA remains committed to providing inclusive learning opportunities and removing barriers so that all students can fully access and benefit from a broad course of study.|Educational partner feedback identified relatively few barriers to accessing coursework, programs, and services. However, some stakeholders noted that students may face challenges related to limited parent or home support, low motivation or engagement, and difficulties with independence, self-advocacy, and time management. These factors can affect students’ ability to fully utilize available resources and opportunities, regardless of their individual strengths. Overall, feedback suggests that most students are able to access the supports and services they need. However, some students may benefit from additional guidance, encouragement, and skill-building opportunities that promote confidence, independence, self-advocacy, and consistent engagement in their educational program. The LEA will continue working with students and families to identify barriers and provide supports that increase access, participation, and success for all learners.|The LEA will continue providing equitable programs and services for all students while expanding College and Career Readiness opportunities through A-G, CTE, and dual enrollment courses. Since 2020–21, dual enrollment options have increased annually, and students have access to an expanding range of A-G and CTE courses through the school catalog and partners such as Edgenuity. Staff also continue developing and updating courses to ensure they remain rigorous, relevant, and culturally responsive. Educational partner feedback identified opportunities to improve access through stronger accountability systems, increased student support, and more reliable technology resources, including updated Chromebooks and digital tools. Families and staff also emphasized the importance of consistent communication to ensure students and parents are informed about available programs, services, expectations, and supports. Continued improvements in technology, communication, and student support systems will help strengthen equitable access and promote student success.|Met||2026-06-12|2026 37681710000000|Julian Union High|7|Julian Union High School District utilizes multiple local measures to monitor the extent to which all students have access to and are enrolled in a broad course of study. These measures include student schedules, course enrollment data, graduation requirement tracking, A–G course offerings and enrollment data, Career Technical Education (CTE) participation, special education program records, English learner services, master schedules, and student transcript reviews. JUHSD reviews course enrollment and participation data to ensure that all students, including English learners, socioeconomically disadvantaged students, foster youth, homeless youth, and students with disabilities, have access to rigorous academic coursework, career technical education pathways, college and career readiness opportunities, and support services necessary to meet graduation requirements and postsecondary goals. The district also utilizes Individualized Education Program (IEP) documentation, counseling records, student academic plans, and progress monitoring data to ensure that individuals with exceptional needs have access to appropriate courses, services, accommodations, and supports. These measures allow JUHSD to evaluate student access to a broad course of study, identify potential barriers to participation, and make adjustments to ensure equitable access and opportunities for all students.|JUHSD provides all students with access to a broad course of study that includes core academic subjects, Career Technical Education (CTE), visual and performing arts, physical education, college and career readiness opportunities, and elective coursework aligned with state and local graduation requirements. As a single-school district serving grades 9–12, all students have access to the same educational programs and course offerings. The district utilizes student schedules, course enrollment data, graduation requirement tracking, A–G course offerings, counseling records, Individualized Education Program (IEP) documentation, and student transcripts to monitor participation in a broad course of study. JUHSD works to ensure equitable access for all student groups, including English learners, socioeconomically disadvantaged students, foster youth, homeless youth, and students with disabilities. Students with exceptional needs are provided access to the general education curriculum with appropriate accommodations, supports, and services identified through the IEP process. Because JUHSD operates a single school site and serves a relatively small student population, differences in access among student groups are limited. Current data indicate that students across all student groups have access to the district's educational programs, services, and course offerings. JUHSD will continue to monitor participation and outcomes to ensure equitable access for all students.|Due to its small size and limited staffing, JUHSD may face challenges in offering the same breadth of courses available in larger districts. The district addresses these barriers by utilizing flexible scheduling, individualized student support, dual enrollment opportunities, and strategic course planning to maximize access to a broad course of study for all students.|In response to local measures and ongoing review of student participation data, JUHSD will continue to utilize flexible scheduling, individualized academic planning, counseling services, and strategic course offerings to ensure all students have access to a broad course of study. The district will continue to evaluate student interests and enrollment patterns when developing the master schedule and will seek opportunities to expand college and career readiness experiences, dual enrollment opportunities, and Career Technical Education pathways when feasible. JUHSD will also continue to monitor access and participation among all student groups to ensure equitable opportunities for academic success, graduation, and postsecondary readiness.|Met||2026-06-18|2026 37681890000000|Lakeside Union|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||2026-06-18|2026 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 students’ educational term. This, in addition to discussions and correspondence 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. Students are able to dual enroll in community college courses, and the RVCS counselor meets with students prior to signing off on their dual enrollment form to ensure they understand the expectations of the college course, and to ensure the college course they want to take is the course needed to meet RVCS graduation requirements.|As an LEA that served approximately 230 students on a single site throughout the 2025/26 school year, ensuring students have equitable access to, and are enrolled in, a broad course of study is an ongoing 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 the 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 access or did not pass the 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 physical space constraints on campus and the practical limit on how many courses each teacher can effectively teach. River Valley does offer online courses and enrollment in local community college courses; however, many educational partners would like to see more on-campus courses and a broader range of disciplines for students. The administration is looking into options to create multi-use spaces on campus, and the potential hiring of personnel to offer more courses, as budget constraints allow.|As a small school, there is not an enormous amount of latitude to make changes that do not affect all grade levels and all students. Therefore, the approach to increasing access to a broad course of study focuses primarily on online learning and community college courses that River Valley students can take outside the traditional two days a week on campus. In light of that, River Valley teachers and administrative staff are working on a course selection crosswalk to help students maximize the number of courses and areas of interest they can access, while still meeting the graduation requirements set forth by River Valley’s school board. One of the major concerns is that students will take community college courses or transfer to River Valley after taking courses at another institution without proper consultation about how those courses will affect their graduation requirements and/or eligibility for higher education and post-secondary plans. The principal, dean of students, and school counselor are focusing on working with students at each grade level to ensure that not only do they have access to a broad course of study, but also that the courses they are taking are beneficial to them in both academic and personal growth.|Met||2026-06-15|2026 37681896120901|Barona 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 2025–26 school year, including unduplicated student groups and students with special needs. All students had access to board-approved, standards-aligned instructional materials that supported California State Standards. To strengthen instructional practices and improve student outcomes, Barona Charter School continued to invest in professional learning opportunities for teachers and staff. Professional development focused on the effective use of i-Ready assessment and instructional tools, Math Transformations strategies to enhance mathematics instruction, and classroom management practices designed to support positive learning environments and student engagement. These professional learning opportunities provided teachers with strategies and resources to better meet the diverse needs of all learners. Barona Charter School also continued implementation of its social-emotional learning initiatives to support the academic, social, and emotional growth of students. In addition, all students received the required minutes of physical education instruction, ensuring access to a well-rounded educational program that supports both academic achievement and student wellness.|All students at Barona Charter School had full access to and were enrolled in a broad course of study supported by highly skilled teachers. The school provided standards-aligned instruction across all grade levels and content areas, ensuring that students had equitable access to a comprehensive educational program that promotes academic achievement, critical thinking, creativity, and social-emotional growth. Teachers utilized high-quality instructional materials, ongoing assessment data, and research-based instructional strategies to meet the diverse needs of learners. Through continued professional learning and collaboration, staff remained focused on providing engaging learning experiences that support student success and prepare students for future educational opportunities.|Barona Charter School will continue to ensure that all students have access to and are enrolled in a broad course of study supported by highly skilled teachers. The school remains committed to providing rigorous, standards-aligned instruction across all grade levels while meeting the diverse academic, social, and emotional needs of its students. Through ongoing professional learning, data-driven instructional practices, and access to high-quality curriculum and resources, teachers are equipped to deliver engaging learning experiences that promote student growth and achievement. Barona Charter School will continue to foster a learning environment where all students have the opportunity to develop the knowledge, skills, and confidence needed for future success.|Met||2026-06-24|2026 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) help 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 is 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. Beginning 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 the 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||2026-06-16|2026 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||2026-06-22|2026 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||2026-06-23|2026 37682130000000|Mountain Empire Unified|7|Mountain Empire Unified School District uses multiple measures to monitor the extent to which students have access to and are enrolled in a broad course of study. These measures include course catalogs, master schedules, student enrollment records, A-G completion data, Career Technical Education (CTE) pathway participation and completion data, Advanced Placement (AP) and dual enrollment participation, Seal of Biliteracy attainment, and college and career readiness indicators. The district also reviews participation and access for student groups, including English Learners, students with disabilities, foster youth, homeless youth, and socioeconomically disadvantaged students. Additional measures include enrollment in visual and performing arts, world language, leadership, VAPA, and CTE courses, as well as access to specialized supports and services through special education, MTSS, expanded learning opportunities, and targeted student support programs. These measures provide information regarding student access to a broad course of study and participation in programs that support college, career, and life readiness.|Local measures indicate that students throughout the district have access to a broad course of study that includes English language arts, mathematics, science, history-social science, visual and performing arts, world languages, career technical education, leadership opportunities, and college and career readiness pathways. During 2025–26, 100% of secondary schools provided access to electives that included VAPA, CTE, leadership, and world language courses. Student participation data demonstrate continued access to college and career preparation opportunities. Fifty-five percent of graduates completed A-G requirements, 40% completed at least one CTE pathway, and 26% completed both A-G requirements and at least one CTE pathway. Twenty-seven percent of secondary students participated in dual enrollment courses, and 21 students earned the California State Seal of Biliteracy. The district also maintained specialized programs and services for students with disabilities, English Learners, foster youth, homeless youth, and economically disadvantaged students. While access to a broad course of study is available across the district, participation and outcomes vary among student groups, indicating the need for continued monitoring and support to ensure equitable access and success for all students.|Analysis of local measures identified several barriers that may affect student participation and success within a broad course of study. As a small rural district, Mountain Empire Unified School District faces challenges related to staffing, scheduling, transportation, geographic distance, and the ability to offer a wider variety of specialized courses at all sites. Student outcome data also indicate that some student groups continue to experience academic barriers that may affect participation in advanced coursework and college and career pathways. English Learner progress, mathematics performance, and college and career readiness indicators suggest a need for continued academic supports and interventions. In addition, students requiring additional academic, social-emotional, or behavioral supports may need targeted assistance to fully access available programs and opportunities. The district continues to monitor participation and achievement data to identify barriers and ensure that all students, including English Learners, students with disabilities, foster youth, homeless youth, and socioeconomically disadvantaged students, have equitable access to a broad course of study.|In response to local data and identified needs, Mountain Empire Unified School District will continue expanding and strengthening opportunities that support access to a broad course of study for all students. The district will maintain access to CTE pathways, dual enrollment opportunities, Advanced Placement coursework, world language programs, visual and performing arts, leadership opportunities, and college and career readiness supports. The district will continue implementing MTSS-aligned instructional practices, professional learning focused on literacy, mathematics, English Learner instruction, and inclusive practices, and assessment systems that support early identification of student needs. Additional investments in intervention programs, expanded learning opportunities, counseling services, and targeted supports for English Learners, students with disabilities, foster youth, homeless youth, and economically disadvantaged students will continue. The district will also maintain partnerships with community colleges, regional agencies, and community organizations to expand student opportunities and strengthen college and career pathways. These actions are intended to increase equitable access, support student participation in rigorous coursework, and improve readiness for postsecondary education, careers, and lifelong success.|Met||2026-06-16|2026 37682130123224|San Diego Virtual|7|San Diego Virtual School uses multiple locally selected measures and tools to monitor student access to and enrollment in a broad course of study. These measures include student course enrollment data, graduation tracking, A-G completion data, credit completion reports, student transcripts, counseling records, student participation data, and student and parent survey feedback. We also review participation in Career Technical Education (CTE), dual enrollment, intervention programs, Advanced Placement (AP) coursework, enrichment opportunities, clubs, workshops, and postsecondary readiness programs. Counselors and administrators regularly monitor student schedules and progress to ensure equitable access to standards-aligned courses and individualized academic pathways for all students, including unduplicated student groups and students with exceptional needs.|San Diego Virtual School provides students with access to a broad course of study aligned to California State Standards and graduation requirements. Students have access to core academic courses, A-G approved coursework, Career Technical Education pathways, intervention and credit recovery courses, dual enrollment opportunities, electives, social-emotional supports, and college and career readiness resources. The independent study model allows students flexibility in course scheduling and individualized learning pathways that support diverse student needs and post-secondary goals. Counselors and staff work collaboratively with students and families to develop individualized learning plans and monitor progress toward graduation and college/career readiness goals. SDVS continues to expand opportunities for enrichment, student engagement, and real-world learning experiences through workshops, clubs, field trips, and community partnerships. SDVS remains committed to ensuring equitable access to coursework and support services for all student groups.|San Diego Virtual School recognizes that some students may experience barriers related to attendance, engagement, technology access, scheduling, credit deficiencies, social-emotional needs, or inconsistent participation in the independent study environment. Some students may also require additional academic interventions, counseling supports, or individualized assistance to fully access all available coursework and enrichment opportunities. As a virtual independent study program, SDVS also recognizes the importance of increasing opportunities for student connectedness, peer interaction, and participation in school activities that support engagement and academic success. SDVS continues working to address barriers through individualized support, outreach efforts, counseling services, technology resources, and intervention programs that promote equitable access for all students.|In response to local data and stakeholder feedback, San Diego Virtual School will continue expanding access to academic programs, college- and career-readiness opportunities, intervention supports, and enrichment activities for all students. SDVS will continue strengthening counseling services, individualized academic planning, credit recovery supports, and communication with students and families regarding available coursework and post-secondary opportunities. SDVS also plans to continue increasing opportunities for student engagement through clubs, workshops, field trips, and community partnerships that support both academic achievement and social-emotional well-being. Additional focus will be placed on improving student participation, increasing access to support services, and strengthening interventions for students who need additional academic or social-emotional support. SDVS will continue reviewing enrollment data, student feedback, and academic outcomes to guide continuous improvement efforts and ensure equitable access to a broad course of study for all students.|Met||2026-06-05|2026 37682130127084|Compass Charter Schools of San Diego|7|We ensure that every scholar is enrolled in grade-level courses and our counselors use graduation pathway planning tools to make sure that every high school scholar has a pathway to graduation via a broad course of study. Our team has a robust catalog of course offerings linked to our student information system. Scholars enrolled in our Online Learning Program and those in our Options Learning Program who choose to take online courses have access to coursework via Accelerate Education. Our supervising teachers create personalized learning plans using a template to share a clear plan of study for scholars to access. For our English Learners, we adopted the Lexia ELD courses, which are research-based. Scholars advance in language proficiency, which allows them to access our full course offerings. Scholars with exceptional needs have access to supplemental resources to bolster skills to allow full participation in our course of study; these are accessed via our Clever single sign-on system. We regularly conduct self-audits to ensure that all scholars are enrolled in their courses per their Master Agreement. We expanded our MTSS tutoring offerings, and we reached out to unduplicated scholar groups to ensure they have the support they 2026-27 Local Performance Indicator Self-Reflection for Compass Charter Schools of San Diego Page 19 of 22 need to access the full course of study. For high schoolers, we also track scholar access to Accelerated Course Options Program (ACOP) courses|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||2026-06-13|2026 37682130129668|Motivated Youth Academy|7|MY Academy uses multiple measures to monitor student access to and enrollment in a broad course of study. These include student schedules, course enrollment data, transcript reviews, graduation plans, Learning Facilitator progress monitoring, and individualized MY PLAN learning plans. The school also reviews participation in Career Technical Education (CTE), dual enrollment opportunities, intervention programs, and services provided to English Learners and students with disabilities to ensure equitable access across student groups.|MY Academy provides all students access to a broad course of study aligned to California State Standards through its personalized independent study model. Students have access to core academic courses, electives, career exploration, CTE pathways, dual enrollment opportunities, and intervention supports. Individualized learning plans help ensure course selections align with student interests, goals, and academic needs. Data reviews indicate that students across grade spans, including English Learners, socioeconomically disadvantaged students, and students with disabilities, have access to the school's educational program. As a single-school LEA, no differences exist across school sites.|Review of local measures indicates that MY Academy does not have significant barriers preventing students from accessing a broad course of study. Through its personalized independent study model, all students have access to core academic courses, electives, intervention supports, career exploration opportunities, and college and career readiness programs. The school continues to monitor enrollment and participation data to ensure equitable access for all student groups and to address individual student needs as they arise.|MY Academy will continue expanding access to a broad course of study through personalized academic planning, regular progress monitoring, and increased awareness of available educational opportunities. The school will continue promoting participation in CTE pathways, dual enrollment, and career exploration experiences while providing targeted support for students experiencing academic or attendance challenges. Staff will regularly review course enrollment and student progress data to ensure all students have equitable access to programs and services that support college, career, and life readiness.|Met||2026-06-18|2026 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. 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||2026-06-17|2026 37682130138636|JCS - Pine Valley|7|The School uses multiple locally selected measures to monitor student access to and participation in a broad course of study across grade spans, student groups, and individuals with exceptional needs. These measures include enrollment and course participation data, student schedules, service logs, progress-monitoring reports, parent and student surveys, graduation data, Written Learning Agreements, transcripts, individualized learning plans, and IEP reviews. The School also monitors participation in enrichment activities, intervention programs, and specialized instructional supports to ensure equitable access to academic opportunities and support services for all students.|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 support as needed for success.|Several barriers may limit students’ access to coursework, programs, and services. Staff identified challenges related to unreliable internet access, delays in receiving instructional materials, and concerns about costs associated with special-order curriculum resources. The school’s small size and limited staffing were also noted as factors that can restrict the variety of courses, programs, and educational opportunities available to students. Additionally, some families and staff reported that frequent reminders regarding overdue or missing curriculum materials can create frustration and, at times, discourage families from requesting needed resources. Overall, stakeholders expressed concern that limited staffing, resource constraints, and the small size of the school may reduce access to certain programs, services, and learning opportunities. The school will continue exploring ways to address these barriers and expand equitable access for all students.|The LEA will continue providing programs and services that promote equity for all students regardless of disability, socioeconomic status, ethnicity, or background. To improve access to coursework, programs, and services, the LEA plans to provide hotspots that are better aligned with available service providers in students’ local communities, helping ensure reliable internet access, particularly in rural areas. The school will also expand curriculum options for high school core courses to better meet diverse student learning needs and interests. Recognizing the high number of students with IEPs and 504 Plans, the LEA will continue increasing staff training and professional development related to special education services and inclusive instructional practices. The LEA remains committed to expanding College and Career Readiness opportunities, including dual enrollment programs, which have grown annually since 2020–21. Students also have access to an increasing number of A-G and Career Technical Education (CTE) courses through the school catalog and educational partners such as Edgenuity. In addition, staff will continue developing and updating A-G courses to ensure they remain rigorous, culturally relevant, and aligned with current standards and student needs. Through ongoing reflection, data analysis, and stakeholder feedback, the LEA will continue adapting programs and services to reduce barriers and expand equitable opportunities for students in its unique rural setting.|Met||2026-06-12|2026 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 a 2024-2025 survey, 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. Similar results were seen in 2025-2026. Additionally, 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 in general education classrooms. 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 Panorama, a digital dashboard, to store data on all 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. Every school in the district offers expanded learning opportunities before and after school, during intersession and in the summer. Families, in collaboration with teachers and principals, enroll their children in those learning opportunities. All students in the district, regardless of status such as English learner, unduplicated student or an individ|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 to collaborate with their colleagues and 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||2026-06-24|2026 37682210101360|Integrity Charter|7|Integrity has a master list of all curriculum provided to students in all content areas. The master schedule ensure students have access to a broad course of study including the core and enrichment opportunities. The School tracks all course access via the Master Agreement for our students up to grade 8. All students are receiving English, Mathematics, Social Studies, Science and Physical Education Instruction per the charter school petition. In addition, English Learners receive daily English language development.|All students at Integrity Charter School have access to a broad course of study. Currently, there are no differences across student groups related to access to and receiving a broad course of study. Teachers and administrators collaborate and provide all students, including those in unduplicated student groups or with exceptional needs, the opportunity to learn and master the knowledge.|No barriers preventing the School to provide a broad course of study to call students.|The School will continue to do what it is doing to support students' access to a broad course of study.|Met||2026-06-08|2026 37682960000000|Poway Unified|7|PUSD uses multiple locally selected measures and 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 District conducts regular reviews of course offerings across departments to evaluate the diversity, rigor, and inclusivity of the curriculum. These reviews help ensure course access and opportunities meet the needs of students across all grade levels, including English learners, foster youth, socioeconomically disadvantaged students, and students with exceptional needs. Using student information systems such as Synergy and the Student Report Center, PUSD analyzes student enrollment and course participation data to monitor access to coursework and identify trends across student groups. These systems support the District in evaluating equitable access to advanced coursework, intervention supports, and specialized programs, with particular attention to students with exceptional needs. The District monitors a variety of local indicators to assess student access and participation in a broad course of study, including completion of UC/CSU a-g requirements, enrollment and performance in Advanced Placement (AP) courses, completion of Career Technical Education (CTE) pathways, and additional district measures. These data are reviewed to help ensure all students have meaningful access to comprehensive, rigorous, and relevant learning opportunities.|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 such as computer science, engineering, and health sciences, with increased enrollment and completion among historically underrepresented groups. Many CTE courses meet UC/CSU a-g requirements, allowing students to build career skills while earning high school credit toward graduation and university entrance. Secondary schools continue to expand access to advanced coursework and CTE programs, with a focus on increasing participation and success for all students. We continue to invest in district and site-based CTE counselors to increase CTE participation, early college credit enrollment, and pathway completion. PUSD partnered with the San Diego County Office of Education to increase the number of students meeting UC/CSU a-g requirements. Most high schools offer targeted math support classes to help students meet the three-year math requirement. Through student-centered master scheduling, we monitor and address disparities in course access and enrollment. We also expanded secondary Visual and Performing Arts (VAPA) offerings and continued the VAPA program at elementary all schools.|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.|PUSD continues to implement actions to expand equitable access to a broad course of study for all students. Middle schools are exploring scheduling models that increase opportunities for students to access electives while receiving academic support. At the high school level, the District continues promoting a-g course enrollment through expanded counseling and targeted efforts to increase participation among historically underrepresented student groups. PUSD continues strengthening professional learning to support inclusive practices, including co-taught a-g courses and instructional strategies for English learners and students with disabilities. The District’s inclusion model expands access to general education and rigorous coursework for students with exceptional needs. Partnerships with local postsecondary institutions continue increasing opportunities for students to earn early college credit while meeting graduation requirements, including recruitment of underrepresented students to Poway to Palomar Middle College in partnership with Palomar College. Elementary students continue benefiting from expanded enrichment in physical education, STEM, coding, and VAPA, including TK. Educational partner feedback emphasized STEM, mental health supports, foundational skills, and increased elective options, especially in middle school. PUSD continues expanding opportunities while monitoring access and participation across student groups and schools.|Met||2026-06-15|2026 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.|For 2025-2026, 100% of students, including unduplicated students and students with exceptional needs, have access to a broad course of study.|There are no 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.|Met||2026-06-25|2026 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||2026-06-23|2026 37683380000000|San Diego Unified|7|SDUSD uses locally selected measures from the 2026-27 LCAP, particularly the Goal 4 College and Career Readiness metrics, to monitor access to and enrollment in a broad course of study. These measures include A-G completion, CTE pathway completion, dual enrollment/community college course completion, AP/IB participation and pass rates, graduation rate, College/Career Indicator status, D/F rates, GPA, and related disaggregated student group data. The district also reviews course enrollment and participation data for VAPA, world languages, Ethnic Studies, financial literacy, and elective access, as well as elementary report card data for required subject areas.|Detailed data are reported in the LCAP Goal 4 metrics tables. Based on those measures, SDUSD continues to provide access to a broad course of study through A-G-aligned graduation requirements, CTE pathways, VAPA, world languages, advanced coursework, dual enrollment, Ethnic Studies, financial literacy, and elective opportunities. The district reviews data districtwide, by school site, by grade span, and by student group, including English learners, Long-Term English learners, foster youth, homeless students, low-income students, students with disabilities, and Spotlight Students. Where differences in access or enrollment are identified, those findings inform the barriers and response actions described below.|Based on the district's review of locally selected measures, barriers may include the need for some students to repeat core courses, which can limit access to electives and pathway courses; scheduling constraints that affect access to VAPA, CTE, dual enrollment, and advanced coursework; inconsistent awareness of course and pathway options across school communities; and persistent underrepresentation of some student groups in A-G completion, CTE pathway completion, advanced coursework, and dual enrollment.|Actions to strengthen access to a broad course of study are reflected in the District's 2026-27 LCAP, particularly Goal 4: College and Career Readiness. These actions include meaningful diploma pathways, A-G monitoring, CTE pathway completion, dual enrollment/community college coursework, financial literacy, credit recovery, transcript review, counselor support, family communication, and targeted support for schools and student groups with the greatest need.|Met||2026-06-23|2026 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 2025/26 is greater than 96%. In addition, 100% of HTH high school students completed a presentation of learning during the 2025/26 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||2026-06-18|2026 37683380101345|KIPP Adelante Preparatory Academy|7|Our school works across teams to ensure all students have access to a broad course of study. Every student enrolled 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 students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. 5th Grade core classes are Science, Math, Social Studies English, and Physical Education. 6th Grade core classes are Physical Education, Science, Math, Social Studies, and English. 7th Grade core classes are English, Social Studies, Math, Science, and Physical Education. 8th Grade core classes are English, Science, Social Studies, Math, and Physical Education. In addition to the core classes listed above, students have access to various electives during their time.|Our school is currently able to offer access to a broad course of study to all enrolled students at all schools.|Our school 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||2026-06-11|2026 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 2025/26 is greater than 96%. In addition, 100% of HTH high school students completed a presentation of learning during the 2025/26 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||2026-06-18|2026 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 support 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 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), 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||2026-06-17|2026 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 2025/26 is greater than 96%. In addition, 100% of HTH high school students completed a presentation of learning during the 2025/26 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||2026-06-18|2026 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 2025/26 is greater than 96%. In addition, 100% of HTH high school students completed a presentation of learning during the 2025/26 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||2026-06-18|2026 37683380109033|King-Chavez Arts and Athletics Academy|7|||||Not Met|||2026 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, tutoring 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||2026-06-17|2026 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||2026-07-20|2026 37683380111906|King-Chavez Preparatory Academy|7|||||Not Met|||2026 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 on the CA Dashboard. We analyze the outcome data based on unduplicated student groups, including students with disabilities. We are fully inclusive; all students have access to all classes. |All HSHMC students have access to, and are enrolled in, a broad course of study, and participation in expanded academic and non-academic opportunities that include college and career development experiences, internships, and college classes. HSHMC provides a school academic counselor and support staff for individualized academic counseling to all students that focuses on completion of coursework to completing the specific A-G requirements. In addition, they review options for student enrollment in simultaneous college courses through Cuyamaca Community College at HSHMC.HSHMC staff assist in college classes to provide supports, including studying tools, review strategies, and feedback. In addition to college classes, students participate in a number of internship opportunities, such as our Patient Care Pathway, Fire Rescue, Business, etc. CTE teachers support the students at each internship location. For students who are at risk of meeting the A-G graduation requirements, HSHMC implements ongoing support provided through an Academic Recovery system that includes extended day options and in-class supports. When available, the disaggregated data shows a minimal difference between student groups in access to our measurements of a broad course of study.|Attendance is a barrier for some students and we have re-focused our efforts in ensuring all students attend every day. We have a staff member dedicated to enacting our attendance efforts and an attendance team. In the summer, we offer an extensive number of courses, including credit recovery and elective classes, that allow students to continue to progress.|HSHMC uses software to support learning and provide student achievement data in all core courses (Achieve3000 and i-Ready). HSHMC provides ongoing counseling regarding course/pathway completion to monitor A-G completion and determine interventions for students struggling to meet course requirements. 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 a variety of dual enrollment courses to the students. Transportation to, and supervision at, internship sites is provided by HSHMC. Certification level courses that meet Career Pathway Capstone requirements were developed and CTE instructors were hired to teach pathway coursework. HSHMC also provides technology support to track and schedule student pathway coursework, along with curriculum, uniforms, and materials for all CTE related courses and internships. Travel and registration costs are provided for students’ opportunities to travel and engage in different off- site experiences.|Met||2026-05-26|2026 37683380118083|Innovations Academy|7|The LEA uses a set of locally selected tools to track the extent to which all students, including unduplicated student groups and students with exceptional needs, have access to a broad course of study. Teachers use shared documents to map and review standards addressed in projects, classwork, and enrichment courses throughout the year, ensuring that all students experience a wide range of content areas. Access to enrichment classes (art, ceramics, performing arts, engineering, and environmental studies), field experiences, and project topics is monitored through Google Docs, Sheets, and survey tools. These tools allow staff to track participation patterns, disaggregate data by student group, and make adjustments to ensure equitable access. All middle school students’ participation in foreign language instruction and all students’ participation in field trips are also recorded and reviewed as part of this system.|Using our locally selected tools, the LEA’s review shows that all students have full access to, and are enrolled in, a broad course of study. Data tracked through shared documents, Google Docs/Sheets, and surveys confirm that 100 percent of students participate in core instruction, all five enrichment classes, project-based learning aligned to state standards, and field experiences that extend learning beyond the classroom. Because we operate a single school site, staff collaborate closely to review access patterns across grade spans and disaggregate participation data for unduplicated student groups and students with exceptional needs. These reviews consistently show equitable access across all student groups, with no differences in enrollment or opportunity.|Using our locally selected measures, the LEA has not identified substantive barriers to providing all students with access to a broad course of study. All students, including unduplicated student groups and students with exceptional needs, are enrolled in the full range of core instruction, enrichment classes, project-based learning, and field experiences. The only minor challenges we encounter relate to logistics and scheduling, which can be complex in a small school with a wide range of offerings. At times, newer teachers benefit from additional support as they learn to implement project-based learning routines and manage a student population that is new to them. We address these needs through coaching and collaboration to ensure continuity of experience across grade levels and maintain full access for all students.|Using the results of our locally selected measures, the LEA refines systems as needed to ensure all students have full access to a broad course of study. As a small, full-inclusion school, all students identified as unduplicated or those with exceptional needs participate in the same core instruction, enrichment classes, project-based learning, and field experiences as their peers. Teachers collaborate to align instruction with the California Common Core, Next Generation Science, and History-Social Science standards, ensuring comprehensive coverage across grade spans. To address minor logistical challenges, we support staff in planning the effective use of time and resources to maximize instructional minutes. Ongoing collaboration and coaching help maintain consistent implementation of project-based learning routines and ensure continuity of experience across grade levels. These actions reinforce our commitment to sustaining equitable access to a broad course of study for every student.|Met||2026-06-16|2026 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, no barriers are 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 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 and instructional materials that support college and career readiness.|Met||2026-06-03|2026 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 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 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, 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 students 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.|Students at Gompers Preparatory Academy have access to a platform that provides a wide variety of courses, including A-G courses and electives. High school students are being provided with college awareness courses, for example, advanced and advanced placement courses. 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 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 being eligible for admission and enrollment requirements for UC, California State University or equivalent four-year higher education institutions. GPA believes that teaching students how to learn and how they learn best is as critically important, if not more, to their future as learning current content requirements. In the same way, teaching students how to be positive citizens in a global society is as important, if not more, to their current success as school citizens. Analysis of data is conducted in the area of reviewing grade distribution for each grade level including examination of “A-G” course-taking patterns, Quarter Final assessments, in-class assessments, AP courses and test taking patterns. In addition, results from college applications, college acceptances, and college enrollment data is collected.|Not all students entering GPA are adequately prepared from their previous schools to engage in the rigorous curriculum that 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, Student Support Day, and Saturday Academy, 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 25/26 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, GPA's Alignment Essentials, ongoing PD, differentiated instruction, 1:1 and small group instruction, project-based instruction, and ongoing professional development.) In the 24/25 and the 25/26 school year, GPA has no longer been 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. As a college preparatory school with a mission of preparing students to graduate high school and enter college, we are most proud of our graduation and college acceptance data. We are also proud of our efforts to prepare and support students for the increased demands of college entrance exams and rigorous college preparatory coursework.|Met||2026-06-16|2026 37683380121681|San Diego Global Vision Academy|7|SDGVA uses a comprehensive, data-driven approach to ensure all TK-8 students, including unduplicated student groups and Students with Disabilities, have access to and are enrolled in a broad course of study. Universal screening data from Fastbridge aReading and aMath and the Fountas & Pinnell Benchmark Assessment System is collected multiple times per year and disaggregated by grade, student group, and individual need to inform placement and interventions. Enrollment and participation tracking confirms that all students access core subjects (ELA, Math, Science, Social Studies, PE) and enrichment programming, including Visual Arts (TK-8), Music (TK-4), and Tae Kwon Do (TK-5), with 100% implementation of weekly enrichment lessons. The MTSS framework provides regular meetings to review academic, behavioral, and social- emotional data disaggregated by student group, monitoring access and adjusting supports for at-risk students and special populations. For Students with Disabilities, IEP progress monitoring, goal alignment, and collaboration between general and Special Education educators ensure access to grade-level content in the least restrictive environment. Attendance and expanded learning participation, including afterschool programming, are tracked by student group to ensure equitable access. These tools support ongoing monitoring and continuous improvement, ensuring all students access 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 screening through Fastbridge aReading, aMath, and Fountas & Pinnell is administered to all students and disaggregated by grade and student group to inform placement and intervention. Enrollment and participation in core subjects (ELA, Math, Science, Social Studies, PE) and enrichment programming (Visual Arts TK-8, Music TK-4, Tae Kwon Do TK-5) are tracked to confirm 100% implementation of weekly lessons, with make-up sessions for any missed instruction. For Students with Disabilities, SDGVA inclusion model and IEP progress monitoring ensure access to grade-level content, with collaborative planning between general education and Special Education educators. English Learners receive designated ELD instruction and targeted interventions, reflected in a significant multi-year increase in ELPI performance from 36.4% in 2023 to 81.5% in 2024, with continued focus following the 2025 results. MTSS meetings review academic, behavioral, and social-emotional data by student group to ensure interventions are responsive to student needs. Data shows no significant differences in access or enrollment across school sites, as all programs are implemented schoolwide. SDGVA data-driven tools result in high rates of access for all students with ongoing work to close gap|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. This includes core academic subjects (ELA, Math, Science, Social Studies, PE) and enrichment opportunities (Visual Arts TK-8, Music TK-4, Tae Kwon Do TK-5), as outlined in the school's LCAP Goal 1, Action 5. Based on the locally selected measures reviewed, no barriers have been identified that prevent students from accessing or enrolling in these courses. SDGVA's data-driven approach uses universal screening, ongoing progress monitoring, and regular Multi-Tiered System of Supports (MTSS) meetings to identify and address individual student needs, ensuring equitable access for all students. The MTSS framework is continuously strengthened to proactively support students and maintain high levels of access and participation across all student groups, including English Learners, Students with Disabilities, Socioeconomically Disadvantaged students, Homeless Youth, and Foster Youth. Through these systems, SDGVA affirms its commitment to providing every student with a comprehensive and inclusive educational experience aligned with State Priority 7 (Course Access) and the broad course of study requirements of California Education Code Section 51210 and Section 51220.|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 stakeholder feedback, SDGVA has implemented and will continue to strengthen the following actions for 2026-27. The MTSS framework has been expanded through regular data-driven meetings that identify and address academic, behavioral, and social-emotional needs for all students, including unduplicated student groups and Students with Disabilities. Targeted staffing investments funded for 2025-26, including the Associate Director of Academic Achievement, additional Instructional Associates, and a dedicated School Counselor, will increase capacity for intervention, small-group instruction, and student support across grade levels. PD continues to focus on differentiated instruction, Universal Design for Learning, and evidence-based strategies for English Learners and Students with Disabilities, including dual-identified EL/SWD students. Enrichment offerings have been expanded with increased participation and resources to ensure all students benefit from a diverse curriculum. Family engagement has been enhanced through Parent University, advisory committees (PAC, ELAC), and targeted outreach to support student learning at home. Continuous monitoring through universal screening, progress monitoring, and MTSS reviews ensures timely, responsive adjustments to supports and interventions for all groups.|Met||2026-06-10|2026 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 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||2026-06-10|2026 37683380123778|Old Town Academy K-8 Charter|7|Old Town Academy uses attendance data to monitor student access. As a small school, OTA makes sure all students have equal access to the same broad course of study. Starting next year, more learning opportunities will also be offered through an expanded after-school program.|As a small school, OTA makes sure all students have equal access to a broad course of study. This includes a range of middle school electives designed to support academic exploration and student engagement.|While Old Town Academy gives all students access to a broad course of study, limited academic funding remains a big barrier to expanding those offerings further.|Old Town Academy aims to expand student opportunities by improving both the core curriculum and the after-school program in the upcoming school year and beyond.|Met||2026-07-13|2026 37683380124347|City Heights Preparatory Charter|7|City Heights Prep, a single-site charter serving grades 6–12, uses multiple locally selected measures to ensure all students have access to and are enrolled in a broad course of study. These measures include an internally developed A–G tracking system, transcript audits conducted for all high school students prior to the start of the school year, structured academic progress reviews by grade span, and ongoing enrollment and credit monitoring through PowerSchool. These tools track credit accumulation, course completion, and A–G progress, ensuring all students have access to the full sequence of required and elective courses and supporting timely placement into advanced or support courses as needed. Formal A–G and academic check-ins are conducted twice annually for juniors and seniors and once annually for freshmen and sophomores, in addition to the pre-school-year audits. These meetings review transcript progress, graduation requirements, and alignment with each student’s individualized postsecondary plan. Course enrollment and master schedules are reviewed by grade span and student group to ensure equitable access, and students identified as off track receive targeted counseling support, intervention, and credit recovery, including through the Subject online platform. Enrollment and access data are disaggregated by grade span and student groups, including English Learners (83), Long-Term English Learners (37), Reclassified Fluent English Proficient students (5), Socioeconomic|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, and all students have access in participating in classes of their interests. 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, as well as now adding CTE teacher. 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 and pathways.|Our ability to offer a wider course selection can be limited by our staff size. Yet, we have expanded our active education, STEM and art courses, and electives. In the last two years, we have implemented a fourth year Pre-Calculus course as well as an additional science course. We also have a partnership with City College Outreach to assist Seniors in applying to the Promise fund. High School students are also eligible to take classes at our local community college and we assist in the application process. At the beginning of the semester we implemented Subjects. Subjects is an online A-G credit recovery platform. Many of our students were able to repeat courses they did not pass previously and earn a higher grade. These classes include; English, Spanish, Photography, Biology and History as well. The benefits include independent online learning, live tutoring and ability to work on assignments at home. In addition, we also offered and continue to offer AP Courses so that our students are college ready. For example, we offer AP Human Geography and AP Computer Science. Students are able to benefit from these classes 2026-27 Local Performance Indicator Self-Reflection for City Heights Preparatory Charter School Page 19 of 21 by understanding the heavy coursework that college demands as well as FAFSA providing additional counseling services. Lastly, we have WAHUPA on our site, they have assisted us with college apps, financial aid applications and provided us with extra academic|Met||2026-06-05|2026 37683380126730|Kavod Charter|7|Kavod is a single-site LEA serving grades TK-8th. All students enrolled have equal access to all courses as per the grade or level in middle school grades (6-8). 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 level.|There were no identified barriers preventing the LEA from providing access to a broad course of study for all students. In unique circumstances that require students to be placed at a Non-Public School (NPS), students have a different curriculum that better aligns to individual needs.|Leveling World Language and Math courses in middle school for all students in those grades (6-8) will allow students the ability to better access the content at the level they are at not only for differentiation but also to challenge those that are more advanced.|Met||2026-06-16|2026 37683380127647|e3 Civic High|7|The following tools ensure a broad course of study: Grad Plans focused on a-g, graduation, and scholar supports Master Schedule Dual-Enrollment MOUs e3 Graduate Profile e3 Civic High Graduation Requirements (Includes all scholars graduate a-g ready and complete a CTE pathway).|All students are able to graduate and be a-g ready for college. All students take a CTE pathway. All students have access to dual enrollment and AP courses.|Because e3 Civic High is a small school, we might not be able to offer as many courses. To combat this, we build partnerships with local colleges and we get creative with our schedule. We offer 3 full CTE pathways, a lot for our school of our size. We also offer unique opportunities through our Workforce, College Prep, and Design Thinking courses.|We are finalizing completer courses this year for all three CTE pathways so that all students will complete a CTE pathway before graduation. We are also building additional college partnerships to offer more specified dual enrollment connected to CTE pathways.|Met||2026-06-22|2026 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 through 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 academic courses, Empower offers all students a fitness/wellness component and a Spanish dual language immersion program.|At this time, no barriers are 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-level proficiency.|Met||2026-06-17|2026 37683380129395|Elevate|7|Elevate School uses the following locally selected measures and tools to monitor and track all students' access to and enrollment in a broad course of study across grade spans, unduplicated student groups, and individuals with exceptional needs: Master Schedule and Course Enrollment Review: Elevate annually reviews its K-8 master schedule and course offerings to confirm that every student is enrolled in a comprehensive program including ELA, Mathematics, Science (NGSS-aligned), Social Studies, Visual and Performing Arts, Physical Education, Health, STEAM (grades 2-8), and Art and STEAM electives (grades 6-8). Aeries Student Information System: Aeries is used to verify student-level course enrollment, monitor schedule completeness, and disaggregate access by grade level and student group, including English Learners, Socioeconomically Disadvantaged students, Foster Youth, and Students with Disabilities. EduClimber: EduClimber consolidates assessment, intervention, and program participation data, allowing leadership to monitor course access alongside academic progress for unduplicated student groups and SWD. Ellevation: Ellevation tracks English Learner program enrollment, designated and integrated ELD access, and reclassification progress. IEP and SPED Team Review: The Special Education team reviews IEPs and SAI service delivery to confirm that SWD access core content with appropriate accommodations, modifications, and TeachTown modified curriculum where applicable.|Based on the locally selected measures and tools, all Elevate students have full access to and are enrolled in a broad course of study aligned to California state standards across grade spans, unduplicated student groups, and individuals with exceptional needs. K-8 Universal Access: Aeries enrollment data confirms that 100% of students in grades K-8 are enrolled in ELA, Mathematics, Science, Social Studies, Physical Education, and Visual and Performing Arts, with STEAM access in grades 2-8 and Art and STEAM electives in grades 6-8. No Site-Level Differences: Master schedule review confirms that course offerings, instructional minutes, and standards-aligned curriculum are consistent across all Elevate campuses, ensuring that students at the TK-3, 4-5, and middle school campuses receive equitable access. Student Group Access: Aeries, EduClimber, and Ellevation data show that English Learners, Socioeconomically Disadvantaged students, Foster Youth, and Students with Disabilities are enrolled in the same broad course of study as all other students, with English Learners receiving additional designated ELD instruction and SWD receiving accommodations, modifications, and TeachTown modified curriculum as specified in IEPs. Progress Over Time: Elevate has consistently provided universal access across the K-8 program, and the upcoming addition of TK in 2026-27 will extend full broad course of study access to the earliest grade level served by the school.|Based on the results of the locally selected measures and tools, Elevate School has not identified any significant barriers preventing the LEA from providing all students with access to a broad course of study. Aeries enrollment data, master schedule review, EduClimber program participation data, Ellevation EL program tracking, and IEP and SPED Team review all confirm that students across grade spans, unduplicated student groups, and individuals with exceptional needs are enrolled in and accessing the full range of standards-aligned course offerings. Operational Considerations: Elevate operates on leased properties across three facilities, and certain facility-related improvements (for example, expanded specialized instructional spaces) require landlord approval, vendor coordination, and scheduling, which can occasionally affect the pace at which physical learning environments evolve. Elevate mitigates this through proactive communication with property owners and consistent monitoring of facility needs. Continuous Improvement Focus: While no access barriers have been identified, Elevate will continue to refine course offerings, instructional materials, and supports for diverse learners. The addition of TK in 2026-27 will extend full broad course of study access to the earliest grade served by the school, and ongoing review will ensure that scheduling, materials, and staffing keep pace with evolving program needs.|While the locally selected measures and tools confirm that all Elevate students currently have access to a broad course of study, Elevate continues to implement the following revisions, decisions, and new actions to strengthen and expand access in 2026-27 and beyond. Expansion to Transitional Kindergarten: With support from a Girard Foundation development grant, Elevate will establish and serve TK beginning in 2026-27, extending standards-aligned access to the earliest grade level and adding one leased classroom at the TK-3 campus to accommodate enrollment. Curriculum Refinement for Diverse Learners: Elevate will continue to refine and update writing resources, Illustrative Math materials, intervention-aligned texts, and curriculum supports for diverse learners, including the purchase of TeachTown to provide modified curriculum for students with moderate to extensive support needs. Strengthened English Learner Access: Implementation of Ellevation will enhance EL program management, ELPAC and ELPI analysis, reclassification workflows, and EL access monitoring. Expanded GLAD training participation will deepen integrated and designated ELD strategies across classrooms. Annual Course Access Review: Elevate will continue its annual review of the master schedule and course offerings to verify that every student maintains access to a comprehensive, standards-aligned program, with Aeries, EduClimber, and Ellevation providing the data backbone for ongoing monitoring.|Met||2026-06-08|2026 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 2025/26 is greater than 96%. In addition, 100% of HTH high school students completed a presentation of learning during the 2025/26 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||2026-06-18|2026 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||2026-06-03|2026 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 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. UDA has recently secured additional after school funds to be able to expand enrichment opportunities for our students.|UDA has secured additional after school program funds to increase the enrichment opportunities that are available to all students beyond the bell.|Met||2026-06-17|2026 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 support they need to succeed at America’s Finest Charter School. With the high school site closing next school year, the school will focus on helping current high school students transition successfully to new schools that offer appropriate courses and pathways aligned with their college and career goals. Staff will work with students and families to review transcripts, identify remaining A–G or graduation requirements, and support placement into Advanced Placement (AP), dual enrollment, and other rigorous coursework at their next school so that students remain on track for graduation and college admission. At the TK–8 site, we will continue to hire and deploy appropriate staff to assist and support teachers, ensuring that all students have access to a broad course of study, including core academics and enrichment. Our continued efforts are aimed at preparing students for a strong transition into high school and, ultimately, for future college and career opportunities.|Met||2026-07-22|2026 37683383730959|Altus Schools Charter School of San Diego|7|As of CBEDS 2025-2026 Altus Schools Charter School of San Diego served 1,268 students in grades 6-12. The student demographics include: • Percentage of Students with Disabilities: 25.8% • Percentage of English Learners: 15.5% • Percentage of Socioeconomically Disadvantaged: 73.1% • Percentage of Homeless and Foster Youth (FY): 9.2% 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, with modified methods for certain measures. The school is approved as a DASS school through the eligibility criteria for serving high-risk student groups. The school has an unduplicated count of over 70% of students who qualify as high risk, including credit-deficient students and highly transient students. Altus Schools Charter School of San Diego uses the Pathways Personalized Education Plan (PPEP) process to plan, deliver, and ensure that all students across student groups have access to a broad 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 students, including unduplicated student groups and students with exceptional needs, have access to a broad course of study. At the school, students take one to two courses at a time and complete required grade-level core courses during the academic year. Course planning is individualized through the Pathways Personalized Education Plan (PPEP) process. This process allows the instructional team to design a course plan based on each student’s skill levels, interests, and post-high school goals. All courses leading to a high school diploma are UC a-g 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 access to courses across student groups at the 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 students have access to a broad 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.|Because Altus Schools Charter School of San Diego has demonstrated 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 reviewed as part of the school’s continuous improvement process.|Met||2026-06-25|2026 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||2026-06-29|2026 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 2025/26 is greater than 96%. In addition, 100% of HTH high school students completed a presentation of learning during the 2025/26 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||2026-06-18|2026 37683383731395|Altus Schools Audeo|7|As of CBEDS 2025-2026 Altus Schools Audeo served 417 students in grades TK-12. The student demographics include: • Percentage of Students with Disabilities: 24.9% • Percentage of English Learners: 5.8% • Percentage of Socioeconomically Disadvantaged: 63.5% • Percentage of Homeless and Foster Youth (FY): 7.2% 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 the 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.|Because Altus Schools Audeo has demonstrated 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 reviewed as part of the school’s continuous improvement process.|Met||2026-06-25|2026 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 within their gradebans.|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||2026-06-29|2026 37683386039812|Keiller Leadership Academy|7|Keiller Leadership Academy uses PowerSchool student information system data, master scheduling records, MTSS tracking tools, and assessment data (e.g., ICA and classroom assessments) to monitor student access to a broad course of study. These tools allow the LEA to track enrollment in core instruction, interventions, electives, and enrichment opportunities across grade spans. Data is disaggregated by student groups, including English Learners, Socioeconomically Disadvantaged students, and students with disabilities, to ensure equitable access. Schedule audits, program participation records, and teacher input are also used to verify that all students are appropriately placed and supported within the instructional program.|Keiller Leadership Academy uses PowerSchool, master scheduling data, MTSS tracking tools, and assessment data (ICA and classroom assessments) to monitor student access and enrollment in a broad course of study. All students are enrolled in grade-level core instruction and have access to interventions, electives, and enrichment opportunities. Data shows no significant differences in access to core instruction across student groups, including English Learners, Socioeconomically Disadvantaged students, and students with disabilities. Differences in participation reflect targeted supports (e.g., language development, special education services, and interventions) rather than inequitable access. Over time, the school has improved scheduling practices and expanded monitoring systems to strengthen equitable access to a full and balanced course of study.|Keiller Leadership Academy identifies several barriers that can impact full access to a broad course of study based on PowerSchool data, master scheduling review, MTSS tracking, and assessment data. Key barriers include staffing limitations, which can restrict the number and variety of electives, enrichment, and intervention offerings. Scheduling constraints also create challenges in balancing core instruction, designated supports (EL services and special education), and enrichment opportunities within the school day. Additionally, language development needs for English Learners and intensive intervention needs for some students require additional instructional time, which can reduce flexibility in scheduling electives. Attendance and student mobility can also affect consistent access to the full range of instructional programs. Despite these barriers, the school continues to adjust scheduling practices and strengthen systems to expand equitable access for all students.|Keiller Leadership Academy has strengthened master scheduling practices to ensure all students are enrolled in core instruction and have access to electives, enrichment, and intervention supports. The school is expanding elective options and reviewing participation data to support equitable access across student groups. MTSS data is used to better coordinate interventions without limiting access to core or enrichment courses. Ongoing PowerSchool monitoring, along with staffing adjustments and scheduling refinements, continues to support improved access to a broad and balanced course of study for all students.|Met||2026-06-09|2026 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||2026-06-24|2026 37683386040190|King-Chavez Community 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 benefited from these initiatives. We have also partnered with community organizations to increase access to experiential learning opportunities.|At this time, no barriers are 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 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||2026-06-03|2026 37683386061964|The O'Farrell Charter|7|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.|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 learners.|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||2026-06-03|2026 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.|McGill ensures equitable access to the core curriculum by providing all students with the same assessment tools, classroom technology, and transparent data regarding their learning outcomes. While instructional delivery varies slightly to remain developmentally appropriate for each grade level, all students follow a unified course of study strictly aligned with the Common Core State Standards.|McGill champions educational equity by equipping every student with consistent assessment tools, modern classroom technology, and clear insights into their own academic progress. While our teaching methods are tailored to meet the developmental needs of each grade level, all students engage with a rigorous, unified curriculum that is fully aligned with the Common Core State Standards.|McGill rigorously aligns its curriculum, testing protocols, and professional development to maintain accurate and reliable assessment procedures. Furthermore, the school has allocated dedicated funding to secure 1-to-1 technology for all students, while collaborating with relevant committees to ensure the sustained delivery of essential support services.|Met||2026-06-05|2026 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||2026-06-16|2026 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 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||2026-06-23|2026 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 2025/26 is greater than 96%. In addition, 100% of HTH high school students completed a presentation of learning during the 2025/26 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||2026-06-18|2026 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 (SDCCS), all students have access to and are enrolled in a broad course of study aligned to state standards. As a single-site LEA, there are no differences across school sites. Locally selected measures, including master schedules, enrollment data, and program participation, indicate that students across all grade levels engage in a comprehensive program that includes English Language Arts, Mathematics, Science, Social Studies, Visual and Performing Arts, Physical Education, Social-Emotional Learning, and garden-based learning. Analysis of student group data shows equitable access across subgroups, including English Learners, students with disabilities, and socioeconomically disadvantaged students. Students receive both integrated and designated supports within the core program, ensuring full participation in the general education curriculum. Intervention and enrichment opportunities are designed to supplement, not replace, access to the full course of study. Over time, SDCCS has strengthened inclusive practices and expanded supports within the classroom setting, increasing access for all learners. Ongoing monitoring of enrollment and participation data continues to guide adjustments to ensure that all students experience a well-rounded, engaging, and equitable educational program.|San Diego Cooperative Charter School (SDCCS) is committed to ensuring all students have access to a broad course of study; however, analysis of local data and program implementation has identified several barriers that impact full access for all learners. One key barrier is limited physical space, which can constrain the expansion of specialized programs, small group instruction, and enrichment opportunities. As enrollment grows, space limitations require careful scheduling and can reduce flexibility in offering additional courses or targeted supports. Staffing capacity is another consideration. While SDCCS maintains a highly qualified teaching staff, the need to provide differentiated instruction, intervention, and enrichment within a single-site model can stretch available personnel and limit the ability to expand offerings or provide more individualized supports during the school day. Additionally, varying student needs—particularly for English Learners, students with disabilities, and students requiring academic intervention—can create challenges in balancing access to the full curriculum with the need for targeted support. SDCCS works to ensure that interventions supplement rather than replace core instruction, but this remains an area of ongoing attention. Finally, scheduling constraints within a comprehensive, integrated program can affect the time available for certain subjects or enrichment opportunities.|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||2026-06-09|2026 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 benefited from these initiatives. We also partner with community organizations to increase access to experiential learning opportunities.|At this time, no barriers are 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||2026-06-03|2026 37683460000000|San Dieguito Union High|7|SDUHSD utilizes Aeries (our student information system), course registration data, and ongoing record audits to track student access and enrollment in a broad course of study. To expand access and raise achievement for each and every student, counselors conduct routine transcript audits and meet individually with students to align schedules with post-secondary goals. The Special Education department supports placement through the IEP process, including the CA Alternate Assessment Diploma pathway. SDUHSD has expanded course options, featuring general and special education academic interventions and core content co-teaching. Progress is monitored via report period grade reviews and disaggregated measures, including grade-level enrollment, cohort graduation rates, Career Technical Education (CTE), Advanced Placement (AP), International Baccalaureate (IB), Honors, UC/CSU (A-G) eligibility, early college credit, and CA School Dashboard results.|Student enrollment in a broad course of study continues to improve, with increased participation in core coursework, CTE, A-G, and dual enrollment. Reflecting our commitment to achievement, our district graduation rate (97.7%) significantly outpaces the state average. On the 2025 California School Dashboard, our Multilingual learners previously achieved a strong green indicator for progress. However, local data reveals persistent gaps: this student group, alongside socioeconomically disadvantaged youth and students with disabilities, remains overrepresented in intervention courses and experiences higher rates of D/F grades. To bridge these disparities, SDUHSD expanded targeted remediation, concurrent middle school math/reading support, and summer school.|SDUHSD identifies several systemic barriers to securing a broad course of study for each and every student. Articulation alignment across multiple elementary feeder districts and incoming transfer schools presents ongoing enrollment challenges. In the classroom, there is a continuous need to improve in-time instructional strategies, foundational tutoring, and bridging tools for grade-level math. Multilingual learners often face schedules heavily focused on English language development, which can inadvertently impact their access to core content areas. Similarly, master schedule limitations and finite laboratory spaces mean that students enrolled in intervention courses sometimes face scheduling conflicts with elective or college-eligibility pathways. Finally, teacher credentialing constraints affect co-teaching configurations, while students lacking fixed housing face external resource barriers that can interrupt regular academic progression.|To guarantee access, belonging, and achievement, SDUHSD has implemented and revised the following strategic actions: Targeted Interventions & Remediation: Expanding multiple credit-recovery methods, robust summer school options, and proactive Student Study Team (SST) meetings for students in danger of failing. Expanded Professional Development: Training certificated staff and advanced-course teachers on inclusive instructional strategies to support diverse learners in higher-level coursework. Holistic & Specialist Supports: Deploying site-based college and career specialists at each high school to actively recruit and guide underrepresented students into advanced pathways, alongside tiered attendance and social-emotional wellness resources. Systemic Progress Monitoring & Board Policy: Utilizing an enhanced data tracking system to monitor student progress toward graduation and A-G milestones, backed by Graduation Board Policies to structurally eliminate barriers for each and every student.|Met||2026-06-17|2026 37683530000000|San Pasqual Union Elementary|7|The District uses multiple local measures and systems to monitor student access to and enrollment in a broad course of study across grade spans and student groups. All students are provided access to core content areas, including English Language Arts, Mathematics, Science, History/Social Science, Visual and Performing Arts, and Physical Education. The Local Control and Accountability Plan (LCAP) serves as a key planning and monitoring tool, outlining programs, services, and resource allocations that support equitable access for unduplicated student groups, including English Learners, Foster Youth, and low-income students. The Synergy Student Information System (SIS) is used to track course offerings, student enrollment, and participation across grade levels and student groups. For students with exceptional needs, the Special Education Information System (SEIS) is used to monitor services, supports, and access to the general education curriculum in the least restrictive environment, as outlined in Individualized Education Programs (IEPs). Collectively, these tools allow the District to ensure that all students have access to a comprehensive, standards-aligned course of study and to monitor participation across student groups for continuous improvement.|As a single-school district, all students have equitable access to a broad course of study, with no variation across school sites. Data from the District’s Student Information System (SIS) and program monitoring tools indicate that all students are enrolled in core content areas, including English Language Arts, Mathematics, Science, History/Social Science, Physical Education, and Visual and Performing Arts. At the middle school level (grades 6–8), students have access to a range of exploratory courses, including Spanish, French, American Sign Language, Coding, Leadership, Visual and Performing Arts (VAPA), and Yearbook. These offerings provide expanded opportunities for student choice and enrichment. At the elementary level (TK–5), students participate in a variety of enrichment and extension opportunities, including visual arts, music, garden-based learning, and library programs, ensuring a well-rounded educational experience. Analysis of local data indicates that access to and enrollment in these programs is consistent across student groups, including unduplicated pupils and students with exceptional needs, who are supported in accessing the general education curriculum. Overall, the District continues to maintain full access to a comprehensive course of study for all students.|Based on local measures, the primary barriers to providing full access to a broad course of study are time and staffing constraints. Balancing the need for targeted academic intervention with access to enrichment and exploratory opportunities can present challenges, particularly for students requiring additional support. To address individual learning needs, some students may receive supplemental instruction or intervention services during the school day, which can limit participation in enrichment or elective offerings. The District is mindful of this potential trade-off and works to minimize the impact by carefully scheduling interventions and prioritizing access to core instruction and enrichment opportunities whenever possible. Additionally, as a single-school district with limited staffing, the range and frequency of elective and enrichment offerings are influenced by available personnel and resources. Despite these challenges, the District remains committed to maximizing access for all students and continues to explore strategies to expand opportunities while meeting diverse academic needs.|In response to local data, the District has implemented strategic revisions to ensure all students have access to a broad course of study while receiving necessary academic support. The master schedule was redesigned to include daily homeroom and Response to Intervention (RTI) periods at the middle school level. These dedicated blocks provide targeted academic support, enrichment, and social-emotional learning without removing students from core instruction or elective opportunities. This structure allows English Learners, students with exceptional needs, and other students requiring additional support to receive intervention services while maintaining full access to grade-level content and exploratory courses. In addition, the District established the YClub program to expand before- and after-school opportunities for both enrichment and academic support. This program increases access for unduplicated student groups and provides additional time and flexibility to meet diverse student needs. Through these actions, the District has strengthened its ability to balance intervention and enrichment, ensuring equitable access to a comprehensive course of study while working to close achievement gaps and support all students’ academic success.|Met||2026-06-25|2026 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 fall under the definition of “broad course of study”. With the expansion of VAPA funding statewide, and the contribution of additional general fund dollars, Santee is able to provide VAPA courses at each school site. In 2026-27, Santee will begin offering the Career Technical Education (CTE) Digital Media elective, which will introduce students to future careers in technology, art, and media through exciting hands on projects. In 2027–28, Santee will add app development and sports medicine courses. Together, these three classes will form a full year elective wheel for middle school students. Site administration continues to employ creative master schedule building to provide an extraordinary education in an inspiring environment with caring people.|Met||2026-06-16|2026 37683790000000|San Ysidro Elementary|7|San Ysidro School District uses multiple local measures to monitor student access to and enrollment in a broad course of study. These measures include Synergy enrollment reports, SEIS data, master schedules, classroom observations, curriculum alignment reviews, instructional materials reviews, Data Reflection Sessions (DRS), and state and local assessment data. English Learner data and Individualized Education Programs (IEPs) are also reviewed to ensure equitable access to grade-level standards and educational opportunities. Students in grades TK-8 have access to a comprehensive standards-based program that includes English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Health Education, Visual and Performing Arts, and World Language opportunities through the Dual Language program. Middle school students also have access to electives, Advancement Via Individual Determination (AVID), and Project Lead the Way (PLTW) to support college and career readiness. Expanded learning opportunities and technology integration further enhance student experiences and promote 21st-century learning skills. The district monitors access and participation for English Learners, Long-Term English Learners, foster youth, students experiencing homelessness, socioeconomically disadvantaged students, and individuals with exceptional needs to ensure all students have equitable access to a broad course of study and the supports necessary for academic success.|Using locally selected measures, San Ysidro School District has determined that students across all school sites have access to a broad course of study aligned to California State Standards. Students in grades TK-8 receive instruction in English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Health Education, and Visual and Performing Arts. Students also have access to technology integration, expanded learning opportunities, and the Dual Language program. Middle school students have access to electives, Advancement Via Individual Determination (AVID), World Languages and Project Lead the Way (PLTW) to support college and career readiness. The district reviews enrollment reports, master schedules, assessment data, classroom observations, and Individualized Education Programs (IEPs) to monitor access and participation. Overall, students across school sites have comparable access to core academic programs. Through the Multi-Tiered System of Supports (MTSS), English Learners, Long-Term English Learners, socioeconomically disadvantaged students, foster youth, students experiencing homelessness, and students with disabilities receive targeted supports to ensure access to grade-level curriculum and educational opportunities. While some middle school English Learners receiving designated ELD instruction have limited elective opportunities, the district continues to monitor schedules and provide supports to ensure equitable access to a broad c|Based on the review of locally selected measures and educational partner input, San Ysidro School District has identified several barriers that may limit access to a broad course of study for some student groups. Scheduling constraints, particularly at the middle school level, may reduce elective opportunities for English Learners receiving designated English Language Development instruction. High rates of mobility and homelessness can disrupt continuity of instruction and access to enrichment opportunities for some students. The district also recognizes that attendance challenges and chronic absenteeism among certain student groups, particularly Students with Disabilities and students experiencing homelessness, may impact consistent participation in academic and enrichment programs. Staffing availability, scheduling requirements, and resource allocation continue to present challenges in expanding elective and enrichment opportunities across all grade levels and school sites. The district will continue to use the Multi-Tiered System of Supports (MTSS), ongoing monitoring of enrollment and participation data, and educational partner feedback to identify and reduce barriers to ensure equitable access to a broad course of study for all students.|In response to the results of locally selected measures and educational partner feedback, San Ysidro School District will continue implementing and refining practices to ensure equitable access to a broad course of study for all students. The district will monitor enrollment, master schedules, and participation data to identify and address barriers that may limit access to academic and enrichment opportunities. Particular attention will be given to English Learners, Long-Term English Learners, foster youth, students experiencing homelessness, and other unduplicated student groups. The district will continue strengthening its Multi-Tiered System of Supports (MTSS) framework to provide academic, behavioral, and social-emotional supports that promote engagement and access to grade-level curriculum. Ongoing Data Reflection Sessions (DRS) and Professional Learning Communities (PLCs) will be used to analyze student data and inform instructional practices. The district will also continue providing access to Advancement Via Individual Determination (AVID), Project Lead the Way (PLTW), Dual Language programs, visual and performing arts, expanded learning opportunities, and technology integration to support college and career readiness. Educational partner feedback will continue to guide decisions and continuous improvement efforts to ensure all students have access to a comprehensive educational experience.|Met||2026-06-18|2026 37683870000000|Solana Beach Elementary|7|Daily attendance data, class schedules, equity visits, learning walks, 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, and garden/nutrition experience. In addition, all students receive instruction in mathematics, language arts, history/social science, and science. Evidence is based on daily attendance, schedules, equity visits, learning walks, student focus groups, and formative and/or summative assessments.|Not applicable|Not applicable|Met||2026-06-18|2026 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 Designated 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 qualified certificated 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. 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||2026-06-18|2026 37683956040505|Imperial Beach Charter|7|We use the master schedule and district calendar to ensure that all students are enrolled in the appropriate classes with a broad course of study. This includes the use of IEP needs and ELPAC data for our specialty populations.|In reviewing the master schedule, all students have access to, and are enrolled in a broad course of study - from TK through 8th grade.|There are currently no barriers from providing a broad course of study for all students|There are no new actions needed to ensure a broad course of study for all students|Met||2026-06-18|2026 37683956040513|Nestor Language Academy Charter|7|Master Schedule Review: Our school uses its master schedule to ensure all students have access to core content areas, including English Language Arts, mathematics, science, social studies, physical education, and designated English Language Development (ELD). The schedule also reflects the integrity of the dual immersion model and equitable allocation of instructional time across languages. Program Placement and Enrollment Data: Our site monitors student enrollment in the dual immersion program, ELD services, and special education services to ensure appropriate access and participation across student groups, including English learners and students with disabilities. ELD Implementation Monitoring: Designated and integrated ELD are tracked to ensure English learners receive consistent, targeted language development aligned with state requirements and student needs. Special Education Service Tracking: IEP service minutes, inclusion in general education settings, and access to grade-level curriculum are monitored to ensure students with exceptional needs participate in a broad course of study in the least restrictive environment. MTSS and Intervention Data: The school uses MTSS structures, including intervention schedules and progress monitoring tools, to ensure students receive supplemental support while maintaining access to grade-level content.|Nestor Language Academy uses multiple local measures, including the master schedule, program enrollment data, ELD monitoring, IEP service tracking, and classroom observations, to ensure all students have access to a broad and comprehensive course of study. Overall, the data indicates that students across all grade levels are consistently enrolled in core academic subjects, including English Language Arts, mathematics, science, social studies, and physical education, within the structure of the dual immersion model. The master schedule ensures equitable access to instructional time in both Spanish and English, as well as designated and integrated English Language Development (ELD) for English learners.|One primary barrier is scheduling constraints within the middle school master schedule, where balancing core instruction, designated ELD, and intervention supports can sometimes result in reduced flexibility and limited instructional time in certain content areas. This is especially impactful for English learners who require designated ELD in addition to core coursework. Another identified barrier is the potential loss of access to grade-level content due to intervention pull-out models. While interventions are necessary to support student needs, they can occasionally lead to missed instruction in core subjects, particularly when schedules are not fully aligned or coordinated across teams.|One key action is the continued refinement of the middle school master schedule to better balance core instruction, designated ELD, and intervention support without limiting students’ access to grade-level content. The school will prioritize ensuring that English learners receive consistent, designated ELD while maintaining full participation in core academic subjects.|Met||2026-06-18|2026 37684030000000|Spencer Valley Elementary|7|Spencer Valley School, a small district with limited resources and 47 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 like English, Math, Science, and Social Studies, alongside electives such as Visual and Performing Arts and Physical Education, ensuring every single student stays on track. Furthermore, direct teacher reporting allows educators to 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. For formal reporting, the school utilizes its Local Control and Accountability Plan (LCAP) and School Accountability Report Card (SARC) to document how it meets state standards and provides a comprehensive education, focusing specifically on equitable access for all student groups. Together, these combined methods allow Spencer Valley to effectively ensure and monitor that every student receives a comprehensive and equitable education tailored to their unique needs.|Using local measures, Spencer Valley School ensures all students have access to a broad course of study. Due to the small school size (47 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 potential barriers exist, especially since we are a small school district. Given the school's size of 47 students and a dedicated staff of 16 members, the primary barrier is limited specialized staff, which often requires teachers to cover multiple subjects and grade levels. While this low student-to-staff ratio is a documented strength that fosters a deeply supportive culture of care and high academic expectations, it also limits our capacity to offer a highly diversified selection of electives, a dedicated foreign language program, or advanced extracurricular activities found in larger districts. However, our 2026 local survey data demonstrates that the school actively maximizes its existing resources to counter these limitations. Student and staff surveys highlight highly effective instruction in core subjects, while parent feedback explicitly celebrates the success of creative, community-integrated enrichment programs—such as family art nights and proposed outdoor interactive events—which help bridge the gap in traditional electives. These insights reinforce that while staffing constraints present a structural challenge for long-term planning, Spencer Valley’s strong professional collaboration and high family engagement ensure that all students, including unduplicated groups, continue to receive a comprehensive, well-rounded, and equitable educational experience tailor|To ensure continued access to a broad course of study, Spencer Valley School will implement targeted strategic actions designed to overcome its specialized staffing limitations while building directly upon its documented institutional strengths. The school will look to develop strategic partnerships with neighboring districts, regional community organizations, or online educational platforms, allowing its 47 students to access different courses through shared resources or hybrid formats. This approach directly aligns with insights from the 2026 local surveys, where students expressed a strong desire for expanded enrichment opportunities and outside-of-classroom experiences, such as additional field trips and interactive learning. Concurrently, Spencer Valley will leverage technology and its exceptionally low student-to-staff ratio to look to introduce digital electives, ensuring that high-needs behavioral interventions and academic supports are seamlessly maintained by onsite staff during independent online modules. By blending strategic external partnerships with technology SV will provide the well rounded education that meets the needs of all students.|Met||2026-06-24|2026 37684030125401|Insight @ San Diego|7|Insight utilizes its School Counseling staff to ensure all students, including unduplicated student groups and individuals with exceptional needs, have access to and are enrolled in the courses needed for graduation from a DASS high school. Graduation Plans are developed and reviewed with students and families based on transcripts provided to ensure understanding of graduation requirements and course pathways. School counselors hold Cougar Conferences with students each trimester to review graduation progress, discuss academic performance, identify needed supports, and plan for future college, career, or postsecondary goals. Through ongoing monitoring and individualized support, Insight works to ensure students remain on track toward graduation while maintaining access to a broad course of study aligned to their individual needs and goals.|Insight utilizes its School Counseling staff to ensure all students are enrolled in the courses needed for graduation from a DASS high school and have access to a broad course of study aligned to their academic and postsecondary goals. Students are enrolled in four courses each trimester, allowing them to focus on fewer courses at one time and receive more targeted support and engagement. Insight also provides opportunities for students to participate in dual enrollment with local community colleges to increase exposure to college coursework and the opportunity to earn college credit while in high school. Students enrolled in Special Programs are provided access to a broad course of study while also having opportunities to participate in specialized courses aligned to their individual needs, including functional skills programs and certificate of completion pathways. Through ongoing monitoring by counseling staff and individualized planning with students and families, Insight works to ensure equitable access to coursework for all student groups. At this time, no significant differences in access to a broad course of study have been identified across student groups or school sites.|Insight is a DASS high school and provides diplomas to students who meet the California state minimum graduation credit requirements. As a DASS school, Insight does not offer an A-G aligned program for all students; however, graduates are able to pursue postsecondary opportunities including enrollment in a two-year college, vocational school, or the military. One barrier impacting access to a broad course of study is reliable internet and Wi-Fi connectivity for students experiencing homelessness or socioeconomic disadvantage. Although Insight provides hotspots to students and offers a reimbursement program to support internet costs for families in need, consistent connectivity can still present challenges for some students in a virtual learning environment. These barriers can impact consistent access to coursework, live instruction, and additional academic opportunities.|n response to the results of locally selected measures, Insight has implemented several actions to improve access to a broad course of study for all students. The school increased the amount available through its internet reimbursement program to further support families experiencing financial hardship and improve consistent access to virtual learning. Insight also created Graduation Coach positions during the 2025–2026 school year to provide additional individualized support for students experiencing academic or engagement challenges and to help ensure students remain connected to courses and graduation pathways. In addition, Insight expanded dual enrollment opportunities with community colleges to increase student access to college-level coursework and postsecondary experiences while enrolled in high school. These actions are intended to reduce barriers to access and improve student engagement, course completion, and readiness for postsecondary opportunities.|Met||2026-06-22|2026 37684036120893|California Virtual Academy @ San Diego|7|The school uses multiple local measures and data systems to monitor 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. Individualized Learning Plans (ILPs) and graduation plans are used to track student course enrollment, progress, and alignment to grade-level expectations and graduation requirements. PowerSchool and Canvas reports are regularly reviewed to monitor course enrollment, participation, and completion across grade spans and student groups. Administrative teams and counselors conduct semi-annual course reviews to ensure students are appropriately placed in core and elective courses, including A-G requirements at the high school level. Additionally, student group data is disaggregated to monitor equitable access to courses such as Career Technical Education (CTE), electives, and advanced coursework. For students with Individualized Education Programs (IEPs), service plans and course placements are reviewed through IEP meetings and progress monitoring to ensure access to both general education and alternate courses of study, as appropriate.|n each review period, at the TK–8 level, 100% of students are enrolled in core subjects, including 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 Technical Education (CTE) programs at both the middle and high school levels. Students across all grade levels enroll in electives in addition to their core coursework, supporting a well-rounded educational experience. Data reviews indicate consistent access across student groups, with no significant disparities in enrollment in core courses. Ongoing monitoring of elective, CTE, and advanced course participation supports efforts to maintain equitable access and identify areas for continued growth.|Barriers to access and enrollment in a broad course of study include limited access to reliable Wi-Fi and school materials, particularly for students experiencing homelessness, students in foster care, and those from socioeconomically disadvantaged backgrounds. These challenges can impact consistent participation in core and elective courses. Additionally, platforms that require multiple student logins create barriers, especially for younger students who may need increased support to navigate systems and access course content. An additional barrier during this school year has been the implementation of the new online learning platform, Canvas. Technical issues at times limited seamless access to courses, affecting student participation. The transition also required a significant learning curve for staff, families, and students, which temporarily impacted the ability to fully access and engage in the full course of study.|In response to the results of locally selected measures, the school has implemented and will continue to refine actions to ensure access to a broad course of study for all students. To support access, the school provides Internet Service Provider (ISP) reimbursement, mobile hotspots, school supplies, and Advanced Placement (AP) exam fee reimbursements for eligible students. The school is also implementing single sign-on (SSO) systems to reduce barriers caused by multiple student logins. The school continues to expand course access by increasing Career Technical Education (CTE) pathway offerings, including Engineering and Architecture and Public Safety, and by encouraging enrollment in A-G approved coursework. Middle school students participate in Career Explorations courses, and qualifying students have access to high school CTE courses. Ethnic Studies and Personal Finance courses have been added, and the Advanced Placement program has expanded to include AP Seminar. To support equitable access, after-hours instructional sessions with credentialed teachers are provided for English Learners, students experiencing housing instability, and other students needing additional support to ensure participation in A-G coursework. Math and Literacy Lab courses continue to support 9th and 10th grade students in building foundational skills in Algebra, Geometry, and English language arts, while teachers and leaders regularly analyze data and refine course materials to improve implementing|Met||2026-06-10|2026 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 2024-2025 our graduation rate (92% increased 2%) improved, although we did have many students continue to opt for the California Graduation Plan. Here is the performance of student groups: African American (86% increased 2%), Asian (96% decreased 3%), Hispanic (91% increased 2%), White students (93% maintained), English Learners (87% increased 3%), Foster Youth (76% increased 8%), Homeless Youth (80% increased 4%), Socioeconomically Disadvantaged (90% increased 1%), Students with Disabilities (81% increased 2%). (Our 2025-2026 graduation rate is not yet available.) In 2024-2025 the Middle School Promotion Rate increased to 75% (from 71% in 2023-2024). Student groups that are performing above the district average include African Americans (76%) and Redesignated Fluent English Proficient students (81%). Student groups who are performing below average include Students with Disabilities (52%), English Learners (51%), and Foster/Homeless students (38%). (Our 2025-2026 promotion rate is not yet available.)|During the 2025-2026 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 15%, 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.|California College Guidance Initiative (CCGI) was introduced in the Summer of 2025 to all schools. CCGI provides college and career planning tools. The Year 1 Goal was to have 12th, and 8th graders utilize the platform. The Interest Profiler Assessment was completed by over 10,000 students. This year’s seniors submitted 5,361 applications to CSU, 4,545 were to UC, and 1,957 to CC. College and Career Access Pathway (CCAP) will provide SUHSD students with access to college courses through a partnership with Southwestern College (SWC). This partnership consists of SCCD Professors teaching dual enrollment courses on high school campuses. Courses align to career pathways for 9th - 12th graders. The goal is to have high school students achieve college-readiness, to equalize educational opportunities, and establish a strong foundation for college success. Sweetwater’s Options Secondary Middle College has established a middle college with our local Community College - Southwestern College (SCCD). The goal of this partnership is to develop a seamless pathway to community college for high school students that may not be college bound or are traditionally underserved in higher education. This partnership offers students the opportunity to concurrently enroll in college courses with the general SCCD student population. The 25-26 school year saw our pilot of this program on the campus of SCCD and the interest for the 26-27 school year doubled from roughly 60 students to nearly 150.|Met||2026-06-08|2026 37684110126086|Hawking S.T.E.A.M. Charter|7|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 through the use of 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 regular 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||2026-06-24|2026 37684113731304|MAAC Community Charter|7|MAAC Community Charter School monitors student access to a broad course of study through master scheduling, transcript reviews, graduation audits, student schedules, course enrollment reports, Individualized Education Programs (IEPs), English Learner progress monitoring, and dual enrollment participation. Additional measures include CALPADS data, student information system reports, CTE participation, MTSS data, and ongoing review of graduation requirements. School leadership regularly analyzes these data by student group, including English Learners, socioeconomically disadvantaged students, foster youth, students experiencing homelessness, and students with disabilities, to ensure equitable access to required coursework, interventions, and college and career readiness opportunities.|All MAAC Community Charter School students have access to a comprehensive course of study aligned with California academic standards and graduation requirements. Students receive individualized academic planning to ensure they are enrolled in courses that support graduation, postsecondary goals, and career readiness. In addition to core academic courses, students have opportunities to participate in Career Technical Education, dual enrollment, work-based learning experiences, and credit recovery designed to meet the needs of an alternative education population. Students with disabilities receive appropriate supports and services through their IEPs, while English Learners receive designated and integrated English Language Development. As a single-site charter school, access is consistent across the student population, with individualized supports provided to address specific student needs.|The primary barriers to broad course access are related to the unique needs of the DASS student population, including interrupted schooling, credit deficiencies, chronic absenteeism, employment obligations, housing instability, and other personal circumstances that can impact course completion. To address these barriers, MAAC continues to strengthen its MTSS framework, expand Community Schools supports, increase access to counseling and wraparound services, enhance attendance interventions, and provide flexible scheduling, credit recovery, dual enrollment, and workforce development opportunities. The school will continue using data to monitor course access and outcomes, refine individualized academic planning, and strengthen partnerships that expand college and career readiness opportunities while ensuring equitable access for all students.|In response to local data and educational partner feedback, MAAC Community Charter School will continue expanding equitable access to a broad course of study through strengthened academic programming and student supports. During the 2026-2027 school year, the school will enhance its Multi-Tiered System of Supports (MTSS), expand Community Schools services, and continue individualized academic planning to keep students on track for graduation and postsecondary success. The school will strengthen attendance interventions, increase coordination of wraparound services through the Community Schools Coordinator and Community Resources Coordinator, and expand workforce development, Career Technical Education, dual enrollment, and work-based learning opportunities. Salesforce will be implemented to improve coordination of student supports, monitor referrals and interventions, and identify barriers affecting course access and completion. MAAC will continue using enrollment, course completion, graduation, and educational partner data to evaluate programs, identify gaps, and ensure all students have equitable access to a comprehensive, standards-based educational program.|Met||2026-06-16|2026 37684370000000|Vallecitos Elementary|7|Vallecitos Elementary School District monitors student access to a broad course of study through multiple locally selected measures aligned to the 2026–27 LCAP. The district annually reviews its master schedule, student enrollment, teacher assignments, class rosters, and Williams instructional materials data to verify that all students, including English Learners, socioeconomically disadvantaged students, foster youth, and students with disabilities, have equitable access to California's required courses of study. The district also monitors access to specialized instructional programs, intervention services, physical education, visual and performing arts, enrichment opportunities, career awareness activities, field experiences, and expanded learning opportunities through participation records, student schedules, and LCAP implementation data. Student participation is reviewed by grade span and student group to identify and address potential barriers to access. Additional measures, including educational partner feedback, student participation data, and annual program reviews, help the district evaluate whether all students are enrolled in and benefiting from a comprehensive educational program. These measures provide ongoing evidence that students have equitable access to a broad course of study while informing continuous improvement efforts and annual LCAP updates.|Vallecitos Elementary School District continues to provide all students on its single TK-8 campus with equitable access to a broad course of study. Master schedule reviews, enrollment data, and annual program monitoring confirm that 100% of students have access to California's required courses of study, including English language arts, mathematics, science, history-social science, physical education, health, visual and performing arts, and enrichment opportunities. This access extends to all student groups, including English Learners, socioeconomically disadvantaged students, foster youth, and students with disabilities. The district continues to provide specialized instructional supports and intervention services through its Multi-Tiered System of Supports (MTSS), English Learner services, special education programs, expanded learning opportunities, and targeted academic interventions. Students also participate in enrichment activities, field experiences, career awareness opportunities, and community-based learning that complement the core instructional program. As a single-school district, Vallecitos does not experience differences in access across school sites. Annual reviews indicate that all student groups are provided equitable opportunities to participate in the district's instructional and enrichment programs. The district continues to monitor participation and educational partner feedback to identify and address any barriers that could limit access for individual stu|Vallecitos Elementary School District continues to provide all students with equitable access to a broad course of study; however, several challenges remain due to the district's size and rural location. As a small TK-8 district with limited enrollment and staffing, offering the same breadth of elective courses, enrichment opportunities, and specialized programs available in larger districts can be challenging. The district must balance available resources while maintaining small class sizes and ensuring access to California's required courses of study. Educational partner feedback also identified opportunities to expand enrichment activities, visual and performing arts experiences, extracurricular programs, student leadership opportunities, and career exploration experiences. Staff similarly expressed interest in increasing opportunities for music, hands-on learning, science enrichment, and expanded student activities that promote engagement and belonging. The district's rural location also presents challenges in developing partnerships with colleges, businesses, and community organizations that can provide additional learning experiences for students. Transportation, scheduling, and limited availability of local partners can affect the frequency of field experiences and career exploration activities. Despite these challenges, Vallecitos continues to monitor student participation and educational partner feedback to identify barriers to access and prioritize available resourc|In response to educational partner feedback and annual program review, Vallecitos will continue implementing actions identified in the 2026–27 LCAP to ensure all students have equitable access to a comprehensive educational program. The district will maintain full access to California's required courses of study while continuing to invest in academic intervention, English Learner services, special education, physical education, visual and performing arts, expanded learning opportunities, and enrichment activities. The district will continue strengthening its Multi-Tiered System of Supports (MTSS) to ensure that students receive timely academic and behavioral interventions without limiting access to core instruction or enrichment opportunities. Educational partner feedback supporting additional enrichment, music, hands-on learning, student leadership, and career exploration will continue informing district planning as resources become available. Vallecitos will also continue expanding partnerships with community organizations and local agencies to increase opportunities for field experiences, career awareness, and student enrichment while maintaining equitable access for all student groups. Annual reviews of student participation, educational partner feedback, and LCAP implementation data will continue guiding program improvements and resource allocation. Through these ongoing actions, the district will continue ensuring that every student, regardless of background or program|Met||2026-06-26|2026 37684520000000|Vista Unified|7|Vista Unified School District monitors student access to and enrollment in a broad course of study through multiple indicators, including graduation rates, College and Career Indicator (CCI) outcomes, A-G completion rates, Career Technical Education (CTE) pathway completion, participation in Dual Language Immersion (DLI) programs, attainment of the State Seal of Biliteracy (SSB), and inclusion of students with exceptional needs in general education settings. Collectively, these measures provide insight into whether students have equitable access to academic, career, and multilingual learning opportunities that support graduation and postsecondary success.|District data indicate that students have increasing access to a broad course of study, with improved outcomes over time. Graduation rates increased from 85.9% in 2023 to 88.8% in 2025, and College and Career Indicator performance improved from 37.0% to 51.1%. Access to career-focused learning expanded significantly, with CTE pathway completion increasing from 2.4% in 2023 to 30.6% in 2025. Participation in Dual Language Immersion grew from 641 to 927 students, the State Seal of Biliteracy increased from 18.0% to 25.2%, and the percentage of Students with Exceptional Needs served in general education for more than 80% of the day increased from 59.0% to 64.4%. Differences remain across school sites and student groups. Mission Vista High School demonstrated the highest A-G (78.2%) and CTE pathway (62.7%) completion rates, while Rancho Buena Vista High School reported moderate participation and Vista High School reported the lowest rates. Districtwide, A-G completion was highest among Asian and White students but substantially lower for English Learners, Long-Term English Learners, Students with Exceptional Needs, Students Experiencing Homelessness, and Socioeconomically Disadvantaged students. Similar, small disparities exist in CTE pathway completion. Overall, the district continues to expand access to college-preparatory, career technical, multilingual, and inclusive learning opportunities while focusing improvement efforts on ensuring equitable participation and success.|Although Vista Unified School District provides students access to a broad course of study that includes A-G coursework, Career Technical Education (CTE), multilingual programs, visual and performing arts, and inclusive instructional settings, data indicate that some student groups continue to face barriers to fully accessing and completing these opportunities. Key barriers include differences in academic readiness, attendance, language proficiency, access to targeted supports, and awareness of available pathways. English Learners, Long-Term English Learners, Students with Exceptional Needs, and Students Experiencing Homelessness complete A-G coursework and CTE pathways at substantially lower rates than their peers, indicating a need for additional academic, language, transition, and individualized supports. Differences in outcomes across high school sites also suggest variation in access to counseling, pathway awareness, student supports, and program implementation. These findings highlight the need to strengthen academic planning, intervention systems, and pathway navigation to ensure all students can successfully access and benefit from the district's broad course of study.|In response to disparities in A-G completion, Career Technical Education (CTE) pathway completion, and other indicators of access to a broad course of study, Vista Unified School District is implementing districtwide actions to strengthen equitable access and improve student outcomes. The district is implementing a structured data review cycle that equips administrators and school teams to regularly analyze student progress, apply consistent decision-making processes, and align interventions to identified student needs. This process strengthens early identification of students who are not successfully accessing or completing college and career pathways and ensures timely, targeted supports. To improve outcomes for English Learners and Long-Term English Learners, the district continues to participate in the SDCOE/WestEd English Language Development Collaborative to strengthen integrated and designated ELD instruction, implement culturally responsive practices, analyze student data, and increase access to rigorous coursework. The district is also expanding student and family engagement through empathy interviews and listening sessions to inform continuous improvement. Additionally, the district has implemented RiskRater, an early warning system that identifies students needing additional academic, attendance, behavioral, or social-emotional supports, allowing schools to provide timely interventions that increase access to and success in a broad course of study.|Met||2026-06-26|2026 37684520106120|SIATech|7|SIATech provides a comprehensive curriculum tailored to the diverse needs of its students, including English Learners, students with disabilities, and foster youth. Our programs and services are developed to cater to each student’s unique requirements. The PowerSchool SIS tracks enrollment in courses, course of study, and grade spans while the Edgenuity curriculum provides data to monitor student progress. Students at SIATech have the flexibility to pursue various graduation pathways, including a traditional non-A-G pathway, an A-G graduation track, and a specialized pathway for AB216 students. Upon enrollment, each student receives an Individual Learning Plan to outline the courses necessary for graduation and their anticipated graduation date. Students begin the SIATech Way journey, characterized by regular engagements with staff to discuss goals, course selections, career exploration, and opportunities in Career and Technical Education (CTE). Our staff members provide personalized support, scaffolding, and interventions tailored to address individual needs. Modifications and accommodations are readily available as needed, ensuring every student has equitable access to a broad course of study.|SIATech offers a comprehensive, broad course of study tailored to meet the needs of diverse learners, including English Learners, students with disabilities, and foster youth. Our programs and services are designed to fulfill graduation requirements and align with career pathway options in priority industry sectors. This commitment is reflected in our student information system, PowerSchool. In addition to our standard curriculum, English Learners benefit from access to both the Learning Upgrade and EDGE curriculum resources. SIATech provides various curriculum pathway options within Edgenuity, tailored to our three graduation pathways. This approach ensures a diverse and inclusive educational experience, enabling students to pursue a broad course of study.|All students have access to the curriculum through computers at the school site, and students who work outside the school site are provided with Chromebooks with internet access if needed. There are no barriers preventing the LEA from providing access to a broad course of study for all students.|SIATech has expanded its offerings to include three graduation pathways tailored to meet the unique needs of individual students, thus facilitating a comprehensive course of study. To further support student success, we have introduced Accelerated Learning Sessions (ALS) aimed at improving literacy and numeracy skills. Additionally, our partnership with Edgenuity's MyPath curriculum enables us to provide targeted interventions in mathematics and reading. Moreover, students can explore Career and Technical Education (CTE) pathways and participate in Social and Emotional Learning (SEL) courses through this platform.|Met||2026-06-16|2026 37684520114264|North County Trade Tech High|7|We monitor student access to a broad course of study through enrollment data, analysis of master schedules, review of student transcripts, and reports pulled from our student information system. Data is disaggregated by group for more detailed analysis. All of our courses are accessible to all of our students and the master schedule is built in response to student need (graduation requirements) and student interest (course request forms).|Because we are a single-site LEA, we are able to closely monitor our statistics and ensure that changes to master schedules or supports are enacted promptly if there is ever an issue with access to all courses for all students. Our program emphasis is CTE pathways, and all students are encouraged and supported in enrolling in and completing more than one pathway of their choosing. We do not have AP or honors courses.|We do not currently experience any barriers preventing all students from accessing a broad course of study.|Support for all students to be successful in all classes is a key element of guaranteeing access to a broad course of study; for us it isn't just about enrolling them in the course but in ensuring their successful completion. We also regularly solicit feedback from students and teachers to ensure the schedule creates optimal opportunities for all students to have access to all classes, and feel supported within those classes.|Met||2026-06-09|2026 37684520124917|Guajome Learning Centers|7|We utilize observations alongside the utilization of board approved instructional materials.|Through the use of edmentum, all of our students have access to a broad course of study|there are no barriers|no revisions are needed|Met||2026-06-09|2026 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||2026-06-09|2026 37684523730942|Guajome Park Academy Charter|7|Guajome Park Academy annually reviews student enrollment, course completion, graduation requirements, a–g participation, College/Career Indicator data, and master schedule offerings to measure the extent to which all students have access to and are enrolled in a broad course of study. Administration, counselors, and instructional leaders collaborate to evaluate course offerings and ensure alignment with California State Standards, International Baccalaureate (IB) programs, college and career readiness goals, and the needs of all student groups. The school maintains a comprehensive course catalog that includes core academic courses, Advanced Placement (AP) courses, International Baccalaureate (IB) courses, dual enrollment opportunities, visual and performing arts, world languages, career exploration, and student support courses. Currently, 89% of core academic courses are UC/CSU a–g approved. Guajome monitors enrollment and achievement data for all students, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities. Counselors regularly review student schedules, graduation progress, and postsecondary plans to ensure equitable access to rigorous coursework and appropriate interventions. Students with exceptional needs are provided accommodations, modifications, and support services through IEPs and 504 Plans to ensure meaningful access to the full course of study.|Guajome Park Academy provides all students with access to a broad course of study that supports college and career readiness. Students in grades K–12 have access to standards-aligned core academic courses, visual and performing arts, world languages, International Baccalaureate (IB) programs, Advanced Placement (AP) courses, dual enrollment opportunities, and student support services. English learners receive designated and integrated English Language Development (ELD) support, while students with disabilities receive accommodations and services through their Individualized Education Programs (IEPs). Support services include push-in instruction, small-group intervention, study skills courses, and specialized academic support designed to ensure access to grade-level curriculum. Counselors regularly review student schedules, graduation progress, and postsecondary plans to ensure equitable access to a–g, AP, IB, and dual enrollment courses. Students from unduplicated groups and students with exceptional needs have access to the same academic pathways and enrichment opportunities as their peers, with additional supports provided as needed. As a single K–12 school, Guajome does not experience differences in course access across school sites. The school continues to monitor enrollment and participation data to ensure equitable access for all student groups.|One barrier to providing full access to a broad course of study at Guajome Park Academy is balancing rigorous graduation requirements with the diverse needs of all learners. Guajome's graduation requirements exceed California minimum requirements and are designed to support college and career readiness. While these expectations benefit many students, some students may require additional flexibility and support to successfully complete all requirements while participating in elective, enrichment, or advanced coursework. Staffing, facility capacity, and scheduling limitations can also affect the number and variety of courses offered in a given year. The school continuously evaluates student interest, enrollment trends, and available resources to maximize access to academic, enrichment, and college-preparatory opportunities. To address these barriers, Guajome provides individualized academic planning, counseling services, intervention supports, and accommodations through IEPs and 504 Plans. The school regularly reviews course offerings and scheduling practices to increase student access while ensuring all students receive the support necessary to succeed in a rigorous educational program.|In response to local data and ongoing program evaluation, Guajome continues to implement actions that ensure all students have access to a broad course of study. The school provides accommodations, modifications, and support services through IEPs and 504 Plans to promote equitable access to grade-level curriculum and academic programs. Guajome utilizes its Student Achievement Collaboration (SAC) process to identify and support students experiencing academic, behavioral, or social-emotional challenges. Through regular data reviews and collaborative problem-solving, staff implement targeted interventions and monitor student progress to ensure students remain on track toward graduation and postsecondary goals. The school continues to prioritize inclusive practices by providing push-in support services whenever possible and ensuring English learners receive designated and integrated English Language Development (ELD) instruction. Counselors regularly review student schedules, graduation progress, and course enrollment to help students access appropriate academic pathways, including a-g, Advanced Placement (AP), International Baccalaureate (IB), and dual enrollment opportunities. Guajome also annually reviews course offerings, enrollment patterns, and student outcome data to identify opportunities to expand access and address barriers. These efforts support the school's commitment to providing all students with equitable access to a rigorous and comprehensive education.|Met||2026-06-11|2026 37735510000000|Carlsbad Unified|7|CUSD continues to track and measure the extent to which all students have access to a broad course of study in the following ways: graduation rates, a-g rates, CTE enrollment, AP enrollment, VAPA enrollment. Staff utilize reports from the district’s student information system, CALPADS, and other sources to monitor students’ access to a broad course of study.|At the elementary level, all students are provided instruction in all academic subjects, as well as in music, art, and physical education. Students are provided information on career awareness and participate in hands-on experiences in the STEAM Labs. Students also participate in educational field trips and other activities to make learning meaningful. In grades 6-8, students participate in a broad course of study, including core academic courses and electives in visual/performing arts (VAPA), STEM, Career Technical Education (CTE), and World Language. In grades 9-12, CUSD’s two comprehensive high schools offer broad courses of study as well as specialized programs. These include STEM (Project Lead the Way), Film, Broadcasting, Speech and Debate, Journalism, and Finance Business pathways, as well as VAPA, World Languages, and other CTE classes. The CUSD diploma is aligned to the UC/CSU a-g requirements, ensuring students receive a broad course of study. Students enrolled in the continuation high school have access to core and elective classes as well as a CTE pathway. The independent study program is aligned with the programs at the other campuses. The district monitors graduation rates, AP enrollment, CTE data, and general course enrollment numbers for grades K-12 to ensure students have access to a broad course of study.|A barrier in the past was non-AG-approved courses in grades 9-12. CUSD has performed an extensive course audit and removed many of these courses from the master schedule. CUSD continues to increase the number of students who take at least one advanced placement course in grades 9-12.|CUSD continues to implement and refine interventions for students at all grades. Each site has a Multi-Tiered System of Supports (MTSS) process, including specific interventions based on grade level/subject area and student needs, timelines, resources for staff to access, and a system to regularly monitor student progress. CUSD will continue to review data for all student groups to ensure students are accessing content and have supports in place as needed.|Met||2026-06-24|2026 37735690000000|Oceanside Unified|7|The district engages in a periodic review of all adopted curriculums, including annual inventory updating to ensure 100% of students have access to appropriate course materials. All district sites are required to be Williams Act compliant. Additionally, an annual presentation of core adopted curriculum is made the LCAP committee each year.|Due to campus enrollment variations across the district, some secondary campuses offer less variety in elective and enrichment opportunity courses during the school day. However, 100% of students are guaranteed access to instruction in all core areas including ELA, Math, Science, Social Science, PE, and the arts.|Lower campus enrollment on some sites limits the staffing availability to offer a broader selection of elective and enrichment courses. This is particularly impactful on military base sites where there is a natural attrition at the upper grade levels.|Staffing is provided to each campus to ensure all students have access to instruction in all core areas including ELA, Math, Science, Social Science, PE, and the arts. Site master schedules are built to ensure students have the ability to enroll in a broad course of study.|Met||2026-06-02|2026 37735690136267|Coastal Academy Charter|7|Based on Coastal Academy's charter, students in grades TK-8 are enrolled in English Language Arts, Math, History/Social Science, and Science courses. For grades 9-12, based on 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. Course enrollment is tracked in 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.|Coastal Academy Charter will continue to review and evaluate student access to a broad course of study, as defined in its charter, to ensure every student engages in a rigorous and meaningful academic experience. All high schools will continue to offer an Ethnic Studies course. As barriers to access are identified, The Classical Academies will adjust practices to ensure all students have equitable opportunities to grow and learn. Additionally, graduation requirements are being strengthened by adding a third year of high school science.|Met||2026-05-29|2026 37735693731221|Pacific View Charter|7|and individuals with exceptional needs served. 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 their teacher and the school’s 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’s required 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 Counseling Coordinator 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. English Learners are assessed through the ELPAC and monitored by the Director of Student Services. All students are able to enroll in designed ELD courses and Integrated ELD strategies are used by all teachers across all grade levels.|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/hybrid 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 continues to 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 Coyote Code course, providing new intervention programs for home study students and continue with the 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 1, Goal 3, and Goal 4).|Met||2026-06-23|2026 37737910000000|San Marcos Unified|7|San Marcos Unified School District uses multiple local measures and data sources to monitor 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 measures are reviewed alongside California Dashboard indicators and local performance data to monitor equitable access to programs and services. The district monitors student participation and outcomes through the California Assessment of Student Performance and Progress (CAASPP), English Learner Progress Indicator (ELPI), Early Assessment Program (EAP), Advanced Placement (AP) participation and pass rates, A-G course completion, Career Technical Education (CTE) pathway participation, and the College and Career Indicator (CCI). Data are reviewed by student groups, including English Learners, Long-Term English Learners, Foster Youth, Homeless Youth, Socioeconomically Disadvantaged students, and Students with Disabilities. The district also uses Local Indicator data to monitor implementation of state academic standards and access to standards-aligned instructional materials. Additional measures include course enrollment data, graduation requirements, participation in specialized programs, and access to services provided through Multi-Tiered System of Supports (MTSS). Educational partner input collected through annual LCAP surveys and advisory committees, including PAC, DELAC, and SECC, also informs t|San Marcos Unified School District provides all students access to a broad course of study through standards-aligned instruction, Career Technical Education (CTE), Advanced Placement (AP) courses, dual-language immersion, independent study, and specialized supports for unduplicated student groups and students with disabilities. District data indicate students have access to rigorous academic and college and career readiness opportunities across all grade spans. In 2025, 57% of students met or exceeded standards in English Language Arts, 47% met or exceeded standards in Mathematics, 59.6% were identified as prepared on the College and Career Indicator, and 60.6% of graduates completed A-G requirements. Despite broad access, differences in outcomes remain among several student groups. English Learners, Long-Term English Learners, Homeless students, Socioeconomically Disadvantaged students, and Students with Disabilities continue to perform below district averages in English Language Arts, Mathematics, and college and career readiness indicators. Among English Learners, 23.8% completed A-G requirements and 24.3% were prepared on the College and Career Indicator. Long-Term English Learners and Students with Disabilities continue to perform at the lowest levels in English Language Arts and Mathematics, while Homeless and Foster Youth students experienced declines in Mathematics performance.|District data indicate that while all students have access to a broad course of study, scheduling constraints, attendance challenges, and persistent achievement disparities limit equitable participation for some student groups. English Learners, students requiring intensive academic interventions, and students with disabilities may have reduced access to elective courses, Visual and Performing Arts (VAPA), Career Technical Education (CTE) pathways, and advanced coursework due to required support classes, including designated English Language Development (ELD) and specialized academic services. Course availability also varies across school sites, with smaller schools and alternative education programs offering fewer advanced courses and pathway options. In addition, mathematics course sequencing may limit access to advanced STEM pathways. Student outcome data reflect these disparities. Long-Term English Learners and Students with Disabilities continue to perform at the lowest levels in English Language Arts and Mathematics. Homeless and Foster Youth students remain at the lowest Dashboard performance level in Mathematics. College and career readiness gaps also persist, with 59.6% of students identified as prepared on the College/Career Indicator compared to 24.3% of English Learners, and 60.6% of graduates completing A-G requirements compared to 23.8% of English Learners.|Overall, the district will continue implementing targeted academic, attendance, wellness, and engagement supports to ensure all students have equitable access to a broad course of study. San Marcos Unified School District will continue strengthening its Multi-Tiered System of Supports (MTSS) by refining Tier I instruction, intervention protocols, and academic supports for English Learners, Long-Term English Learners, Homeless students, Socioeconomically Disadvantaged students, Foster Youth, and Students with Disabilities. Targeted interventions will continue to address persistent achievement gaps in English Language Arts and Mathematics. The district will maintain access to college and career readiness opportunities, including Career Technical Education (CTE), Advanced Placement (AP), A-G coursework, dual-language immersion programs, and future-ready learning experiences aligned to the Portrait of a Graduate. To improve access for students experiencing homelessness, McKinney-Vento liaisons will utilize Early Warning System (EWS) and ICAN dashboard tools to identify students at risk of chronic absenteeism and coordinate individualized support with school site administrators. The district will also continue providing counselors, social workers, wellness supports, translation and interpretation services, and family outreach efforts to reduce barriers to participation and improve access for students and families across all school communities.|Met||2026-06-25|2026 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 provides a comprehensive blended learning model for elementary, middle, and high school students. All students have 24/7 access to a robust online curriculum that includes core subjects, diverse electives, and remediation. To enrich the digital experience, we offer optional site-based workshops, projects, and clubs led by credentialed teachers. While these on-site programs are non-mandatory, they serve as a vital ""Broad Course of Study"" extension. To ensure equitable access, Pivot provides 1:1 technology (laptops) and internet support, removing geographic and socio-economic barriers. Our high school program specifically prioritizes student choice through a ""College-First"" mentality, encouraging and supporting students in concurrent enrollment to broaden their academic horizons beyond the standard high school catalog."|The primary barriers preventing students from accessing a broad course of study are the significant learning gaps many students possess upon enrollment and the high level of executive functioning skills required to succeed in an independent study model. At the K-8 level, students often need to dedicate their full focus to intensive remediation in core classes to bridge foundational gaps, which leaves little room in their schedule for elective courses. Similarly, high school students who are credit-deficient must prioritize essential graduation requirements over upper-level math, sciences, or Career Technical Education (CTE) pathways. The demand for advanced self-regulation and time management in a blended environment further complicates this; students who struggle to master these executive functioning skills often prioritize the completion of core credits as a primary survival strategy, which inadvertently limits their ability to engage with a broader, more enriched curriculum.|"By transitioning to a single, rigorous A-G pathway for all students, we have ensured that every graduate has the opportunity to be eligible for four-year university admission, regardless of their starting point. To support this high standard, we have enhanced our support structures through targeted interventions and specialized ""support courses"" designed to help students master core content more efficiently, which in turn creates the necessary space in their schedules for a broader elective load. Furthermore, we have strengthened our partnerships with local community colleges, resulting in a doubling of student participation in concurrent enrollment over the past two years. Finally, we are actively diversifying our curriculum and developing more site-based courses to increase content accessibility and foster the peer connections essential for long-term engagement in a broad course of study."|Met||2026-06-16|2026 37745260000000|San Diego County ROP|7|||||Not Met|||2026 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. We have offered courses such as Engineering, Adobe/IT Essentials, First Responder class, and Welding.|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||2026-06-08|2026 37754160122796|All Tribes Elementary Charter|7|All Tribes Charter’s various programs and board courses of study are locally measured with grade promotion rates and CTE program participation rates. In the 2025-2026 school year, we had a graduation rate of 100%|Every student of All Tribes Charter currently contains access to a variety of CTE courses including FFA, Acellus courses, a robust theatre program, and A-G aligned content in the courses. Students are given opportunities to broaden their study with multiple dual-enrollment courses with Grand Canyon University. A chromebook or suitable laptop is given to every student regardless of grade level or level, allowing them to complete work in a modern way while being given the opportunity to personalize their curriculum. Students with exceptional needs contain access to Special Education (SPED), allowing them to develop an Individualized Education Program (IEP). With multiple staff and counselors available working with IEP students.|All Tribes American Indian Charter School faces barriers of having a small student and staff population, the two sites having a total limited enrollment of nearly 220 students and 50 staff members. Staff often will take on multiple roles and responsibilities, limiting the time and slots available for certain study programs such as independent study and FFA.|To ensure a broad course of study for all students, All Tribes aims to expand its CTE course foundation with the completion of the new CTE building. Alongside the construction of the new building, more staff have been hired which will designate roles more efficiently and cause less strain. All Tribes American Indian Charter School’s future also is pursuing expansion into more sites to better serve more students in areas where we can offer Native students a culturally guided education.|Met||2026-07-23|2026 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 who 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 were 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||2026-06-16|2026 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 2025-26 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 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. 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||2026-06-05|2026 37754160139378|Sage Oak Charter School - South|7|Sage Oak Charter School uses personalized educational planning and student progress monitoring as key tools to ensure all students have access to and are enrolled in a broad course of study. Educational plans are collaboratively developed by the supervising teacher or Educational Advisor (EA), parent/guardian, and student. As needed, additional staff—including counselors, the English Learner (EL) Coordinator, Homeless and Foster Youth Liaison, 504/SST Coordinator, and Special Education Case Managers—support the planning process to ensure equitable access and individualized support for all student groups, including unduplicated pupils and students with exceptional needs. Each personalized plan includes standards-aligned curriculum and course selections from school-approved options that support grade-level expectations, graduation requirements, and college and career readiness pathways. Student enrollment, course participation, progress monitoring data, intervention participation, and graduation tracking are reviewed regularly to evaluate access and participation across grade spans and student groups. This ongoing review process allows Sage Oak to identify barriers, provide targeted supports, and ensure all students have opportunities to participate in a comprehensive and diverse educational program.|Sage Oak ensures all students have access to and are enrolled in a broad course of study through personalized academic planning, continuous progress monitoring, and collaborative support systems. Teachers regularly review student course enrollment, academic performance, intervention participation, and graduation progress to ensure alignment with individual student needs, interests, and goals. Additional support from counselors, the EL Coordinator, Homeless and Foster Youth Liaison, 504/SST Coordinator, Title 1 Coordinator and Special Education Case Managers helps ensure equitable access for unduplicated student groups and students with exceptional needs. All students select curriculum and courses from a school-approved, standards-aligned list that includes core academic subjects, electives, CTE opportunities, synchronous instruction, intervention supports, and college and career pathways. Because Sage Oak operates as an independent study charter school model, students across all programs have equitable access to course offerings and educational resources. Over time, the school has expanded synchronous learning opportunities, elective offerings, intervention supports, and college and career pathways to better support diverse learning styles and student interests. Ongoing review of student participation and achievement data allows the school to identify barriers, provide targeted supports, and ensure all students have meaningful access to a comprehensive educational program.|A primary barrier to providing full access to a broad course of study, particularly in Career Technical Education (CTE), is the lack of a physical school site, which can limit hands-on instructional experiences. To address this challenge, Sage Oak’s high school program partners with local community colleges to provide dual enrollment opportunities, giving students access to in-person CTE courses, industry-specific training, and career preparation resources not typically available in a virtual setting. High school students also have access to virtual CTE pathways aligned to the independent study model, including animation, visual arts, child development, entrepreneurship, sports medicine, and information technology. A photography pathway will also be added in 2026–27. For TK–8 students, Sage Oak has expanded Oakschool online and in-person course offerings and increased partnerships with community providers to support enrichment and career exploration opportunities. Whenever possible, courses incorporate CTE-related themes and real-world learning experiences to promote early college and career awareness.|By the end of the 2026–27 academic year, Sage Oak originally established a goal of offering 200 Career Technical Education (CTE)-aligned courses across TK–12 to support career readiness through practical skills and industry-based learning opportunities. The school has already exceeded this goal, currently offering more than 280 CTE-aligned and career exploration courses across grade levels. To strengthen college and career readiness outcomes, Sage Oak continues working to increase the College and Career Indicator (CCI) rate by 2% annually through expanded access to pathways that support post-secondary success. The school is also focused on increasing student enrollment in A-G courses to improve eligibility for UC and CSU admissions while maintaining high achievement in advanced coursework, including sustaining an AP exam pass rate of 72% or higher. These efforts ensure students have access to a diverse, rigorous, and career-connected course of study that prepares them for future academic and career opportunities.|Met||2026-06-18|2026 37754160139386|Excel Academy Charter|7|EACS uses locally selected measures and tools 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. EACS provides all students with personalized academic programs ensuring access to a broad course of study, flexibility, and independent learning opportunities. Programs are informed by assessment data and coursework to support equitable access and academic progress. Locally selected measures include coursework completion, internal assessments, individualized learning plans, and teacher pacing guides to monitor student progress, engagement, and access to grade-level standards. Students develop customized learning plans with credentialed teachers aligned to academic goals. In grades 8–12, students meet annually with a High School Counselor to review graduation progress, course selection, and Course of Study planning. Additional measures include enrollment in core subjects, CTE pathways, electives, Honors/AP courses, credit recovery, and concurrent enrollment. Students in grades 7–12 participate in weekly live hybrid core classes to support engagement. For students with exceptional needs, counselors and administrators collaborate after eighth-grade IEP meetings to establish four-year plans. Special education staff monitor IEP implementation and curriculum access.|Using locally selected measures such as internal and state assessments, coursework completion data, enrollment tracking, individualized learning plans, and counselor advisement records, EACS ensures all students have access to and are enrolled in a broad course of study across grade levels. EACS’ personalized learning model provides students equitable access to core subjects, electives, Advanced Placement and Honors courses, CTE pathways, credit recovery, and concurrent enrollment opportunities. Students receiving interventions are provided additional support and resources to ensure access to grade-level content. The High School Counselors and credentialed teachers develop individualized four-year academic plans aligned to student goals and graduation requirements. The Secondary Principal and Counselors monitor course enrollment to ensure appropriate placement. When assessment data indicates need, administrators, special programs staff, counselors, teachers, and case managers collaborate to provide interventions and support. EACS offers CTE pathways that expand access to career-aligned coursework. Across student groups and schoolwide, data shows consistent access to a broad course of study aligned to student goals, reflected in strong graduation outcomes and increasing postsecondary transitions.|Based on locally selected measures, including course enrollment data, internal assessments, and student completion records, EACS continues to ensure that all students have access to a broad course of study. However, one identified barrier is the limitation associated with EACS not having a traditional physical campus, which can make providing consistent hands-on learning experiences, particularly within Career Technical Education (CTE) Capstone courses, more challenging. Because many CTE pathways require access to specialized equipment, labs, or structured in-person practicum environments, some students may initially face limited opportunities for applied, hands-on instruction within the school’s virtual learning model. This can impact the depth of experiential learning if not intentionally addressed. To mitigate this barrier, EACS actively encourages and supports dual enrollment opportunities with local community colleges, where students can access hands-on instruction, industry-standard equipment, and real-world training environments aligned to their CTE pathways. These partnerships help ensure students can fully engage in applied learning experiences that complement their academic coursework. Through these efforts, EACS continues to reduce barriers related to its non-site-based model and expand equitable access to rigorous, career-connected learning experiences for all students.|To ensure access to a broad course of study and equity-based instruction, EACS regularly reviews vetted curriculum, program effectiveness, assessment results, course completion data, and best practices to identify needs and inform continuous improvement. This analysis supports data-driven decisions regarding instructional programs and student supports. All students, including English Learners, students with disabilities, and socioeconomically disadvantaged students, have access to targeted resources and interventions in English Language Arts (ELA) and mathematics. Students with disabilities receive specialized academic instruction from credentialed staff three times weekly in addition to intervention classes. Students enrolled in WIN (“What I Need”) intervention classes utilize research-based programs to address learning gaps and strengthen foundational skills. English Learners receive direct, teacher-led instruction and curriculum that is specifically aligned to ELPAC performance levels and the ELD Framework. Students have access to subscriptions, tutoring, resources, interventions, office hours, teacher guidance in all core subject areas. Local assessment data, including i-Ready results, show student growth in reading and mathematics, reflecting the effectiveness of instructional programs and supports while ensuring continued access to a rigorous and equitable course of study.|Met||2026-06-18|2026 37754160139451|Pathways Academy Charter School - Adult Education|7|With a focus on supporting our students to achieve their goal of high school graduation and preparing them for college and career, continuous monitoring of student coursework to identify struggling students and interventions to keep them engaged is important to the success of our students. Pathways Academy uses multiple measures to monitor student access to a broad course of study. Through the Edgenuity instructional platform, students have access to standards-aligned courses in English Language Arts, Mathematics, Science, History-Social Science, World Language, Career Technical Education (CTE), Health Education, Visual and Performing Arts, and Physical Education. Teachers and school counselors monitor student course enrollment, course completion, and transcript progress to ensure students are making progress toward graduation. Student data, including course completion and graduation requirements, are reviewed regularly to identify students needing additional support or guidance.|Teachers and the school counselors monitor course enrollment and completion to guide students toward graduation and ensure students have access to a broad course of study and opportunities to prepare for college and career readiness. Students have access to multiple subject areas through the Edgenuity instructional program, allowing students to complete required courses and explore additional academic and career-related subjects. Pathways Academy counselors regularly meet with students to review progress toward graduation and support enrollment in appropriate coursework. Monitoring of course completion and graduation progress helps ensure students remain engaged and continue progressing toward postsecondary opportunities.|Some students enroll with credit deficiencies or interruptions in prior schooling that may limit immediate access to all coursework required for graduation. In addition, many adult learners balance employment, family responsibilities, or other life circumstances that can affect the pace of course completion. Pathways Academy addresses these barriers through individual graduation planning, flexible pacing, and ongoing monitoring of student progress.|Pathways Academy continues to strengthen monitoring of student progress and communication between teachers, counselors, and students to support access to a broad course of study. Teachers and the instructional support team provide academic guidance, progress monitoring and targeted assistance when needed. School counselors meet with students to develop individualized graduation plans and discuss postsecondary goals. These practices support student engagement, course completion, and preparation for college and career pathways.|Met||2026-06-02|2026 37754166119275|All Tribes Charter|7|All Tribes Charter’s various programs and board courses of study are locally measured with grade promotion rates and CTE program participation rates. In the 2025-2026 school year, we had a graduation rate of 100%|Every student of All Tribes Charter currently contains access to a variety of CTE courses including FFA, Acellus courses, a robust theatre program, and A-G aligned content in the courses. Students are given opportunities to broaden their study with multiple dual-enrollment courses with Grand Canyon University. A chromebook or suitable laptop is given to every student regardless of grade level or level, allowing them to complete work in a modern way while being given the opportunity to personalize their curriculum. Students with exceptional needs contain access to Special Education (SPED), allowing them to develop an Individualized Education Program (IEP). With multiple staff and counselors available working with IEP students.|All Tribes American Indian Charter School faces barriers of having a small student and staff population, the two sites having a total limited enrollment of nearly 220 students and 50 staff members. Staff often will take on multiple roles and responsibilities, limiting the time and slots available for certain study programs such as independent study and FFA.|To ensure a broad course of study for all students, All Tribes aims to expand its CTE course foundation with the completion of the new CTE building. Alongside the construction of the new building, more staff have been hired which will designate roles more efficiently and cause less strain. All Tribes American Indian Charter School’s future also is pursuing expansion into more sites to better serve more students in areas where we can offer Native students a culturally guided education.|Met||2026-07-23|2026 37756140000000|Valley Center-Pauma Unified|7|"VCPUSD takes a proactive approach to ensuring every student enjoys full access to a rich and well-rounded educational journey. Annually, we evaluate our progress in providing a comprehensive course of study aligned with California Education Code standards. To maintain this excellence, VCPUSD utilizes precise tracking procedures to monitor enrollment across all grade spans, ensuring our programs are inclusive and tailored to the unique pathways of our unduplicated student groups and students with exceptional needs. Our process begins with guaranteeing access to board-approved, standards-based materials. At the secondary level, we offer a robust array of A-G college preparatory pathways and Career and Technical Education (CTE) sectors, including Culinary Arts, Woodworking, Agriculture, Performance Arts, and Auto Shop. Through our student information system, we generate comprehensive reports to monitor enrollment patterns and identify systemic barriers. Site administrators conduct regular reviews of master schedules to ensure balanced offerings and eliminate scheduling conflicts that may disproportionately affect English learners or students with disabilities. To further dissolve historical barriers, we are exploring a ""One System"" approach that integrates Universal Design for Learning (UDL) and co-teaching. By integrating these measures into our LCAP, VCPusd ensures that every student has access to the full range of opportunities they deserve."|The Valley Center-Pauma Unified School District proudly provides all elementary students with a rich education in English, Math, History-Social Science, and Science, incorporating the required 200 minutes of Physical Education every ten days and robust access to Visual and Performing Arts (VAPA). This core alignment continues into middle school, where all students—including unduplicated groups and students with disabilities—are enrolled in these foundational subjects. While middle school offers wonderful electives such as Agriculture, Video production, Robotics, VAPA, the district intentionally prioritizes specialized academic support classes for certain English learners and students with disabilities to ensure they build the strong skills necessary for long-term success. At the high school level, VCPUSD ensures comprehensive access to all required subject areas. The district celebrates a phenomenal overall graduation rate of 92% for the class of 2025, reflecting the incredible dedication of our students and staff. As the district works to maximize success across all student groups, current benchmarks show a UC/CSU A-G completion rate of 26.7% and a Career Technical Education (CTE) pathway completion rate of 24.8%. These metrics provide an exciting opportunity for VCPUSD to continue refining its guidance, expanding pathways, and ensuring that every student is fully empowered to achieve their highest academic and career aspirations.|"In VCPUSD, traditional master schedules often create unintentional barriers to academic equity. Currently, the need to provide intensive interventions during the school day can conflict with standard course offerings, particularly at the middle and high school levels. This often results in English learners and students with disabilities having restricted access to a broad, diverse curriculum. To dissolve these historical silos, we are exploring a ""One System"" approach that integrates Universal Design for Learning (UDL) and co-teaching models. Rather than retrofitting supports for individual students, UDL focuses on identifying and removing barriers within the initial instructional design. By anticipating learner variability, we can create flexible pathways that allow all students, regardless of their starting point, to engage with rigorous, standards-aligned content. Our current exploratory phase includes reviewing master schedules to move away from ""one-size-fits-all"" structures that inadvertently limit student choice and participation, investigating co-teaching and ""Train-the-Trainer"" models that empower general and special education professionals to share responsibility for all students, and utilizing professional learning, such as the SDCOE UDL series, to shift toward a mindset where the environment, not the learner, is adjusted to ensure success. VCPUSD is committed to ensuring every student can access the full range of educational opportunities they deserve."|"VCPUSD ensures equitable access to a broad course of study through a rigorous review of standards-based materials, master schedules, and enrollment data. By leveraging student information system reports, we monitor participation across all grade spans and student groups to identify and address any disparities. Our approach centers on clear communication, providing students and families with comprehensive course catalogs and guidance on A-G and graduation requirements. To further dissolve barriers for diverse learners, VCPUSD is transitioning toward a ""One System"" model. This includes exploring Universal Design for Learning (UDL) and co-teaching to move away from siloed interventions that can inadvertently limit elective options for English learners and students with disabilities. By prioritizing inclusive instructional design, we aim to ensure that targeted supports are integrated seamlessly into the general education environment. Key actions include: - Strengthening systems to address academic and social-emotional needs holistically. - Providing educators with evidence-based strategies to differentiate instruction effectively. - Improving tutoring and credit recovery to ensure students remain on track for college and career readiness. Through these intentional revisions, VCPUSD is committed to fostering a learning environment where the master schedule and instructional practices align to provide students with robust nd meaningful educational experiences."|Met||2026-06-25|2026 37764710000000|SBC - High Tech High|7|||||Not Met|||2026 37764710114678|High Tech High Chula Vista|7|||||Not Met|||2026 37764710114694|High Tech High North County|7|||||Not Met|||2026 37764710119271|High Tech Middle North County|7|||||Not Met|||2026 37764710123042|High Tech Middle Chula Vista|7|||||Not Met|||2026 37764710123059|High Tech Elementary Chula Vista|7|||||Not Met|||2026 37764710127605|High Tech Elementary North County|7|||||Not Met|||2026 37764710137067|High Tech High Mesa|7|||||Not Met|||2026 37764710138768|High Tech Middle Mesa|7|||||Not Met|||2026 37764710138776|High Tech Elementary Mesa|7|||||Not Met|||2026 37768510000000|Bonsall Unified|7|Bonsall Unified School District uses several locally selected measures to monitor 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. These measures include enrollment and participation data for Advanced Placement (AP), A–G approved courses, Career Technical Education (CTE) pathways, Early College/Dual Enrollment courses, and the College/Career Indicator (CCI). The district also reviews transcript audits, graduation pathway data, course enrollment patterns, instructional schedules, and participation in specialized programs to ensure equitable access across grade spans and student groups. Ongoing Early College and CTE planning meetings are used to monitor student participation, address barriers to access, and expand postsecondary opportunities. Local data show increasing access to rigorous coursework and college and career pathways. In 2025–26, Early College participation reached 36%, exceeding the district’s three-year target of 33%, while CTE participation increased to 29%. The A–G completion rate rose from 34.9% in 2023–24 to 63.4% in 2024–25, and the College/Career Indicator improved from 37.3% to 64.1%. The district disaggregates these measures by student group to monitor equitable participation and uses the results to guide continuous improvement efforts.|Bonsall Unified School District uses enrollment and participation data from A–G coursework, Advanced Placement (AP), Early College/Dual Enrollment, Career Technical Education (CTE) pathways, transcript reviews, graduation pathway monitoring, and the College/Career Indicator (CCI) to evaluate student access to a broad course of study. These measures indicate that students across all grade spans have access to rigorous academic, college, and career pathways. The district has expanded opportunities through Early College programming with Palomar College, CTE academies and pathways, AP courses, dual enrollment, and work-based learning experiences. Local data demonstrate significant progress over time. The A–G completion rate increased from 34.9% in 2023–24 to 63.4% in 2024–25, while the College/Career Indicator increased from 37.3% to 64.1%. Early College participation reached 36% in 2025–26, exceeding the district target of 33%, and CTE participation increased to 29%. Analysis of student group data shows improved participation among historically underrepresented students. Early College participation increased from 23% to 75% for socioeconomically disadvantaged students and from 20% to 56% for Hispanic students. CTE participation increased from 26% to 74% for socioeconomically disadvantaged students and from 19% to 59% for Hispanic students. These gains reflect the impact of expanded pathway options, counseling support, transportation services, and targeted outreach.|Bonsall Unified School District continues to face barriers that limit full access to a broad course of study for all students. At the secondary level, master schedule constraints create challenges in balancing graduation requirements, intervention courses, electives, Advanced Placement (AP), Career Technical Education (CTE), and Early College opportunities. Limited staffing, course section availability, and small enrollment numbers can further restrict student access to desired courses. Students with disabilities may experience reduced scheduling flexibility due to the need to provide specialized academic instruction, study skills, related services, and other Individualized Education Program (IEP) requirements within the school day. These requirements can create conflicts that limit participation in electives, CTE pathways, Early College, and advanced coursework. English Learners face similar challenges because designated English Language Development (ELD) must be scheduled in addition to core academic courses and graduation requirements. As a result, some English Learners have fewer opportunities to participate in electives, AP courses, CTE pathways, and Early College coursework. Additional barriers include transportation and instructional minute requirements associated with off-campus dual enrollment courses, limited availability of specialized pathway courses, and ensuring students and families are fully informed about available opportunities. The district will continue|In response to local measures indicating scheduling barriers for some student groups, Bonsall Unified School District has implemented and will continue to implement actions designed to expand equitable access to a broad course of study. The district has expanded Early College, dual enrollment, and CTE pathway opportunities while strengthening counseling, academic planning, and student outreach to increase participation in rigorous coursework and postsecondary pathways. To address barriers for students with disabilities and English Learners, the district will continue reviewing and refining the master schedule to maximize flexibility and reduce conflicts between specialized services, designated ELD, intervention courses, and elective or pathway opportunities. Site administrators, counselors, special education staff, and ELD staff will collaborate during the scheduling process to identify solutions that increase student access to AP, CTE, Early College, and other enrichment opportunities while maintaining required supports and services. The district will also continue monitoring enrollment and participation data by student group to identify disparities and target supports where needed. Additional actions include expanding student and family awareness of available programs, strengthening partnerships with postsecondary institutions, providing transportation support for off-campus opportunities, and exploring innovative scheduling options that increase access to college and car|Met||2026-06-25|2026 37768516113468|Vivian Banks Charter|7|Vivian Banks Charter School (VBCS) uses a combination of locally selected measures to monitor the extent to which all students have access to and are enrolled in a broad course of study across all grade spans. These measures include master schedule reviews, enrollment reports, student information system (SIS) data, CALPADS reports, student study team reviews, and analysis of intervention and enrichment participation. District and site leaders regularly review enrollment and participation by student group, including English learners, socioeconomically disadvantaged students, foster youth, students experiencing homelessness, Native American students, and individuals with exceptional needs, to ensure equitable access to core academic instruction and enrichment opportunities such as music, art, technology-integrated learning, and Native American culturally relevant curriculum. VBCS also uses Individualized Education Programs (IEPs), English Learner progress monitoring, local assessment data, and classroom observations to verify that students with unique learning needs receive appropriate supports while maintaining access to the full curriculum. Educational partner input from the English Learner Advisory Committee (ELAC), Indian Education Council, and Native Learner Advisory Council (NLAC) further informs program planning by identifying barriers to access and guiding adjustments to scheduling, instructional supports, and student services. Together, these measures enable the LEA t|Vivian Banks Charter School (VBCS) provides all students with access to a broad course of study aligned to the California State Standards. As a single-site TK–5 charter school, there are no differences in access across school sites. All students have access to core academic instruction, visual and performing arts, physical education, technology-integrated learning, intervention and enrichment opportunities, and Native American cultural studies that reflect the school's mission and community. Local measures indicate that students, including English learners, socioeconomically disadvantaged students, Native American students, and students with exceptional needs, are enrolled in the full curriculum and receive appropriate supports through English Learner services, specialized academic instruction, accommodations, and related services identified in Individualized Education Programs (IEPs). Student placement, course participation, intervention services, and enrichment opportunities are reviewed regularly to ensure equitable access and identify any barriers to participation. Educational partner input from the English Learner Advisory Committee (ELAC), Indian Education Council, and Native Learner Advisory Council (NLAC) supports ongoing review of programs and scheduling. Findings indicate equitable access across student groups, while continuous monitoring ensures instructional supports and enrichment opportunities remain responsive to student needs and promote positive outcomes fo|Since Vivian Banks is a single-site TK–5 charter, the response should acknowledge that there are few structural barriers to access, while identifying the barriers that affect students' ability to fully benefit from the broad course of study. This aligns with the Dashboard guidance. Locally selected measures indicate that Vivian Banks Charter School provides equitable access to a broad course of study for all students. However, several barriers affect students' ability to fully access and benefit from the curriculum. The school's small enrollment and rural location limit opportunities to offer a wider variety of elective and enrichment experiences available in larger districts. Additionally, varying levels of academic readiness, particularly in English language arts and mathematics, require targeted intervention and differentiated instruction to ensure all students can successfully engage with grade-level content. Attendance challenges for individual students, staffing limitations associated with a small school, and the need to balance intervention services with core instructional time can also impact access to enrichment opportunities. For English learners and students with exceptional needs, the LEA continues to monitor the effectiveness of instructional supports and specialized services to ensure full participation in the general education curriculum. Ongoing review of student performance data, educational partner feedback, and participation in intervention and enrichment|In response to the locally selected measures, Vivian Banks Charter School will continue implementing actions that ensure all students have equitable access to a broad course of study. The LEA will strengthen Tier I instruction through ongoing professional learning in mathematics, writing, and TK–2 early literacy, while expanding the use of data-driven instructional planning to address differences in academic readiness. Intervention schedules will continue to be refined to provide targeted academic support without limiting student access to core instruction, enrichment, visual and performing arts, physical education, technology-integrated learning, and Native American cultural studies. The LEA will continue reviewing student participation in intervention and enrichment programs, English Learner services, and special education supports to ensure equitable access across all student groups. Site and district leadership will regularly analyze enrollment, participation, and student performance data to identify barriers and adjust instructional supports, staffing, and scheduling as needed. Educational partner feedback from the English Learner Advisory Committee (ELAC), Indian Education Council, and Native Learner Advisory Council (NLAC) will continue to inform program improvements. These actions support continuous improvement by ensuring all students have meaningful access to a comprehensive educational program while responding to changing student needs.|Met||2026-05-08|2026 37770990136077|Altus Schools East County|7|||||Not Met|||2026 37771070136473|Altus Schools South Bay|7|||||Not Met|||2026 37771560000000|SBE - Vista Springs Charter|7|||||Not Met|||2026 37771560137323|Vista Springs Charter|7|Springs Charter Schools provides TK-8 students with a customized curriculum aligned to California standards. Each student uses a Personalized Learning Plan (PLP), monitored by teachers and parents, to track academic goals. Using tools like i-Ready and mClass, the school analyzes performance data to tailor instruction and provide timely interventions. Special attention is given to English learners, foster youth, and students with disabilities to ensure equitable access through IEPs and 504 Plans. The program features: Core Subjects: Rigorous instruction in foundational topics. Flexibility: Access to electives, enrichment, and interdisciplinary units. Acceleration: Targeted support or advanced pacing, including high school-level courses for 8th graders.|"Springs Charter Schools uses tools like i-Ready, mClass, and Write Score to monitor progress and develop Personalized Learning Plans (PLPs). These plans ensure TK–8 students meet California State Standards through a flexible, balanced curriculum. All students study core subjects (ELA, math, history, and science) with access to interventions or acceleration based on performance. Homeschoolers use thematic ""boxed sets,"" while advanced 8th graders may take high school-level math and language courses. The school prioritizes equity, ensuring students with disabilities and unduplicated groups receive consistent access to core coursework and services. Course expansions and electives are shaped by enrollment, staffing, and direct feedback from families."|"At Springs Charter Schools, the significant barrier to instruction is addressing the immense academic and social-emotional diversity of our students. Delivering personalized support often strains staffing and resources. To ensure an inclusive curriculum, we invest in professional development and coaching, particularly for newer staff, to maintain instructional depth through our ""Teaching the Springs Way"" framework. The logistical complexity of a large geographic area also creates hurdles for equitable access. Operating diverse programs can complicate material distribution and faculty access. We mitigate these challenges by leveraging technology and flexible design."|Springs Charter Schools remains dedicated to expanding access to a comprehensive and inclusive educational program for every student. To achieve this, the school has prioritized professional development in areas such as differentiated instruction, small group instruction, and educational technology. A couple of key highlights of the 2025-2026 school year included the move to mClass as a universal screening tool for our K-2 grades, a continued focus on our Teacher Led Coaching model, and the introduction of non-negotiable minimum writing standards across all content areas. The curriculum is frequently updated to incorporate diverse perspectives and increase engagement in STEM, the arts, and experiential learning. By utilizing the Canvas platform and synchronous online lessons, Springs has introduced new electives and intervention paths specifically tailored to student diagnostic results. Furthermore, the school maintains a strong partnership with families through virtual meetings and community feedback loops.|Met||2026-06-11|2026 37771640000000|SBE - College Preparatory Middle|7|||||Not Met|||2026 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, 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. In the 2025-2026 school year we were able to hire a full time art teacher. Every student, grades 5-8, have the opportunity to attend art class each week and our 6th graders have an additional offering of Art Appreciation as an elective.|Met||2026-06-09|2026 37771720000000|SBE - Baypoint Preparatory Academy San Diego|7|||||Not Met|||2026 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), MAT i-Ready Classroom Mathematics, 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||2026-06-10|2026 38103890000000|San Francisco County Office of Education|7|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.|Grade 9: 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. - Continued 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 continue report limited access to full CTE pathways or under-enrollment in AP/dual credit offerings, prompting targeted intervention.|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||2026-06-23|2026 38684780000000|San Francisco Unified|7|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.|Grade 9: 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. - Continued 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 continue report limited access to full CTE pathways or under-enrollment in AP/dual credit offerings, prompting targeted intervention.|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||2026-06-23|2026 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||2026-06-04|2026 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||2026-06-04|2026 38684780101774|Five Keys Charter (SF Sheriff's)|7|Five Keys tracks which courses our students have access to and are enrolled in through our student information system. Course access is not determined by grade, student group, or exceptional student needs, but rather by student needs as identified through student transcripts, local benchmark scores (CASAS), and the resources available at the site in which the student is enrolled. Additionally, as a DASS school serving adult students, our grade enrollment policy is not based solely on students’ age, but also on CASAS score, number of required units deficient, and number of days enrolled.|All students have access to a wide variety of courses within each of the course areas required for graduation including A-G Courses and elective courses, which include literacy and numeracy development as well as life skills such as computers and job readiness. Students with a CASAS score of 5.0 or higher have access to English, Social Sciences, Science, Mathematics, and Visual Arts courses. All students, including unduplicated student groups and individuals with exceptional needs, may enroll in the courses available to them at any time Five Keys utilizes an Independent Study model, which allows students to choose, under the guidance of their teacher, the courses in which they want to enroll and when. Due to technology, internet, and facility restrictions beyond our control, students at our community sites generally have access to a broader course of study than those in custody. For example, students in community sites have access to a plethora of online curricula options such as Foreign Language programs such as Rosetta Stone and Duolingo, Plato Learning Edmentum, and CANVAS. CTE courses are offered in the community, but access varies. 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||2026-06-30|2026 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 for 100% 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. 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||2026-06-04|2026 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||2026-06-30|2026 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: Humanities: Students take Humanities all three years of middle school, with (ELA and Social Science) two years focused on world literature, culture and history and one year focused on US literature and history. 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||2026-05-20|2026 38684780123505|Mission Preparatory|7|||||Not Met|||2026 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||2026-06-04|2026 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. In addition, we have a financial literacy teacher whose curriculum focuses on building financial skills to support a student success plan.|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. We have added a study skills class where students with IEP’s will meet with the resource specialist and provide greater support for academic and workforce success. 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||2026-06-23|2026 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||2026-05-20|2026 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 EL students and provides support to classroom teachers who are working with EL students to ensure all EL students are able to progress in their development of English.|100% of TECA students receive ELA, Math, Science and Health, and Social Studies. In most grades, the homeroom teacher teaches all content areas. In upper grades, students may rotate classes, as in a traditional middle school model. We measure 100% receipt of all content areas through teacher coursework analysis and SIS reports. EL students receive support from their classroom teacher during 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, TECAbegan offering Spanish Enrichment in TK and K EO. We have identified curriculum to support this addition and will continue supporting implementation through further training.|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.|Met||2026-06-15|2026 38684786112601|Creative Arts Charter|7|Creative Arts Charter School’s mission is to engage students in a rigorous, arts-integrated education, and we use a variety of measures to ensure all students have access to and are making progress within a broad course of study. Students receive literacy instruction through Readers and Writers Workshop, with progress monitored through literacy assessments, phonemic awareness measures, classroom-based assessments, and ongoing teacher observations. Teachers provide differentiated instruction, guided reading groups, conferencing, and targeted interventions to support English Learners, students with disabilities, and students performing at a variety of levels. Student growth in mathematics is monitored through benchmark assessments, classroom performance tasks, and teacher observations, allowing teachers to provide targeted support and enrichment. As an arts-integrated school, students also demonstrate growth through portfolio-based assessments and performance experiences aligned with the National Core Arts Standards and the Studio Thinking Framework. In addition to academic and arts-based measures, the school monitors participation in intervention programs, English Learner services, special education services, and enrichment opportunities to ensure equitable access to a comprehensive educational program that includes English language arts, mathematics, science, history-social science, visual and performing arts, physical education, and social-emotional learning.|All students at Creative Arts Charter School have access to a broad course of study that includes English language arts, mathematics, science, history-social science, visual and performing arts, physical education, and social-emotional learning. Through the school's arts-integrated approach, students engage in rigorous, project-based learning experiences that connect academic content with creativity and real-world application. Students in grades K–5 receive instruction in dance, visual arts, and music, while middle school students participate in arts electives including music, visual arts, dance, and theater for 150 minutes each week. Arts integration supports engagement, language development, and multiple pathways for students to demonstrate their learning. Student learning is showcased during twice-yearly Exhibitions of Learning, where students share their projects with families and the community. The school has not identified significant differences in access to a broad course of study among student groups. Through differentiated instruction, intervention supports, English Learner services, special education services, and arts integration, CACS works to ensure all students have equitable access to the full curriculum and enrichment opportunities.|Creative Arts Charter School's commitment to arts integration requires ongoing professional learning and support to ensure all teachers can effectively implement the school's instructional model. While the school has maintained strong staff retention overall, onboarding and supporting new teachers in the many frameworks and practices that define a high-quality arts-integrated education continues to require significant time and resources. Staff turnover and several mid-year departures during the 2025–26 school year created additional challenges in maintaining continuity of instruction and support for students. The school also continues to refine and strengthen the alignment of its arts-integrated curriculum with academic standards, particularly within science instruction and the implementation of the Next Generation Science Standards (NGSS). CACS remains committed to ongoing curriculum development and professional learning to ensure all students have access to a rigorous, engaging, and comprehensive course of study.|Creative Arts Charter School will continue its commitment to providing all students with access to a rigorous, arts-integrated educational program. The school will maintain its focus on arts integration, project-based learning, and equitable access to academic, enrichment, and student support services across all grade levels. CACS will continue collaborating with SFUSD and its SELPA partners to support students with disabilities and ensure access to the full curriculum. The school will also continue refining curriculum alignment, monitoring student progress, and providing differentiated instruction and interventions to meet the diverse needs of learners. Through these ongoing efforts, Creative Arts Charter School remains committed to ensuring that all students have access to a comprehensive and engaging course of study that supports academic achievement, creativity, and student success.|Met||2026-06-16|2026 38745340000000|San Francisco County ROP|7|||||Not Met|||2026 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||2026-06-30|2026 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||2026-06-30|2026 38771310000000|SBE - KIPP Bayview Elementary|7|||||Not Met|||2026 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||2026-06-04|2026 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 2025-2026 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 2026-27 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||2026-06-18|2026 39103970120717|one.Charter|7|one.Charter utilizes the following measures to track student access to and enrollment in a broad course of study: Course Catalog: A comprehensive course catalog outlines all available offerings across required and elective coursework, ensuring transparency in course availability for all students. Master Schedule: The master schedule details daily course offerings and serves as the primary tool for monitoring access across grade spans and student groups. Student Information System (Synergy): Synergy is used to enroll students into courses and track enrollment patterns across unduplicated student groups, enabling the LEA to identify any disparities in access or participation. Individualized Planning for Students with Exceptional Needs: Counselors and special education staff collaborate with students and families to review individual plans (IEPs/504s) and determine an appropriate course of study aligned with each student's goals and needs. College and Career Planning: All students have access to required graduation coursework. Based on individual college and career goals, students are supported in selecting elective courses that align with their post-secondary aspirations. These tools collectively allow one.Charter to monitor access and enrollment across all student populations and make adjustments to ensure equitable course availability.|An analysis of one.Charter's course catalog, master schedule, and Synergy enrollment data demonstrates that all students have access to and are enrolled in a broad course of study. one.Charter operates through a hybrid daily/independent study model, allowing students to access instruction both in a classroom setting and through online curriculum, expanding course availability beyond traditional scheduling constraints. The adoption of Edmentum as the common curriculum platform has significantly improved access to rigorous A-G courses across all charter sites, creating greater consistency in course offerings and quality for all students regardless of location. All students are enrolled in required graduation coursework, and elective options are available based on individual college and career goals. Students with exceptional needs receive individualized course planning through collaboration between counselors, special education staff, and families to ensure their course of study meets both graduation requirements and individual learning goals. At this time, no significant disparities in access to or enrollment in a broad course of study have been identified across school sites or student groups. one.Charter will continue to monitor enrollment patterns through Synergy to identify and address any emerging gaps across unduplicated student groups.|one.Charter's primary barrier to providing a fully broad course of study is the geographic separation between school sites, which limits the consistent availability of specialized coursework, particularly Career Technical Education (CTE) pathways. Recruiting and retaining qualified CTE instructors across multiple sites has also been an ongoing challenge. However, one.Charter has made meaningful progress in addressing these barriers. Additional CTE instructors have been hired to expand pathway offerings, and transportation of students to CTE sites has improved, increasing access for students who would otherwise be unable to participate. one.Charter is currently in the initial implementation phase of a dedicated CTE hub at one of its newest sites. This hub is designed to accommodate expanded CTE pathway offerings and will serve as a central resource for students across all sites. Transportation services are being utilized to reduce geographic barriers and ensure all students can access the hub regardless of their home site location as this initiative continues to develop. The hybrid daily/independent study model and the Edmentum platform continue to help mitigate access barriers for A-G coursework. one.Charter remains committed to expanding CTE access and will continue to prioritize instructor recruitment, transportation solutions, and partnerships that broaden the range of pathways available to all students.|Based on an analysis of student achievement and college and career readiness needs, one.Charter is expanding access to a broad course of study for all students. Key initiatives include the development of a centralized CTE hub to increase pathway offerings across sites, expansion of transportation services to improve access, and the hiring of additional CTE instructors in high-demand fields such as logistics, construction, and culinary arts. The LEA is also exploring a partnership with the local community college to provide students access to additional CTE programs and career pathways. To support student engagement and well-being, one.Charter is expanding arts education opportunities and providing professional development in art therapy practices. Through its Community Schools efforts, the LEA is increasing extended learning opportunities and investing in professional development focused on literacy, ELA/ELD, and mathematics to strengthen academic outcomes. These efforts demonstrate one.Charter’s commitment to ensuring equitable access to rigorous academic, career, technical, and enrichment opportunities for all students, including unduplicated student groups and students with exceptional needs.|Met||2026-06-17|2026 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 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||2026-06-24|2026 39103970142539|Unbound Stockton Community|7|Our students at Unbound Stockton across the board, regardless of background, need, or grade level are enrolled and participating in a broad course of study. Our students receive instructional in their four primary content blocks including English Language Arts, Mathematics, Science and Social Studies. Beyond that our students also receive enrichment courses including, music, physical education and preforming arts at Unbound Stockton. All our students fully participate in these academic opportunities as well as are provided an additional 40 minute support block based on their needs. Our students also receive the full gamut of services if that have learning plans or additional English development needs across the school day and week.|Given that Unbound Stockton is a single LEA with a single program model, all students are assigned to and participate in the core program elements of our school. This broad course of study as describes serves to meet high quality educational content areas and statewide standards for academic learning. All students participate regardless of background and need. Using our school information system and CALPADS, we track our enrollment for participation and also grade students across these areas.|At this time we have not identified barriers identifying access for a broad course of study for our students. Our enrollment has fluctuated throughout this first year and ensuring our students are quickly enrolled and onboarded onto our school's course of study is important.|A priority for next year is thinking about pathways to acclimating new students to the school program and accessing content curriculum and learning blocks as seamless as possible.|Met||2026-06-23|2026 39103973930476|Venture Academy|7|The tools used by Venture Academy to track the extent to which all students have access to, and are enrolled in, a broad course of study is the master schedule and enrollment information in PowerSchool, which is the SIS used by the school.|Venture Academy provides all students access to and enrollment in a broad course of study. For 9-12 grades, all students develop 4 -Year plans, which, along with the course catalog and open balloting process, assists with ensuring access to broad courses of study. The 9th grade Math Placement Protocol also ensures appropriate 9th grade student math placement and assists staff in arranging the proper mathematical supports for students, while providing students with access to a mathematics pathway to meet graduation and college entrance requirements. There are a variety of elective choices for students at the high school level in addition to the core curriculum and students are able to select the electives of interest to them. Taking electives alongside the core curriculum is evidence of all high school students having access to a broad course of study. Students in the K-8th grade levels are instructed with standards-aligned curriculum in multiple school subjects. The offering of PE, Art, and STEM to the K-8 program increased and enhanced the students' enrollment in a broader course of study above and beyond the core curriculum. All students with exceptional needs have IEPs, which provide services and supports for students to access core curriculum in general education classrooms to maintain equitable access to a broad course of study.|There are no barriers to all students having access to a broad course of study.|Venture Academy 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 expanded the high school elective offerings by 5 additional electives that build 1 additional pathway of electives this past school year based on student interest.|Met||2026-06-18|2026 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 2025-26 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. 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, dual enrollment courses offered through CCAP agreements with local community colleges, and college-preparatory coursework consistent with a broad course of studies. Furthermore, the high school allows access to elective coursework as pre-periods and post-periods for students who may require additional intervention during the school day.|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 have 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 a 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 who 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. Finally, dual enrollment courses are embedded within the EHS schedule, allowing access to college-level courses for all students.|Met||2026-06-17|2026 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 Charter to analyze course enrollment of unduplicated student groups as well as the enrollment of students with exceptional needs. The data is also helpful in identifying what course offerings should be made available the following school year to ensure that all our students have access to course offerings.|During the 205-26 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 a 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 the inability to access site-based electives/clubs/activities like FFA, CTE classes, and 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 the 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||2026-06-17|2026 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. For the 26-27 school year, Project Lead the Way is being piloted to strengthen the STEAM focus for electives.|Met||2026-06-23|2026 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.|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||2026-06-24|2026 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.|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. Students needing specialized supports provided outside of the general education classroom may be 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. A full-time reading intervention teacher was also hired to provide designated ""Ladder Time"" intervention support to all grade levels."|Met||2026-06-22|2026 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||2026-06-18|2026 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. 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) 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||2026-06-16|2026 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||2026-06-18|2026 39685850122580|Rio Valley Charter|7|Rio Valley Charter School diligently monitors its progress in meeting Priority 7 standards through a comprehensive evaluation process involving both qualitative and quantitative assessments. This evaluation entails a review of course offerings and Master Agreements for course selection, aiming to ascertain the extent to which all students have equitable access to and enrollment in a diverse range of academic subjects. To accurately gauge access and enrollment, the school utilizes course enrollment reports generated by the district's student information system, PowerSchool. These reports provide valuable insights into access and enrollment patterns based on various criteria, including grade spans, unduplicated student groups, and students with exceptional needs. Beginning in the 2021-2022 school year, Rio Valley Charter School achieved a remarkable milestone, with 100% of its students enjoying full access to a comprehensive course of study as defined by the California Board of Education. This accomplishment underscores our unwavering commitment to ensuring that all students have the opportunity to explore and engage with a broad range of academic disciplines, fostering a well-rounded educational experience for every learner.|Rio Valley Charter School ensures that all students in grades TK-5 are enrolled in a comprehensive and diverse course of study. We prioritize offering access and enrollment in the six areas recognized by the state of California as constituting a broad course of study for grades 1-5. Furthermore, our elementary students have the opportunity to engage in visual and performing arts as part of their Master Agreement. Our middle school students at Rio Valley Charter School also benefit from a wide-ranging course selection within their Master Agreements. For students in grades 6-8, we provide a comprehensive and student-driven approach to visual and performing arts. This includes options such as instrumental music, voice lessons, and acting classes. We also offer an array of courses in languages, art, dance, and music, allowing students to explore their passions and interests. To support students who require additional assistance, we provide individual tutors, direct online support, and ESL supports to ensure their academic success. In our high school program, all courses undergo board approval and are evaluated to ensure that students have access to offerings approved under the A to G requirements, as well as Career Technical Education (CTE) Industry Pathways. Examples of these pathways include Veterinary Medical Applications, Floral Design, and Small Engine Technology. We also provide opportunities for college dual enrollment classes in accordance with community college guidel|Rio Valley Charter School acknowledges the presence of certain barriers that hinder the optimization of broad course offerings for all students. These barriers include: Limited time within the confines of a typical school day, which restricts students' ability to take additional courses. As a result, scheduling constraints necessitate careful consideration and prioritization of available academic options. Limited community opportunities and/or online offerings, particularly in the context of a non-site based school model. This constraint poses challenges in accessing a diverse range of courses and extracurricular activities beyond the traditional school setting. To address these barriers and ensure a comprehensive course of study, Rio Valley Charter School consistently conducts a thorough analysis of enrollment patterns in various academic disciplines. This analysis serves as a valuable source of information, informing decision-making processes regarding course offerings and program development. Moreover, Rio Valley Charter School strategically utilizes the Local Control and Accountability Plan (LCAP) as a planning and budgetary tool to support Priority 7. By aligning the identified needs and goals identified through the enrollment analysis with the LCAP objectives, the school establishes a framework for allocating resources effectively and efficiently. Through ongoing analysis, careful decision-making, and the utilization of the LCAP, Rio Valley Charter School endeavors|Rio Valley Charter School is committed to increasing their College and Career Indicator as reflected on the California School Dashboard. As part of our strategic response, we have devised plans to expand the range of courses available through our partnership with Delta Community College. Additionally, we are diligently working to ensure that students at all three RVCS sites have equal access to these courses. Recognizing the value of collaborative partnerships with institutions like Delta Community College, we aim to enhance the educational opportunities and academic experiences of our students. By broadening the course offerings through this collaboration, we provide students with a wider array of subjects to explore and engage with, fostering their intellectual growth and preparing them for future success. Furthermore, our commitment to equitable access extends to both RVCS sites, ensuring that students across our campuses have equal opportunities to enroll in these Delta Community College courses. We understand the importance of providing consistent and inclusive educational opportunities regardless of geographic location, promoting a level playing field for all our students.|Met||2026-06-08|2026 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||2026-06-18|2026 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||2026-06-18|2026 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 TK 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 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 TK-8 low income and English Learners have access to a broad course of study. We have 112 middle school students and are properly enrolled in a broad course of study that fulfills 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. TK 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 grade and middle school students have earned high school Spanish 1 and 2 completion and recognition for a second language by the time they complete 8th grade. Additionally, 8th graders are offered an opportunity to participate in AP Spanish Club which prepares them to take the AP Spanish Language and Culture Exam. All 8th graders are assessed with AVANT exam which supports students in earning the State Seal of Biliteracy.|2026-27 Local Performance Indicator Self-Reflection for Lodi Unified School District Page 16 of 19 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. Our goal 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, and English and Spanish at home. Furthermore, after school intervention in some grade levels 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, differentiated instruction, and Visible Learning. JSJCS will also offer 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 two TK classrooms and will ensure the teachers have access to professional development and instructional supports directly from TK Consultants from Teaching Strategies.|Met||2026-05-20|2026 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||2026-06-18|2026 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 (92.2%). 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||2026-06-16|2026 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 TK-6 have access to and are enrolled in a broad course of study as indicated in Education Code 51210. Students in 7-8 have access to and are enrolled in a Broad Course of study as indicated in education Code 51220 with the exception of World Languages|NHESD is a small, rural single school district, with only 1 teacher per grade level. Because of the limited certificated staffing available, providing students with access to a foreign language is not reasonable.|NHESD 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||2026-06-09|2026 39686270000000|New Jerusalem Elementary|7|New Jerusalem monitors multiple indicators to measure progress in ensuring all students have access to a broad course of study. The school reviews student participation in programs and services such as Special Education, Section 504, and English Learner supports to ensure students have access to the instruction and services needed to engage fully in the curriculum. The school also monitors participation in Tier 2 and Tier 3 interventions, the Expanded Learning Program, and other academic support structures to assess access to supplemental instruction and learning opportunities. 2026-27 Local Performance Indicator Self-Reflection for New Jerusalem Elementary School District Page 15 of 18 In addition, New Jerusalem reviews student participation in enrichment and extracurricular opportunities, including athletics, STEAM Clubs, and other programs beyond the core instructional day, to monitor access to diverse learning experiences. Local academic data, including DIBELS and NWEA MAP results, are also used to help assess whether students are accessing the supports needed to engage successfully in a broad and rigorous course of study.|Based on local data and educational partner input, New Jerusalem’s strengths and progress in access to a broad course of study include continued expansion of layered academic supports, foundational literacy programs, and enrichment opportunities that support access for all students. Recent growth in student achievement, reflected in DIBELS and NWEA MAP data, indicates progress in strengthening students’ access to core instruction. Programs such as Heggerty, SIPPS, WIN Time, Power Hour, IXL interventions, and structured in-class support have strengthened the school’s ability to provide differentiated supports that help students engage in grade-level learning. New Jerusalem has also made progress in providing students access to enrichment opportunities such as music, art, dance, athletics, agricultural, and STEAM-related activities that broaden student experiences beyond core academics. Educational partner input has supported continued refinement of these opportunities to help ensure students have access to a comprehensive and engaging educational program.|Based on educational partner input and local data, New Jerusalem has identified a focus area for improvement in reducing disparities in access to advanced learning opportunities and strengthening supports that enable all student groups to fully participate in a broad course of study. Data and feedback indicate that some student groups, including English learners and students from low-income backgrounds, continue to face barriers related to academic language, instructional access, and access to resources that can affect participation in advanced coursework and broader learning opportunities. In response, New Jerusalem will continue strengthening Tier 2 supports, after-school tutoring, digital learning tools, and targeted academic supports, particularly for English learners and other students who may need additional access supports. These efforts are intended to reduce barriers and improve equitable access because strengthening the supports students need to engage successfully in instruction can increase participation in rigorous coursework and enrichment opportunities.|New Jerusalem will address disparities in access by continuing to provide targeted supports, interventions, and enrichment opportunities designed to ensure all student groups can participate in a broad and enriching course of study. The school will maintain academic supports through the Expanded Learning Program, literacy interventions, Power Hour, WIN Time, and other instructional supports that help students access core and advanced learning opportunities. 2026-27 Local Performance Indicator Self-Reflection for New Jerusalem Elementary School District Page 16 of 18 To address disparities affecting English learners, students from low-income backgrounds, and students with disabilities, New Jerusalem will continue collaborating with ELAC, DELAC, and Special Education partners to inform supports and improve access to programs and enrichment opportunities. The school will also continue monitoring participation and outcomes data to identify gaps and adjust supports as needed. These efforts are intended to improve equitable access because targeted supports and ongoing monitoring can help reduce disparities and ensure all students have opportunities to participate in rigorous coursework and broader learning experiences.|Met||2026-06-09|2026 39686270117796|New Jerusalem|7|New Jerusalem monitors multiple indicators to measure progress in ensuring all students have access to a broad course of study. The school reviews student participation in programs and services such as Special Education, Section 504, and English Learner supports to ensure students have access to the instruction and services needed to engage fully in the curriculum. The school also monitors participation in Tier 2 and Tier 3 interventions, the Expanded Learning Program, and other academic support structures to assess access to supplemental instruction and learning opportunities. In addition, New Jerusalem reviews student participation in enrichment and extracurricular opportunities, including athletics, STEAM Clubs, and other programs beyond the core instructional day, to monitor access to diverse learning 2026-27 Local Performance Indicator Self-Reflection for New Jerusalem Elementary Charter School Page 15 of 18 experiences. Local academic data, including DIBELS and NWEA MAP results, are also used to help assess whether students are accessing the supports needed to engage successfully in a broad and rigorous course of study.|Based on local data and educational partner input, New Jerusalem’s strengths and progress in access to a broad course of study include continued expansion of layered academic supports, foundational literacy programs, and enrichment opportunities that support access for all students. Recent growth in student achievement, reflected in DIBELS and NWEA MAP data, indicates progress in strengthening students’ access to core instruction. Programs such as Heggerty, SIPPS, WIN Time, Power Hour, IXL interventions, and structured in-class support have strengthened the school’s ability to provide differentiated supports that help students engage in grade-level learning. New Jerusalem has also made progress in providing students access to enrichment opportunities such as music, art, dance, athletics, agricultural, and STEAM-related activities that broaden student experiences beyond core academics. Educational partner input has supported continued refinement of these opportunities to help ensure students have access to a comprehensive and engaging educational program.|Based on educational partner input and local data, New Jerusalem has identified a focus area for improvement in reducing disparities in access to advanced learning opportunities and strengthening supports that enable all student groups to fully participate in a broad course of study. Data and feedback indicate that some student groups, including English learners and students from low-income backgrounds, continue to face barriers related to academic language, instructional access, and access to resources that can affect participation in advanced coursework and broader learning opportunities. In response, New Jerusalem will continue strengthening Tier 2 supports, after-school tutoring, digital learning tools, and targeted academic supports, particularly for English learners and other students who may need additional access supports. These efforts are intended to reduce barriers and improve equitable access because strengthening the supports students need to engage successfully in instruction can increase participation in rigorous coursework and enrichment opportunities.|New Jerusalem will address disparities in access by continuing to provide targeted supports, interventions, and enrichment opportunities designed to ensure all student groups can participate in a broad and enriching course of study. The school will maintain academic supports through the Expanded Learning Program, literacy interventions, Power Hour, WIN Time, and other instructional supports that help students access core and advanced learning opportunities. To address disparities affecting English learners, students from low-income backgrounds, and students with disabilities, New Jerusalem will continue collaborating with ELAC, DELAC, and Special Education partners to inform 2026-27 Local Performance Indicator Self-Reflection for New Jerusalem Elementary Charter School Page 16 of 18 supports and improve access to programs and enrichment opportunities. The school will also continue monitoring participation and outcomes data to identify gaps and adjust supports as needed. These efforts are intended to improve equitable access because targeted supports and ongoing monitoring can help reduce disparities and ensure all students have opportunities to participate in rigorous coursework and broader learning experiences.|Met||2026-06-09|2026 39686270126755|ABLE Charter|7|ABLE Charter Schools utilizes multiple measures and tools to monitor student access to and enrollment in a broad course of study. These measures include master schedules, student schedules, student information system (SIS) enrollment reports, transcript reviews, and Individualized Education Program (IEP) service plans. These tools allow the school to review course offerings, student enrollment patterns, participation in electives and extracurricular opportunities, and access to programs and services for all student groups. The school reviews enrollment data to ensure that students have access to the adopted courses of study required by California Education Code and that students have opportunities to participate in enrichment, elective, college preparatory, and extracurricular programs. Student schedules are reviewed to ensure equitable access for English Learners, students with disabilities, socioeconomically disadvantaged students, and other student groups. ABLE also monitors participation in dual enrollment opportunities, athletics, visual and performing arts programs, intervention services, and elective coursework. Through ongoing review of these data sources, the school evaluates whether all students have meaningful access to a broad course of study and identifies opportunities for program expansion and continuous improvement.|Review of local enrollment data, student schedules, master schedules, and program participation records indicates that students at ABLE Charter Schools have broad access to academic, enrichment, elective, athletic, and college readiness opportunities. Students in grades 9-12 have access to a variety of elective courses, including Spanish 1–4, Mock Trial, Graphic Design, Film as Literature, Media Arts, Yearbook, and a comprehensive dance program. Students also have opportunities to participate in athletics, including recently expanded middle school sports programs. ABLE provides dual enrollment opportunities through partnerships with San Joaquin Delta College and Humphreys University, allowing students to earn college credit while enrolled in high school. Students with disabilities and English Learners have access to the same academic and elective opportunities as their peers and are supported through individualized services and accommodations as appropriate. The school's review of enrollment and participation data indicates that access to programs is generally equitable across student groups. While some students participate in academic intervention courses that may limit the number of elective opportunities available during the school day, these services are designed to provide targeted academic support while maintaining access to a broad educational program. Overall, ABLE continues to provide students with diverse learning opportunities that support academic achievement, per|While ABLE Charter Schools provides students with access to a broad course of study, several challenges impact the school's ability to further expand opportunities. As a single-site charter school, scheduling flexibility is influenced by staffing levels, facility capacity, and master schedule constraints. These factors can limit the number of elective sections and specialized courses that can be offered during a given school year. The school has also identified a need to balance intervention services with elective opportunities. Students receiving targeted academic intervention may have fewer opportunities to enroll in additional elective courses during the school day. While intervention services are important for addressing academic needs, the school continues to evaluate ways to provide support while maximizing access to enrichment opportunities. Additional barriers include transportation limitations that may affect participation in after-school programs and activities, as well as the absence of established Career Technical Education (CTE) pathways. As student interests and workforce demands continue to evolve, the school recognizes the value of expanding career exploration and workforce preparation opportunities. ABLE continues to monitor these challenges and evaluate opportunities to increase access while maintaining a high-quality educational program for all students.|In response to local data and ongoing program review, ABLE Charter Schools will continue expanding opportunities for students to access a broad course of study. Planned efforts include exploring additional elective offerings, expanding dual enrollment opportunities, and increasing participation opportunities through continued growth of middle school and high school athletic programs. The school will also evaluate opportunities to develop Career Technical Education (CTE) pathways that align with student interests and workforce needs. As part of this process, ABLE will continue reviewing enrollment patterns, student feedback, and educational partner input to identify programs and courses that would further support college and career readiness. In addition, the school will continue examining scheduling practices to maximize student access to both intervention services and enrichment opportunities. School leaders will review master schedule structures and program offerings to identify ways to reduce scheduling conflicts and increase flexibility for students. Through these efforts, ABLE seeks to ensure that all students, including English Learners, students with disabilities, and other student groups, have equitable access to a broad course of study that supports academic success, personal growth, and preparation for future educational and career opportunities.|Met||2026-06-24|2026 39686270127191|California Virtual Academy @ San Joaquin|7|The school uses multiple local measures and data systems to monitor 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. Individualized Learning Plans (ILPs) and graduation plans are used to track student course enrollment, progress, and alignment to grade-level expectations and graduation requirements. PowerSchool and Canvas reports are regularly reviewed to monitor course enrollment, participation, and completion across grade spans and student groups. Administrative teams and counselors conduct semi-annual course reviews to ensure students are appropriately placed in core and elective courses, including A-G requirements at the high school level. Additionally, student group data is disaggregated to monitor equitable access to courses such as Career Technical Education (CTE), electives, and advanced coursework. For students with Individualized Education Programs (IEPs), service plans and course placements are reviewed through IEP meetings and progress monitoring to ensure access to both general education and alternate courses of study, as appropriate.|In each review period, at the TK–8 level, 100% of students are enrolled in core subjects, including 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 Technical Education (CTE) programs at both the middle and high school levels. Students across all grade levels enroll in electives in addition to their core coursework, supporting a well-rounded educational experience. Data reviews indicate consistent access across student groups, with no significant disparities in enrollment in core courses. Ongoing monitoring of elective, CTE, and advanced course participation supports efforts to maintain equitable access and identify areas for continued growth.|Barriers to access and enrollment in a broad course of study include limited access to reliable Wi-Fi and school materials, particularly for students experiencing homelessness, students in foster care, and those from socioeconomically disadvantaged backgrounds. These challenges can impact consistent participation in core and elective courses. Additionally, platforms that require multiple student logins create barriers, especially for younger students who may need increased support to navigate systems and access course content. An additional barrier during this school year has been the implementation of the new online learning platform, Canvas. Technical issues at times limited seamless access to courses, affecting student participation. The transition also required a significant learning curve for staff, families, and students, which temporarily impacted the ability to fully access and engage in the full course of study.|In response to the results of locally selected measures, the school has implemented and will continue to refine actions to ensure access to a broad course of study for all students. To support access, the school provides Internet Service Provider (ISP) reimbursement, mobile hotspots, school supplies, and Advanced Placement (AP) exam fee reimbursements for eligible students. The school is also implementing single sign-on (SSO) systems to reduce barriers caused by multiple student logins. The school continues to expand course access by increasing Career Technical Education (CTE) pathway offerings, including Engineering and Architecture and Public Safety, and by encouraging enrollment in A-G approved coursework. Middle school students participate in Career Explorations courses, and qualifying students have access to high school CTE courses. Ethnic Studies and Personal Finance courses have been added, and the Advanced Placement program has expanded to include AP Seminar. To support equitable access, after-hours instructional sessions with credentialed teachers are provided for English Learners, students experiencing housing instability, and other students needing additional support to ensure participation in A-G coursework. Math and Literacy Lab courses continue to support 9th and 10th grade students in building foundational skills in Algebra, Geometry, and English language arts, while teachers and leaders regularly analyze data and refine course materials to improve implementing|Met||2026-06-18|2026 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 families a variety of core curriculum options available in both online and book-based formats. Our book-based curricula also include digital components, which can be accessed through Clever or directly on the publisher’s website. In addition to core curriculum, we provide supplemental materials in English Language Arts (ELA), Math, History, and Science to support student learning. To ensure students are matched with the most appropriate curriculum, all staff members have access to Follett, allowing them to review and select resources that best meet each student’s needs. Follett aids staff in ensuring that students are assigned curriculum materials that align with their learning needs and allow them to successfully progress through their coursework.|Several factors limit Delta Home Charter School from expanding its broad course of study offerings for all students. One challenge is the structure of the traditional school day, which limits the time students have available to participate in additional coursework. Transportation barriers can also affect student participation in the enrichment program, although the program does provide valuable opportunities for extended learning beyond regular instructional hours. In addition, limited facility space impacts the school’s capacity to increase the number of courses offered during the school day.|Delta Home Charter School is committed to fostering an inclusive and supportive learning environment by addressing the non-academic needs of students. Our goal is to ensure that every student can fully engage in their education by reducing barriers related to income, transportation, language, family or guardian involvement, special needs, and other challenges identified within our community. To support English Learners, we provide daily English Language Development (ELD) instruction through both in-person and virtual formats. Offering instruction in multiple formats increases accessibility and provides students with greater opportunities for consistent participation and attendance. We also recently hosted our first English Learner Advisory Committee (ELAC) meeting to inform parents, encourage family involvement, and strengthen partnerships in supporting each student’s educational journey. Moving forward, the school plans to increase the number of ELAC meetings held throughout the year in order to further strengthen collaboration and partnerships with our English Learner families. For the upcoming school year, the school will also provide daily intervention support for students who need additional assistance in Reading and Math through both online and in-person formats. Offering services in multiple formats increases accessibility and provides students with greater opportunities for consistent participation and engagement.|Met||2026-06-09|2026 39686270129916|Valley View Charter Prep|7|Valley View Charter Prep tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings and Master Agreements for course selection to analyze the extent to which all students have access to and are enrolled in a broad course of studies. Course enrollment reports developed in the district’s student information system PowerSchool identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. 100% of Valley View Charter Prep’s students have full access to a broad course of study. All VVCP students in grades TK-5 are enrolled in a broad course of study. We offer access and enrollment in the six areas as a broad course of study for grades 1-5. All elementary students have access to visual and performing arts within their Master Agreement. All VVCP middle school students have access to a broad course of study within their Master Agreements. Students in grades 6-8 have access to a comprehensive, student driven, visual and performing arts course selection. For example, students may choose to play an instrument, take voice lessons, or participate in acting classes. Other courses offered include languages, art, dance and music. Students who require additional supports are offered individual tutors, direct online support, and ESL supports to support student academic achievement. High school courses are presented for board approval and all courses are standards aligned.|100% of Valley View Charter Prep’s students have full access to a broad course of study. All VVCP students in grades TK-5 are enrolled in a broad course of study. We offer access and enrollment in the six areas as a broad course of study for grades 1-5. All elementary students have access to visual and performing arts within their Master Agreement. All VVCP middle school students have access to a broad course of study within their Master Agreements. Students in grades 6-8 have access to a comprehensive, student driven, visual and performing arts course selection. For example, students may choose to play an instrument, take voice lessons, or participate in acting classes. Other courses offered include languages, art, dance and music. Students who require additional supports are offered individual tutors, direct online support, and ESL supports to support student academic achievement. High school courses are presented for board approval and all courses are evaluated to ensure students have access to offerings that are approved A to G as well as Career Technical Education (CTE). College Dual Enrollment classes are also offered as an option for students over the age of 16 (per community college guidelines). All core subject matter offered (math, ELA, Science and Social Studies) has an A to G approved option for CSU/UC. Barriers preventing Valley View Charter Prep from maximizing broad course of study offerings to all students.|Valley View Charter Prep acknowledges the presence of certain barriers that hinder the optimization of broad course offerings for all students. These barriers include: Limited time within the confines of a typical school day, which restricts students' ability to take additional courses. As a result, scheduling constraints necessitate careful consideration and prioritization of available academic options. Limited community opportunities and/or online offerings, particularly in the context of a non-site based school model. This constraint poses challenges in accessing a diverse range of courses and extracurricular activities beyond the traditional school setting. To address these barriers and ensure a comprehensive course of study, Valley View Charter Prep consistently conducts a thorough analysis of enrollment patterns in various academic disciplines. This analysis serves as a valuable source of information, informing decision-making processes regarding course offerings and program development. Moreover, Valley View Charter Prep strategically utilizes the Local Control and Accountability Plan (LCAP) as a planning and budgetary tool to support Priority 7. By aligning the identified needs and goals identified through the enrollment analysis with the LCAP objectives, the school establishes a framework for allocating resources effectively and efficiently. Through ongoing analysis, careful decision-making, and the utilization of the LCAP, Valley View Charter Prep endeavors to|Valley View is committed to addressing the outcomes of our Comprehensive Continuous Improvement (CCI) evaluation as reflected on the California School Dashboard. As part of our strategic response, we continue to expand the range of courses available through our partnerships 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||2026-06-08|2026 39686270132050|Astronaut Jose' M. Hernandez Academy|7|All AJMHA students in grades TK–8 participate in a comprehensive course of study. We define this broad course of study as providing access to state content standards in English Language Arts, Mathematics, Science, History–Social Science, and Physical Education. In addition, we believe all students should receive high-quality instruction in Visual and Performing Arts (VAPA). Credentialed teachers provide weekly instruction in both Physical Education and Visual Arts for all TK–8 students. Implementation of the broad course of study is monitored through the review of each grade level’s year-long curriculum maps aligned to state content standards in each subject area, as well as ongoing tracking of progress through those maps during the school year. Our after-school program also provides extended learning opportunities for students. Our inclusion-based special education program supports equitable access to the core curriculum, as the school does not operate separate special day classes. Targeted intervention services further support multilingual learners by providing foundational literacy instruction, reading comprehension development, and focused mathematics support.|Astronaut Jose M. Hernandez Academy (AJMHA) is a standalone charter school and is not affiliated with a larger network or consortium of charter schools. As a result, comparative data across multiple school sites is not applicable, as AJMHA operates as its own single-school district. Using locally selected measures and assessment tools, all scholars in Grades TK–8 have access to a comprehensive and well-rounded course of study. At AJMHA, two key subgroups currently under focused review are English Learners and students receiving Special Education services. To support English Learners in accessing grade-level curriculum, students receive 30 minutes of designated English Language Development (ELD) instruction, along with full participation in all content areas supported through SDAIE (Specially Designed Academic Instruction in English) strategies. For students in Special Education, push-in support services are provided whenever possible to maintain access to the general education environment. When students are pulled out for specialized instruction, efforts are made to reintegrate them into their general education classrooms promptly. In addition, AJMHA implements a full-inclusion model of academic support designed to promote maximum student growth and success.|There are no obstacles preventing AJMHA from offering all students access to a comprehensive course of study.|There are no revisions at this time|Met||2026-06-09|2026 39686270133116|Insight @ San Joaquin|7|Insight utilizes its School Counseling staff to ensure all students, including unduplicated student groups and individuals with exceptional needs, have access to and are enrolled in the courses needed for graduation from a DASS high school. Graduation Plans are developed and reviewed with students and families based on transcripts provided to ensure understanding of graduation requirements and course pathways. School counselors hold Cougar Conferences with students each trimester to review graduation progress, discuss academic performance, identify needed supports, and plan for future college, career, or postsecondary goals. Through ongoing monitoring and individualized support, Insight works to ensure students remain on track toward graduation while maintaining access to a broad course of study aligned to their individual needs and goals.|Insight utilizes its School Counseling staff to ensure all students are enrolled in the courses needed for graduation from a DASS high school and have access to a broad course of study aligned to their academic and postsecondary goals. Students are enrolled in four courses each trimester, allowing them to focus on fewer courses at one time and receive more targeted support and engagement. Insight also provides opportunities for students to participate in dual enrollment with local community colleges to increase exposure to college coursework and the opportunity to earn college credit while in high school. Students enrolled in Special Programs are provided access to a broad course of study while also having opportunities to participate in specialized courses aligned to their individual needs, including functional skills programs and certificate of completion pathways. Through ongoing monitoring by counseling staff and individualized planning with students and families, Insight works to ensure equitable access to coursework for all student groups. At this time, no significant differences in access to a broad course of study have been identified across student groups or school sites.|Insight is a DASS high school and provides diplomas to students who meet the California state minimum graduation credit requirements. As a DASS school, Insight does not offer an A-G aligned program for all students; however, graduates are able to pursue postsecondary opportunities including enrollment in a two-year college, vocational school, or the military. One barrier impacting access to a broad course of study is reliable internet and Wi-Fi connectivity for students experiencing homelessness or socioeconomic disadvantage. Although Insight provides hotspots to students and offers a reimbursement program to support internet costs for families in need, consistent connectivity can still present challenges for some students in a virtual learning environment. These barriers can impact consistent access to coursework, live instruction, and additional academic opportunities.|In response to the results of locally selected measures, Insight has implemented several actions to improve access to a broad course of study for all students. The school increased the amount available through its internet reimbursement program to further support families experiencing financial hardship and improve consistent access to virtual learning. Insight also created Graduation Coach positions during the 2025–2026 school year to provide additional individualized support for students experiencing academic or engagement challenges and to help ensure students remain connected to courses and graduation pathways. In addition, Insight expanded dual enrollment opportunities with community colleges to increase student access to college-level coursework and postsecondary experiences while enrolled in high school. These actions are intended to reduce barriers to access and improve student engagement, course completion, and readiness for postsecondary opportunities.|Met||2026-06-12|2026 39686270136028|Delta Keys Charter|7|Delta Keys provides access to a robust array of courses 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 a state approved, standards aligned curriculum with access to 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. English Learners are offered weekly, live ELD instruction.|Delta Keys has launched multiple initiatives to guarantee all students access to a comprehensive curriculum. Resource Center is 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. 2026-27 Local Performance Indicator Self-Reflection for Delta Keys Charter Page 17 of 19 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||2026-06-09|2026 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 or dual enrollment courses, which can provide students with college credit and advanced standing in college.|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. Edgenuity offers a wide range of state approved, standards aligned courses. Not only do students have access to core classes, but Edgenuity affords DCO the opportunity to offer a much wider range of electives than a traditional high school. 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. English Learners are offered weekly, live ELD instruction.|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 available in-person for assistance. Online and/or in-person tutoring is offered to targeted students to provide the intervention and extra support needed. School administrator contacts families when intervention is needed to provide 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||2026-06-09|2026 39686276119309|Delta Charter|7|Delta Charter School employs several locally selected measures to ensure student readiness for higher education and careers. One key metric involves tracking enrollment and completion rates of students in courses that fulfill the A-G requirements, essential for admission to the University of California and California State University systems. Additionally, the school monitors the engagement in Career Technical Education (CTE) courses, which equip students with vital skills and knowledge for various industries. Another important measure is the assessment of student participation in extracurricular activities, including sports, music, and theater. This evaluation helps the school understand the extent of student involvement in programs that enhance their educational experience. Moreover, Delta Charter reviews the participation of students in early college courses that offer opportunities for earning college credit and gaining advanced standing in higher education. Furthermore, the school carefully tracks the enrollment of students in special education programs and those under Section 504 plans, ensuring they receive necessary accommodations and services. This monitoring guarantees that all students have equitable access to a comprehensive course of study, aligning with Delta Charter School’s commitment to fostering an inclusive and supportive educational environment.|Delta Charter School is dedicated to offering a comprehensive curriculum that encompasses a wide array of challenging academic subjects. Over recent years, the school has shown considerable improvement in expanding access to diverse educational opportunities, as evidenced by the results from the NWEA MAP assessments. To further enhance the academic offerings, the school has launched several initiatives aimed at increasing student enrollment in advanced courses. These initiatives include using assessments and teacher recommendations to expand advanced mathematics classes and introduce Advanced Placement (AP) courses. Additionally, Delta Charter School provides robust support for students who may be struggling. This support includes after-school tutoring, IXL intervention support, and in-class interventions, all designed to help students fully engage with and benefit from the academic programs available. Committed to delivering a high-quality education that prepares students for future success, Delta Charter School remains focused on ensuring equitable access to a broad course of study. The school continually monitors progress in this area and is proactive in implementing strategies to ensure that every student has the opportunity to succeed.|Despite significant efforts to eliminate barriers, disparities in access to and enrollment in advanced courses persist among student groups. For instance, students from lower-income backgrounds or those learning English may encounter extra challenges in understanding materials and benefiting from teaching strategies in advanced courses. The school recognizes these issues and is actively working to mitigate them with targeted interventions and support services, including after-school tutoring, IXL, and the continued enhancement of a comprehensive academic support and intervention program for English learners.|Delta Charter School has launched multiple initiatives to guarantee a comprehensive curriculum for every student. The school has expanded its advanced course offerings, provided extra assistance for students facing difficulties, and promoted participation in extracurricular academic programs. Efforts are also underway to rectify the unequal access to these advanced courses among various student demographics, including those from economically disadvantaged backgrounds or English language learners, by implementing specialized interventions and support mechanisms. Delta Charter School is committed to ongoing evaluation and will take additional measures as needed to secure equitable success opportunities for all students. 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, and dance lessons.|Met||2026-06-09|2026 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||2026-06-25|2026 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 5 of a dual language academy. 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. Date taken to local governing board: June 30, 2026|Met||2026-06-30|2026 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 2024-2025 school year, students in this program achieved an average course pass rate of 96%, a success rate that continued into the first semester of 2025-2026. 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 94% pass rate in Summer 2025. 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||2026-06-09|2026 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||2026-06-23|2026 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||2026-06-18|2026 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||2026-05-27|2026 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||2026-06-18|2026 39686760117853|Dr. Lewis Dolphin Stallworth Sr. Charter|7|Dr. Lewis Dolphin Stallworth, Sr. Charter School uses multiple local measures to monitor student access to and enrollment in a broad course of study. These measures include student schedules, course enrollment records, master scheduling, cumulative records, Individualized Education Programs (IEPs), English Learner data, Student Success Team (SST) referrals, classroom observations, and student information system reports. School leadership also reviews enrollment and participation data by grade level, English learner status, students with disabilities, socioeconomically disadvantaged students, foster youth, and students experiencing homelessness to ensure equitable access to all required content areas. The school provides all students with access to California Standards-aligned instruction in English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Health, Visual and Performing Arts, technology, and English Language Development for eligible students. Student achievement data, attendance, intervention participation, and stakeholder feedback are reviewed regularly through Professional Learning Communities, SST meetings, IEP meetings, and leadership team discussions to identify barriers to access and ensure all students, including those with exceptional needs, receive the instructional supports and services necessary to be successful.|Dr. Lewis Dolphin Stallworth, Sr. Charter School ensures that all students have equitable access to a broad course of study aligned with California State Standards. As a single-site TK–8 charter school, all students have access to the same core academic program, including English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Health, Visual and Performing Arts, technology, and English Language Development for eligible students. Students with disabilities receive access to the general education curriculum with appropriate accommodations, modifications, and services outlined in their IEPs, while English learners receive designated and integrated English Language Development and targeted instructional support. The school regularly reviews enrollment, student schedules, IEPs, English learner data, and student achievement data to ensure equitable access for all student groups, including socioeconomically disadvantaged students, foster youth, and students experiencing homelessness. No significant disparities in access to a broad course of study have been identified across student groups. Ongoing monitoring through Professional Learning Communities, SST meetings, IEP meetings, and leadership reviews ensures all students continue to receive the instructional opportunities and supports necessary for academic success.|Based on local data, Dr. Lewis Dolphin Stallworth, Sr. Charter School has not identified significant barriers to providing students with access to a broad course of study. As a single-site TK–8 charter school, all students have access to the same California Standards-aligned curriculum and instructional program. However, the school recognizes that some students require additional supports to fully access the curriculum. Barriers such as chronic absenteeism, learning gaps, English language acquisition needs, disabilities, and social-emotional challenges may affect students' ability to fully engage in instruction. To address these barriers, the school provides designated and integrated English Language Development, special education services, targeted academic interventions, Multi-Tiered System of Supports (MTSS), Student Success Team (SST) interventions, counseling services, and Positive Behavioral Interventions and Supports (PBIS). Through ongoing review of student achievement, attendance, and participation data, the school continues to identify barriers early and provide equitable access and appropriate supports so that all students can successfully participate in a comprehensive course of study.|"In response to local data and ongoing program monitoring, Dr. Lewis Dolphin Stallworth, Sr. Charter School will continue implementing strategies to ensure all students have equitable access to a broad course of study. Through the school's ""Back to the Basics"" initiative, teachers will implement the adopted curriculum with fidelity, prioritize high-quality Tier I instruction, and use student data to provide timely academic interventions. The school will continue expanding support for English learners through designated and integrated English Language Development and targeted language instruction using Summit K12. Additional actions include ongoing Professional Learning Communities (PLCs), instructional coaching, classroom walkthroughs, and professional development focused on effective instructional practices and curriculum implementation. The school will continue monitoring student schedules, IEPs, English learner progress, attendance, and achievement data to identify barriers early and provide appropriate supports through MTSS, SST, PBIS, counseling services, and special education. These continuous improvement efforts are designed to ensure every student has equitable access to rigorous, standards-aligned instruction and the supports needed to achieve academic success."|Met||2026-07-16|2026 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||2026-06-18|2026 39686760119743|Stockton Early College Academy|7|Stockton Unified School District (SUSD) utilizes several locally selected measures and tools to track the extent to which all students, including unduplicated student groups (UPC) and individuals with exceptional needs (SWD), have access to and are enrolled in a broad course of study. These tools include Synergy Reports, Course Catalog Audits, Transcripts Evaluation Services (TES), MESA Reports, and Ensuring Success Plans Reviews.|Using Stockton Unified School District's (SUSD) locally selected measures and tools, such as Synergy Reports, Course Catalog Audits, Transcripts Evaluation Services (TES), MESA Reports, and Ensuring Success Plans Reviews, it is evident that access to and enrollment in a broad course of study varies across school sites and student groups. Overall, 66% to 99% of all students are enrolled in a broad course of study. However, when disaggregated, unduplicated students (UPC) have slightly higher access and enrollment rates, ranging from 67% to 99%, while students with disabilities (SWD) show a broader range of 60% to 99%. These variations indicate that while most students have substantial access, there are discrepancies, particularly for students with disabilities, who may face more significant barriers. Progress over time shows an improvement in tracking and ensuring access, with ongoing actions such as reviewing graduation requirements and expanding the use of college and career reports aimed at addressing these gaps and promoting equitable access to a broad course of study for all students.|The results from Stockton Unified School District's (SUSD) locally selected measures reveal several barriers to providing access to a broad course of study for all students. Resource allocation issues, such as a lack of qualified teachers and instructional materials in underfunded areas, significantly limit educational opportunities. Additionally, students with disabilities (SWD) face gaps due to insufficient support for individualized education plans (IEPs), and unduplicated students (UPC) encounter scheduling conflicts and socioeconomic constraints that hinder their enrollment in diverse courses. Further challenges include disparities in equity and inclusion, with language barriers and limited access to advanced placement or elective courses affecting unduplicated students. Insufficient guidance and awareness among students and parents about course availability lead to under-enrollment, while technological and infrastructural limitations, particularly in lower-income schools, restrict access to essential online resources. Addressing these barriers requires targeted initiatives, increased investment in technology, and enhanced support for individualized learning plans to ensure equitable access for all students.|In response to the identified barriers, Stockton Unified School District (SUSD) will implement several strategic revisions and actions to ensure all students have access to a broad course of study. These include reallocating resources to ensure underfunded schools receive necessary instructional materials and qualified teachers, and expanding professional development to enhance staff capacity for supporting diverse course offerings. Additionally, SUSD will increase support for individualized education plans (IEPs) for students with disabilities (SWD) and create more flexible scheduling options to help unduplicated students (UPC) balance academic and personal responsibilities. To further address equity and inclusion, SUSD will launch targeted initiatives to provide advanced placement and elective courses to underserved student groups, alongside comprehensive guidance programs to increase awareness of available courses. Investments in technological infrastructure will ensure that all students, particularly those in lower-income schools, have access to online and digital learning resources. The district will also establish advisory boards to continually review and adjust policies, ensuring that the course offerings meet the evolving needs of the student population. These actions aim to create a more inclusive and equitable educational environment, promoting broader access to diverse academic opportunities for all students.|Met||2026-06-02|2026 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||2026-06-18|2026 39686760120733|Stockton Collegiate International Secondary|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 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||2026-06-18|2026 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||2026-06-18|2026 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||2026-05-13|2026 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||2026-05-19|2026 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||2026-06-24|2026 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||2026-06-18|2026 39686760139907|Voices College Bound Language Academy at Stockton|7|Voices Stockton utilizes a variety of measures and monitoring tools to evaluate the effectiveness of its broad course of study and ensure all students have access to high-quality instruction. These include daily attendance tracking, including attendance within middle school instructional blocks, daily schedules for grades K–3, and pacing calendars aligned to the math and ELA curricula. The school also maintains trackers to monitor required instructional minutes for students with special needs and conducts regular principal and network walkthroughs to assess program implementation. Additional measures include weekly academic data reviews, lesson internalization and instructional planning processes, mid-unit and end-of-unit assessments, and quarterly benchmark and interim assessments. Student performance data is regularly disaggregated by subgroups, including English Learners and students with disabilities, to guide instructional decisions and support equitable outcomes.|All students at Voices Stockton have access to a broad and rigorous course of study, regardless of subgroup or learning needs. Through a full inclusion model, students with special needs participate alongside their peers and receive the support necessary to access grade-level instruction. All students receive daily instruction in California Common Core State Standards-aligned English Language Arts and mathematics. English Learners participate in designated and integrated English Language Development instruction tailored to their grade level and language proficiency. Students also engage with science and social studies content through both English and Spanish Language Arts, using a variety of nonfiction and fiction texts that build background knowledge, literacy skills, critical thinking, and academic language development.|Voices Stockton is committed to providing all students with access to a broad and engaging course of study while continuously seeking opportunities for improvement. This year, the school successfully adopted a new science curriculum to enhance student learning and engagement. Looking ahead, Voices Stockton will implement a new social studies curriculum and introduce a dedicated Values Block focused on social-emotional learning and character development. One of the challenges the school has successfully addressed has been staffing. Despite the ongoing demand for bilingual, credentialed teachers and substitutes, Voices Stockton has worked diligently to recruit, hire, and retain qualified educators, ensuring students receive consistent, high-quality instruction and support throughout the school year.|This school year, Voices Stockton strengthened its instructional program by adopting a new K–5 science curriculum and a middle school Spanish curriculum, ensuring students have access to high-quality, standards-aligned learning experiences. These curriculum enhancements support the development of critical thinking, academic language, and content knowledge across grade levels. Looking ahead to the next school year, Voices Stockton will implement a new TK–8 mathematics curriculum that is fully aligned to California State Standards and designed to provide a coherent learning progression across all grades. This adoption will support instructional consistency, strengthen student achievement in mathematics, and ensure all students have access to rigorous and engaging learning opportunities.|Met||2026-06-24|2026 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||2026-06-18|2026 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||2026-06-04|2026 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||2026-06-04|2026 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||2026-05-21|2026 39745420000000|San Joaquin County ROP|7|||||Not Met|||2026 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: 46.00% EL Students: 29.90% LTEL Students: 32.8% Socio-Economically Disadvantaged Students: 45.00% Homeless Students: 43.00% Foster Youth: 31.30 Students with Disabilities: 46.70%|The above data indicate a broad increase in the rate that all students have enrolled in a access to a broad course of study, compared to the 2024 CDE Dashboard. Of the statistically significant subgroups identified, only LTEL (-5.70%) and Foster Youth (-24.30%) experienced declines in participation rates for a Broad Course of Study. 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 is committed to expanding access for all students 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 designated English learner support and/or Special Education service minutes must enroll in these courses. 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.|TUSD is committed to expanding its 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||2026-06-23|2026 39754990102384|Primary Charter|7|PCS uses multiple locally selected measures to monitor student access to a broad course of study in grades TK–4. These include student information system reports and site-level data to review enrollment and participation in core instructional areas such as English language arts, mathematics, science, social studies, and physical education, as well as access to enrichment opportunities. Additional tools include classroom observations to ensure instructional minutes and program offerings are consistent across rooms. Educational partner input, including family and staff feedback, is used to identify potential barriers and inform improvements, ensuring all students have access to a comprehensive and developmentally appropriate course of study.|All students have access to, and are enrolled in, a broad course of study.|There are no barriers preventing PCS from providing access to a broad course of study for all students.|PCS is strengthening interventions and support systems to ensure students who are not yet meeting grade-level standards receive timely, targeted academic support without loss of access to grade-level instruction. For English learners and students with exceptional needs, the LEA is refining service delivery models to ensure integrated support within classroom instruction. Additionally, leaders are using disaggregated data to identify and address access gaps for unduplicated student groups. Ongoing collaboration with staff and families continues to inform scheduling, program design, and resource allocation to support equitable access for all students.|Met||2026-06-08|2026 39754990102392|Millennium Charter|7|MHS uses multiple locally selected measures to monitor student access to and enrollment in a broad course of study at the high school level. These include the master schedule analysis, student course enrollment data, and transcript reviews to ensure all students—including unduplicated pupil groups (English learners, socioeconomically disadvantaged students, and foster youth) and students with exceptional needs—have equitable access to A–G courses, Career Technical Education (CTE) pathways, Advanced Placement (AP) courses, visual and performing arts, and electives. Data is disaggregated by grade level, student group, and program participation using the student information system and dashboard tools. The LEA also reviews Individualized Education Programs (IEPs) and 504 plans to ensure appropriate access and inclusion in general education coursework. Additional tools include counseling logs, four-year academic plans, and college/career readiness indicators to monitor student progress and participation.|Using locally selected measures such as master schedule analysis, course enrollment data, transcript reviews, and student information system reports, MHS finds that most students have access to and are enrolled in a broad course of study that includes A–G courses, AP offerings, visual and performing arts, and a range of electives. Over time, enrollment in rigorous coursework has increased, with more students completing A-G requirements. Disaggregated data indicates that while access is broadly available, some disparities persist among student groups. English learners, socioeconomically disadvantaged students, and students with disabilities are underrepresented in AP and advanced coursework, though targeted supports—such as counseling, academic planning, and intervention programs—have contributed to gradual increases in participation. Students with exceptional needs are increasingly enrolled in general education courses with appropriate supports, as reflected in IEP and 504 plan reviews.|Staffing and scheduling constraints restrict the number and variety of advanced courses that can be offered. Conflicts within the master schedule can prevent students from enrolling in desired courses, especially when support classes or intervention periods are required.|The master scheduling process will be refined to reduce course conflicts, increase availability of A–G, AP, and elective options, and ensure that support classes do not unnecessarily limit student choice. MHS will also explore expanding sections of high-demand courses.|Met||2026-06-08|2026 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||2026-06-23|2026 39754996118665|Discovery Charter|7|DCS uses several locally selected measures to monitor the extent to which middle school students have access to and are enrolled in a broad course of study. These include master schedule analysis, student course enrollment reports, and grading/transcript data to ensure all students have access to core academic subjects (ELA, math, science, and social science), as well as electives. Data from the student information system is regularly disaggregated by grade level, unduplicated student groups (English learners, socioeconomically disadvantaged students, and foster youth), and students with exceptional needs. DCS also reviews Individualized Education Programs (IEPs) and 504 plans to ensure appropriate access to general education settings and elective opportunities.|Using locally selected measures such as master schedule analysis, course enrollment reports, and student information system data, DCS finds that most middle school students have access to and are enrolled in a broad course of study that includes core academic subjects (ELA, math, science, and social science). Over time, DCS has increased access to enrichment opportunities, resulting in higher overall student participation.|Structural challenges, including master schedule conflicts and prioritization of core and intervention courses, can limit flexibility. For students with exceptional needs, access may also be influenced by service minutes and program placement requirements outlined in IEPs.|Supports, such as targeted intervention, tutoring, and other programs, will be implemented to help students build the skills needed to access a full range of courses without being excluded from electives. For students with exceptional needs, the LEA will continue to expand inclusive practices to increase participation in general education and elective classes with appropriate supports.|Met||2026-06-08|2026 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.|LUSD ensures all students have access to a broad course of study as per Ed. Code 51210, including core academics, electives, visual and performing arts, physical education, Outdoor Education, health education, and CTE. Access is further expanded through Project Lead the Way 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 and art instruction and 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||2026-06-17|2026 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||2026-06-11|2026 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||2026-06-17|2026 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||2026-06-17|2026 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||2026-06-11|2026 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||2026-06-17|2026 39773880141242|River Islands High|7|||||Not Met|||2026 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||2026-06-18|2026 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||2026-06-09|2026 40104050125807|Almond Acres Charter Academy|7|The Panorama and AERIES systems are used to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.|Access to a broad course of study was maintained because oversight prioritized maintaining existing programs such as athletics, which ensured continued student access to some extracurricular opportunities. However, the action did not fully improve or expand access to diverse programs, as seen in uneven outcomes in College and Career Readiness indicators,as reflected in Metric 4.3, where middle school improved to 58% while elementary remained flat at 54%. This uneven progress occurred because staffing and resource limitations reduced the ability to sustain and expand programs such as drama, which limited opportunities for students whose engagement is supported through non-athletic pathways. CAASPP Math performance (Metric 3.1) declined to -66.8 for All Students, with English Learners (-185.7) and Socioeconomically Disadvantaged students (-80.5) remaining significantly below standard, and Panorama Academic (Metric 2.3) and Panorama SEL (Metric 1.3) data continue to show areas of need, indicating that while access was maintained, outcomes did not show consistent improvement across academic and social-emotional measures.|The absence of a dedicated Program Director created a gap in coordination and oversight because centralized leadership was not available to organize and align enrichment and special programs, which limited the consistency and coherence of implementation. Staff experienced capacity constraints because additional responsibilities were assigned without a reduction in existing duties, which limited the ability to expand or enhance programming was ineffective in contributing to progress toward the goal because the action was not implemented, and the intended service, centralized coordination and oversight of programs, was not provided. This lack of implementation is reflected in declines in school climate survey results for families, as shown in Metric 4.1, where family survey results declined to 59% from a baseline of 76%.|In the 2026–27 LCAP with modifications to assigned duties. Specific responsibilities will be adjusted, including changes to programs such as what electives will be offered, to better align staff capacity with program priorities and available resources, which will support more consistent implementation of extracurricular and enrichment opportunities.|Met||2026-06-24|2026 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 2025-2026 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||2026-06-09|2026 40687260000000|Cayucos Elementary|7|2026-27 Local Performance Indicator Self-Reflection for Cayucos Elementary School District Page 20 of 23 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 educational partner feedback gathered through the **2025–26 LCAP survey**, Town Hall meetings, and parent engagement events, Cayucos Elementary School District will continue to expand opportunities for middle school student engagement, leadership, and college and career readiness during the **2026–27 school year**. Survey results indicated that students and families value opportunities for enrichment, electives, hands-on learning, and increased student voice within the middle school program. To address this feedback, CESD will continue refining the middle school master schedule to maximize opportunities for exploratory learning while maintaining strong core academic instruction. The district will expand opportunities for **Visual and Performing Arts (VAPA), leadership experiences, career exploration, project-based learning, community service, and enrichment activities** through dedicated instructional blocks and interdisciplinary learning experiences. Building upon the success of the middle school enrichment/intervention model, students will continue to receive targeted academic support through intervention periods utilizing research-based resources, differentiated instruction, and individualized learning pathways while also participating in enrichment opportunities that promote creativity, collaboration, and critical thinking. Study skills and executive functioning supports will remain embedded within the middle school program.|Met||2026-06-23|2026 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||2026-06-16|2026 40687910000000|Pleasant Valley Joint Union Elementary|7|Students have access to Common Core-aligned materials in language arts, mathematics, science, and social studies. Health instruction, guided by the new health framework, is expanding and remains in its early stages. Since the school serves kindergarten through sixth grade, world language instruction is not offered, and career and technical education is just beginning. Teachers use annual instructional plans and pacing guides to track curriculum implementation. For the 2026-2027 school year, the district will introduce a new mathematics curriculum that is more closely aligned with the updated mathematics framework. A new career education curriculum will also be adopted for 2026-2027.|Students have access to Common Core-aligned materials in language arts, mathematics, science, and social studies. Health instruction, guided by the new health framework, is expanding and remains in its early stages. Since the school serves kindergarten through sixth grade, world language instruction is not offered, and career and technical education is just beginning. Teachers use annual instructional plans and pacing guides to track curriculum implementation. For the 2026-2027 school year, the district will introduce a new mathematics curriculum that is more closely aligned with the updated mathematics framework. A new career education curriculum will also be adopted for 2026-2027.|We are a very small district with only 60 students. Some of the career and technical materials and instructions are difficult to access. In addition, funding for new materials is very limited.|We continue collaborating with our local County Office of Education to secure grant opportunities and additional professional development for our staff, enabling us to expand our program offerings. We will also seek new funding sources to adopt updated instructional materials.|Met||2026-06-24|2026 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, 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||2026-06-02|2026 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||2026-05-26|2026 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 2025/26 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||2026-06-11|2026 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, Nutritional Education, STEM Projects, and access to technology. 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 Hour, 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 2025-2026 the LEA provided extensive training in English Language Development and resources for integrated and designated ELD, PBIS Tier II implementation, 95% Reading Curriculum and classroom management techniques. Special Education teachers had training on utilizing occupational therapy tools . 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 95% Curriculum, Sonday, and Bridges math Intervention. For 2026-2027 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||2026-06-09|2026 40688410000000|Templeton Unified|7|The district regularly reviews enrollment patterns, student participation data, course offerings, and student outcomes to ensure equitable access for all student groups. Feedback from students, families, staff, and industry partners is considered when evaluating and expanding course offerings.|Students have access to rigorous academic programs, Career Technical Education pathways, visual and performing arts, world languages, Advanced Placement courses, dual enrollment opportunities, agricultural education programs, special education services, and intervention supports. Elementary students receive instruction across all required content areas, while secondary students have opportunities to pursue individualized pathways based on their interests and future goals.|Funding continues to be somewhat of a barrier for Templeton Unified given that our unduplicated student numbers are lower than most schools which results in less funding.|Templeton USD continues to align educational opportunities with the district's Portrait of a Learner, ensuring students develop the academic, technical, and interpersonal skills necessary for success in an evolving global society.|Met||2026-06-25|2026 40754570000000|Paso Robles Joint Unified|7|aso Robles Joint Unified School District (PRJUSD) utilizes a comprehensive, data-driven approach to monitor student access and enrollment in a broad course of study. In accordance with California Education Code, tracking tools are disaggregated by grade spans, unduplicated student groups, and individuals with exceptional needs to ensure equitable opportunities. Elementary and Early Middle Level (Grades K–6): The district monitors master schedules, report card distributions, and physical education/arts instructional logs. To measure core academic engagement and performance, local indicators include performance data from district common writing assessments and common formative assessments, alongside targeted administrative walkthrough tools that collect real-time data on classroom instruction and student discourse. Secondary Level (Grades 7–12): PRJUSD leverages our Student Information System (Aeries) to track course requests, master schedules, real-time enrollment data, and graduation progress. Targeted Populations: Aeries queries and specialized tracking dashboards monitor enrollment rates for unduplicated groups and individuals with exceptional needs. Secondary metrics explicitly analyze grade distribution data across student cohorts to identify systemic disparities in course success, alongside tracking access to Career Technical Education (CTE) pathways, Advanced Placement (AP), dual enrollment, and A-G sequences.|Using our local tracking tools, PRJUSD confirms that 100% of students across all school sites possess physical access to a broad course of study. However, an analysis of disaggregated secondary enrollment data and grade distribution data reveals distinct variations in performance and participation rates among specific student groups. At the elementary and early middle school levels (K–6), course access remains uniform across all comprehensive sites. This is supported by district common writing assessments, formative data, and regular walkthrough logs showing highly collaborative student discourse. Students with exceptional needs receive core content instruction aligned to their IEPs, primarily through co-taught or specialized academic instruction models. At the high school level, overall enrollment in a broad course of study remains high, anchored by an expansive array of 15+ robust CTE pathways, including recently added cosmetology and public safety pathways. Despite universal access, longitudinal Aeries data highlights enrollment disparities in advanced academic sectors. Unduplicated student populations—specifically English Learners and socioeconomically disadvantaged students—are proportionally underrepresented in AP courses and certain high-demand STEM tracks, though they demonstrate strong enrollment numbers within our comprehensive CTE and alternative education programs.|Through the self-reflection and data analysis process, PRJUSD identified several systemic and logistical barriers that limit underrepresented student groups from fully enrolling in a broad, advanced course of study: Scheduling and Credit Limitations: Under our current secondary schedule, English Learners and students with disabilities must take core language development (ELD) classes or specialized academic support periods. These required classes frequently conflict with single-section advanced electives or CTE introductory courses, forcing students to choose between mandated interventions and elective enrichment due to limited period availability. Linguistic Barriers and Prerequisite Tracking: Analysis of grade distribution data indicates that traditional prerequisite requirements and a lack of primary-language instructional scaffolding in advanced secondary courses can inadvertently discourage English Learners from continuing into higher-level STEM or AP coursework. Academic Advising Gaps: Local feedback indicates that underrepresented families often experience gaps in navigating the complexities of high school course selection. Without proactive, culturally responsive academic counseling, students frequently self-select out of rigorous A-G pathways. Transportation Realities for Alternative Sites: Students attending alternative education campuses occasionally face physical access constraints to specialized lab spaces located at the comprehensive high school.|To dismantle identified barriers and guarantee equitable enrollment, PRJUSD is implementing several targeted revisions and new strategic actions: Expanding the Secondary Instructional Day: The district is actively working to modify the high school schedule to transition to a potentially 7-period day. This structural adjustment will expand credit capacity, allowing more students to seamlessly access required interventions alongside a broader course of study and elective options. Course and Pathway Expansion: To capture diverse student interests and boost engagement, the district has expanded its career pipelines, recently adding high-interest cosmetology and public safety pathways while broadening enrollment capacity in existing 15+ CTE tracks. Strategic Master Scheduling & Co-Teaching: Secondary administrative teams are utilizing Aeries simulation modules to build master schedules around the needs of vulnerable cohorts, minimizing conflicts between support periods and single-section electives. We are also expanding integrated, co-taught classrooms to keep students with exceptional needs in the core curriculum. Data-Driven Culturally Responsive Outreach: PRJUSD is deploying bilingual family advocates and Student Engagement Specialists (SES) to launch targeted Parent University sessions. Counselors and staff continuously review K–6 common writing assessments, secondary grade distribution data, and walkthrough logs to identify student potential early and support open access.|Met||2026-06-09|2026 40754650000000|Coast Unified|7|Coast Unified School District (CUSD) uses multiple locally selected measures 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. At the district level, tools include master schedule and course offerings analysis, student enrollment data disaggregated by subgroup (English Learners, socioeconomically disadvantaged students, and students with disabilities), and student information system (SIS) reports. These data are reviewed annually during master schedule development and LCAP planning processes to ensure equitable access to required and enrichment coursework. At the elementary level, access is monitored through enrichment participation data and program rosters, including visual and performing arts (Children’s Creative Project), PE, and garden education through One Cool Earth. At the secondary level, the district tracks enrollment in a broad course of study including A–G aligned coursework, AP courses, dual enrollment (11 courses offered in partnership with postsecondary institutions), CTE pathways, foreign language, co-taught courses, FFA, leadership, theater, and electives. The district also monitors access to new and expanding offerings, including the addition of a Computer Science course at the high school level. Site administrator input, course enrollment trends, and annual LCAP stakeholder feedback are also used to evaluate access and ensure alignment|Overall, all students in Coast Unified School District have access to a broad course of study across elementary, middle, and high school levels. At Cambria Grammar School, students receive core academic instruction in English language arts, mathematics, science, and social sciences, along with consistent access to enrichment programs including visual and performing arts (Ukulele, art, and music through Children’s Creative Project), physical education, and garden education through One Cool Earth. These experiences provide early exposure to foundational academic and enrichment opportunities that support later college and career readiness. At Santa Lucia Middle School and Coast Union High School, all students have access to a comprehensive course of study including English, mathematics, science, social sciences, physical education, visual and performing arts, foreign language, and a wide range of electives. These include CTE pathways, AP courses, dual enrollment (11 courses), FFA, theater, leadership, and co-taught courses supporting students with disabilities. The district has also expanded offerings with the addition of a Computer Science course at the high school. Disaggregated enrollment data indicates that students across all major groups, including English Learners, socioeconomically disadvantaged students, and students with disabilities, have equitable access to core and enrichment courses. No significant disparities in enrollment patterns are observed across student g|The primary barriers impacting consistent access to a broad course of study are related to staffing limitations, declining enrollment, and scheduling constraints common in a small rural district. Some elective and advanced courses at the middle and high school levels may not run every semester due to low enrollment numbers or limited staff availability in specialized subject areas. This can result in variability in course offerings from year to year. In addition, scheduling complexity can create challenges in ensuring all students can access desired electives while also meeting graduation requirements and intervention needs. This is particularly true for students requiring additional academic support services, where intervention or co-taught courses may conflict with elective options. While bilingual staffing supports are in place, limited staffing capacity can also impact the extent to which English Learners receive consistent scaffolding across all course offerings. Despite these constraints, the district continues to prioritize maintaining a diverse and rigorous course of study within the limitations of a small rural school system.|In response to identified barriers, Coast Unified School District has implemented and continues to expand strategies to ensure equitable access to a broad course of study for all students. The district has expanded dual enrollment opportunities in partnership with postsecondary institutions, now offering 11 dual enrollment courses to increase college and career readiness pathways. In addition, CUSD has added a new Computer Science course at the high school to expand access to emerging career fields and strengthen STEM opportunities. At the elementary level, partnerships with One Cool Earth and Children’s Creative Project have been maintained to ensure continued access to garden education and visual and performing arts programs. At the secondary level, the district continues to support a wide range of CTE pathways, AP courses, FFA, theater, leadership, and co-taught instructional models to support inclusive access for students with disabilities. The district continues to refine the master scheduling process annually to maximize course availability and reduce conflicts between required courses, intervention supports, and electives. Ongoing review of enrollment data and student interest surveys informs staffing and course planning decisions. CUSD will continue to monitor disaggregated enrollment data and student access patterns to ensure equitable participation across all student groups and will adjust course offerings annually based on student voice, staffing capacity, and|Met||2026-06-25|2026 41104130000000|San Mateo County Office of Education|7|SMCOE's school programs offer a rigorous, research-grounded curriculum aligned to Common Core standards and designed to prepare students for academic success, college, and career readiness. Teachers at each site design instruction tailored to the needs of their students and student groups, with all curriculum and instruction adhering to the California Common Core framework, including intentional support for English Learners and students with disabilities. Court and Community Schools meet the graduation requirements established by the Board of Education. Across sites, there is strong integration among academic disciplines, with staff collaborating to align focus and content. Many teachers instruct across two core subjects, such as English and social studies or math and science, which naturally deepens that integration. This year marked the close of Year 3 of our Strategic Plan, which yielded stronger alignment and the establishment of academic, social-emotional, and behavioral goals. PDSA cycles (Plan, Do, Study, Act) will be implemented with fidelity in the coming year; implementation was delayed this year due to staffing inconsistencies.|Court and Community Schools piloted both Carnegie Math and StudySync this year, with both now formally adopted. Gateway Community School is home to a CTE Innovation Lab developed in partnership with Stanford, accessible to students across all sites. For credit recovery, enrichment, and remediation, students have access to Edgenuity, an A-G Online Platform with approved A-G accredited courses. Through Project Change and partnerships with the Community College District, students may also enroll in multiple college-level courses simultaneously. Physical education is a consistent priority across all sites, with fully credentialed PE teachers and dedicated gym facilities at both Kemp and Hillcrest. Movement and yoga offerings are also available students at Hillcrest and Canyon Oaks, supporting both physical wellness and the broader school climate.|Staffing inconsistencies and lack of implementation with fidelity of many of our LCAP metrics were a barrier this year. We will focus on more consistent access to a broad course of study for all students in the 2026-27 school year.|SMCOE is building out Professional Learning Communities that give teachers and staff dedicated time to examine curriculum, analyze student outcomes, and identify needs through a data-informed lens. In parallel, SMCOE is collaborating with local colleges to develop dual enrollment opportunities that expand credit recovery pathways and strengthen students' chances of meeting graduation requirements. School teams will use curriculum-embedded assessments and regular data review cycles to monitor outcomes across content areas and deploy additional support where the data indicates it is needed.|Met||2026-06-24|2026 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. 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||2026-06-22|2026 41688580000000|Bayshore Elementary|7|By building a master schedule rooted in equitable access, we ensure all students including students from unduplicated student groups are enrolled in broad course of study.|All students are enrolled in a broad course of study.|There are no barriers-we ensure that all students have access to and our enrolled in a broad course of study.|We work to ensure that we offer a wide range of electives to middle school students.|Met||2026-06-16|2026 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. The three schools have varied percentages of students in advanced math (Nesbit: 46%; Ralston: 50%; Sandpiper: 56%). 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 IEPs and a higher percentage of students with 504 plans in grades 7/8, though all classrooms serve students with disabilities. Enrollment in advanced math classes ranges from 2-20% students with disabilities, whereas the overall population (by grade) varies between 6-14% 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||2026-06-18|2026 41688740000000|Brisbane Elementary|7|The Brisbane School District is using the DRA reading assessment in the early grades and i-Ready for ELA and Math assessment in grades 6-8. This year (2025-26), the District’s Literacy Committee has recommended using Preventing Academic Failure (PAF) and CORE Learning reading assessments for grades K-2 beginning in 2026-27. We will also introduce the i-Ready assessment for ELA and math in grades 3-5 in 2026-27 to complement the i-Ready assessments that exist in grades 6-8. We expect to generally give the assessments three times a year and use them as benchmark assessments to monitor all students’ learning progress.|In English Language Arts, our English Learners and Hispanic students are two student groups that are performing below state expectations and will be prioritized for targeted support and growth. In math, the same two groups, English Learners and Hispanic students are performing below state expectations and will be prioritized for targeted support and growth. We have common programs across our two elementary schools and our one middle school, so that all students have access to and are enrolled in a broad course of study.|The barriers appear to be limited opportunities for small group instruction and limited opportunities to experience and learn the Spanish language in school.|To address the above focus groups and barriers, the District proposes to continue with its April 2026 increase of intervention teachers. In April, the District added a 30% intervention teacher at each elementary school, and a 50% intervention/enrichment teacher at the middle school. Beginning in August 2026, that will be a 50% intervention teacher at each elementary school and a 50% intervention/enrichment teacher at the middle school. This will allow for more small group instruction at the elementary schools in particular. Moreover, we are adding English Language Development staffing so that Panorama Elementary will have a dedicated 40% ELD teacher and Brisbane Elementary will have a dedicated 60% ELD teacher. As for exposure to and learning of the Spanish language, the District is adding a full-time Spanish teacher in grades 4-8 for all students in those grades.|Met||2026-06-17|2026 41688820000000|Burlingame Elementary|7|The LEA uses a suite of locally selected diagnostic and progress monitoring tools to track student access and enrollment across grade spans and student groups: Literacy: mClass is used district-wide to monitor reading development and ensure all students, including unduplicated pupils and individuals with exceptional needs, are progressing within the ELA course of study. Amira Reading and StudySync serve as supplementary tools to support and monitor literacy engagement across grade levels. Mathematics: iReady diagnostics and Illustrative Mathematics (IM) assessments are used to track math proficiency and course access. Beast Academy provides additional data points for advanced math engagement, particularly in elementary grades. These tools are administered at regular intervals (beginning, middle, and end of year), and data is disaggregated by grade span, unduplicated student groups (English Learners, Foster Youth, Low-Income students), and students with IEPs to ensure equitable access to core curricula. Results inform instructional placement, intervention supports, and program enrollment decisions, helping the LEA identify gaps in access and make targeted adjustments to course offerings and student supports. 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 activit|All students district-wide have access to and are enrolled in a comprehensive course of study across all grade levels. The district maintains inclusive practices while addressing diverse student needs through differentiated programming and specialized support services. Students with exceptional needs receive targeted instruction through two specialized day classes, with placement prioritized in the least restrictive environment appropriate for each individual. Students requiring academic support may utilize one elective period for intervention in grade 6, while advanced learners access accelerated math pathways without testing barriers. Grade-level access varies by developmental need. Sixth-grade students have universal access to two elective choices plus differentiated math pathways (Math 6 and Accelerated Math 6). Eighth-grade students completing the Accelerated Math 7 sequence gain access to Algebra I. Key equity measures include eliminating testing requirements for accelerated math enrollment, providing flexible elective scheduling that accommodates both enrichment and intervention needs, and integrating special education services within the general education framework when appropriate. No significant disparities in course access have been identified across school sites or student groups. These practices maintain high expectations while ensuring appropriate support structures 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. Data analysis revealed significant underrepresentation among English Learners, students with disabilities, and economically disadvantaged students in advanced coursework, indicating that current recruitment, intervention strategies, and identification processes for advanced study are insufficient for these populations. In response, the district is collaborating with the middle school team to identify new approaches and support structures that will more fully include underrepresented students in advanced courses, with the goal of achieving an enrollment that better reflects the school's overall demographic composition. The district continues to monitor enrollment data disaggregated by student group to proactively identify emerging barriers and ensure that all students — regardless of language proficiency, disability status, or socioeconomic background — have meaningful access to a broad and rigorous course of study.|In response to data revealing underrepresentation of English Learners, students with disabilities, and economically disadvantaged students in advanced coursework, the district has implemented and continues to develop targeted actions to ensure equitable access to a broad course of study. The district is actively collaborating with the middle school team to develop recruitment strategies and identification processes that better reflect the school's overall demographic composition in advanced course enrollment. This work includes examining how English Learners, students with disabilities, and economically disadvantaged students are identified, encouraged, and supported to access rigorous coursework. Specific strategies include Team Teaching, tutoring, What I Need (WIN) time, and close coordination with our Response to Intervention (RTI) framework to provide targeted, timely support. Ongoing monitoring of enrollment data, disaggregated by student group and grade span, ensures the district can proactively identify emerging gaps and make timely adjustments. Assessment data from mClass, iReady, IM assessments, and supplementary programs — including Amira, Beast Academy, and StudySync — continue to inform placement decisions and support structures, ensuring all students have meaningful access to grade-level and advanced coursework.|Met||2026-06-16|2026 41688900000000|Cabrillo Unified|7|Cabrillo Unified School District uses multiple locally selected measures to monitor 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. For grades TK–8, the District monitors student access to required content areas, including English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Health, Visual and Performing Arts, and World Language through course enrollment data, master schedule reviews, and annual site-level program audits. For grades 9–12, the District monitors access to a broad course of study through course catalogs, enrollment data, UC/CSU A–G course offerings and completion rates, California Dashboard College and Career Indicator data, CTE pathway enrollment and completion data, AP and elective course availability, and four-year graduation rates at Half Moon Bay High School and Pilarcitos Alternative High School. These measures are reviewed by student groups, including English Learners, Socioeconomically Disadvantaged students, and Students with Disabilities, to identify access gaps and inform course planning and continuous improvement efforts.|Cabrillo Unified School District uses multiple locally selected measures, including course enrollment records, UC/CSU “a–g” completion data, College and Career Indicator (CCI) data, CTE pathway completion, graduation rates, and site-level program reviews to monitor the extent to which all students have access to and are enrolled in a broad course of study. In grades 9–12, the district defines a broad course of study as access to a comprehensive course catalog that includes UC/CSU “a–g” coursework, Advanced Placement (AP) and elective opportunities, and CTE pathways. Access to rigorous coursework has expanded at Half Moon Bay High School, where AP and elective course sections increased from 27 at baseline to 39 sections in 2024–2025, representing a 44% increase in available opportunities. Graduation outcomes also improved, with the four-year adjusted cohort graduation rate increasing from 90.6% to 96.4% at Half Moon Bay High School and from 35.0% to 60.9% at Pilarcitos Alternative High School. The district continues to expand college and career readiness pathways. CTE participation increased, with 18 students completing a CTE pathway and 11 students completing both A–G requirements and a CTE pathway. Students currently have access to a full Agricultural Science pathway, with additional pathway development underway in Building Trades and Construction. Across all grade spans, enrollment records and annual site reviews confirm that students have access to required content area|Based on locally selected measures, Cabrillo Unified School District has identified barriers impacting equitable access to and completion of a broad course of study, particularly for English Learners, Long-Term English Learners, Students with Disabilities, and Socioeconomically Disadvantaged students. While access to A–G coursework, CTE pathways, AP courses, and electives has expanded, gaps remain in college and career readiness outcomes. The overall 12th-grade A–G completion rate declined from 38% at baseline to 31% in Year 2, though subgroup gains were observed for Hispanic students (31% to 49%), Students with Disabilities (2% to 19%), and Socioeconomically Disadvantaged students (15% to 31%). California Dashboard College and Career Indicator data highlights continued needs among English Learners (2.8%), Long-Term English Learners (4.5%), and Students with Disabilities (8.2%), reflecting barriers related to academic preparation, language development, and course completion. The district will address these barriers by strengthening academic counseling, expanding A–G and CTE opportunities, increasing intervention and credit recovery supports, and providing targeted assistance for multilingual learners and students with exceptional needs to ensure equitable access to and completion of a broad course of study.|In response to locally selected measure data, Cabrillo Unified School District has embedded actions within the 2026–2027 LCAP to strengthen equitable access to a broad course of study for all students, with emphasis on unduplicated students and students with exceptional needs. The district will expand access to AP, A–G, elective, and CTE opportunities while increasing participation among English Learners, Socioeconomically Disadvantaged students, and Students with Disabilities. Academic counseling will be strengthened beginning in middle school to support course selection, graduation requirements, A–G completion, and postsecondary planning. Credit recovery and intervention supports will continue to help students remain on track for graduation and college/career readiness. CTE pathways, including Building Trades and Construction, will be expanded to provide additional career-connected learning opportunities. The district will also strengthen transition supports between Cunha Intermediate School and Half Moon Bay High School and expand multilingual family engagement to ensure students and families understand available pathways and opportunities for success.|Met||2026-06-18|2026 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.|HCSD offered 61 unique courses in 6th-8th grade and 65 unique courses in TK-5th grade during the 2025-2026 school year. All students, regardless of student group, had access to core courses, electives, and specialists. Adjustments for access were provided depending on the learning scenario. Some courses were designed specifically to meet the needs of unduplicated student groups and students with disabilities. When reviewing math, we no longer see a gap in math (as we did last year), but a new gap emerged in ELA and Science. • In ELA, 98% of students 'overall' received a C- or higher, but only 93% of EL students and 88% of Socioeconomically Disadvantaged students received the same. • In Science, 97% of students overall received a C- or higher, but only 91% of Students with Disabilities received the same. We believe that the gap with EL and SED students in ELA is due to the small numbers of students in these groups. We continue to investigate the gap in C- or better grades in science. 8th graders had the highest percentages of D/F grades across all subjects, except for math where 7th grade had the highest number of D/F grades. We will monitor the progress of students in these groups, ensuring we have instructional resources, meaningful professional learning, and clearly defined interventions to help support our educators address the needs of all students. No discrepancies were seen in Social Studies.|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. As noted above, we have continued work to support some student groups.|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||2026-06-16|2026 41689160000000|Jefferson Elementary|7|Jefferson Elementary School District uses multiple measures to monitor student access to a broad course of study. These measures include Board-adopted curriculum inventories, master schedules, staffing allocations, intervention and enrichment schedules, student participation data, Special Education service records, English Learner program data, and annual reviews of instructional programs across all schools. The district also reviews access to core academic subjects, science, physical education, visual and performing arts, technology, English Language Development (ELD), intervention programs, enrichment opportunities, and inclusive educational settings for Students with Disabilities. Data is reviewed by grade span, school site, English Learners, Students with Disabilities, socioeconomically disadvantaged students, foster youth, and other student groups to ensure equitable access to educational opportunities.|Jefferson Elementary School District provides all students with access to a broad course of study aligned to California State Standards. Students in grades TK-8 receive instruction in English Language Arts, mathematics, science, social studies, physical education, visual and performing arts, technology, and social-emotional learning. English Learners receive both Designated and Integrated English Language Development, while Students with Disabilities receive services and supports designed to provide access to grade-level curriculum within the Least Restrictive Environment. Across schools, students have access to district-adopted instructional materials, technology resources, intervention programs, and enrichment opportunities. Middle schools provide additional intervention and enrichment courses to support diverse student needs and interests. Review of local data indicates that students generally have equitable access to educational programs and services across school sites and student groups. The district continues to prioritize inclusive practices and access to grade-level instruction to ensure all students can participate in a comprehensive educational program.|While all students have access to a broad course of study, the district has identified several barriers that may impact students' ability to fully benefit from available opportunities. These barriers include chronic absenteeism, staffing shortages in specialized positions, varying levels of academic readiness, and the need for continued support for English Learners, Students with Disabilities, and other historically underserved student groups. The district also recognizes the need to strengthen instructional consistency across classrooms and schools to ensure all students experience rigorous, grade-level instruction regardless of school assignment. In addition, budget constraints may limit the district's ability to expand enrichment opportunities and supplemental programs beyond the core instructional program. Continued attention to attendance, instructional quality, inclusive practices, and targeted student supports remains necessary to ensure equitable access and participation for all students.|In response to identified needs, Jefferson Elementary School District will continue strengthening Tier 1 instruction through implementation of High Quality Instructional Materials (HQIM), Universal Design for Learning (UDL), instructional coaching, and professional learning aligned to district priorities. The district will continue supporting English Learners through Designated and Integrated ELD and strengthening inclusive practices for Students with Disabilities through collaboration between general and special education programs. The district will also continue monitoring student participation, attendance, and access to intervention and enrichment opportunities to identify and address barriers to learning. Additional efforts will focus on improving instructional coherence across schools, strengthening mathematics instruction, expanding student engagement opportunities, and maintaining access to technology and standards-aligned instructional materials. Through ongoing review of local data and stakeholder feedback, the district will continue refining programs and services to ensure all students have equitable access to a broad and engaging course of study.|Met||2026-06-24|2026 41689160112284|California Virtual Academy San Mateo|7|The school uses multiple local measures and data systems to monitor 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. Individualized Learning Plans (ILPs) and graduation plans are used to track student course enrollment, progress, and alignment to grade-level expectations and graduation requirements. PowerSchool and Canvas reports are regularly reviewed to monitor course enrollment, participation, and completion across grade spans and student groups. Administrative teams and counselors conduct semi-annual course reviews to ensure students are appropriately placed in core and elective courses, including A-G requirements at the high school level. Additionally, student group data is disaggregated to monitor equitable access to courses such as Career Technical Education (CTE), electives, and advanced coursework. For students with Individualized Education Programs (IEPs), service plans and course placements are reviewed through IEP meetings and progress monitoring to ensure access to both general education and alternate courses of study, as appropriate.|In each review period, at the TK–8 level, 100% of students are enrolled in core subjects, including 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 Technical Education (CTE) programs at both the middle and high school levels. Students across all grade levels enroll in electives in addition to their core coursework, supporting a well-rounded educational experience. Data reviews indicate consistent access across student groups, with no significant disparities in enrollment in core courses. Ongoing monitoring of elective, CTE, and advanced course participation supports efforts to maintain equitable access and identify areas for continued growth.|Barriers to access and enrollment in a broad course of study include limited access to reliable Wi-Fi and school materials, particularly for students experiencing homelessness, students in foster care, and those from socioeconomically disadvantaged backgrounds. These challenges can impact consistent participation in core and elective courses. Additionally, platforms that require multiple student logins create barriers, especially for younger students who may need increased support to navigate systems and access course content. An additional barrier during this school year has been the implementation of the new online learning platform, Canvas. Technical issues at times limited seamless access to courses, affecting student participation. The transition also required a significant learning curve for staff, families, and students, which temporarily impacted the ability to fully access and engage in the full course of study.|In response to the results of locally selected measures, the school has implemented and will continue to refine actions to ensure access to a broad course of study for all students. To support access, the school provides Internet Service Provider (ISP) reimbursement, mobile hotspots, school supplies, and Advanced Placement (AP) exam fee reimbursements for eligible students. The school is also implementing single sign-on (SSO) systems to reduce barriers caused by multiple student logins. The school continues to expand course access by increasing Career Technical Education (CTE) pathway offerings, including Engineering and Architecture and Public Safety, and by encouraging enrollment in A-G approved coursework. Middle school students participate in Career Explorations courses, and qualifying students have access to high school CTE courses. Ethnic Studies and Personal Finance courses have been added, and the Advanced Placement program has expanded to include AP Seminar. To support equitable access, after-hours instructional sessions with credentialed teachers are provided for English Learners, students experiencing housing instability, and other students needing additional support to ensure participation in A-G coursework. Math and Literacy Lab courses continue to support 9th and 10th grade students in building foundational skills in Algebra, Geometry, and English language arts, while teachers and leaders regularly analyze data and refine course materials to improve implementing|Met||2026-06-11|2026 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.|The District uses A-G eligibility rates as a local measure to evaluate students’ access to and successful completion of a broad course of study that prepares them for college and career opportunities. All comprehensive high schools provide access to a full range of courses aligned to A-G requirements, including Advanced Placement, dual enrollment, Career Technical Education, visual and performing arts, world languages, and college preparatory coursework. Districtwide, A-G eligibility increased from 43.6% in 2018–19 to 57.5% in 2024–25, indicating improved student access to and completion of rigorous coursework. Significant gains were observed among several student groups, including Asian students (79.5%), Filipino students (63.6%), White students (68.2%), and students identifying as Two or More Races (61.2%). Students learning English also demonstrated notable improvement, increasing from 15.9% to 32.6% over the same period. Differences remain across school sites and student groups. In 2024–25, Oceana High School reported the highest A-G eligibility rate (80%), while Westmoor High School reported 47.1%. Hispanic students (39.2%), Students with Disabilities (15%), and Students Learning English (32.6%) continue to complete A-G requirements at lower rates than their peers. To address these disparities, the District continues to expand access to rigorous coursework, dual enrollment opportunities, academic interventions, and college and career readiness supports. Ongoing monito|Several barriers impact students’ access to and successful completion of a broad course of study. Although all comprehensive high schools offer courses aligned to A-G requirements, differences in A-G completion rates among student groups indicate that access alone does not guarantee equitable outcomes. Students Learning English, Students with Disabilities, and Hispanic students continue to complete A-G requirements at lower rates than their peers, suggesting a need for additional academic and structural supports. Academic challenges, including unfinished learning, course failures, and the need for credit recovery, can limit students’ ability to enroll in and successfully complete rigorous coursework. Students with Disabilities may require additional accommodations, co-teaching supports, and specialized interventions to access grade-level content. Students Learning English may face challenges navigating course sequences while simultaneously developing English language proficiency. Other barriers include limited counseling and academic advising capacity, which can affect long-term course planning and students’ awareness of available opportunities. Students who experience chronic absenteeism, housing instability, school mobility, or other significant life challenges may also have difficulty maintaining progress toward completing a broad course of study. At continuation school settings, smaller enrollments and scheduling constraints can further limit course options available to|The District has expanded academic counseling and college and career planning supports to strengthen students’ understanding of graduation and A-G requirements and to support long-term academic planning. To increase access to rigorous coursework, the District continues to expand dual enrollment opportunities and review course placement practices to ensure students have equitable access to college preparatory courses. Through participation in the National Equity Project’s District Redesign Network, school teams are examining systems and practices that may create barriers to advanced coursework and are identifying strategies to improve access and participation. The District is also investing in instructional practices that support access to grade-level curriculum, including co-teaching models, Universal Design for Learning (UDL), and targeted academic interventions. These efforts are designed to ensure that students with diverse learning needs can successfully participate in rigorous coursework. In addition, the District has expanded access to credit recovery, summer learning opportunities, and alternative pathways that allow students to remain on track for graduation and A-G completion. Family outreach and communication efforts continue to provide multilingual information and resources to help families understand course requirements and support students in achieving their postsecondary goals.|Met||2026-06-09|2026 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||2026-06-11|2026 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.|Within Pacifica School District, Sunset Ridge maintains a higher concentration of students classified as English Learners. To facilitate their successful transition and achievement within a comprehensive academic program, these students receive integrated curriculum and coursework tailored to support language acquisition across all disciplines. Similarly, students with IEPs or 504 plans are provided with individualized site-level accommodations mapped directly to their learning profiles. This systematic support guarantees placement in the least restrictive environment, ensuring full access to the complete sequence of district courses as determined through the collaborative IEP process.|According to CALPADS enrollment data, while all core curriculum is uniformly provided to all students across all school sites, variations exist within the broader elective and specialized course offerings. Specifically, a structural gap has been identified at the middle school level, where available programs differ between the comprehensive middle school model and the K through 8 school configurations. To address this disparity, Pacifica School District is currently aligning course programming across all middle grade sites to guarantee that every student has equivalent access to a broad, equitable range of academic and elective options.|Local tracking data confirms that while all students maintain baseline access to all core content areas through universal enrollment, distinct barriers persist outside and within the school environment that limit genuine, equitable participation. Externally, varying access to technology at home and school creates an operational divide, prompting a district-wide need to systematically measure and address digital and technology literacy among parents and students. Internally, barriers center on a historical reliance on rigid compliance measures rather than flexible, alternative methods for students to demonstrate skill competency, alongside a need for expanded scaffolding tools to support diverse learners. To eliminate these instructional barriers, the district mandates that all new and returning staff receive intensive professional learning on culturally responsive curriculum design and differentiated instruction. Furthermore, building upon the middle school Career Technical Education engineering and health science pathways launched in the 2025–2026 school year, the district is actively scaling project-based learning frameworks. These initiatives are structurally supported by bilingual community liaisons across all sites to ensure high-quality instructional practices and comprehensive access for every student group.|Met||2026-06-24|2026 41689400000000|La Honda-Pescadero Unified|7|LHPUSD utilizes multiple local measures and tools to monitor student access to and enrollment in a broad course of study across grade spans and student groups. Measures include: • Student course enrollment and master schedule reviews • A-G completion data • Graduation rate data • Dual enrollment participation data • CAASPP and local assessment data • Attendance and chronic absenteeism data • ELPAC and English Learner progress monitoring • CARE Team intervention data • IEP and Student Study Team processes • Educational partner surveys and engagement feedback The district also monitors participation in intervention programs, multilingual learner supports, counseling services, after-school programs, athletics, enrichment opportunities, and college and career readiness activities.|LHPUSD students continue to have access to standards-aligned core academic programs, intervention supports, multilingual learner services, counseling supports, enrichment activities, athletics, and college and career readiness opportunities across all school sites. During data year 2024- 2025: • 35% of students completed A-G requirements. • 22.2% of English Learners completed A-G requirements. • Graduation rates increased to 85.7%. During 2025-2026: • 95.2% of seniors successfully completed a dual enrollment course with a grade of C or better. Students also had access to after-school programs, preschool and TK expansion programs, literacy intervention supports, garden programs, and extracurricular activities. Educational partner feedback reflected appreciation for individualized support, small class sizes, enrichment programs, and supportive school environments while also identifying interest in expanded electives, arts, extracurricular activities, and Career Technical Education opportunities.|LHPUSD continues to face barriers related to its small rural school structure, including limited staffing capacity, transportation challenges, geographic isolation, and scheduling limitations that impact expansion of electives and specialized programs. Educational partner feedback identified continued need for: • Expanded electives and enrichment opportunities • Additional arts and extracurricular programs • Expanded Career Technical Education opportunities • Additional intervention and counseling supports • Increased staffing support • Continued facility improvements Attendance challenges and chronic absenteeism also continue impacting equitable student access to programs and services, particularly for English Learners and students requiring additional intervention support. The district also recognizes the need to continue strengthening supports for multilingual learners and students with disabilities to improve access to rigorous coursework and enrichment opportunities.|LHPUSD will continue implementing systems designed to improve equitable access to academic programs, intervention supports, enrichment opportunities, and college and career readiness pathways for all students. The district will continue: • Maintaining small class sizes and intervention supports • Expanding multilingual learner supports and ELD systems • Providing counseling and college/career readiness services • Supporting dual enrollment opportunities 2026-27 Local Performance Indicator Self-Reflection for La Honda-Pescadero Unified School District Page 20 of 22 • Expanding after-school and enrichment opportunities • Strengthening attendance intervention systems • Providing academic intervention and literacy supports During spring 2025-2026, the district applied for the California Middle School Foundations Academy Grant to support development of middle school Career Technical Education pathways and expand college and career readiness opportunities. The district will continue reviewing student outcome data and educational partner feedback to strengthen equitable access to rigorous coursework and enrichment opportunities across all school sites.|Met||2026-06-18|2026 41689570000000|Las Lomitas Elementary|7|LLESD utilizes multiple data points to verify 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 following course offerings reflect this commitment at each school level: Elementary School (K–5) * Daily class schedules monitored through PowerSchool and teacher-created records * Core subjects, including science and technology * English Language Development * Special Education for students who are eligible * Art instruction provided by contracted specialists to ensure access for all students * Technology instruction provided by classroom teachers * Physical Education * Response to Intervention services delivered by classroom teachers and specialists Middle School (6–8) * Daily class schedules monitored through PowerSchool * Core subjects * English Language Development * Special Education for students who are eligible * Elective courses supported by a comprehensive elective course catalog * World Language * Physical Education * Response to Intervention services delivered by classroom teachers and specialists * Comprehensive Sexual Health Education across middle school grades|During the 2025-2026 school year, LLESD reviewed school and grade-level data to evaluate the extent to which all students had access to and were enrolled in a broad course of study, as outlined by the Education Code. Elementary School (K–5) At the elementary level, a review of student schedules and associated data confirms that all students, including those in unduplicated student groups and individuals with exceptional needs, had access to and were enrolled in a broad course of study. No significant differences in access were identified across student groups or school sites at this level. Middle School (6–8) At the middle school level, a review of student schedules and associated data confirms that all students, including those in unduplicated student groups and individuals with exceptional needs, had access to and were enrolled in a broad course of study. No significant differences in access were identified across student groups or the school site at this level. Progress Over Time LLESD continues to monitor enrollment and access data across grade spans and student groups to ensure equitable course offerings. The district remains committed to identifying and addressing any disparities that may emerge over time to ensure all students have meaningful access to a broad and well-rounded educational experience.|LLESD has identified minimal barriers to accessing a broad course of study across its schools. At the middle school level, a small number of students whose Learning Support Plans indicate a need for additional academic support may be enrolled in a dedicated intervention class in place of an elective course. This intentional scheduling decision is designed to provide targeted support while maintaining each student's access to core coursework and a well-rounded educational experience.|LLESD will maintain consistent scheduling structures across its schools to ensure continued access to a broad course of study for all students. At the middle school level, the district willl implement a new 7-period daily schedule, which is designed to provide all students with access to a mathematics progression that prepares them for Algebra 1 or Geometry by 8th grade. This schedule also ensures that every student has the opportunity to enroll in at least one or two elective courses, chosen from a diverse range of offerings including Academic Support, Art, Technology, Music, French, Latin, Mandarin, and Spanish.|Met||2026-06-10|2026 41689650000000|Menlo Park City Elementary|7|We chose to continue examining enrollment in an accelerated course, compacted math, because about 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 unintentional 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 and students with disabilities are underrepresented Over the past five years these groups have become more likely to be in compacted math, although not at equivalent rates of the “all,” “White,” or “Asian” groups, although the past two years the Students with Disabilities and Socio-economically Disadvantaged groups have begun to trend less likely to be enrolled in compact math.|The results from our data analysis show that there is underrepresentation and for two student groups and we identified possible barriers to examine and address: Most enrollment in compacted math occurs at the 5th grade level, where the course is largely independent and taught in tandem with grade-level math. Without dedicated support to help students navigate this structure, access is limited to those who can manage the demands of a self-directed pathway, which disadvantages students who would benefit from compacted math but require additional scaffolding to succeed. Compacted math is not accessible to students who lack strong foundational math skills or who hold unfavorable feelings toward math. Gaps in early-grade foundational skills, inconsistent Tier 1 instruction across our elementary schools, and students' math identity and confidence all serve as barriers to entry into advanced course pathways. To address these barriers, we are implementing a new math program designed to strengthen Tier 1 instruction, provide the necessary supports, and ensure consistent practice across our elementary schools so that more students build the foundational skills, mathematical thinking, and confidence needed to access a broad course of study, including compacted math and beyond.|This year, we did not end up meeting with families as originally planned because the formation of a new math adoption committee directed our attention toward ensuring we have the right instructional materials in place, especially for targeted student group. In parallel, we have been analyzing math data to make sure students are making adequate growth throughout the school year. We also launched a new math assessment, the iReady diagnostic, and teachers have been provided dedicated time and training on using the data to inform instruction. As a next step, we will host a scheduled parent meeting on September 8th, 2026, for the families of our identified student groups to explain the compacted math program, the opportunities it affords, and the supports available. We will also conduct empathy interviews to learn more about our families' experiences with our math program and identify ways we can improve it for their students.|Met||2026-06-11|2026 41689730000000|Millbrae Elementary|7|Millbrae Elementary School District uses a variety of local measures to monitor student access to and participation in a broad course of study. These measures include student enrollment data, course schedules, master schedules, intervention and support service rosters, multilingual learner program participation, special education service data, and student information system reports. The District also reviews participation in electives, enrichment opportunities, intervention programs, and extracurricular activities to ensure equitable access for all students, including English Learners, foster youth, low-income students, and students with disabilities. These data are reviewed at both the site and district levels to support ongoing monitoring and continuous improvement.|Across all Millbrae school sites, students have access to standards-based instruction in English language arts, mathematics, science, social studies, physical education, visual and performing arts, and designated supports for multilingual learners and students with disabilities. At the elementary level, students participate in a comprehensive instructional program that includes music, physical education, intervention supports, and enrichment opportunities. At Taylor Middle School, students have access to a variety of elective courses and extracurricular opportunities that expand student choice and engagement. The District regularly reviews enrollment, program participation, and service data to ensure equitable access for all student groups. Current data indicate that students across all schools have access to a broad course of study, with additional supports provided to multilingual learners, students with disabilities, and students requiring academic intervention. The District will continue to monitor access and participation to ensure all students have opportunities to engage in a well-rounded educational experience.|While students across all Millbrae sites have access to core academic programs and support services, ongoing challenges include balancing intervention and support services with access to enrichment opportunities, ensuring consistent access to elective offerings, and providing sufficient staffing and scheduling flexibility to meet the diverse needs of all learners. The District will continue to review student participation data and educational partner feedback to identify and address barriers that may impact equitable access to programs, services, and learning opportunities.|Millbrae Elementary School District will continue to ensure that all students have access to a broad course of study through ongoing review of student schedules, program participation, and support services. The District will continue to provide Tier 2 literacy intervention delivered by our Reading Specialists, designated supports for multilingual learners with our Multilingual Paraprofessionals. Additionally, special education services, enrichment opportunities, music, physical education, and elective offerings support the diverse needs and interests of our students. For the 2026–27 school year, the District will continue to evaluate instructional programs and professional learning opportunities to strengthen Tier 1 instruction and improve access to rigorous, standards-aligned learning experiences for all students. The District will also monitor participation across student groups to ensure equitable access to programs, intervention services, and opportunities that support student success.|Met||2026-06-02|2026 41689810000000|Portola Valley Elementary|7|PVSD utilizes several measures to ensure all students access a broad course of study. In grades TK–5, the District monitors participation in a self-contained instructional model that integrates core academics with enrichment in PE, music, visual arts, and STEAM. For the middle school level (grades 6–8), the District monitors enrollment in a comprehensive program of core subjects and diverse elective options. The Master schedule is developed annually based on student interest, staff availability, and programmatic needs. Middle school elective preferences are analyzed to align offerings with student interests. Through the MTSS framework, the District ensures that students requiring additional academic support maintain access to enrichment and a broad curriculum at all grade levels. As a small district, PVSD remains committed to careful scheduling that provides meaningful, engaging, and equitable opportunities for every learner.|PVSD operates two distinct school sites, one serving grades TK–3 and the other grades 4–8, ensuring consistent access to a broad course of study for all students and subgroups. Current enrollment data confirms that 100% of students are enrolled in core subjects, including English Language Arts, Mathematics, Social Studies, Science, and PE. This universal access extends to multilingual learners and students with exceptional needs. In the 2025–2026 school year, the District maintained the following instructional patterns: - All students in grades K–5 are enrolled in Spanish, while students in grades 6–8 have the opportunity to continue Spanish as an elective. - Every student in grades TK–6 participates in VAPA courses. In grades 7–8, these subjects remain accessible through the elective selection process. - Middle school elective offerings are developed based on student preferences and available facilities. - While individual support requirements such as special education or intervention service may influence specific student schedules, PVSD ensures these students maintain access to the core curriculum. Any differences in access between the two school sites are strictly due to the different grade levels they serve. The District continues to monitor enrollment data regularly to verify that all student groups participate in a diverse and high-quality educational program.|As a small district, PVSD’s primary barriers to a broad course of study involve logistical constraints. Middle school elective offerings and the ability to match community interest in niche subjects (e.g., Latin) are limited by staffing availability and student enrollment, causing offerings to fluctuate annually. While the District strives to accommodate student preferences, these logistical challenges can impact the range of electives available at any given time. Additional considerations include: - Balancing specialized supports for students with IEPs (11.3% per 2025 California Dashboard) alongside electives requires careful scheduling and coordination. - Mathematics is offered at three distinct levels in middle school; while staff provide data-driven recommendations, families maintain the ability to select the level they feel is most appropriate for their student. PVSD remains committed to finding creative solutions to these small-school constraints to ensure equitable, high-interest, high-impact learning opportunities for every student.|To ensure all students have access to a broad course of study, PVSD has implemented several targeted actions and revisions: - The District continues to provide literacy intervention for grades K–6 and an Academic Skills class for grades 6–8 to help students meet grade-level standards. - Classroom based small group math support is provided in grades 1–3, while middle school math teachers push into 4th and 5th-grade classrooms to provide specialized instruction. - Students with exceptional needs receive curriculum accommodations and/or modifications as well as support from Special Education teachers and paraprofessionals within general education classrooms, supplemented by pull-out support as needed. - All students in grades 4–8 have access to Zero Period/ Flex classes for enrichment (e.g., music) and for academic support in grades 6-8. . - The District provides transportation for students in the Voluntary Transfer Program to facilitate access to these expanded and supplemental learning opportunities. - The District is refining its master schedule to better balance core academics with high-interest electives while maintaining required support services.|Met||2026-06-16|2026 41689990000000|Ravenswood City Elementary|7|Ravenswood is a TK-8 district, where over 90% of our students are unduplicated. All schools participate in the “Title I Schoolwide Program”, and all students receive the same enrollment in courses and same access to content area instruction, as tracked by the master schedule. On a daily basis, all students have the opportunity to access grade-appropriate curriculum, with the relevant interventions and supports provided as needed. By using the master schedule alongside planning for intervention and additional supports, we can ensure that students participating in pull-out intervention are not missing significant amounts of core content area instruction, and also ensure that they continue to have sufficient opportunities to participate in enrichment activities and classes.|Overall, students are enrolled in a broad course of study across school sites, grade levels, and subgroups. We have found that school sites are equal in their ability to offer students a broad course of study including both core content area instruction, and enrichment/elective activities and classes. We do not see an underrepresentation of any student subgroups or unduplicated student groups in any particular elective or enrichment option - all students have access to all elective options. We find that students with disabilities need further support to access the course of studies (across subjects) at the same level as other students. Each student who is identified as having a disability based on the IEP process has particular supports listed in their IEP based on the specific needs of the stent. These services are personalized and targeted support for these students to assess a broad course of study.|Due to the systematic racism present within the education system and society that our students must rail against each day, there are a number of external barriers that can limit access to a broad course of study for all students. These barriers include Institutional Racism, Poverty, Housing Insecurity, Transportation Insecurity, Food Insecurity, Student or Family Trauma, and Parent Education Levels. There are also a number of internal barriers that Ravenswood is attempting to address through the actions described in the LCAP, which was developed with significant community engagement and feedback. This includes providing appropriate training and professional development to staff, continuing to work on dismantling unconscious biases and move towards anti-racist actions, improving student attendance and English proficiency levels, and help students accelerate their learning.|"Ravenswood continually considers the integration and alignment of multi-year Strategic Plans (currently in the re-development phase) and LCAP alongside other school and district level plans. They all include many strategies, goals, and actions which will address some observations, barriers, and improvement areas mentioned above. Examples: - We emphasize ongoing PD and coaching for staff, complemented by upcoming curriculum pilots/adoption and training to ensure that students are provided with high quality instruction and curriculum materials. We commit to providing training for staff on unconscious biases, culturally relevant practices, inclusive classrooms, and partnering with families, to support our intention to address many of the internal barriers identified. - We have identified strategies to target the growth and improvement of English proficiency levels and increase the number of students who reclassify after scoring highly on the ELPAC, and work towards improving the outcomes of student identified as Long-Term English Learners or ""At-Risk"" of becoming LTELs. - We have dedicated staff such as Outreach Coordinators, Student Culture Coordinators, Instructional Coaches, and Coordination of Services Teams at every site to support both staff-facing and student-facing initiatives."|Met||2026-06-18|2026 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||2026-06-18|2026 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||2026-06-04|2026 41690050000000|Redwood City Elementary|7|Redwood City School District uses PowerSchool, master schedules, student course enrollment reports, grade-level instructional schedules, special education service schedules, English learner program data, and school site schedules to monitor student access to a broad course of study. The district reviews course and instructional offerings by grade span, school site, and student group, including unduplicated students and students with exceptional needs. At the elementary level, the district reviews access to core content areas, physical education, visual and performing arts, science, social studies, and enrichment opportunities. At the middle school level, the district reviews student schedules to monitor access to core academic courses, physical education, electives, intervention/support periods, English language development, and special education services as applicable. PowerSchool is used to verify that students are scheduled into required courses and to identify any gaps in course enrollment or access.|Based on the district’s review of PowerSchool course enrollment, master schedules, and site schedules, students across grade spans have access to a broad course of study aligned to state requirements. All students are enrolled in core instructional programs, and middle school students have access to a range of courses that include English language arts, mathematics, science, social studies, physical education, and electives. English learners receive access to designated and/or integrated ELD, and students with exceptional needs receive services based on their IEPs while continuing to access the general education program to the maximum extent appropriate. Differences across schools are primarily related to grade span, site size, staffing, and scheduling structures rather than intentional limitations in access. The district continues to monitor course access to ensure that unduplicated students and students with disabilities are not disproportionately limited in their access to core instruction, electives, enrichment, or intervention supports|The district did not identify systemic barriers preventing students from accessing a broad course of study. However, some operational challenges can affect consistency across sites. These include differences in school size, staffing availability, scheduling constraints, intervention needs, and balancing required services with access to enrichment or elective opportunities. At smaller sites or specialized programs, course variety may be more limited due to staffing and enrollment size. For students receiving intervention, English learner services, or special education services, the district must continue to monitor schedules carefully to ensure that support services do not unintentionally reduce access to electives, enrichment, or the full instructional program. The district also recognizes that consistent data review is necessary to identify scheduling gaps early and ensure that all student groups maintain equitable access to a broad course of study.|The district will continue using PowerSchool, master schedules, and course enrollment reports to monitor student access to a broad course of study. District and site staff will review schedules annually and during the school year to confirm that students are appropriately enrolled in required courses and have access to enrichment, electives, intervention, ELD, and special education services as appropriate. The district will continue supporting site leaders with scheduling practices that protect access to core instruction while also providing needed academic and language supports. When gaps are identified, the district will work with schools to adjust schedules, staffing, course offerings, or support structures. The district will also continue reviewing access for unduplicated students and students with exceptional needs to ensure that services are provided without unnecessarily limiting participation in the full educational program.|Met||2026-06-17|2026 41690050127282|Connect Community Charter|7|Connect uses local measures to track whether all students have access to, and are enrolled in, a broad course of study, including review of the master schedule, grade level scope and sequence documents, benchmark assessments, progress monitoring records, instructional materials, and student support records. Teachers, the School Counselor, and administrators monitor student progress toward grade level standards and individualized goals. Connect’s scope and sequence incorporates Common Core State Standards, NGSS, and California Social Studies standards, and core materials and curriculum resources are available at each grade level and in each subject area. Special Education staff work with teachers to identify the needs of SWD and develop plans aligned to IEP goals. Teachers and staff are also provided information on EL levels so ELs receive integrated English instruction in core content and daily designated ELD.|The Charter School provides all students with access to, and enrollment in, a broad course of study through a rigorous State Standards aligned curriculum in an inclusive learning environment. All students participate in core instruction in ELA, mathematics, science, and history social science, as well as art, music, and physical education taught by specialists. Progress is monitored through standards based progress reports, benchmark assessments, and local data. There are no differences across Charter School sites because Connect operates one site. Student groups, including ELs, SED students, and SWD, have access to the full course of study. ELs receive integrated ELD during core instruction and daily designated ELD at their level. SWD receive Designated Instructional Services and supports as determined by the IEP team. The Charter School also provides restorative practices, mindfulness, SEL, counseling, intervention, and instructional strategies to support access and participation for all students.|The locally selected measures show that 100% of students have access to, and are enrolled in, a broad course of study. The remaining barriers are not related to course access, but to factors that may affect full participation and progress within the broad 2026 Local Indicators Report 16 course of study. These barriers include chronic absenteeism, newly arrived students who are new to the country, and students performing well below grade level in ELA and mathematics. Connect has also identified the need to continue strengthening SEL, school connectedness, student recognition, positive school climate, and academic intervention during the instructional day and through after-school tutoring. These supports are intended to help students participate more fully in the instructional program and make progress toward grade level standards.|Connect will continue the actions and supports that ensure all students have access to a broad course of study. The Charter School will continue providing standards-aligned core instruction, art, music, physical education, intervention, SEL, counseling, restorative practices, and mindfulness supports. ELs will continue to receive integrated and designated ELD, and SWD will continue to receive services and accommodations based on their IEPs. To address identified barriers, Connect will continue strengthening academic intervention in ELA and mathematics during the instructional day and through after- school tutoring. The Charter School will also continue attendance supports, including parent outreach, attendance meetings, incentives, independent study when appropriate, attendance contracts, and Attendance Recovery strategies. Connect will continue using SEL, student recognition, school connectedness activities, and positive school climate practices to support student engagement and full participation in the broad course of study.|Met||2026-06-04|2026 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||2026-06-04|2026 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||2026-06-11|2026 41690130000000|San Bruno Park Elementary|7|Annually, SBPSD analyzes TK–8 student scheduling data to assess the extent to which all students have access to a broad course of study. This review places particular emphasis on increasing the percentage of students from historically underrepresented groups enrolled in advanced mathematics courses, as well as ensuring equitable access to all subject areas for students with exceptional needs.|The analysis performed revealed that students in grades TK-5 have full access to a broad course of study. In grades 6-8, students have full access to a broad course of study in all subjects except mathematics, where accelerated courses of study are offered. The analysis performed for courses in middle school mathematics revealed that while the percentage of students from unduplicated student groups (Socioeconomically Disadvantaged, EL, Foster Youth) and students with exceptional needs in advanced math courses increased, it remains significantly lower than in grade level mathematics courses.|The analysis performed revealed that students in grades TK-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. Based on the results of locally selected scheduling and course access data, several key barriers continue to limit the LEA’s ability to provide full access to a broad course of study for all students, particularly students with disabilities, who currently show a 63% access rate. One primary barrier is the complexity of scheduling constraints, including the need to balance intervention services, specialized support periods, and core academic instruction within the school day. For some students, pull-out services and targeted supports can unintentionally reduce access to grade-level electives, enrichment courses, or advanced coursework. Additionally, there are systemic challenges in ensuring consistent co-planning and inclusionary practices that would allow students to remain in general education settings while still receiving a appropriate supports. In some cases, limited staff capacity or scheduling rigidity reduces the ability to fully integrate support services into the general education environment. Finally, there is an ongoing need for increased alignment between instructional planning and scheduling priorities to ensure that access to intervention supports does not come at the expense of participation.|First, SBPSD is strengthening master scheduling practices across school sites to ensure that intervention supports are embedded within the school day rather than replacing access to core academic and elective courses. Site leaders are being supported to design schedules that prioritize inclusion in grade-level coursework while still providing required services. Second, the LEA is expanding co-teaching and inclusionary practices to reduce the need for pull-out models that can limit student access to a full range of courses. This includes increased professional development focused on co-planning between general education and special education staff, as well as the use of differentiated instruction within the general education classroom. Third, Communities of Practice and professional development structures are being leveraged to support instructional alignment and improve decision-making around student placement in courses. These collaborative structures are designed to ensure that access to intervention and enrichment opportunities is coordinated rather than competing. In addition, SBPSD is reviewing enrollment and scheduling data on an ongoing basis to monitor site-level disparities and identify students who are not yet accessing a broad course of study. This data-driven approach will support timely adjustments to schedules and placement decisions.|Met||2026-06-17|2026 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 2025-26, and it remains significantly lower than in grade level mathematics courses.|Although some progress has been made, and CAASPP results in Math and ELA are showing increases in achievement for underserved populations over the last several school years, 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 continues to shore 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 are analyzed, updated, and communicated to incoming fifth grade parents annually in 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||2026-06-11|2026 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||2026-06-10|2026 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 may 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.|We are in the final year of the district’s five-year strategic plan (2022–2027) and in the process of developing a new strategic plan to address students’ access to a broad course of study. The district’s new strategic visioning process was a year-long effort that included all education stakeholders, parents, teachers, students & staff that resulted in a new Community Vision Statement that will be used to write our new strategic plan Fall 2026. Key actions for 2026-27 include: --Project-based learning pilot at five elementary schools --New math curriculum adoption in elementary schools --Dual-language school alignment between our two dual-language programs --Guidance for schools with dually-identified multilingual students to accelerate their reclassification --New district interim assessments in elementary and middle schools --NGSS content knowledge and enrichment through programs like LEGO Education --Project-Career Map activities and CCE courses in middle schools --Empowering Student Council program to include student voice in district decision making --Expanding Community Schools Initiatives --Continuing to increase access to preschool programs districtwide to increase access to early education, particularly for historically underserved student groups.|Met||2026-06-25|2026 41690470000000|San Mateo Union High|7|As a grades 9-12 district, SMUHSD uses student course-enrollment, schedule, credit, and transcript data, together with locally selected LCAP metrics, to monitor access to a broad course of study. Key measures include the percentage of students completing at least two college-level courses through Advanced Placement, International Baccalaureate, or dual enrollment; the percentage of 10th-grade students on track for graduation with at least 110 credits; graduation rates; and the percentage meeting California’s College/Career Indicator. Annual transcript reviews, credit audits, counselor reviews, and student support meetings help identify students who are missing required coursework, are behind in credits, or are not accessing advanced and college-connected opportunities. Results are reviewed by school and disaggregated by grade level, race/ethnicity, multilingual learner status, socioeconomic disadvantage, homelessness, and disability status to evaluate access for unduplicated students and individuals with exceptional needs. These measures are reported through regular LCAP progress updates and public Board presentations.|SMUHSD’s review indicates that students have access to courses required for graduation and to an expanding range of advanced and college-connected options. Fifty-nine percent of students in the Class of 2024 completed at least two AP, IB, or dual-enrollment courses. The percentage meeting California’s College/Career Indicator increased from 65.9% to 68.8%, and the percentage of 10th graders on track for graduation increased from 89% to 91.8%. However, access and successful participation are not yet equitable. College/Career Indicator rates were 24.4% for multilingual learners, 25% for students experiencing homelessness, 30.7% for long-term English learners, 30% for Pacific Islander students, 43.2% for Latino students, and 29.3% for students with disabilities. On-track rates also varied: 61.2% for multilingual learners, 54.4% for long-term English learners, 78.8% for Pacific Islander students, and 86.3% for students with disabilities. Graduation outcomes show similar gaps for students experiencing homelessness, multilingual learners, socioeconomically disadvantaged students, and students with disabilities. Site-level transcript and enrollment reviews identify differences. Bridge Academy, which serves newcomer multilingual learners with credit-recovery needs, had a 65.9% graduation baseline and 0% College/Career Indicator preparedness, underscoring the need for expanded pathways and targeted supports. Overall access has expanded, but subgroup and site gaps remain a priority.|The data indicate that the primary barriers are not the availability of required courses, but unequal readiness, information, support, and participation across student groups and schools. Multilingual learners, particularly newcomers and long-term English learners, may need accelerated English development, literacy and numeracy support, credit recovery, and additional time to complete graduation requirements. Students with disabilities may encounter prerequisite, scheduling, and support needs that affect access to advanced and college-connected coursework. Socioeconomically disadvantaged students and students experiencing homelessness may face mobility, attendance, transportation, work, and other circumstances that disrupt course sequences and participation. Pacific Islander and Latino students also remain underrepresented in college- and career-ready outcomes. DELAC identified additional barriers, including inconsistent postsecondary information across schools, limited awareness of CTE and dual-enrollment opportunities, low participation in tutoring, and the need for Spanish-language family workshops. Smaller and alternative programs, including Bridge Academy, face additional limitations related to enrollment size, course scheduling, credit recovery, and specialized student needs. Together, these barriers contribute to unequal enrollment and successful completion of advanced, career-connected, and college-level courses.|SMUHSD has expanded credit-recovery options, preventive academic interventions, annual transcript and credit reviews, and student support meetings to identify and address course-access barriers before students fall off track. The District will continue strengthening AVID, promoting dual enrollment, and providing proactive counseling so students and families understand graduation requirements, advanced coursework, CTE pathways, and postsecondary options. Enrollment, completion, and success in AP, IB, dual-enrollment, and career-connected courses will be reviewed by school and disaggregated by multilingual learner status, disability, socioeconomic status, homelessness, and race/ethnicity. Guided by DELAC recommendations, SMUHSD will work toward more consistent postsecondary information across schools, Spanish-language workshops for multilingual families, closer review of CTE and dual-enrollment participation by multilingual learner typology, and stronger math and science tutoring. Tutoring participation will be monitored, with outreach to students and family notifications when support is not accessed. Bridge Academy actions include high-dosage tutoring, culturally responsive instructional coaching, accelerated language development, credit recovery, and closer monitoring of graduation readiness and college/career preparation. These actions will be reviewed through LCAP reporting and adjusted based on participation and outcome data.|Met||2026-06-25|2026 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||2026-06-03|2026 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 have found that this improves 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. In addition, several additional courses were approved for A-G status that have traditionally been enrolled by our English Learners.|Met||2026-06-17|2026 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||2026-06-11|2026 41690620119503|Everest Public High|7|||||Not Met|||2026 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. 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 also tracks students enrolled in community college coursework while at EPAA and the percent that complete the defense of learning, one of the school's internal graduation requirements that highlights the broad course of study for students. EPAA uses the California School Dashboard to track state testing outcomes, as well as broad course of study.|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 and building literacy for all students. 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. We work with the local Boys and Girls Club to provide additional tutoring help throughout the week. 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, Kinesiology and Art (drawing). 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 MTSS 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. We continue to support our instructional aide dedicated to our Newcomer students. Finally, we have created an in-school tutoring program throughout the day, once a week, that allows for students to recieve tutoring with their specific teachers as needed. We have also refined our professional development calendar to include more grade level and department level time for staff to collaborate.|Met||2026-06-17|2026 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||2026-06-04|2026 41690700000000|South San Francisco Unified|7|SSFUSD analyzes master schedules, student transcripts, state (CALPADS, CA dashboard) and federal data (Civil Rights Data Collection) and surveys from students to determine the extent to which SSFUSD is providing access to a broad course of study for our students. Key indicators include A-G course completion, the College/Career Indicator (CCI), AP enrollment and pass rates, CTE pathway participation, and elective enrollment across world language, visual and performing arts, and academic electives. This data is disaggregated by grade span, unduplicated student groups, and students with disabilities to ensure that all students have access to the courses and pathways that support their individual goals.|Flex periods provide opportunities that we all know are important but often struggle to fit into a traditional school schedule and try to do outside of regular school hours. While most commonly students go to different teachers for additional academic support, it is also common for students to participate in enrichment sessions, attend a review lesson on a topic, meet with an advisor, make up class assignments for days missed, participate in club meetings, take part in special events they earned (like PBIS related rewards), and partake in other extracurricular activities, like sports. At the high school level, new math classes (Explorations of Data Science and Financial Literacy) were implemented for the 2023-24 school year to provide options for students to complete a 3rd year of math in alignment with SSFUSD's updated graduation requirements for the Class of 2026. Feedback from staff, students, and parents about these courses has been largely positive. In a survey of middle school students, families, and staff, for whom the 7 period day schedule was new in 23-24, 85% of respondents agreed that students having more opportunities to take elective courses and a 7 period day was a positive change. The change in bell schedule has supported the increase in our graduation rates at both comprehensive high schools (SSFHS and ECHS) from 2018-2026.|SSFUSD convened a Middle School Schedule Committee in 2021-22 to analyze our middle school bell schedules with the goal of exploring ways to provide opportunities for intervention and expand access to a broad course of study and a new Middle School bell schedule with a 7-period day was implemented for the 2023-24 school year. The 7 period schedule and changes to scheduling practices allowed for students to have access to more electives, including CTE courses funded in part by a CTE grant continue to build pathways to assist our students in being college and career ready when they graduate from SSFUSD. Some of the barriers we've encountered are the length of the school day and staffing shortages that have led to some impacted classes and programs. We continue to monitor the impact of the schedule change and provide opportunities for input with our various committees, and will use data to inform our decisions. We want to be sure increase opportunities and access for our under represented students as we continue to analyze our grading practices and placement criteria for high school courses.|SSFUSD continues to provide intervention courses to assist our students in meeting academic content standards. In particular, we are analyzing our supports for our English Learners and student with disabilities and designing classes such as Controversial Issues in Society, a college prep course designed for Long-term English Learners that focuses on strengthening academic language skills. We are also continuing to build strong CTE pathways and introduced a Building Construction pathway in 2022-2023, a Health Sciences - Patient Care pathway in 2024-25, and an Emergency Medical Response pathway in 2025-26. Sections have been allocated at the ECHS and SSFHS to support student access to courses including AP and CTE. To support the transition to a 7-period day for the Middle School schedules, sections have been allocated to support the development and implementation of elective courses at middle school. In 2023-24, we added a second course to the Building Construction pathway and with the new 7-period bell schedule, all middle schools offered more electives including sections of Project Lead the Way courses. In 2024-25, SSFUSD added a Health Science - Patient Care CTE pathway at the high school level as well as an Emergency Medical Response pathway in 2025-26. We will continue to develop and support robust elective course options at the middle school level.|Met||2026-06-25|2026 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||2026-06-09|2026 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. • Aeries Course Report JCCS provides a breadth of online coursework opportunities through Edmentum Courseware. Online course enrollment and completion are monitored through Aeries. • Individualized Education Plan (IEP) An IEP is consistently used to review and monitor the course of study for students with exceptional needs. • Master Schedule The JCCS master schedule is created to ensure that all students have access to state-required coursework. The master schedule is flexible enough to allow for the creation of special schedules when students have unique coursework needs that deviate from a traditional schedule. • Transcripts and Individualized Learning Plans (ILPs) Upon enrollment, JCCS staff request and evaluate student transcripts to determine the appropriate course of study for each student. Priority is given to courses needed for graduation. An Individualized Learning Plan (ILP) is created for every JCCS student to help ensure access to and completion of courses needed for graduation. ILPs are reviewed with students on an ongoing basis as courses are completed and new courses are assigned.|We pride ourselves on the fact that our students have access to and are enrolled in the needed courses for high school graduation. To ensure our students are enrolled in the correct courses, we developed an Individualized Learning Plan (ILP) that maps out the courses students need to make sure they are on the right path. In addition, we have a designated staff at each site to aid in the collection and use of necessary data to ensure students receive a seamless education while enrolled with JCCS. We are proud to say that 100% of our students have access to a breadth of courses through either direct instruction or online coursework. Lastly, we work closely with our partner school districts to ensure that our students have a seamless transition back to their home school and continue in their assigned courses. This commitment is highlighted by our receiving initial Western Association of Schools and Colleges (WASC) accreditation in 2022-23, and after the full self-study in 2025-26, we received the maximum 6-year accreditation, which reinforces our commitment to academic quality. As part of our continuous improvement, we continue to expand access to A-G-approved courses and CTE pathways.|In 2025-26, the greatest barriers we faced were: Student Trauma: Many JCCS students have experienced social, emotional, and physical trauma that impedes their academic progress, social interactions, anxiety management, and focus. Our staff engages in professional learning to support these needs, constantly evaluating and adjusting strategies and instructional practices to ensure student success. Varied Length of Enrollment: The length of detainment for students at the Juvenile Justice Center varies, with some enrollments lasting only a few days, but averaging 48 days, which is half a semester. The average enrollment at our community school is 61 days or about 68% of a semester. This necessitates ongoing academic triage to meet the student's needs and provide essential support. Student Stability: In 2024-25, the non-stability rate at our court school was 92.8%, and 77.8% at our community school. Since stability measures whether a student completed a “full year” of learning at one school, having such a high non-stable student body means our students have missed a large amount of instruction and require teachers to spend a significant amount of time reteaching material that was missed before a student can move to the next item.|In order to promote access to a broad course of study, we are focusing on: *In 2025-26 we were priced out of our previous credit recovery system and adopted Courseware through Edmentum. We began implementation in Spring 2026 and will continue its implementation in 2026-27. *We will continue to utilize curriculum workgroups comprised of teachers from both Dos Puertas Court School and FitzGerald Community School so that courses are aligned between both schools to ensure continuity of education and coursework as students transition between sites. *We will continue to have staff attend professional learning in standards-based instruction, trauma-informed care, and restorative practices. *Staff will continue to provide transitional support for students entering and exiting JCCS. *Staff will communicate within school sites and across the JCCS system. *Staff will continue to implement Positive Behavioral Interventions & Support (PBIS). *Continue to expand 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||2026-06-18|2026 42691040000000|Ballard Elementary|7|Given our exceptionally small school size, Ballard School District monitors course access through a highly personalized and direct approach. The district utilizes our Student Information System (SIS) alongside a comprehensive annual master schedule review. This data tracking is reinforced by administration and teachers who have individualized knowledge of every student’s academic track and daily schedule. This combination allows us to systematically cross-reference and verify enrollment by grade span, unduplicated student groups, and individuals with exceptional needs.|Our localized tracking confirms that 100% of our students have full access to, and are actively enrolled in, a broad course of study. There are zero discrepancies in access across student groups or grade levels. To guarantee complete equity, our master schedule is intentionally designed so that enrichment classes never conflict with specialized services; for example, Students with Disabilities (SWD) are explicitly scheduled so they do not receive their Specialized Academic Instruction (SAI) minutes during specialist times. As a result, all student groups—including English Learners, socio-economically disadvantaged students, and students with exceptional needs—fully participate in our whole-school enrichment curriculum, which includes art, music, physical education, and garden science.|While our deliberate scheduling ensures a 100% current enrollment rate, maintaining this standard presents distinct operational hurdles. With a small student body of 104 students, our master schedule is highly sensitive to any staffing shifts or enrollment changes. Additionally, our local indicator data noted a drop in appropriately assigned and fully credentialed teachers from 100% down to 86%. Recruiting and retaining specialized instructors (such as art, music, and science educators) who meet full California credentialing requirements within a small, rural district remains a primary systemic barrier to sustaining these programs.|To protect our baseline of 100% course access, the district will maintain its policy of intentional, student-first master scheduling that shields specialist blocks from conflicting service minutes. Administratively, the LEA is actively working to address our credentialing metrics (moving from 86% back to 100%) by focusing on professional retention. We will also continue to fund valley-wide staff professional development collaborations (Action 1.1). These combined efforts ensure that our high-quality programs in garden science, art, music, and PE remain sustainably staffed and available to every individual student.|Met||2026-06-18|2026 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||2026-06-11|2026 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 2026-27 Local Performance Indicator Self-Reflection for FPCS is authorized by Blochman Union School District Page 16 of 16 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 develo|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. A pilot using REWARDS intervention for older students was done at Orcutt Middle Learning Center and expanded for a 4th/5th 8week Bootcamp at the Santa Maria Learning Center with positive outcomes an annual growth on iReady diagnostics. Next year, we plan to provide training and intervention at all centers with students in grades 4-12. 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||2026-06-16|2026 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||2026-06-16|2026 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||2026-06-16|2026 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||2026-06-16|2026 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 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, expansion of full time counselors to each elementary site, an additional (3rd) counselor for each junior high, and Liaisons for students experiencing homelessness, and the increase of safety/health services.|SMBSD remains committed to providing all students with comprehensive Tier 1 Instruction and equitable interventions when needed. The analysis of data conducted by administrators and leadership teams to monitor student learning, provide research-based interventions, make decisions regarding instruction, and focus on evidence-based strategies for the coordination of essential student resources, has yielded the implementation of the following actions: use of collaborative teams to promote integrated curriculum across subject areas, share best practices, and create a common understanding around equitable access for all students; utilization of evidence-based instructional strategies and differentiated academic, behavior, and social emotional instruction that occurs in real-time to meet the needs of all students; identification of grade-level specific academic standards by grade level and vertical teams; development and implementation of a comprehensive professional learning plan that includes offerings for all staff; close monitoring of common core aligned supplemental instructional materials; systems to expand and promote the opportunities to develop family partnerships at the site and district level to build a strong home-school connection and support student achievement by focusing on student outcomes through increased communication, family engagement activities linked to student learning, and an examination of support structures for families.|Met||2026-06-24|2026 42691380000000|Buellton Union Elementary|7|Buellton Union School District (BUSD) uses student enrollment records, master schedules, program participation data, special education service schedules, English Learner program participation data, and state assessment participation reports to monitor the extent to which all students have access to and are enrolled in a broad course of study. Our staff also reviews participation in English Language Development (ELD) services, specialized academic instruction and related services for students with disabilities, and access to grade-level curriculum across all content areas. Additional measures include student access to library services, instructional technology tools, intervention and enrichment opportunities provided during the school day, and participation in visual and performing arts instruction as part of the core curriculum. The LEA reviews i-Ready Reading and Mathematics participation data, CAASPP participation and achievement data for grades 3–8 in English Language Arts and Mathematics, CAASPP Science participation and achievement data for grades 5 and 8, and ELPAC participation and progress data for English Learners. These measures were selected because they provide information regarding both access to educational programs and student participation in a comprehensive standards-aligned educational experience. (This is a redacted version as myCDE only allows a certain number of characters to be included)|Using locally selected measures and tools, BUSD has determined that all students have access to and are enrolled in a broad course of study aligned to California State Standards. As a TK–8 school district, all students receive instruction in English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Visual and Performing Arts, and other required content areas. Students also have access to library services, instructional technology tools, intervention and enrichment opportunities during the school day, and standards-based instructional programs designed to support academic success. English Learners have access to both designated and integrated English Language Development (ELD) instruction, and students with disabilities have access to the core curriculum through specialized academic instruction, accommodations, modifications, and related services as identified in their Individualized Education Programs (IEPs). Student participation and access are monitored through enrollment records, master schedules, program participation data, assessment participation rates, and service delivery schedules. (This is a redacted version as myCDE only allows a certain number of characters to be included)|BUSD has also identified the need to continue strengthening targeted interventions and differentiated instructional supports to address unfinished learning and accelerate progress for students requiring additional assistance. Variability in academic readiness among students entering each grade level may require additional scaffolds and intervention opportunities to ensure equitable access to rigorous standards-aligned instruction. Funding for instructional materials, training, substitutes, and staff continue to be a barrier for implementing comprehensive and fully implemented instructional programs in all classrooms and for all staff. In addition, BUSD continues to monitor student participation in enrichment opportunities and instructional support programs to ensure that all student groups, including English Learners and students with disabilities, are fully represented and able to access available services and programs. Ongoing analysis of student outcome data and educational partner feedback will be used to identify and address any emerging barriers that may impact equitable access to the district’s broad course of study. BUSD continues to explore new curriculum and instructional programs through our site Leadership and IM Pilot Teams in order to provide greater access to a broad course of study for all students. (This is a redacted version as myCDE only allows a certain number of characters to be included)|In response to the results of locally selected measures and tools, BUSD will continue to maintain access to a broad course of study for all students while strengthening supports designed to increase student success within that curriculum. BUSD has implemented and will continue to refine intervention and enrichment opportunities during the school day, provide access to instructional technology tools, maintain library services, and ensure all students participate in visual and performing arts instruction as part of the core curriculum. BUSD will continue to use i-Ready Reading and Mathematics diagnostic data, CAASPP results, ELPAC results, classroom-based assessments, and program participation data to identify students who require additional academic support. Based on these data, the LEA will provide targeted interventions, differentiated instruction, and progress monitoring for students performing below grade-level expectations. BUSD will also continue to provide designated and integrated English Language Development (ELD) instruction for English Learners and specialized academic instruction, accommodations, modifications, and related services for students with disabilities to ensure meaningful access to grade-level standards and curriculum. (This is a redacted version as myCDE only allows a certain number of characters to be included)|Met||2026-06-24|2026 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||2026-06-09|2026 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||2026-06-16|2026 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 2025-26 school year gave a score of 100%.|The self evaluation tool for the 2025-26 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 18.5 teachers for grades TK-8 it is a challenge to provide adequate access in areas like 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||2026-06-09|2026 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||2026-06-04|2026 42691950000000|Goleta Union Elementary|7|Goleta regularly reviews the schedules and course offering at each site. As an Elementary district all practices are centralized.|All students in Goleta Union are exposed to a broad course of study. In addition to the core curriculum (ELA, Math, Social Studies and Science) students receive consistent supplementary instruction in music, dance, STEAM etc. There is no variability to access across sites.|No barriers of note have been identified.|NA|Met||2026-06-17|2026 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||2026-06-17|2026 42692110000000|Hope Elementary|7|Course Access: All students, including unduplicated students and those with exceptional needs, have access to a broad course of study.|All three campuses offer specialized instruction in Physical Education (PE), Art, and Music. Additionally, this year we added the Innovation Skills Labs to all classes for students to learn about and experience local, in-demand, high paying jobs. Support Services: The district ensures that specialized academic instruction, Target Time, and English Language Development (ELD) are scheduled so they do not interfere with student access to these enrichment opportunities.|None|None as all students have access to a broad course of study.|Met||2026-06-08|2026 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 California Education Code 51210 and 51220(a)-(i). Based on course enrollment schedules of our students within significant subgroups, 99% of secondary students and 100% of elementary 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.|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 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 afterschool 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||2026-06-23|2026 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 2025-26 school year gave a score of 100%.|The self evaluation tool for the 2025-26 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.|Educational Partners agree that there are no significant barriers preventing the LEA from providing access to a broad course of study.|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||2026-06-17|2026 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||2026-06-08|2026 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||2026-06-09|2026 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 and TK-8 schools the highest math course is Algebra 1, so this is a suitable reference point to analyze course access for unduplicated groups. Algebra 1 is an acceleration option on the math pathway we have in place at our junior highs. Following are the percentages of unduplicated students in Algebra 1 at each site in 2025-2026: - Lakeview JHS (32 students): 50.00% low-income. - Orcutt JHS (55 students): 25.5% low-income, 5.5% students with disabilities. - Olga Reed School (3 students): 100% low-income. For reference, here are percentages of unduplicated student groups at each school: - Lakeview Junior High (446 students): 70.40% unduplicated pupils. - Orcutt Junior High (490 students): 53.06% unduplicated pupils. - Olga Reed School (156 students): 91.03% unduplicated pupils. At Lakeview and Orcutt, Algebra 1 courses have a lower representation of unduplicated students than the schoolwide composition of these students. At Olga Reed, all students participating in Algebra 1 are unduplicated.|Algebra 1 data show higher participation overall at Orcutt JHS. Not every eligible student participates, as the course presents extra work (it is taken in addition to the student's grade-level math course) and students have the ability to wait until high school to accelerate in math. The main barrier keeping more students from participating is math achievement. Accordingly, the district has adopted a new curriculum, Illustrative Mathematics v.360, and made 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 has restructured the master schedule to provide more time for core instruction in English, math, and science, and more time for English Language Development for English Learners. The schedule affords longer, 62-minute class periods, allowing time for both the day's lesson and extra support 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||2026-06-05|2026 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.|Following are the percentages of students in each unduplicated group at Orcutt Academy High School in 2025-2026: • Total enrollment of 648 students: 2.16% English Learners, 2.31% Long Term English Learners, 45.99% low-income students, 0.31% foster youth, 1.23% homeless, 7.41% students with disabilities. OAHS has Early College Cadres that afford 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 they graduate from high school. Following are percentages of unduplicated students represented in the school's four current Cadres: - Cadre 26 (24 students): 20.83% low-income students. - Cadre 27 (24 students): 45.83% low-income students. - Cadre 28 (30 students): 30.00% low-income students. - Cadre 29 (29 students): 27.59% low-income students. OAHS does work to broaden access to concurrent enrollment course that deliver Hancock credit. In 2025-2026 all ninth graders took one concurrent enrollment course, PROD 301 (Introduction to Life & Career Planning), and approximately 60 also took EMS 102 (First Aid & Safety). OAHS has over 20 concurrent enrollment courses on its master schedule, so students have many opportunities to accrue early college credit. As the data shows, the four Cadres have a lower representation of unduplicated students than the schoolwide composition of these students.|"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. 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 will have a greater opportunity to reach grade-level proficiency and be able to tackle more rigorous courses."|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||2026-06-05|2026 42693100000000|Santa Maria Joint Union High|7|SMJUHSD is committed to ensuring all students have equitable access to rigorous academic and career pathways that prepare them for college, career, and life. To support this goal, the District monitors student enrollment, participation, and achievement in programs that expand postsecondary opportunities. Career Technical Education (CTE) pathways provide students with opportunities to explore careers, develop industry-relevant skills, and engage in hands-on learning. Recent state data shows the District’s CTE completion rate increased by nearly 11% from the baseline year. The District also monitors A-G completion, a key indicator of college readiness. Recent state data shows the A-G completion rate increased by approximately 5% from the baseline year. In addition, Advanced Placement (AP) and Dual Enrollment courses provide access to college-level coursework, opportunities to earn college credit, and preparation for postsecondary success. By analyzing participation and success rates across student groups, the District identifies and addresses barriers to access, ensuring equitable opportunities for all students, particularly historically underserved populations. SMJUHSD continues its partnership with Orenda through the CAP. This initiative aligns curriculum, instruction, and assessment to prioritized standards, strengthens instructional coherence across schools and classrooms, and ensures students receive high-quality learning experiences that prepare them for future success.|SMJUHSD is committed to providing all students equitable access to a broad and rigorous course of study that supports college, career, and life readiness. The District offers diverse Career Technical Education (CTE) pathways across all school sites, with open enrollment and transportation to the Mark Richardson Center (MRC) expanding access to specialized programs for all students, including unduplicated students and Students with Disabilities. English Learners receive appropriate placement in core courses and designated English Language Development classes, while Students with Limited or Interrupted Formal Education (SLIFE) receive targeted support to address foundational skill gaps. A seven-period day increases access to A-G coursework and graduation requirements. The District has expanded co-teaching models and inclusive practices to better support Students with Disabilities. Through the CAP, educators collaborate to align curriculum, instruction, and assessment to prioritized standards, ensuring consistent, high-quality learning experiences. These efforts promote equitable access, academic achievement, and postsecondary readiness for all students.|Santa Maria Joint is committed to expanding equitable access to a broad and rigorous course of study for all students. The District uses flexible scheduling, expanded co-teaching models, and targeted supports to meet the needs of English Learners and Students with Disabilities, ensuring access to grade-level content, the Least Restrictive Environment, and opportunities to meet A-G requirements through a seven-period day. Through the Curriculum Alignment Project (CAP), the District implements five assessment cycles annually to monitor student learning and strengthen instructional alignment. Within Professional Learning Communities (PLCs), educators analyze data, identify student needs, share effective practices, and plan targeted interventions. This collaborative process supports consistent, data-informed instruction across schools. Assessment data is used to provide specialized instruction, monitor progress, and deliver timely interventions. Structured intervention courses at all school sites promote equitable access to academic support and continuity for students who transfer between schools. Together, these efforts help remove barriers, improve student outcomes, and ensure all students have access to rigorous learning opportunities.|We are committed to developing effective systems that support academic counselors in conducting ongoing schedule reviews and monitoring student progress toward A-G completion. Through the Guidance Alignment Project, counselors use common benchmarks and data systems to identify student needs, provide timely interventions, and ensure all students remain on track for graduation and postsecondary opportunities. We are also strengthening systems to monitor CTE pathway completion and provide targeted support when needed. Collaboration among counseling, scheduling, Special Education, and Multilingual and Migrant Education staff helps ensure equitable access to A-G coursework, CTE pathways, and appropriate supports for Students with Disabilities, English Learners, and newcomer students. We continue to expand opportunities through NGSS-aligned science courses, mathematics support classes, Dual Enrollment, and growing CTE pathway offerings at the Mark Richardson Center. Through the CAP, teachers and instructional coaches collaborate to analyze student learning, address skill gaps, refine instruction, and share effective practices. Combined with ongoing professional learning and coaching, these efforts strengthen instructional consistency, improve student achievement, and expand access to a broad, rigorous course of study. Ultimately, our focus on collaboration, continuous improvement, and equitable access supports success for all students.|Met||2026-06-17|2026 42693280000000|Santa Ynez Valley Union High|7|Santa Ynez Valley Union High School District uses multiple measures to monitor student access to and enrollment in a broad course of study. These measures include Aeries enrollment and transcript data, master schedule reports, course completion data, and disaggregated enrollment reports by student group, including English Learners, socioeconomically disadvantaged students, and students with disabilities. The district also monitors participation in Career Technical Education pathways, dual enrollment courses through the College and Career Access Pathways (CCAP) program, A–G coursework, Advanced Placement courses, and alternative pathway diploma options for students with exceptional needs. Student achievement, graduation, and College/Career Indicator data are reviewed to evaluate access and outcomes across student groups.|All students have access to a broad course of study that includes English, mathematics, science, social science, visual and performing arts, world language, physical education, Career Technical Education pathways, Advanced Placement courses, dual enrollment opportunities, and a variety of elective offerings. The district continues to expand access to college coursework through its CCAP partnership with Allan Hancock College and has increased opportunities for students to participate in college and career readiness experiences. Approximately 42 percent of students participated in at least one dual enrollment course during the 2025–26 school year. As a single-school district, differences are analyzed by student group rather than by site. Data indicate that access is available to all students; however, disparities in participation and outcomes remain for some student groups, particularly socioeconomically disadvantaged students, English Learners, and students with disabilities in areas such as A–G completion, college and career readiness indicators, and advanced coursework participation. The district continues to implement supports designed to increase participation and success for these student groups.|While all students have access to a broad course of study, several barriers continue to impact participation in certain programs and courses. Master schedule constraints, limited staffing in specialized subject areas, and the need to provide intervention and support classes can reduce flexibility in student schedules. English Learners and students with disabilities may require additional supports that limit elective opportunities or create scheduling conflicts. In addition, some students face barriers related to academic readiness, awareness of available opportunities, and competing responsibilities outside of school. The district continues to examine participation data to identify and reduce barriers that may limit access to college preparatory, dual enrollment, Career Technical Education, and elective coursework.|The district will continue to prioritize equitable access to a broad course of study through ongoing review of student enrollment data, master schedule development, and targeted counseling supports. Expanded dual enrollment opportunities through CCAP partnerships, continued implementation of co-taught and supported courses, and the development of additional special education programming will help increase access for students with disabilities and other underserved student groups. The College, Career, and Community Coordinator will continue to support student participation in college and career readiness opportunities, while counselors will monitor enrollment patterns and provide outreach to students and families regarding available academic pathways. The district will continue reviewing participation and outcome data to ensure all students have meaningful access to rigorous, engaging, and career-connected coursework.|Met||2026-06-16|2026 42693360000000|Solvang Elementary|7|"Solvang School District utilizes several primary tools to track student access to a broad course of study across its TK–5 and 6–8 grade spans. The Master Schedule and Course Lists serve as the foundational measures to verify that 100% of students have access to core subjects and a diverse suite of electives. Enrollment data is monitored through the district’s Student Information System, allowing the LEA to track and disaggregate participation by grade level and specific student groups, including English Learners (EL), Socioeconomically Disadvantaged (SED) students, Foster Youth, and Students with Disabilities (SWD). For the elementary span, the district tracks access to foundational core instruction and ""Specials"" including Art, Music, and its signature Spanish Dual Language Immersion (DLI) program. At the middle school level, the LEA monitors enrollment in a 7-period traditional model featuring STEM, Culinary Arts, Musical Theater, and Yearbook. The district formally measures the extent of this access through LCAP Metric 1.3 and the California School Dashboard Local Indicator 7 self-reflection tool. These measures ensure that unduplicated students and individuals with exceptional needs are not only enrolled in core content but also have prioritized access to enrichment programs that support multiple literacies and whole-child development. The District meets the local indicator standard."|"Solvang School District ensures that 100% of students have access to and are enrolled in a broad course of study. The district utilizes its Master Schedule, Course Lists, and Student Information System to track enrollment and verify that all students, including unduplicated groups and individuals with exceptional needs, receive a well-rounded education. Elementary (TK–5): Students receive foundational core instruction complemented by ""Specials,"" which include Art, Music, and Physical Education. A signature offering is the Spanish Dual Language Immersion (DLI) program K5, 6-8. Middle School (6–8): The district transitioned to a 7-period traditional model to maximize course access. Students choose from a diverse suite of electives, including STEM, Band, Choir, Culinary Arts, Musical Theater, Yearbook, and Leadership. The DLI strand for middle school will be fully expanded. The district prioritizes access for unduplicated pupils (EL, SED, and Foster Youth) and Students with Disabilities (SWD) to ensure they are not ""tracked"" into limited pathways. Enrollment data confirms that SWD are included in general education ""Specials"" and electives with appropriate support. The DLI program specifically supports English Learners by providing a continuous pathway to biliteracy. Solvang has made significant strides in expanding opportunities including the DLI program successfully expanding grade by grade, completing the K–8 biliteracy pathway in 2026–27. The District meets the standard."|While the District meets the local indicator standard, it has also identified several barriers to providing and expanding access to a broad course of study for all students. The district faces significant difficulty recruiting highly qualified educators, particularly those with BCLAD credentials for the Dual Language Immersion (DLI) program and specialized teachers for the new in-house Special Education program. Another major challenge is balancing elective access with mandatory academic interventions. The previous middle school block schedule was a structural barrier that hindered class size management and daily core access, necessitating a pivot to a 7-period traditional model to ensure more consistent student access. Additionally, in a small district, it is often not fiscally sustainable to hire fully credentialed teachers for a limited number of elective sections. This leads to necessary elective mis-assignments or limitations in the variety of courses offered to students. Since many teachers are shared between the elementary and middle school campuses, coordinated scheduling remains a persistent logistical hurdle to ensuring consistent course access for all student groups. The district addresses through a continuous improvement cycle, prioritizing equitable outcomes for unduplicated pupils.|"Solvang School District has implemented several systemic revisions and new actions to ensure all students, particularly unduplicated pupils and students with disabilities, maintain and gain expanded access to a broad course of study. The district transitioned from a middle school block schedule to a traditional 7-period day for the 2025–26 school year and will continue this course. This decision was made to manage class sizes more effectively, address student attention spans, and ensure more consistent, daily access to both core subjects and a diverse suite of electives. To increase opportunities in the arts, the district is launching a Choir program at the Upper Campus and hosting the Children's Creative Project for art enrichment in TK–2 beginning in 2026–27. These actions build on the successful 2025–26 addition of an after-school band program. The LEA is adding Math support as a specific middle school elective offering. This allows students to receive necessary academic intervention within the school day without being ""tracked"" out of high-interest enrichment courses like STEM or the arts. The district expanded its signature DLI program through 8th grade, completing the K–8 biliteracy pathway. This includes offering math in the target language (Spanish) and Spanish Language Arts to ensure DLI students are prepared for the State Seal of Biliteracy in high school. The LEA is bringing Special Education services in-house for to ensure special education inclusion."|Met||2026-06-24|2026 42693440000000|Vista del Mar Union|7|"All students have access to the core content materials. Students in grades 3-8 are also provided opportunities for ""specials"" where they can learn about other elective-type areas of study."|Vista del Mar is a one-school district, allowing us to focus closely on the students and their courses. Students have the same teacher for 2 years and are provided access to all the core content.|The small number of teaching staff makes it difficult to provide access to Spanish and to a more rigorous physical education program.|If funding were to allow, finding a part-time spanish and/or PE teacher would be useful to enhancing the offerings.|Met||2026-06-04|2026 42745670000000|Santa Barbara County ROP|7|||||Not Met|||2026 42750100000000|Cuyama Joint Unified|7|The LEA uses multiple locally selected measures and tools to monitor whether all students—including unduplicated students and students with exceptional needs, have access to and are enrolled in a broad course of study. PowerSchool is the primary system for tracking student schedules, course enrollment, access to required courses of study by grade span, and participation in electives, CTE pathways, dual enrollment, and visual/performing arts offerings. Access to supplemental and extended learning opportunities, including after-school tutoring provided to every student, ASES enrichment, performing arts, athletics, and FFA, is monitored through program sign-in sheets, tutoring attendance logs, and internal rosters. For students with exceptional needs, IEP service logs and SBCEO-provided documentation verify access to the full curriculum with appropriate accommodations. Annual staff, parent, and student surveys provide additional perception data on program availability, barriers to participation, and the overall breadth of the instructional program. Together, these tools allow the LEA to monitor equitable access and participation across all student groups.|Using locally selected tools including PowerSchool enrollment and master schedules, IEP service documentation, program rosters/sign-in logs (ASES, after-school tutoring, athletics, FFA, CTE/enrichment), and annual survey feedback, the LEA finds that students have consistent access to and are enrolled in a broad course of study. PowerSchool data show that 100% of students are enrolled in the required courses of study (Metric 7.A) across grade spans, indicating no differences in access to required coursework across school sites. Students also have access to extended learning supports, including after-school tutoring available to every student, ASES programming, and extracurricular opportunities. Students with exceptional needs access the full curriculum with supports and services documented through IEP implementation and service logs. Local survey input indicates generally positive perceptions of course access and program availability; however, families and staff note barriers (e.g., transportation, scheduling, childcare, and work schedules) that may limit participation in optional enrichment opportunities for some student groups. The LEA will continue strengthening consistent participation tracking across programs to better monitor engagement trends by site and student group.|Based on the locally selected measures and tools, the LEA identifies several barriers that affect the ability to provide full access to a broad course of study for all students. CJUSD’s rural and isolated location limits the availability of credentialed staff, which restricts the number of elective courses, dual enrollment options, advanced coursework, and specialized programs that can be offered at the high school. Staffing shortages also create challenges in maintaining small class sizes and avoiding combination classes, which can impact the breadth of instructional experiences available to students. Transportation limitations, long travel distances, and scheduling conflicts present barriers for some students in accessing after-school tutoring, ASES enrichment, athletics, and other extended-learning opportunities. For families with significant work or childcare responsibilities, participation in optional enrichment programs becomes more difficult, which can indirectly limit student access. Students with exceptional needs may experience barriers when specialized supports are not fully aligned with elective or enrichment schedules. Additionally, the district’s small size limits facilities and dedicated spaces for expanded course offerings such as lab sciences, arts, and career-technical programs. Collectively, these geographic, staffing, scheduling, and resource constraints influence the LEA’s capacity to expand and sustain a broad course of study for every student.|In response to the results of the locally selected measures, the LEA is implementing several actions to strengthen access to a broad course of study for all students. To address staffing and scheduling limitations, the district will continue prioritizing class-size reduction staffing (Action 01.01) to limit combination classes and preserve student access to required courses, electives, and college- and career-aligned pathways. The LEA is also expanding dual enrollment opportunities and enhancing CTE pathway options by improving coordination with partner institutions. To reduce barriers to participation in extended learning, the LEA is maintaining open access to after-school tutoring and ASES enrichment and improving communication to ensure families understand available supports. Scheduling adjustments and supervision structures will continue to be refined to support broader participation, especially for students affected by transportation or family-schedule barriers. New this year, the LEA has implemented an attendance incentive program designed to reduce chronic absenteeism, which directly affects students’ ability to access the full course of study. Incentives and recognition systems encourage consistent attendance, with ongoing monitoring through attendance data and MTSS meetings.|Met||2026-06-25|2026 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 2024-2025 school year, students in this program achieved an average course pass rate of 96%, a success rate that continued into the first semester of 2025-2026. 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 94% pass rate in Summer 2025. 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||2026-06-09|2026 42767860000000|Santa Barbara Unified|7|SBUSD uses local measures and tools to monitor student access to, and enrollment in, a broad course of study across grade spans, student groups, and students with exceptional needs. At the elementary level, SBUSD reviews master schedules, instructional program implementation, and site data to confirm that TK–6 students receive core instruction, Music, Visual Arts, STEAM, and Physical Education at all elementary schools. The District also monitors Grade 5 Physical Fitness Test participation. At the secondary level, SBUSD uses Aeries, master schedule reviews, course enrollment data, transcript reviews, and graduation progress monitoring to track access to A-G coursework, CTE pathways, AVID, PEAC, Dual Enrollment, Advanced Placement, World Language, Visual and Performing Arts, and college/career readiness opportunities. SBUSD also reviews Graduation Rate, College/Career Indicator, CTE pathway completion, UC/CSU A-G completion, AP exam performance, Seal of Biliteracy, and college credit course completion. Data are disaggregated for Emergent Multilingual Learners, Foster Youth, Homeless Youth, Students with Disabilities, Socioeconomically Disadvantaged students, and racial/ethnic groups. For students with disabilities, SBUSD reviews IEPs, placement data, inclusive practices, and graduation pathways.|SBUSD provides broad course access across grade spans, with some differences by school site and student group. At the elementary level, all TK–6 students have access to core instruction, Music, Visual Arts, STEAM, and Physical Education at every elementary school. The District also reports 100% Grade 5 Physical Fitness Test participation. At the secondary level, students have access to A-G coursework, CTE pathways, AVID, PEAC, Dual Enrollment, Advanced Placement, World Language, Visual and Performing Arts, and college/career readiness supports. Access is broadest at the comprehensive high schools, while alternative education sites show greater need for continued support in credit completion, graduation, and college/career readiness. In 2024–25, La Cuesta’s CCI was 4.8% and Alta Vista Alternative High School’s CCI was 37.9%, compared with 63.0% districtwide. Districtwide progress is evident over time. Graduation increased to 94.6%, CCI increased to 63.0%, and A-G completion increased to 64.1%. However, student group gaps remain. A-G completion was 29.9% for Emergent Multilingual Learners, 24.7% for Students with Disabilities, 40.6% for Homeless Youth, and 54.6% for Socioeconomically Disadvantaged students. CCI was 19.4% for EMLs, 17.4% for Students with Disabilities, 40.6% for Homeless Youth, and 51.3% for SED students. SBUSD continues to focus on equitable enrollment, completion, and readiness outcomes for alternative education students and underserved student groups.|SBUSD provides access to a broad course of study across grade spans; however, local measures show barriers that affect equitable enrollment and completion for some students. At the secondary level, barriers include scheduling conflicts, credit recovery needs, intervention courses, and limited space in some specialized courses or pathways. Students needing academic intervention, Designated ELD, special education services, or credit recovery may have fewer opportunities to enroll in electives, CTE, Dual Enrollment, Advanced Placement, World Language, Visual and Performing Arts, or other college/career readiness options. Student group data show continued gaps for Emergent Multilingual Learners, Students with Disabilities, Homeless Youth, and Socioeconomically Disadvantaged students. Barriers include academic readiness gaps, language development needs, disability-related supports, mobility, attendance challenges, transportation, and inconsistent access to timely advising and progress monitoring. Alternative education sites face additional barriers related to credit deficiency, chronic absenteeism, student mobility, re-engagement needs, wellness needs, and shorter timelines to graduation. These factors affect students’ ability to complete A-G coursework, CTE pathways, and college/career readiness indicators.|SBUSD will continue refining systems to ensure all students have access to a broad course of study and are supported to complete college and career readiness pathways. The District will review master schedules, course enrollment, transcripts, A-G completion, CTE pathway completion, Dual Enrollment, AP, Seal of Biliteracy, and College/Career Indicator data by student group to identify access gaps and needed supports. SBUSD will strengthen advising and progress monitoring through College and Career Counselors, AVID, PEAC, CTE, Dual Enrollment, AP supports, and targeted intervention. The District will also support EMLs through Designated and Integrated ELD, EML Leads, bilingual paraeducators, and reclassification monitoring. For students with disabilities and students at alternative education sites, SBUSD will strengthen inclusive course access, graduation pathways, credit completion, attendance re-engagement, counseling, wellness supports, and MTSS monitoring.|Met||2026-06-23|2026 42767866045918|Peabody Charter|7|At Peabody, all students have access to a broad course of study, which includes, but is not limited to: English Mathematics Social Sciences Science Visual and Performing Arts Health Physical Education This is verified through each grade level’s annual planning documents. Through fundraising, Peabody also employs a PE teacher to provide physical education classes; a ceramics teacher to provide visual arts (this also happens in the classroom with the general education teacher); a dance/movement teacher, and a drama teacher who provides performing arts instruction. Like the course of study offered in the classroom, these courses are provided for all students, K-6, including unduplicated student groups and individual students with exceptional needs.|All students at Peabody have access to and are enrolled in a broad course of study.|Peabody does not currently have any barriers preventing the school from providing access to a broad course of study for all students.|To assure a broad course of study, Peabody has 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||2026-06-17|2026 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).|Summarize extent of broad course of study To ensure appropriate, effective, CCSS-based curriculum, Teachers Council regularly focuses on curriculum design and delivery across the grades. Math and ELA have been a primary focus since the implementation of CCSS, and our staff has focused intensively on science since 2016/17. Teachers Council also has examined the scope and sequence of these subject areas across grades TK-8, with an emphasis on project-based opportunities and the convergence of content area concepts and skills. In the HomeBased Partnership, parents and teachers meet to oversee a student’s individual broad course of study, as those are set and implemented individually, with coordination between the teacher and parent.|Identify barriers The main barriers to balancing the delivery of special needs services and access to a full course of study comes in reconciling the Master Schedule with the availability and schedule of specialists (school psychologist, counseling professional, speech therapist, occupational therapist and RTI specialists). Space also can be a barrier for in-person services, particularly for services that require a confidential setting.|Revisions, decisions, or new actions: Maintain equity when planning the master schedule in the upcoming school year.|Met||2026-06-24|2026 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 reflects 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.|No revisions needed. 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||2026-06-18|2026 42771980000000|SBE - Olive Grove Charter - Orcutt/Santa Maria|7|||||Not Met|||2026 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.|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 began offering CTE courses this school year through an external provider, and the program was well received.|Met||2026-06-11|2026 42772060000000|SBE - Olive Grove Charter - Lompoc|7|||||Not Met|||2026 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.|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 began offering CTE courses this school year through an external provider, and the program was well received.|Met||2026-06-11|2026 42772140000000|SBE - Olive Grove Charter - Buellton|7|||||Not Met|||2026 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.|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 began offering CTE courses this school year through an external provider, and the program was well received.|Met||2026-06-11|2026 42772220000000|SBE - Olive Grove Charter - Santa Barbara|7|||||Not Met|||2026 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.|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 began offering CTE courses this school year through an external provider, and the program was well received.|Met||2026-06-11|2026 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 o 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||2026-06-10|2026 43104390106534|Bullis Charter|7|All classes for students are tracked via the Student Information System, Powerschool. Where there is opportunity for students to have choice (e.g. for co-curricular classes or language classes) information is gathered from students and families via surveys sent out.|All students are scheduled into courses consistent with the offerings provided by BCS. This includes access to core contents (Math, English, Science, and History) along with access to PE, Music, Drama, Makerspace, World Language, and Art. Students in grades 1-5 also select into two co-curricular classes (twice a year). Middle school students select into club options, elective options, and select their World Language option. All classes are tracked via the Student Information System.|There are no current barriers to providing access to a broad course of student for all students.|We will continue to monitor and review all scheduled courses prior to the start of the school year.|Met||2026-06-15|2026 43104390111880|Discovery Charter|7|To address the need to strengthen student connectedness, belonging, and inclusion, Discovery is expanding its commitment to equity and inclusion by implementing Affinity Groups and student-led clubs supported through student leadership opportunities. These efforts are intended to provide students with additional ways to build relationships, strengthen school connectedness, and foster belonging and identity-affirming spaces. In response to survey feedback and recent anti-racist workshops, the school will continue exploring anti-bias and equity training for staff focused on culturally responsive teaching practices to ensure all students feel valued, supported, and respected in the classroom. As part of this initiative, an anti-racist student contract will be provided to students in grades 5-8 reinforcing schoolwide expectations, shared norms, and consistent language around respect, accountability, and inclusion. The school will continue evaluating curriculum and instructional resources for grades 4-8 aligned with social justice standards and will further expand accountability projects and restorative practices to strengthen positive student behavior and climate. In addition, Discovery will continue utilizing the Dean of Students to implement procedures, interventions and support systems that promote student safety, attendance, engagement and overall well being.|Based on master schedule reviews, teacher assignments and student schedules, Discovery has determined that 100% of students have access to and are enrolled in a broad course of study. All students receive instruction in English Language Arts, Mathematics, Science, Social Science, Physical Education and Visual and Performing Arts during the regular school day. Students in the upper grades also receive health instruction. The school provides enrichment opportunities and electives for all students to foster the development of well-rounded learners. There are no significant differences in access to a broad course of study among student groups, including English Learners, socioeconomically disadvantaged students and students with disabilities. Students with exceptional needs participate in a broad course of study with appropriate accommodations, supports and services as identified through their Individualized Education Programs (IEPs). English Learners receive additional Designated and Integrated ELD instruction while maintaining access to the full curriculum.|Discovery currently provides all students access to a broad course of study. However, staffing capacity, enrollment fluctuations, facility spaces, and budget constraints may impact the school’s ability to expand course offerings, enrichment opportunities, and specialized programs. The school also monitors student needs to ensure sufficient intervention, English Learner supports and special education supports are available while maintaining access to the full curriculum for all students.|Discovery will continue to provide all students with access to a broad course of study during the regular school day while seeking additional opportunities to expand enrichment and elective offerings as resources allow. The school will continue reviewing student schedules, staffing assignments and enrollment trends to ensure equitable access for all student groups, including English Learners and students with disabilities. Through an ongoing, data-driven reflective process, the school will evaluate student needs, monitor participation in programs and interventions, and make adjustments to course offerings, staffing and supports as necessary to maintain broad access and student success.|Met||2026-06-24|2026 43104390113431|University Preparatory Academy Charter|7|UPA provides a comprehensive, college-preparatory framework that ensures all students—including unduplicated groups and individuals with exceptional needs—have equitable access to a robust course of study: Data-Driven Course Placement: UPA uses regular benchmarks like NWEA MAP Growth (Grades 7–9) and PSAT 8/9 to identify student academic needs early, ensuring accurate placement and immediate instructional support in English and mathematics. Early Advanced Coursework Access: Tracking tools like the PSAT (Grades 10–11) actively help the academy identify and recommend students, particularly those from underrepresented backgrounds, for honors and Advanced Placement (AP) coursework. Continuous Student Monitoring: Every six weeks, instructors review comprehensive course enrollment and assessment data to evaluate individual student performance, allowing staff to adapt instruction and keep students on track. Individualized Plan Integration: For English Learners and students with exceptional needs, Individual Education Plans (IEPs) and EL Individual Learning Plans (ILPs) are embedded directly into scheduling workflows to guarantee full, supported access to both general education and advanced classes.|Here is a rewrite of section #2 focusing on the specific areas of growth and ongoing improvements regarding Access to a Broad Course of Study (LCFF Priority 7), kept under 1,500 characters: 2. Focus Areas for Broad Course Access While UPA maintains strong programmatic structures, the academy continues to refine its monitoring systems to ensure equitable, long-term student success: Closing the Achievement Gap: Evaluating and adjusting academic intervention strategies to target a persistent achievement gap, specifically ensuring that English Learners (ELs) maintain equitable upward mobility into advanced coursework. Integrating Individualized Support: Deepening the integration of EL Individual Learning Plans (ILPs) into routine professional development, giving teachers structured time to analyze these tools and monitor student progress collectively. Refining Course Alignment: Continuing to expand course-level assessments and vertical subject alignment to smooth the transition for younger students moving into high school honors and AP classes. Maximizing Targeted Interventions: Utilizing ongoing six-week assessment data to more rapidly deploy Tier 2 interventions, preventing students from falling behind in foundational mathematics and English pathways.|"While UPA tracks student outcomes closely, the academy is focusing on the following refinements to eliminate academic barriers for underrepresented student groups: Closing Academic Performance Gaps: Actively adjusting intervention strategies to target persistent achievement gaps highlighted in local assessment data, ensuring that unduplicated students receive early support. Overcoming Confidence Barriers: Developing proactive student outreach, supportive placement practices, and academic coaching to empower students who don't see themselves as ""AP material"" to take on advanced coursework. Bridging Remediation and Acceleration: Strengthening academic pathways for incoming 7th and 8th graders who enter multiple grade levels behind, helping accelerate their growth so they can successfully transition into high school honors and AP classes. Refining Specialized Student Monitoring: Ensuring that course access data is reviewed dynamically every six weeks to verify that English Learners and students with IEPs are making consistent upward progress in general education and enrichment tracks."|In response to locally tracked data and the identified confidence and achievement gaps, UPA is implementing the following systemic revisions to guarantee equitable access to its broad course of study: Targeted Academic Placement: Reframing placement workflows to use NWEA MAP and PSAT data as tools for proactive acceleration rather than gatekeeping, actively pulling underrepresented students into advanced tracks. Expanded Coordinated Interventions: Enhancing Tier 2 support systems and aligning them directly with six-week grading cycles so struggling students receive immediate academic scaffolding without being dropped from rigorous courses. Teacher Professional Development: Launching site-wide training focused on Universal Design for Learning (UDL) and embedded EL Individual Learning Plans (ILPs) to help instructors differentiate daily lessons for diverse learners. Cultivating Student Confidence: Deploying targeted academic coaching, expanding peer mentoring, and increasing counselor-led outreach to dismantle self-perception barriers and support students taking on honors or AP classes for the first time.|Met||2026-06-25|2026 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||2026-06-11|2026 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||2026-06-17|2026 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||2026-06-11|2026 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||2026-06-11|2026 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||2026-06-10|2026 43104390123257|Downtown College Prep - Alum Rock|7|||||Not Met|||2026 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||2026-06-11|2026 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, nearly 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, both during class time and during our academic support block; we monitor and support English Learners with targeted instruction; 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 Practices to support the non-academic and social-emotional development of students.|Met||2026-06-11|2026 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.|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 the same and more in next year.|Met||2026-06-15|2026 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||2026-06-11|2026 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||2026-06-11|2026 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. Designated ELD provides targeted instruction aligned to each student’s English language proficiency level, while Integrated ELD is embedded throughout daily instruction across all content areas. An ELD Teacher on Special Assignment (TOSA) also provides individual and small group support to accelerate language development. In addition, targeted intervention services are available 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.|Based on master schedule reviews, teacher assignments and student schedules, Discovery II has determined that 100% of students have access to and are enrolled in a broad course of study. All students receive instruction in English Language Arts, Mathematics, Science, Social Science, Physical Education and Visual and Performing Arts during the regular school day. Students in the upper grades also receive health instruction. The school provides enrichment opportunities and electives for all students to foster the development of well-rounded learners. There are no significant differences in access to a broad course of study among student groups, including English Learners, socioeconomically disadvantaged students and students with disabilities. Students with exceptional needs participate in a broad course of study with appropriate accommodations, supports and services as identified through their Individualized Education Programs (IEPs). English Learners receive additional Designated and Integrated ELD instruction while maintaining access to the full curriculum.|Discovery II currently provides all students access to a broad course of study. However, staffing capacity, enrollment fluctuations, facility spaces, and budget constraints may impact the school’s ability to expand course offerings, enrichment opportunities, and specialized programs. The school also monitors student needs to ensure sufficient intervention, English Learner supports and special education supports are available while maintaining access to the full curriculum for all students.|Discovery II will continue to provide all students with access to a broad course of study during the regular school day while seeking additional opportunities to expand enrichment and elective offerings as resources allow. The school will continue reviewing student schedules, staffing assignments and enrollment trends to ensure equitable access for all student groups, including English Learners and students with disabilities. Through an ongoing, data-driven reflective process, the school will evaluate student needs, monitor participation in programs and interventions, and make adjustments to course offerings, staffing and supports as necessary to maintain broad access and student success.|Met||2026-06-24|2026 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||2026-06-10|2026 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||2026-06-11|2026 43104390131748|Voices College-Bound Language Academy at Morgan Hill|7|Voices Morgan Hill uses multiple measures and tools to track student access to a broad course of study. This school year, all grade levels completed Common Formative Assessments at multiple checkpoints throughout the trimester. These assessments allowed teachers to reflect on their instruction and determine which students need additional support to be able to access and master grade-level content and material. Additionally, all teachers submitted regular evidence of thorough lesson planning through the Intellectual Preparation Protocol established by the school network. These lesson plans are in alignment with the network-wide Scope & Sequence, which establishes a plan to ensure all grade-level content standards are covered throughout the school year. Lastly, the instructional team conducted regular walkthroughs to ensure the quality of instruction was meeting the level of need of students in the classroom and the level of rigor of the standards for the grade level.|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 identified 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 using an established curriculum. English and Spanish language arts target fiction and nonfiction texts and understanding, as well as support for foundational literacy.|Some of the barriers preventing the LEA from providing access to a broad course of study include limited resources that require curriculum adoption to be paced over time.|For the 26-27 school year, Voices Morgan Hill will be adopting CKLA as the English language arts curriculum for grades K-5, which will better serve as a companion to the existing Spanish curriculum. Additionally, VMH will be adopting a new social studies curriculum for grades K-8 to provide greater access to a broad course of study for students.|Met||2026-06-24|2026 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. In addition, we will be revamping our dual immersion model to ensure fidelity to the language of instruction and partner language by having cohort grades doing team teaching for next year. One teacher will teach in Spanish to two grades and another teacher will teach in English the rest of the core subjects.|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 Mount Pleasant, adopted a new Science curriculum in K-5th, and a language arts curriculum offered in Spanish and English. This ensured our SLA covered the nonfiction informational text and ELA covered the fiction and literature text. Voices Mount Pleasant also adopted a new Spanish curriculum for middle school. Next year we will be adopting a new social studies dedicated curriculum called Studies weekly to provide students with culturally relevant and responsive texts.|Next year we will be adopting a new social studies dedicated curriculum called Studies weekly to strengthen the instructional program for all students as well as revamping our dual immersion model to provide more culturally relevant and responsive texts, and strengthen the fidelity of the language of instruction of our partner language.|Met||2026-06-24|2026 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||2026-06-11|2026 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 flexible educational program that combines core academics with workplace and college readiness. Since 2023–24, students have used a new online learning management system that offers classroom-style lessons, interactive tutorials, and real-time tutoring, with OYA teachers providing orientation and ongoing support. The program blends online and in-person instruction to meet the diverse needs of students while ensuring access to all courses required for high school graduation and college entrance. OYA offers a full range of college-preparatory courses in English, math, science, and social studies, as well as Advanced Placement and Honors options. Electives include courses in art, computer applications, health, economics, fitness, psychology, sociology, and geography. All core content courses are aligned to California State Standards and reviewed annually. Because many OYA students enter significantly behind in credits and academic skill levels often with sixth-grade equivalency in math and reading and needing more than 55 credits to graduate the program is designed to accelerate learning and provide individualized support. Curriculum is delivered online, and Chromebooks are available to students who need access to coursework at home and at school.|Met||2026-06-24|2026 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||2026-06-25|2026 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||2026-06-04|2026 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||2026-06-10|2026 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||2026-06-04|2026 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. RuskinElementary offers a Dual Immersion Mandarin program, and this is the third 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||2026-06-24|2026 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 2025-26, 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||2026-06-18|2026 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 2025-26, 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||2026-06-18|2026 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 2025-26, 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||2026-06-18|2026 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 2025-26, 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||2026-06-18|2026 43693856046494|Sartorette Charter|7|||||Not Met|||2026 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 access 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 25.26, where offered, 40% of 8th graders were enrolled in advanced math (-1% from 23.24), the difference between 8th grade EL4 and course enrollment was 1.1% (0.4% difference in 23.24) and 25% (20% difference in 23.24) for SED. 1.75% of students in 25.26 (+0.62% from 23.24) were enrolled in a SAI ESN classroom, an increase impacted by county office program closures and the lowered age of TK students. 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, Forest Hill, 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 short term electives and at TK-8 sites, 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 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’s Continuous Classroom Improvement Framework guides our work to ensure access for all students. ELs are supported through instruction and teacher professional development, and enrollment in 8th grade advanced math and SAI ESN classes is monitored. The spring reclassification window has expanded to grades 5-7, providing earlier access to electives. CUSD’s Committee for Inclusive Practices supports collaboration and partnership between classroom and special education teachers, maximizing student time spent in general education with grade-level peers. Student Improvement Plans (SIPs) and Coordination of Services Team (COST) meetings at all schools support staff in addressing student need through tiered instruction in the general education setting. 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 for students served through IEPs, ensuring a Free, Appropriate Public Education that meets individual need in the least restrictive environment. To address absenteeism, sites work with families; chronic absenteeism rates decreased by over 4% from 22-23, demonstrating the impact of outreach and monitoring. 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||2026-06-25|2026 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 access 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 25.26, where offered, 40% of 8th graders were enrolled in advanced math (-1% from 23.24), the difference between 8th grade EL4 and course enrollment was 1.1% (0.4% difference in 23.24) and 25% (20% difference in 23.24) for SED. 1.75% of students in 25.26 (+0.62% from 23.24) were enrolled in a SAI ESN classroom, an increase impacted by county office program closures and the lowered age of TK students. 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, Forest Hill, 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 short term electives and at TK-8 sites, 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 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’s Continuous Classroom Improvement Framework guides our work to ensure access for all students. ELs are supported through instruction and teacher professional development, and enrollment in 8th grade advanced math and SAI ESN classes is monitored. The spring reclassification window has expanded to grades 5-7, providing earlier access to electives. CUSD’s Committee for Inclusive Practices supports collaboration and partnership between classroom and special education teachers, maximizing student time spent in general education with grade-level peers. Student Improvement Plans (SIPs) and Coordination of Services Team (COST) meetings at all schools support staff in addressing student need through tiered instruction in the general education setting. 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 for students served through IEPs, ensuring a Free, Appropriate Public Education that meets individual need in the least restrictive environment. To address absenteeism, sites work with families; chronic absenteeism rates decreased by over 4% from 22-23, demonstrating the impact of outreach and monitoring. 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||2026-06-25|2026 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 access 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 25.26, where offered, 40% of 8th graders were enrolled in advanced math (-1% from 23.24), the difference between 8th grade EL4 and course enrollment was 1.1% (0.4% difference in 23.24) and 25% (20% difference in 23.24) for SED. 1.75% of students in 25.26 (+0.62% from 23.24) were enrolled in a SAI ESN classroom, an increase impacted by county office program closures and the lowered age of TK students. 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, Forest Hill, 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 short term electives and at TK-8 sites, 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 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’s Continuous Classroom Improvement Framework guides our work to ensure access for all students. ELs are supported through instruction and teacher professional development, and enrollment in 8th grade advanced math and SAI ESN classes is monitored. The spring reclassification window has expanded to grades 5-7, providing earlier access to electives. CUSD’s Committee for Inclusive Practices supports collaboration and partnership between classroom and special education teachers, maximizing student time spent in general education with grade-level peers. Student Improvement Plans (SIPs) and Coordination of Services Team (COST) meetings at all schools support staff in addressing student need through tiered instruction in the general education setting. 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 for students served through IEPs, ensuring a Free, Appropriate Public Education that meets individual need in the least restrictive environment. To address absenteeism, sites work with families; chronic absenteeism rates decreased by over 4% from 22-23, demonstrating the impact of outreach and monitoring. 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||2026-06-25|2026 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 access 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 25.26, where offered, 40% of 8th graders were enrolled in advanced math (-1% from 23.24), the difference between 8th grade EL4 and course enrollment was 1.1% (0.4% difference in 23.24) and 25% (20% difference in 23.24) for SED. 1.75% of students in 25.26 (+0.62% from 23.24) were enrolled in a SAI ESN classroom, an increase impacted by county office program closures and the lowered age of TK students. 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, Forest Hill, 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 short term electives and at TK-8 sites, 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 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’s Continuous Classroom Improvement Framework guides our work to ensure access for all students. ELs are supported through instruction and teacher professional development, and enrollment in 8th grade advanced math and SAI ESN classes is monitored. The spring reclassification window has expanded to grades 5-7, providing earlier access to electives. CUSD’s Committee for Inclusive Practices supports collaboration and partnership between classroom and special education teachers, maximizing student time spent in general education with grade-level peers. Student Improvement Plans (SIPs) and Coordination of Services Team (COST) meetings at all schools support staff in addressing student need through tiered instruction in the general education setting. 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 for students served through IEPs, ensuring a Free, Appropriate Public Education that meets individual need in the least restrictive environment. To address absenteeism, sites work with families; chronic absenteeism rates decreased by over 4% from 22-23, demonstrating the impact of outreach and monitoring. 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||2026-06-25|2026 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 access 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 25.26, where offered, 40% of 8th graders were enrolled in advanced math (-1% from 23.24), the difference between 8th grade EL4 and course enrollment was 1.1% (0.4% difference in 23.24) and 25% (20% difference in 23.24) for SED. 1.75% of students in 25.26 (+0.62% from 23.24) were enrolled in a SAI ESN classroom, an increase impacted by county office program closures and the lowered age of TK students. 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, Forest Hill, 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 short term electives and at TK-8 sites, 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 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’s Continuous Classroom Improvement Framework guides our work to ensure access for all students. ELs are supported through instruction and teacher professional development, and enrollment in 8th grade advanced math and SAI ESN classes is monitored. The spring reclassification window has expanded to grades 5-7, providing earlier access to electives. CUSD’s Committee for Inclusive Practices supports collaboration and partnership between classroom and special education teachers, maximizing student time spent in general education with grade-level peers. Student Improvement Plans (SIPs) and Coordination of Services Team (COST) meetings at all schools support staff in addressing student need through tiered instruction in the general education setting. 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 for students served through IEPs, ensuring a Free, Appropriate Public Education that meets individual need in the least restrictive environment. To address absenteeism, sites work with families; chronic absenteeism rates decreased by over 4% from 22-23, demonstrating the impact of outreach and monitoring. 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||2026-06-25|2026 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 access 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 25.26, where offered, 40% of 8th graders were enrolled in advanced math (-1% from 23.24), the difference between 8th grade EL4 and course enrollment was 1.1% (0.4% difference in 23.24) and 25% (20% difference in 23.24) for SED. 1.75% of students in 25.26 (+0.62% from 23.24) were enrolled in a SAI ESN classroom, an increase impacted by county office program closures and the lowered age of TK students. 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, Forest Hill, 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 short term electives and at TK-8 sites, 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 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’s Continuous Classroom Improvement Framework guides our work to ensure access for all students. ELs are supported through instruction and teacher professional development, and enrollment in 8th grade advanced math and SAI ESN classes is monitored. The spring reclassification window has expanded to grades 5-7, providing earlier access to electives. CUSD’s Committee for Inclusive Practices supports collaboration and partnership between classroom and special education teachers, maximizing student time spent in general education with grade-level peers. Student Improvement Plans (SIPs) and Coordination of Services Team (COST) meetings at all schools support staff in addressing student need through tiered instruction in the general education setting. 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 for students served through IEPs, ensuring a Free, Appropriate Public Education that meets individual need in the least restrictive environment. To address absenteeism, sites work with families; chronic absenteeism rates decreased by over 4% from 22-23, demonstrating the impact of outreach and monitoring. 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||2026-06-25|2026 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 access 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 25.26, where offered, 40% of 8th graders were enrolled in advanced math (-1% from 23.24), the difference between 8th grade EL4 and course enrollment was 1.1% (0.4% difference in 23.24) and 25% (20% difference in 23.24) for SED. 1.75% of students in 25.26 (+0.62% from 23.24) were enrolled in a SAI ESN classroom, an increase impacted by county office program closures and the lowered age of TK students. 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, Forest Hill, 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 short term electives and at TK-8 sites, 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 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’s Continuous Classroom Improvement Framework guides our work to ensure access for all students. ELs are supported through instruction and teacher professional development, and enrollment in 8th grade advanced math and SAI ESN classes is monitored. The spring reclassification window has expanded to grades 5-7, providing earlier access to electives. CUSD’s Committee for Inclusive Practices supports collaboration and partnership between classroom and special education teachers, maximizing student time spent in general education with grade-level peers. Student Improvement Plans (SIPs) and Coordination of Services Team (COST) meetings at all schools support staff in addressing student need through tiered instruction in the general education setting. 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 for students served through IEPs, ensuring a Free, Appropriate Public Education that meets individual need in the least restrictive environment. To address absenteeism, sites work with families; chronic absenteeism rates decreased by over 4% from 22-23, demonstrating the impact of outreach and monitoring. 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||2026-06-25|2026 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 access 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 25.26, where offered, 40% of 8th graders were enrolled in advanced math (-1% from 23.24), the difference between 8th grade EL4 and course enrollment was 1.1% (0.4% difference in 23.24) and 25% (20% difference in 23.24) for SED. 1.75% of students in 25.26 (+0.62% from 23.24) were enrolled in a SAI ESN classroom, an increase impacted by county office program closures and the lowered age of TK students. 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, Forest Hill, 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 short term electives and at TK-8 sites, 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 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’s Continuous Classroom Improvement Framework guides our work to ensure access for all students. ELs are supported through instruction and teacher professional development, and enrollment in 8th grade advanced math and SAI ESN classes is monitored. The spring reclassification window has expanded to grades 5-7, providing earlier access to electives. CUSD’s Committee for Inclusive Practices supports collaboration and partnership between classroom and special education teachers, maximizing student time spent in general education with grade-level peers. Student Improvement Plans (SIPs) and Coordination of Services Team (COST) meetings at all schools support staff in addressing student need through tiered instruction in the general education setting. 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 for students served through IEPs, ensuring a Free, Appropriate Public Education that meets individual need in the least restrictive environment. To address absenteeism, sites work with families; chronic absenteeism rates decreased by over 4% from 22-23, demonstrating the impact of outreach and monitoring. 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||2026-06-25|2026 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 access 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 25.26, where offered, 40% of 8th graders were enrolled in advanced math (-1% from 23.24), the difference between 8th grade EL4 and course enrollment was 1.1% (0.4% difference in 23.24) and 25% (20% difference in 23.24) for SED. 1.75% of students in 25.26 (+0.62% from 23.24) were enrolled in a SAI ESN classroom, an increase impacted by county office program closures and the lowered age of TK students. 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, Forest Hill, 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 short term electives and at TK-8 sites, 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 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’s Continuous Classroom Improvement Framework guides our work to ensure access for all students. ELs are supported through instruction and teacher professional development, and enrollment in 8th grade advanced math and SAI ESN classes is monitored. The spring reclassification window has expanded to grades 5-7, providing earlier access to electives. CUSD’s Committee for Inclusive Practices supports collaboration and partnership between classroom and special education teachers, maximizing student time spent in general education with grade-level peers. Student Improvement Plans (SIPs) and Coordination of Services Team (COST) meetings at all schools support staff in addressing student need through tiered instruction in the general education setting. 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 for students served through IEPs, ensuring a Free, Appropriate Public Education that meets individual need in the least restrictive environment. To address absenteeism, sites work with families; chronic absenteeism rates decreased by over 4% from 22-23, demonstrating the impact of outreach and monitoring. 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||2026-06-25|2026 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 access 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 25.26, where offered, 40% of 8th graders were enrolled in advanced math (-1% from 23.24), the difference between 8th grade EL4 and course enrollment was 1.1% (0.4% difference in 23.24) and 25% (20% difference in 23.24) for SED. 1.75% of students in 25.26 (+0.62% from 23.24) were enrolled in a SAI ESN classroom, an increase impacted by county office program closures and the lowered age of TK students. 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, Forest Hill, 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 short term electives and at TK-8 sites, 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 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’s Continuous Classroom Improvement Framework guides our work to ensure access for all students. ELs are supported through instruction and teacher professional development, and enrollment in 8th grade advanced math and SAI ESN classes is monitored. The spring reclassification window has expanded to grades 5-7, providing earlier access to electives. CUSD’s Committee for Inclusive Practices supports collaboration and partnership between classroom and special education teachers, maximizing student time spent in general education with grade-level peers. Student Improvement Plans (SIPs) and Coordination of Services Team (COST) meetings at all schools support staff in addressing student need through tiered instruction in the general education setting. 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 for students served through IEPs, ensuring a Free, Appropriate Public Education that meets individual need in the least restrictive environment. To address absenteeism, sites work with families; chronic absenteeism rates decreased by over 4% from 22-23, demonstrating the impact of outreach and monitoring. 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||2026-06-25|2026 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 access 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 25.26, where offered, 40% of 8th graders were enrolled in advanced math (-1% from 23.24), the difference between 8th grade EL4 and course enrollment was 1.1% (0.4% difference in 23.24) and 25% (20% difference in 23.24) for SED. 1.75% of students in 25.26 (+0.62% from 23.24) were enrolled in a SAI ESN classroom, an increase impacted by county office program closures and the lowered age of TK students. 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, Forest Hill, 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 short term electives and at TK-8 sites, 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 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’s Continuous Classroom Improvement Framework guides our work to ensure access for all students. ELs are supported through instruction and teacher professional development, and enrollment in 8th grade advanced math and SAI ESN classes is monitored. The spring reclassification window has expanded to grades 5-7, providing earlier access to electives. CUSD’s Committee for Inclusive Practices supports collaboration and partnership between classroom and special education teachers, maximizing student time spent in general education with grade-level peers. Student Improvement Plans (SIPs) and Coordination of Services Team (COST) meetings at all schools support staff in addressing student need through tiered instruction in the general education setting. 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 for students served through IEPs, ensuring a Free, Appropriate Public Education that meets individual need in the least restrictive environment. To address absenteeism, sites work with families; chronic absenteeism rates decreased by over 4% from 22-23, demonstrating the impact of outreach and monitoring. 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||2026-06-25|2026 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 access 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 25.26, where offered, 40% of 8th graders were enrolled in advanced math (-1% from 23.24), the difference between 8th grade EL4 and course enrollment was 1.1% (0.4% difference in 23.24) and 25% (20% difference in 23.24) for SED. 1.75% of students in 25.26 (+0.62% from 23.24) were enrolled in a SAI ESN classroom, an increase impacted by county office program closures and the lowered age of TK students. 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, Forest Hill, 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 short term electives and at TK-8 sites, 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 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’s Continuous Classroom Improvement Framework guides our work to ensure access for all students. ELs are supported through instruction and teacher professional development, and enrollment in 8th grade advanced math and SAI ESN classes is monitored. The spring reclassification window has expanded to grades 5-7, providing earlier access to electives. CUSD’s Committee for Inclusive Practices supports collaboration and partnership between classroom and special education teachers, maximizing student time spent in general education with grade-level peers. Student Improvement Plans (SIPs) and Coordination of Services Team (COST) meetings at all schools support staff in addressing student need through tiered instruction in the general education setting. 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 for students served through IEPs, ensuring a Free, Appropriate Public Education that meets individual need in the least restrictive environment. To address absenteeism, sites work with families; chronic absenteeism rates decreased by over 4% from 22-23, demonstrating the impact of outreach and monitoring. 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||2026-06-25|2026 43694010000000|Campbell Union High|7|CUHSD uses a range of tools and procedures to monitor students' 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, analyze schedules and course completion, review mark analysis reports, and work with other administrators to analyze graduation 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. New for the 2025 2026 school year is an analytics tool called Schoollytics that pulls data from our student information and learning management systems into useful dashboards. Advancement via Individual Determination (AVID) Coordinators conduct an annual analysis to ensure that underserved student groups are being targeted. CUHSD counselors also use the California College Guidance Initiative (CCGI), a statewide system that includes career interest assessments, tools to monitor A-G progress, financial aid forms and support, and tools for families to complete UC/CSU applications.|CUHSD’s graduation requirements are aligned with A-G requirements, with some exceptions for special education courses. On average, students took 5.1 A-G courses during the 2025-2026 school year. There was a range from 5.4 at Del Mar, Prospect, and Westmont High Schools to 8.7 at Boynton High School, which is designed for rapid credit recovery. There were differences by student groups, with American Indian/Alaskan Native (4.7), English learners (4.9), students with disabilities (4.1), and socioeconomically disadvantaged students (5.3) enrolled in fewer. All comprehensive high schools offer Advanced Placement (AP) courses; Del Mar High School also offers International Baccalaureate (IB) courses; 40% of comprehensive high school students were enrolled in at least one of these classes. The range was from 33% at Del Mar High School to 47% at Leigh High School. Hispanic/Latinx students (23%), American Indian/Native American (25%), Black/African American (30%), English learners (8%), students with disabilities (7%), and socioeconomically disadvantaged (26%) students were less represented. Career Technical Education (CTE) pathways and courses are available on-site and through a partnership with the Silicon Valley Career Technical Education Center. Overall, 46% of students took one or more CTE courses. This ranged from 34% at Del Mar High School to 84% at Boynton High School. The representation for American Indian/Alaskan Native (25%) and English learners (26%) was lower.|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 and college courses has not been as high among socioeconomically disadvantaged, emerging multilingual/English learners, and Hispanic/Latinx students as among other groups, and this may be due to inadequate student and parent outreach during the course request period. There are also differences in Career Technical Education courses offered across sites, with some sites offering more courses on-site than others.|CUHSD has implemented multiple actions to ensure access for all students. Counselor-to-student ratios were reduced in 2023-2024, and new counselors were trained in individualized college and career planning. A new analytics tool, Schoolytics, launched in 2025-2026, enables real-time identification of underrepresented students for counseling and support. For students with disabilities, special education mathematics curriculum has been aligned with A-G requirements to ensure viable pathways for all students. A dual enrollment Learning Strategies course through West Valley College supports students with IEPs in their transition to postsecondary education, complemented by the Camden Post-Secondary Program for students aged 18-22. SVCTE field trips with Special Education Case Managers further support accommodations. For English learners, a summer bridge program targets newcomer students, and a dedicated program supports long-term English learners in achieving ELPAC proficiency. A new medical CTE pathway at Del Mar High School starting in the 2026-2027 school year, where 68% of students are socioeconomically disadvantaged, and 69% are Hispanic or Latino, directly addresses equity gaps. By 2030-2031, the CUHSD Board of Trustees’ Six-Year Strategic Plan targets a 9% increase in STEM CTE completion for African American or Black students and students with disabilities, and an 8% increase for Latinx, socioeconomically disadvantaged, and reclassified English learner students.|Met||2026-06-25|2026 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.|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, and offers each student a 7 period school day. This allows students to take two elective courses or be enrolled in an intervention course and an elective course. The District ensures equitable funding for middle school electives utilizing District funds, generous donations, and Prop 28 funding. At our elementary school sites, we expanded arts and music offerings with state Prop 28 funds. Additionally, the Cupertino Educational Endowment Foundation (CEEF) provides generous donations that support a broad course of study TK-8. CEEF donations support the arts, middle school electives, teacher innovation grants, after school sports, and science camp participation.|Variations in parent donations across sites impacts the frequency of enrichment lessons, particularly in elementary art. The District is implementing a fiscal stabilization plan to address a structural deficit; therefore, adding new District-funded enrichment programs is not possible at this moment.|"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. For the 2025-2026 school year we implemented a 7 period day for all students allowing all students to enroll in two elective courses or an intervention course and an elective. English Learners, Students with Disabilities, and Intervention students are all enrolled in an elective during the school day. We continued to provide support and coaching to Middle School leaders in creating schedules that effectively maximize the credentials of our certificated teachers. 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 continues to prioritize intervention services in reading and mathematics. All elementary sites offered reading intervention and all sites that met our ""higher needs"" criteria were allocated additional intervention support in mathematics. At our middle schools, reading and math intervention classes are offered to all students who demonstrate a need for additional support."|Met||2026-06-18|2026 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 943 grade 11 English Language Learner students last year. 33.8% of these students accessed a 3rd year of Math, 38.5% accessed the 3rd year (11th grade) English course, and 37.1% accessed a 3rd year of Science. 16.4% of our English Language learners are accessing at least one Advanced Placement or International Baccalaureate course. 36.3% of our Students with disabilities have access to general education courses for 80 percent or more of their day.|After analyzing the data, we continue to see that course passage is preventing students from advancing to the next-level course, and we lack the timely instructional supports needed to ensure students pass their classes so they can advance. Inconsistent messaging about minimum graduation requirements versus college and career readiness requirements. District policies and practices for the placement of Students with Disabilities in general education courses are hindering their placement in the least restrictive environment.|The district continues our 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 developing responses to Multi-Tiered Systems of Support and is providing placement recommendations and guidelines for our Students with Disabilities.|Met||2026-06-18|2026 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||2026-06-15|2026 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||2026-06-04|2026 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||2026-06-17|2026 43694270130856|Luis Valdez Leadership Academy|7|All students enrolled at Luis Valdez Leadership Academy have access and are enrolled in a broad course of study.. Access and course enrollments are based on grade level and courses needed to fulfill graduation requirements, including A-G eligibility. Luis Valdez Leadership Academy’s broad course of study are approved A-G courses. Courses include electives, AP and Dual Credit college. All students can enroll in AP and Dual Credit College courses, if they are interested and fit their schedule, including students with exceptional needs. We utilize the student information system, PowerSchool, to track student courses enrollment (historical and current), grades and credit completion. Records are used to track course sequence and placement. PowerSchool supports monitoring, recording and reporting of all students, including unduplicated student groups. Records and data Inputted and monitored in PowerSchool include credists, graduation progress and grades. Academic counselors and staff use PowerSchool to access historical course enrollments. Academic Counselors complete a 4-year plan for each student. Students and families are included in reviewing the plan. In 2025/2026 LVLA added AP Environmental Science to their course catalog.The school uses Wayfinder curriculum to provide students with the opportunity to explore lessons and activities tied to career & college. Luis Valdez Leadership Academy undergoes annual new course proposals and adoption process, as needed.|Using PowerSchool, a student information system, Luis Valdez Leadership Academy staff record and review student progress. All students have access to a broad course of study, including a range of A-G approved, AP, electives and Dual Credit College courses.The school can identify students who are newcomers and have a language barrier. Identified English Learners are provided support, including enrollment in designated English Language Development (ELD).Students enrolled in Designated ELD may be limited to take an elective due to the number of course periods offered in a school day. PowerSchool is highly used and serves as an accurate tracking tool. The school is able to identify students that are credit deficient and need credit recovery. Powerschool houses all current and historic student data and provides information needed to identify student needs, while maintaining equitable access to a broad course of study. Students and families access PowerSchool and select courses they are interested in taking for the following year.To address student differences, the school offers intervention opportunities.The annual master schedule is audited and adjusted to meet student needs. An assessment for grade 9 students is administered to determine mathematics placement and provides information of academic differences. Placement concerns are addressed and corrected annually by the school.The school is committed to continuing practice of equitable opportunities for all students.|Powerschool, the student information system, is a reliable tracking and monitoring tool. With PowerSchool the school identifies student course needs, based on student progress and credit completion. There have been no barriers thst prevent us from offering all students enrolled in Luis Valdez Leadership Academy access to a broad course of study. While not a barrier to offering and providing access, we continuously address ways to support students who are recent arrivals to California or United States schools and are acquiring English, as well as students who transfer from another school and are credit deficit. Luis Valdez Leadership Academycontinues to navigate ways to ensure identified students are taking courses needed to meet the graduation requirements. The school responds to the number of sections needed, including course offerings based on student needs and student interest. Student needs, graduation requirements, A-G requirements and student interest inform our master schedule of course offerings. During the 2025/2026 academic year, all students had access to a broad course of study that includes A-G approved courses, Advanced Placement and Dual Credit college courses offered at Luis Valdez Leadership Academy. The following barriers are continuously examined throughout the year to assist in student access to a broad course of study: Transportation, students with exceptional needs, language development support and housing support.|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 to keep them on track for A-G requirement eligibility. This response/new action is intended to ensure students continue to have access to a broad course of study and ensure they have an opportunity to graduate and meet A-G Eligibilty criteria. Additionally, short-term English Learners are enrolled in a Designated ELD course aligned to their current English acquisition level, which is intended to support their academic success as they participate and complete a broad course of study. The school continues to respond to student’s interest and continues to explore and add Advanced Placement courses, adding to our broad course of study, of which all students have access to.Luis Valdez Leadership Academy will continue to implement the following actions and services related to access to a broad course of study: Social-Emotional Support to assist with social-emotional needs, 1 to 250 Academic counselor to stduent ratio caseload that provides additional academic support, services that support students with disabitlities and socio-economically disadvantaged students and a Student Life Team that supports student behavioral needs.|Met||2026-06-17|2026 43694270131995|B. Roberto Cruz Leadership Academy|7|All students enrolled at B.Roberto Cruz Leadership Academy have access and are enrolled in a broad course of study.. Access and course enrollments are based on grade level and courses needed to fulfill graduation requirements, including A-G eligibility. B. Roberto Cruz Leadership Academy’s broad course of study are approved A-G courses. Courses include electives, AP and Dual Credit college. All students can enroll in AP and Dual Credit College courses, if they are interested and fit their schedule, including students with exceptional needs. We utilize the student information system, PowerSchool, to track student courses enrollment (historical and current), grades and credit completion. Records are used to track course sequence and placement. PowerSchool supports monitoring, recording and reporting of all students, including unduplicated student groups. Records and data Inputted and monitored in PowerSchool include credists, graduation progress and grades. Academic counselors and staff use PowerSchool to access historical course enrollments. Academic Counselors complete a 4-year plan for each student. Students and families are included in reviewing the plan. In 2025/2026 RCLA added AP Macroeconomics and AP Biology to their course catalog.The school uses Wayfinder curriculum to provide students with the opportunity to explore lessons and activities tied to career & college. B.Roberto Cruz Leadership Academy undergoes annual new course proposals and adoption process, as needed.|Using PowerSchool, a student information system, B.Roberto Cruz Leadership staff record and review student progress. All students have access to a broad course of study, including a range of A-G approved, AP, electives and Dual Credit College courses.The school can identify students who are newcomers and have a language barrier. Identified English Learners are provided support, including enrollment in designated English Language Development (ELD).Students enrolled in Designated ELD may be limited to take an elective due to the number of course periods offered in a school day. PowerSchool is highly used and serves as an accurate tracking tool. The school is able to identify students that are credit deficient and need credit recovery. Powerschool houses all current and historic student data and provides information needed to identify student needs, while maintaining equitable access to a broad course of study. Students and families access PowerSchool and select courses they are interested in taking for the following year.To address student differences, the school offers intervention opportunities.The annual master schedule is audited and adjusted to meet student needs. An assessment for grade 9 students is administered to determine mathematics placement and provides information of academic differences. Placement concerns are addressed and corrected annually by the school. The school is committed to continuing practice of equitable opportunities for all students.|Powerschool, the student information system, is a reliable tracking and monitoring tool. With PowerSchool the school identifies student course needs, based on student progress and credit completion. There have been no barriers thst prevent us from offering all students enrolled in B.Roberto Cruz Leadership Academy access to a broad course of study. While not a barrier to offering and providing access, we continuously address ways to support students who are recent arrivals to California or United States schools and are acquiring English, as well as students who transfer from another school and are credit deficit. B.Roberto Cruz Leadership Academy continues to navigate ways to ensure identified students are taking courses needed to meet the graduation requirements. The school responds to the number of sections needed, including course offerings based on student needs and student interest. Student needs, graduation requirements, A-G requirements and student interest inform our master schedule of course offerings. During the 2025/2026 academic year, all students had access to a broad course of study that includes A-G approved courses, Advanced Placement and Dual Credit college courses offered at B.Roberto Cruz Leadership Academy. The following barriers are continuously examined throughout the year to assist in student access to a broad course of study: Transportation, students with exceptional needs, language development support and housing support.|In response to the results identified by using our tracking tool, PowerSchool, the schools decided to offer additional courses that provide the opportunity for students to participate in credit recovery courses to keep them on track for A-G requirement eligibility. This response/new action is intended to ensure students continue to have access to a broad course of study and ensure they have an opportunity to graduate and meet A-G Eligibilty criteria. Additionally, short-term English Learners are enrolled in a Designated ELD course aligned to their current English acquisition level, which is intended to support their academic success as they participate and complete a broad course of study. The school continues to respond to student’s interest and continues to explore and add Advanced Placement courses, adding to our broad course of study, of which all students have access to. B.Roberto Cruz Leadership Academy will continue to implement the following actions and services related to access to a broad course of study: Social-Emotional Support to assist with social-emotional needs, 1 to 250 Academic counselor to student ratio caseload that provides additional academic support, services that support students with disabilities and socio-economically disadvantaged students and a Student Life Team that supports student behavioral needs.|Met||2026-06-17|2026 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||2026-06-10|2026 43694274330668|Latino College Preparatory Academy|7|All students enrolled at Latino College Preparatory Academy have access and are enrolled in a broad course of study.. Access and course enrollments are based on grade level and courses needed to fulfill graduation requirements, including A-G eligibility.Latino College Preparatory Academy’s broad course of study are approved A-G courses. Courses include electives, AP and Dual Credit college. All students can enroll in AP and Dual Credit College courses, if they are interested and fit their schedule, including students with exceptional needs. We utilize the student information system, PowerSchool, to track student courses enrollment (historical and current), grades and credit completion. Records are used to track course sequence and placement. PowerSchool supports monitoring, recording and reporting of all students, including unduplicated student groups. Records and data Inputted and monitored in PowerSchool include credists, graduation progress and grades. Academic counselors and staff use PowerSchool to access historical course enrollments. Academic Counselors complete a 4-year plan for each student. Students and families are included in reviewing the plan. In 2025/2026 LCPA added AP Macroeconomics and AP Biology to their course catalog.The school uses Wayfinder curriculum to provide students with the opportunity to explore lessons and activities tied to career & college. Latino College Preparatory Academy undergoes annual new course proposals and adoption process, as needed.|Using PowerSchool, a student information system, Latino College Preparatory Academy staff record and review student progress. All students have access to a broad course of study, including a range of A-G approved, AP, electives and Dual Credit College courses.The school can identify students who are newcomers and have a language barrier. Identified English Learners are provided support, including enrollment in designated English Language Development (ELD).Students enrolled in Designated ELD may be limited to take an elective due to the number of course periods offered in a school day. PowerSchool is highly used and serves as an accurate tracking tool. The school is able to identify students that are credit deficient and need credit recovery. Powerschool houses all current and historic student data and provides information needed to identify student needs, while maintaining equitable access to a broad course of study. Students and families access PowerSchool and select courses they are interested in taking for the following year.To address student differences, the school offers intervention opportunities.The annual master schedule is audited and adjusted to meet student needs. An assessment for grade 9 students is administered to determine mathematics placement and provides information of academic differences. Placement concerns are addressed and corrected annually by the school.The school is committed to continuing practice of equitable opportunities for all students.|Powerschool, the student information system, is a reliable tracking and monitoring tool. With PowerSchool the school identifies student course needs, based on student progress and credit completion. There have been no barriers thst prevent us from offering all students enrolled in Latino College Preparatory Academy access to a broad course of study. While not a barrier to offering and providing access, we continuously address ways to support students who are recent arrivals to California or United States schools and are acquiring English, as well as students who transfer from another school and are credit deficit. Latino College Preparatory Academy continues to navigate ways to ensure identified students are taking courses needed to meet the graduation requirements. The school responds to the number of sections needed, including course offerings based on student needs and student interest. Student needs, graduation requirements, A-G requirements and student interest inform our master schedule of course offerings. During the 2025/2026 academic year, all students had access to a broad course of study that includes A-G approved courses, Advanced Placement and Dual Credit college courses offered at Latino College Preparatory Academy. The following barriers are continuously examined throughout the year to assist in student access to a broad course of study: Transportation, students with exceptional needs, language development support and housing support.|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 to keep them on track for A-G requirement eligibility. This response/new action is intended to ensure students continue to have access to a broad course of study and ensure they have an opportunity to graduate and meet A-G Eligibilty criteria. Additionally, short-term English Learners are enrolled in a Designated ELD course aligned to their current English acquisition level, which is intended to support their academic success as they participate and complete a broad course of study. The school continues to respond to student’s interest and continues to explore and add Advanced Placement courses, adding to our broad course of study, of which all students have access to. Latino College Preparatory Academy will continue to implement the following actions and services related to access to a broad course of study: Social-Emotional Support to assist with social-emotional needs, 1 to 250 Academic counselor to student ratio caseload that provides additional academic support, services that support students.|Met||2026-06-17|2026 43694274330676|San Jose Conservation Corps Charter|7|Students have access to all core subject areas and visual/performing arts. The master schedule is designed to ensure access to for all students and includes a lab class that provides opportunities for credit recovery. Regular review of transcripts occurs at the end of each 6-week grading period to ensure students are on track.|SJCCCS is a single LEA school site and provides the same access to a broad course of study for all students. Infinite campus and Edgenuity are utilized to track student progress and ensure they are enrolled in classes to help them make progress toward graduation.|SJCCCS is a small school site and relies on the online catalog through Edgenuity to offer credit recovery and A-G aligned classes that we are unable to offer on site.|SPED and EL students are integrated into general education classes and SJCCCS will focus on providing additional supports to these high needs students through push-in and pull-out services and individualized support. We will focus on additional training for teachers on tools to support these populations of students.|Met||2026-06-18|2026 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||2026-06-15|2026 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 for all students, enabling tailored instruction. Multitudes is used as a reading risk screener annually for kindergarten, first and second grade students. 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. One elementary school provides a two-way bilingual Spanish-English dual immersion program to promote bilingualism and biliteracy. Some schools 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 the district launched 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. 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 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. The LEA is engaging in a multi year, long term process to develop and implement Standards Based Learning through the establishment of Essential Standards and Proficiency Scales in all core content areas. 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||2026-06-18|2026 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. During the 25-26 school year, students were surveyed to ensure master schedules meet the needs of students. Doing so provides the school site with data regarding school-wide activities to provide to students.|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. FMSD intends to offer community courses to all middle school students in the forthcoming year.|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 13 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||2026-06-06|2026 43694500113662|Voices College-Bound Language Academy|7|Voices Charter School uses three primary tools to track student access to and enrollment in a broad course of study across grade spans, unduplicated student groups, and individuals with exceptional needs. PowerSchool serves as the school's student information system and is used to monitor course enrollment patterns across grade levels and student subgroups, including English Learners, students experiencing homelessness, and foster youth. Enrollment reports are reviewed periodically to identify gaps in access to core and enrichment coursework by student group. SEIS (Special Education Information System) is used to track course access and placement for students with IEPs, ensuring that services and course enrollments are aligned with each student's individualized program and that students with exceptional needs are accessing the least restrictive environment and the general education course of study to the greatest extent appropriate.Panorama Education provides survey-based data on student engagement and sense of belonging, which Voices Flagship: College-Bound Language Academy uses as a complementary measure to assess whether students — particularly those in unduplicated groups — are experiencing meaningful access to and connection within their coursework.|Through ongoing analysis of course enrollment data and internal scheduling audits, Voices Flagship: College-Bound Language Academy confirms that all students — including English Learners, students with disabilities, and socioeconomically disadvantaged students — have access to a broad and rigorous course of study. Enrollment patterns across all grade levels reflect consistent access with no significant disparities identified among student subgroups. The school has intentionally expanded enrichment and intervention opportunities over time, with particular attention to students with exceptional needs, and continues to monitor participation data regularly to ensure that equitable access is not only established in policy but reflected in practice for every learner.|While all students at Voices Flagship: College-Bound Language Academy currently have access to a broad course of study, several barriers continue to impact the school's ability to fully expand and deepen that access. Staffing limitations, particularly in specialized areas such as the arts and special education, affect the consistency and variety of offerings available to students. Limited funding remains a challenge in expanding enrichment programs and maintaining smaller class sizes for targeted instructional support. Scheduling constraints continue to make it difficult at times to provide intervention and enrichment opportunities without displacing students from core or elective coursework — a tension that is especially pronounced in the middle grades, where SEL data indicates declining engagement and connection to school. The school is actively addressing these barriers through ongoing recruitment and retention efforts, strategic allocation of available resources, and continuous evaluation and refinement of the master schedule to maximize instructional time and ensure equitable access across all grade levels and student groups.|In response to data gathered through PowerSchool, SEIS, and Panorama, Voices Flagship: College-Bound Language Academy has implemented and continues to refine several actions to ensure all students have equitable access to a broad course of study. The school has continued to prioritize the recruitment and retention of credentialed staff in specialized areas, including the arts and special education, to strengthen the consistency and variety of available course offerings. The master scheduling process has been revised to reduce conflicts between intervention, enrichment, and core instruction, with particular attention to ensuring that students with IEPs and students in the middle grades are not displaced from elective or enrichment coursework in order to receive support services. The school is actively pursuing additional grant funding and expanding community partnerships to sustain enrichment programming and reduce reliance on limited general fund resources. Additionally, in response to SEL data indicating declining engagement and belonging among middle school students, the school is examining how course access, advisory structures, and scheduling decisions collectively impact student connection to school. These efforts reflect the school's ongoing commitment to ensuring that equitable access is not only present in the master schedule but experienced meaningfully by every student.|Met||2026-06-24|2026 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||2026-06-11|2026 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||2026-06-11|2026 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||2026-06-04|2026 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||2026-06-17|2026 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 (ELs), 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 2026-27 Local Performance Indicator Self-Reflection for Fremont Union High School District Page 16 of 19 these classes is monitored throughout the year to maximi|Our sites develop course schedules based on student interests and course requests, and special courses including intervention and support classes, singletons, and off-campus programs are placed first in the schedule building process to maximize access for students. Course schedules, staffing, and section allocation are reviewed collaboratively by administrators and teacher leadership annually.|Our sites develop course schedules based on student interests and course requests. To ensure student access and minimize conflicts, special courses including intervention and support classes, singletons, and off-campus programs are placed first in the schedule building process. However, there are times when a student must prioritize participation in a singleton (upper level of a language course or VAPA offering) or intervention course due to a conflict. Prioritization may also occur in terms of course takes. All students are guaranteed 6 courses with a 7th added on a space available basis. Students who participate in an intervention or support course are granted a 7th course in order to ensure access to a broad course of study.|FUHSD offers a range of courses across disciplines, including intervention and support classes, a variety of Career Technical Education, elective, Advanced Placement, and Honors courses. The location and frequency of these course offerings are determined by specific student needs. This differentiation contributes to course-taking differences across the schools. All new course proposals and revisions go through a process of site, District (through meeting with Scheduling and Counseling Assistant Principals), and Board approval. All sites build their course schedules based on student interests and course requests, demonstrating our District commitment to a studentcentered program. Partnerships with local community colleges have brought seven dual credit courses/pathways to campuses: Statway (math); Patient Care (Kinesiology); Education, Child Development & Family Services; Engineering Design; Public Safety (Administration of Justice); Marketing; and Legal Practices. Additional community college courses have been held on FUHSD campuses or online for students to take after school.|Met||2026-06-23|2026 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 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. 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. This culinary academy will continue thanks to the Equity Multiplier Funds. The Envision Academy program continues to be offered for 9th and 10th grade students who are at risk of not graduating. Students are in an individualized program that allows them to access courses on the comprehensive campus and take other courses independently on-line. At the elementary level, the adopted textbook for English Language Arts includes units that reflect science and social studies standards at each grade level. The adopted Inspire Science curriculum addresses the Next Generation Science Standards and provides students with engaging STEM activities.|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. At the elementary sites, the Arts Enrichment themes are the following: Performing Arts, Visual Arts and Music. Afterschool VAPA enrichment is offered to 3rd - 5th 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 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. The District will continue to offer the Virtual Learning Academy as an independent study option for families of high school students. The Virtual Learning Academy allows access to a broad course of study at each grade level.|Met||2026-06-18|2026 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. The rubric is reviewed quarterly by school administrators and support office team members to confirm that all content areas are being addressed and that instructional time is appropriately distributed. Student data is reviewed regularly by teachers, instructional coaches, and grade-level teams and is disaggregated by student subgroup to ensure equitable access and outcomes. These measures inform instructional groupings, intervention supports, and program participation and help ensure that all students are engaged in a comprehensive, standards-based educational experience tailored to their needs.|The educational model at Gilroy Prep is intentionally designed to ensure that all students have access to and are enrolled in a broad course of study. Students receive instruction in English Language Arts, Mathematics, Science, History-Social Science, and Physical Education. Enrichment opportunities, including performing arts, visual arts, and other exploratory classes, are embedded throughout the school week to support a well-rounded educational experience. Data are reviewed regularly and disaggregated by student group to ensure equitable access and outcomes for all students, including English learners, socioeconomically disadvantaged students, and students with disabilities. Student performance data inform instructional groupings, intervention supports, and academic programming to ensure that all students have access to the curriculum and services they need. Gilroy Prep's instructional model is implemented consistently across grade levels, and the school continues to provide equitable access to a comprehensive, standards-based educational program for all student groups.|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 schedule that includes English Language Arts, Mathematics, Science, History-Social Science, Physical Education, and enrichment activities such as visual and performing arts. While the core instructional program is delivered consistently, expanding access to extracurricular offerings such as music, band, and other specialized electives remains a challenge. A primary barrier is limited facility space, which restricts the ability to schedule and support additional programs beyond the core instructional day. This limitation affects the range of enrichment opportunities that can be offered, particularly those requiring dedicated or flexible learning environments. Gilroy Prep continues to explore creative scheduling approaches and long-term planning solutions to expand access to a wider range of learning experiences for all students.|Navigator Schools will continue working with families and staff to identify priorities and align the course of study and budget through the Local Control and Accountability Plan (LCAP) process. The organization has implemented Illustrative Mathematics to strengthen mathematics instruction and improve student outcomes. School leaders and instructional staff will continue reviewing student achievement data to identify areas of strength, opportunities for growth, and instructional needs. Navigator will also continue exploring scheduling strategies and long-term planning solutions to expand enrichment opportunities and increase student access to a wider range of learning experiences while maintaining equitable access to a comprehensive, standards-based educational program for all students.|Met||2026-06-15|2026 43694920000000|Lakeside Joint|7|Lakeside Joint School District monitors student access to a broad course of study through staffing assignments, master schedules, course offerings, student enrollment data, and Individualized Education Programs (IEPs) for 2026-27 Local Performance Indicator Self-Reflection for Lakeside Joint School District Page 14 of 18students with disabilities. The District also reviews participation in enrichment programs and specialized services to ensure equitable access for all student groups, including English Learners, students with disabilities, and unduplicated pupils. These measures allow the District to verify that all students have access to standards-aligned core instruction and enrichment opportunities.|All Lakeside students have access to a broad course of study that includes English Language Arts, mathematics, science, social studies, health, physical education, and enrichment opportunities. During the 2025-2026 school year, all students participated in physical education and had access to enrichment experiences including art, science, music, student leadership opportunities, and garden-based learning activities. Students with disabilities participated in general education settings to the greatest extent appropriate, with approximately 80% of students with IEPs receiving services within inclusive classroom environments. English Learners received designated and integrated language development support. No differences in access to coursework were identified among student groups.|Based on the District’s review of local measures, no significant barriers currently prevent students from accessing a broad course of study. As a small rural district, Lakeside must carefully balance staffing and scheduling resources; however, the District has continued to provide students with access to core academic subjects, enrichment opportunities, specialized services, and inclusive educational experiences. The District remains committed to monitoring enrollment, staffing, and student needs to ensure equitable access for all learners.|The District will continue to monitor student enrollment, staffing patterns, and program offerings to ensure all students have access to a comprehensive educational program. For the 2026-2027 school year, Lakeside will continue its commitment to inclusive practices, enrichment opportunities, and differentiated instruction through its participation in SCCOE’s Innovation Collaborative focused on Access for All and Universal Design for Learning (UDL). The District will also continue providing supplemental art, science, music, physical education, and leadership opportunities to support the academic, social, and developmental needs of all students.|Met||2026-06-24|2026 43695000000000|Loma Prieta Joint Union Elementary|7|In elementary school, we ask each teacher to submit the weekly curriculum plan showing that all students are receiving ELA, math, science, and history instruction weekly. In addition, we provide music, PE, and art to all students in K-5. For middle school, we ensure that every student is enrolled in the grade level appropriate core classes, as well as an elective and PE. We monitor the percentage of SWD enrolled in general education classes for at least 80% of the time. We monitor the percentage of students enrolled in algebra/geometry classes in the middle school. We also monitor the percentage of students enrolled in art and/or music classes at both the elementary and middle school levels.|We do our best to ensure that our SWD students receive the maximum amount of instruction through general education classes and attempt to offer push in support as much as possible. Currently, 90% of our SWD population attends at least 80% of their day in general education classrooms. 80% of all middle school students and 100% of elementary students are enrolled in art/music classes. 65% of our middle school students are enrolled in algebra or geometry. Our district ensures that all students have access to curriculum and technology. We assign a laptop, charger, and Yondr pouch to every student in middle school. We provide 1:1 laptop cart access to every classroom in the elementary level (grade 2nd to 5th) and iPads for every classroom in Kinder and 1st grade.|This school year, we were not able to offer music to students in 8th grade due to staffing issues. While there are no barriers to access that have been identified, we continue to struggle in the area of advanced math class placement for SWD.|Our district will continue to explore and refine its Math Pathways criteria so that SWD students may be placed as well as academically successful in the higher level math classes. Due to staffing issues and funding, we will not be able to offer middle school students access to a music elective in the day.|Met||2026-06-17|2026 43695180000000|Los Altos Elementary|7|LASD uses PowerSchool as its student information system to track student enrollment, course schedules, and participation in the instructional program. PowerSchool allows school and district staff to review student schedules and confirm that students are enrolled in the required areas of study. This tool helps LASD monitor access to a broad course of study across schools and grade levels. LASD students have access to a broad course of study. Students are enrolled in the core academic program and participate in the required instructional areas, including English language arts, mathematics, science, history-social science, physical education, visual and performing arts, and other school-based learning experiences. Based on local enrollment and scheduling information, LASD’s goal and expectation is that 100% of students have access to the full instructional program.|2025-26 Per student schedules in Powerschool, specialist/master schedules, 100% of students have access to a broad course of study. This includes core-ELA, math, history and science, and also PE, arts, STEM-Computer Science and music. Currently our Jr High student enrollment in electives includes: Visual Art - 59% (-8%) Performing Art - 37% (+3%) STEM - 79%. (+23%) World Language - 59% (-4%)|LASD does not currently identify systemic barriers preventing students from accessing a broad course of study. The district continues to monitor student schedules and program access to ensure that all students, including students with disabilities, English learners, and other student groups, are appropriately enrolled and able to participate in the full instructional program.|A continued area of attention is the district’s planned transition to a middle school model. As LASD prepares for this shift, the district will review scheduling structures, course access, staffing, facilities, and student supports to ensure that the future model continues to provide all students with access to a broad, coherent, and developmentally appropriate course of study.|Met||2026-06-01|2026 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||2026-06-03|2026 43695340000000|Los Gatos-Saratoga Union High|7|The district reviewed course offerings, student enrollment records, and transcripts from the Class of 2025.|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 6.1 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 2025-26: 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 4.7 percent of district students complete a CTE pathway. Students at both schools have the opportunity to take classes at West Valley College.|LGHS currently offers several world language courses (Chinese, Japanese, French, and Spanish). However, shrinking enrollment threatens the viability of these programs, making it challenging to maintain multi-course offerings in each language. 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 continues to monitor enrollment and student interest to ensure that course offerings are well matched to student interest. The district administers a Student Course Interest Survey each year in the Fall to gauge student interest in current programs as well as potential new offerings. Based on multiple years of survey data, the district is planning to introduce a Culinary course at SHS for the 2026-27 school year.|Met||2026-06-11|2026 43695420000000|Luther Burbank|7|Luther Burbank School District uses a variety of locally selected measures and tools to monitor the extent to which all students, including unduplicated pupils and students with exceptional needs, have access to and are enrolled in a broad course of study. These measures include student enrollment data, master schedules, course offerings, student participation data, Individualized Education Programs (IEPs), English Learner data, and ongoing reviews conducted by the district's Curriculum and Leadership Team. The district also analyzes local assessment data, i-Ready performance data, intervention participation, and student achievement outcomes to ensure that all students have equitable access to grade-level curriculum, academic interventions, enrichment opportunities, and specialized services. Educational partner feedback gathered through surveys, parent meetings, School Site Council, and the LCAP development process is used to identify areas where additional programs, supports, or courses may be needed. These measures allow the district to monitor access across grade spans, evaluate the effectiveness of programs and services, and ensure that all students have opportunities to participate in a comprehensive educational program that supports academic achievement, social emotional development, and college and career readiness.|As a single-school district, Luther Burbank School District provides all students in grades TK–8 with equitable access to a broad course of study aligned to California State Standards. All students have access to core academic subjects, including English language arts, mathematics, science, history-social science, physical education, and visual and performing arts. Middle school students also have opportunities to participate in elective courses, enrichment activities, and extracurricular programs that support student engagement and diverse interests. The district's Curriculum and Leadership Team regularly reviews course offerings, student participation data, and educational partner feedback to ensure students have access to a comprehensive educational program. The district monitors access and participation for all student groups, including English Learners, low-income students, foster youth, and students with disabilities, to ensure equitable opportunities for learning. Specialized services, academic interventions, English language development instruction, and accommodations outlined in Individualized Education Programs (IEPs) support student access to grade-level curriculum and enrichment opportunities. Through ongoing review of student achievement data and stakeholder feedback, the district continues to strengthen programs and services to meet the diverse academic and social-emotional needs of all learners.|While all students have access to a broad course of study, the district continues to face challenges in ensuring consistent implementation of instructional practices and equitable access to enrichment opportunities across all grade levels. As a small school district, staffing and scheduling constraints can limit the amount of dedicated time available for teacher collaboration, professional learning, and the development of common instructional practices. These challenges can impact the consistency of curriculum delivery and the implementation of research-based instructional strategies across classrooms. In addition, the district continues to identify opportunities to expand enrichment programs, intervention services, and elective offerings that support the diverse interests and needs of students. The district remains focused on strengthening its instructional model, increasing collaboration among staff, and providing targeted professional development to ensure all students have access to engaging, high-quality learning experiences that support academic achievement and whole-child development.|In response to the results of locally selected measures and educational partner feedback, Luther Burbank School District has implemented several actions to strengthen access to a broad course of study for all students. The district established a Language and Literacy Teacher on Special Assignment (TOSA) position to provide targeted smallgroup intervention, support literacy instruction, and implement an intensive reading intervention program designed to accelerate student achievement. These efforts help ensure that students receive the academic support necessary to access grade-level content and succeed across all subject areas. The district has also redesigned its afterschool program to serve as an extension of the instructional day. The program incorporates school-wide academic practices, including dedicated reading time, completion of i-Ready personalized learning pathways, and targeted skill-building activities, while also expanding opportunities for enrichment through arts, music, sports, and other engaging experiences. In addition, the district has implemented Academic Data Talks and developed pacing guides to strengthen instructional consistency and improve student outcomes. Moving forward, teachers will continue participating in professional learning focused on Universal Design for Learning (UDL), the English Learner Roadmap, and effective instructional practices to ensure all students have equitable access to rigorous, engaging, and inclusive learning opportunities.|Met||2026-06-23|2026 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. We use our student information system (AERIES) to track what classes students are accessing for their daily schedule. We also use our student achievement database (Illuminate) to track progress in classes, assessments, and interventions. Elementary school - daily class schedules (AERIES and teacher created), designated ELD, music (district instrumental music, Starting Arts, district performing arts), Art (Art Vistas, Starting Arts), physical education (Rhythm and Moves), and intervention (provided by classified and certificated staff). Middle school - daily schedules (AERIES), designated ELD, elective choices (music, art, STEAM, PLTW, cooking, Spanish, yearbook, etc.), physical education, health (Positive Prevention), and intervention (provided by classified and certificated staff).|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 focused on student needs.|Not Met|||2026 43695830000000|Morgan Hill Unified|7|In MHUSD, enrollment is open and heterogenous in courses. All courses including College Prep, Advanced, Honors, AP, CTE, and CCAP and SJSU Dual Enrollment including elective courses, are monitored by enrollment demographics via Aeries SIS, DataZone, internal analysis, and via Equal Opportunity Schools (EOS). Further analysis of these is included in Themed Study Sessions for the Board where information on student groups including socioeconomically disadvantaged, racial/ethnic groups, Students Identified as English Learners, Students with Disabilities, among others is disaggregated. For students in TK-5, the district uses internal dashboards and platforms to measure/track student enrollment and performance outcomes in various subjects including reading and mathematics that also inform SPSAs and Professional Learning Team (PLT) conversations—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 Dept and the CDE. The District also monitors inclusion opportunities districtwide; the district is currently in year 5 of an inclusion model approach at two elementary schools and has expanded co-taught coursework at the secondary grade levels over the last several years where more and more students are spending larger percentages of their school day in mainstreamed courses.|High school courses align with UC/CSU a-g entrance requirements and are open enrollment, with expanded opportunities in the past five years. AP exam participation has nearly doubled, with higher pass rates, and Career Technical Education (CTE) pathway completions have more than doubled. Graduation requires a-g coursework in History/Social Science, English, Math, Science, World Languages, VAPA, and electives. Schools continue to offer more AP and Dual Enrollment courses annually, working with EOS to boost access for underrepresented groups. AP enrollment has grown due to earlier grade access (e.g., 9th grade AP Human Geography) and the AP Capstone Diploma Program. Dual enrollment now includes nearly 1,000 students, providing college opportunities. Middle school prepares students for high school rigor. Special Education indicators show ongoing growth in inclusion, especially at the elementary and through co-taught secondary classes. Participation and outcomes in various pathways are monitored; CTE ‘completers’ increased 104% in four years. An added period at high school gives students—such as English Learners, band members, AP and dual enrollment participants, athletes, and those needing credit recovery—more flexible course options.|While the District would like to offer additional expanded course programming (to meet more student choice) across all levels inclusive of middle and high school, it continues to be limited by funding and staffing constraints. Student preparation and success at the secondary level are impacted by their preparation across all levels in the district (TK-12). Further, student course failure can be high depending on the subject and academic struggles (e.g. math 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.|MHUSD has broadened its course offerings by adding specialized classes such as dual enrollment, Advanced Placement, Career Technical Education pathways, and visual and performing arts. The district remains committed to finding further opportunities for students to explore diverse subjects. To support academic rigor, robust academic support systems have been put in place. At the high school level, the implementation of a 7th period day, now entering its fifth year, provides greater flexibility and student choice compared to the traditional 6-period schedule. Elementary students benefit from a rotation of ‘Specials,’ including arts, physical education, and music, which also gives teachers dedicated planning time. Middle schools are gradually expanding elective options as resources allow. Districtwide professional development in Professional Learning Communities and Universal Design for Learning aims to remove barriers and ensure all students achieve at high levels. MHUSD is developing a Multi-Tiered System of Support to help every student confidently access broad coursework. Graduation requirements align with UC/CSU a-g standards, and dual enrollment and CTE pathways have grown, with agreements expanding course availability for coming years.|Met||2026-06-25|2026 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||2026-06-23|2026 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. Data from the LCAP/Climate Survey also indicates that the District provides a Board course of study. Eighty-six percent of parents and 80% students agreed or strongly agreed that their school provides a well rounded curriculum. Eighty-six percent of parents agreed or strongly agreed that their child has access to a broad range of subjects and 92% of students agreed or strongly agreed that their school provides music, art or other languages. In the 2025-26 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 2025-26 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 2025-26 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 will do the following in order to better provide students access to a broad course of study: Overall The District will begin in August 2026 with schedules that offer a broad course of study at elementary and middle schools. Elementary Schools The Systems Study confirmed the need to revisit elementary schedules to maximize instructional blocks Staff will begin work to improve master schedules Middle Schools The middle schools will continue to have an eight-period schedule which allows all students to have at least one choice elective The Systems Study done in Fall 2025 also confirmed the need to consider changing the middle school schedule for a variety of reasons including decreased core instructional minutes and too many transitions throughout the day and week interrupting learning. The District will convene a middle School Schedule Committee with the goal of recommending a new schedule for implementation in 2027-28 that will include core instruction and electives|Met||2026-06-11|2026 43696090000000|Mountain View-Los Altos Union High|7|MVLA uses multiple locally selected measures to monitor access to and enrollment in a broad course of study for grades 9–12, including by unduplicated student groups and students with exceptional needs. The District uses the Aeries Student Information System to track course enrollment and disaggregate data by grade level, race/ethnicity, socioeconomic status, English Learner status, foster and homeless status, and disability status. Annual reviews of site master schedules and course catalogs ensure that required courses, electives, CTE pathways, honors, AP, and other advanced opportunities are available to all students. MVLA analyzes A–G completion, AP and honors enrollment, CTE pathway participation, dual/concurrent enrollment data with Foothill College, and special education access and LRE data to monitor equitable access to college, career, and general education coursework. Case managers and counselors use documented four-year plans to support individualized access for students experiencing homelessness and students with IEPs. The District also reviews disaggregated data from staff, student, and family surveys on course access, rigor, and grading practices. Together, these measures enable MVLA to monitor equitable access and enrollment by student group and for students with exceptional needs.|All MVLA students have access to a broad course of study. LAHS and MVHS offer comprehensive academic, AP, world language, arts, and CTE programs, while AVHS provides credit recovery, A-G coursework, dual enrollment, counseling, and access to CTE. All students have access to standards-aligned instructional materials and appropriately credentialed teachers. Data indicate broad access but unequal enrollment in advanced and college-preparatory coursework. A-G completion, dual enrollment, AP participation, and CTE enrollment remain lower for English Learners, students with disabilities, and socioeconomically disadvantaged students. At the same time, the District has expanded opportunities through increased CTE pathway completion, growth in dual-enrollment offerings, improved inclusion for students with disabilities, A-G-approved ELD courses, and AVID expansion. The District's focus remains on closing enrollment gaps while maintaining broad access across all sites.|Although all students have access to a broad course of study, several barriers affect equitable participation. English Learners require additional academic-language support to succeed in rigorous coursework. Earlier academic monitoring is needed to prevent students from falling behind in A-G pathways, while counseling capacity and inconsistent intervention tracking limit timely support. Additional barriers include co-teaching rostering practices that can reduce inclusive peer modeling, scheduling and staffing constraints that affect course offerings and support structures, and limited awareness of AP, dual enrollment, and CTE opportunities among some students and families. AVHS also offers a more focused program due to its continuation-school model. These findings informed the District's actions to strengthen access and participation for underrepresented student groups.|In response to identified needs, MVLA is strengthening academic-language supports for English Learners, implementing earlier A-G and transcript reviews, improving counseling practices and intervention tracking, and increasing collaboration and course alignment across sites. The District is also expanding promotion of CTE pathways, dual enrollment, AVID, work-based learning, and direct enrollment opportunities, while conducting outreach to underrepresented students and families through workshops and multilingual resources. These actions are designed to increase equitable enrollment and success in college-preparatory, advanced, and career-technical coursework and are monitored through disaggregated data as part of the LCAP continuous improvement process.|Met||2026-06-15|2026 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||2026-06-24|2026 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 and IJA monitor the equity of access and ensure that all students, including unduplicated pupil groups and students with exceptional needs, receive an 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 and IJA 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 utilizes master schedules to monitor and ensure that all students have access to a comprehensive course of study. All elementary and middle school students are enrolled in core academic subjects, with English Learners receiving designated English Language Development (ELD) instruction. 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 and IJA 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 aims to promote program consistency, enhance instructional access, and ensure sustainable services for students with disabilities across all schools.|Met||2026-06-24|2026 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 81.5% 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 98.6% of English Learners in middle school are enrolled in an elective|Newcomers or students with unique needs may require courses to support them academically. Students may select an elective that is not part of these categories.|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||2026-06-25|2026 43696330000000|Orchard Elementary|7|Orchard uses surveys and common assessments to align work, ensure students are enrolled in appropriate courses, and monitor academic progress through local assessments.|Based on local tracking data and master schedule reviews, Orchard School District ensures all students have full access to a comprehensive, standards-aligned curriculum. Orchard has Equitable Access for students is consistent, because Orchard is single-school K-8 district. Enrollment data shows that 100% of students—including English Learners, socioeconomically disadvantaged youth, and students with disabilities—have equal access to core subjects and electives. Intervention Tools & Tutoring: To keep this broad curriculum accessible to struggling learners, the district uses adaptive intervention tools such NWEA, Heggerty, and Lexia. This is paired with targeted, high-dosage intervention tutoring support embedded during the day to close learning gaps immediately. Progress in Accelerated Math: A key area of progress over time is the measurable increase in the number of students enrolled in accelerated math. By strengthening early foundations and removing historical barriers, more diverse student groups are successfully transitioning into advanced math pathways.|The current funding is the biggest and most impactful hurdle for Orchard.|Orchard currently reviews, reflects, and aligns work on student learning needs. The District Leadership Team prioritizes this work throughout the year with ongoing meetings.|Met||2026-06-16|2026 43696410000000|Palo Alto Unified|7|At the elementary level, all students have access to a comprehensive curriculum including art, music, and physical education alongside core academic subjects. To monitor access and enrollment at the secondary level, several localized tools are utilized: Course Catalogs outlining prerequisites and workload; the High School Time Management Planning Form to balance academic and personal commitments; and Individualized Four-year Plans to ensure completion of graduation and A-G requirements. Furthermore, students receive personalized guidance through meetings with counselors, teacher assistants, and college and career advisors. Enrollment and performance metrics are tracked via Infinite Campus and the MAIA Learning and Career Planning Tool, with annual reports on graduation rates, AP participation, A-G completion, and dual enrollment presented to the Board of Education. Special education: Building on our existing IEP management system, we have focused on improving efficiency, consistency, and collaboration among teams. These efforts include streamlining processes and strengthening alignment between IEP goals and services. In addition, staff now have access to AbleSpace, a platform designed to enhance data collection and progress monitoring. This tool allows for more consistent tracking of student progress, supports data-informed decision making, and improves communication across service providers.|In accordance with California Education Code requirements, PAUSD utilizes multiple local measures to monitor student access and enrollment in a broad course of study. High schools maintain a comprehensive curriculum designed to satisfy A-G eligibility and graduation requirements, while elementary and middle schools provide unrestricted access to all mandated coursework. The district remains committed to ensuring that students with exceptional needs, English learners, and those requiring intervention have full access to academic options that support their progress. Specifically, high schools utilize open enrollment statements to promote access to honors and Advanced Placement (AP) courses for historically underrepresented students. The district reviews AP Potential data, including PSAT results, to identify and encourage eligible students to pursue a broad course of study. Finally, this year, PAUSD is serving a testing center for SAT. Special education: Specialized Academic Instruction is available at all sites. At the elementary level, differences across sites primarily relate to the specific programs supporting students with extensive support needs. At the secondary level, co-teaching models are in place to support access to the general education curriculum. Additionally, site master schedules are intentionally designed to promote inclusion, reflecting opportunities for students with disabilities to participate 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: Barriers include variability in site-based program capacity, limited staffing and training to support inclusive practices, scheduling constraints at secondary sites, and inconsistent implementation of co-teaching and support models across campuses.|The District MTSS Implementation Team meets every two months to calibrate tiered systems of support, review implementation progress, and strengthen shared expectations across sites. Panorama is now fully implemented across PAUSD schools as the primary platform for documenting MTSS supports, tracking intervention outcomes, monitoring student progress, and adjusting supports in academics, attendance, SEL/behavior, and mental health. Implementation has shifted from initial adoption to deepening consistency and more nuanced use of the platform through aligned templates, documentation expectations, progress-monitoring routines, and ongoing professional learning. The district is also curating a tiered intervention library to support more consistent, equity-focused interventions across school sites. Panorama usage data shows sustained staff engagement and increased documentation of interventions, groups, and support notes, indicating that educators are actively using the platform to review student supports and monitor progress. Ongoing next steps include targeted professional development, coaching, mid-year feedback analysis, and sharing best practices across sites.|Met||2026-06-16|2026 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. All elementary schools will begin using i-Ready for ELA/SLA and math assessments beginning in the 2026-2027 school year. 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.|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, 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. We have developed a designated ELD course for long term English Learners in grades 11-12 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 25-26 school year. Two middle schools and two high schools offer Spanish Two-Way Bilingual Immersion programs. In addition, one middle school and one high school are International Baccalaureate schools. San José Unified School District specialized academic instruction is designed to cater to various learning modalities, including kinesthetic, blended, visual, auditory, experiential, and differentiated approaches.|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.|All sites offer a long- term designated ELD course for students in 11th and 12th grade. We piloted and adopted new math curriculum for grades TK-12. Full implementation will begin in 26-27. In grades TK-8 we adopted the same publisher. Through the adoption we now have all sites using common curriculum for all courses, including AP math courses. In 26-27 we will begin the process of piloting curriculum for English Language Arts.|Met||2026-06-25|2026 43696660129718|Downtown College Preparatory Middle|7|||||Not Met|||2026 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||2026-06-17|2026 43696664330585|Downtown College Preparatory|7|||||Not Met|||2026 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 2025 to 2026. CTE courses had a strong overall increase in enrollment (+7.1%.), with Latino (+8.6%.) and economically disadvantaged students (+8%.) showing promising increases over last year’s results. Advanced Placement (AP) saw a 13.6% point increase in overall enrollment. Economically Disadvantaged (+0.8%.) and Long-Term English Learner (LTEL) students (+2.5%) experienced an increase. Although Hispanic/Latino (-2%.) and Students with Disabilities (-2.1%.) enrollment experienced decreases.|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.|Our approach to ensuring access to a broad course of study combines new approaches with expanded initiatives from previous years. Santa Clara USD will: 1) Work to align bell schedules across school sites. 2) Continue co-teaching model and expansion of inclusive practices and 3) Counselors implementing a multi-domain multi-tiered system of support.|Met||2026-06-11|2026 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 2025-2026 school year, all SUSD students had access to a broad course of study as outlined in 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, Physical Education - Dedicated PE teachers TK-5 (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 2025-26 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 reached a sustaining level as a district initiative. RMS: Continuation of Acknowledge Alliance, a social worker, psychologist, and counselor. Culturally responsive novels were continued at each grade level. A math pilot will take place for all courses except|Met||2026-06-03|2026 43696900000000|Sunnyvale|7|Sunnyvale School District uses multiple data sources and locally selected measures to monitor student access to and enrollment in a broad course of study. These measures include student enrollment data, master schedules, course offerings, and student participation records across elementary and middle school sites. The district reviews access to core academic courses, English Language Development (ELD), intervention and support programs, enrichment opportunities, visual and performing arts, music, physical education, STEM experiences, electives, and extracurricular activities. The district disaggregates access and participation data by grade span, school site, student groups, including English Learners, Long-Term English Learners, socioeconomically disadvantaged students, Hispanic students, foster youth, homeless students, and students with disabilities, to identify equity gaps. Additional measures include Individualized Education Program (IEP) service data, English Learner progress data, MTSS intervention participation, and student support service records to ensure students with exceptional needs and unduplicated students receive appropriate access and supports.|Sunnyvale School District provides all TK–8 students access to a broad course of study aligned with California standards, including English Language Arts, Mathematics, Science, History/Social Science, Physical Education, Visual and Performing Arts, technology, STEM, enrichment, and student support services. Middle schools have expanded course offerings by adding STEM electives, and two district certificated music teachers provide music instruction for all students in Grades 3–5. The district has also established a goal to increase the number of historically underrepresented students enrolled in advanced mathematics pathways, including Algebra 1 and Geometry, during middle school. Students with disabilities receive services through their IEPs, and English Learners receive designated and integrated ELD support. Through MTSS, targeted interventions, enrichment opportunities, and ongoing analysis of enrollment and student performance data, SSD continues to improve equitable access to rigorous coursework for all students.|The district has identified several barriers that impact equitable access to and participation in a broad course of study. A primary barrier is ensuring consistent implementation of rigorous, standards-aligned Tier 1 instruction and differentiated supports across all classrooms. Students who are English Learners, Long-Term English Learners, students with disabilities, and other historically underserved groups require additional language development, intervention, and instructional supports to fully engage with grade-level coursework. Additional barriers include differences in staffing capacity, scheduling structures, and availability of specialized courses and enrichment opportunities across school sites. The district also continues to address challenges related to accurately identifying student needs, particularly for multilingual learners, to ensure students receive appropriate academic supports rather than being incorrectly referred for special education evaluation. Limited resources, including staffing and funding constraints, can impact the expansion and consistency of electives, enrichment opportunities, and specialized services. The district is addressing these barriers through MTSS implementation, professional learning, curriculum investments, and improved data systems to identify and respond to student needs.|Sunnyvale School District continues to implement actions to ensure all students have equitable access to a broad, rigorous, and engaging course of study. The district has expanded opportunities by adding STEM electives to middle school course selections, providing students with opportunities to develop skills in science, technology, engineering, and mathematics. Additionally, two district certificated music teachers provide music instruction and elective opportunities for all students in Grades 3–5, increasing access to high-quality visual and performing arts experiences. The district has established a goal to increase the number of historically underrepresented students enrolled in advanced mathematics pathways, including Algebra 1 and Geometry, while in middle school. SSD is analyzing enrollment data, strengthening mathematics instruction, and providing targeted supports to increase student readiness and access to advanced coursework. The district is also implementing a comprehensive MTSS framework focused on strengthening Tier 1 instruction, providing targeted interventions, and ensuring students receive appropriate academic, behavioral, and social-emotional supports. Through professional learning in EDI, UDL, integrated and designated ELD, and culturally responsive practices, SSD is building educator capacity to ensure all students, including English Learners, unduplicated students, and students with disabilities, have equitable access to a broad course of study.|Met||2026-06-18|2026 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 beginning in the 2024-25 school year. For the 25-26 school year, each middle school offered a Spanish elective and we will continue to offer this again next year. New Project Lead the Way units were incorporated into STEM electives at both sites as well.|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. This includes electives that have been added over the last few years including: Marine Biology, Dance, Crafting, Advanced Art, SEL in Sports Psychology, History of Film and Financial Literacy. Additional next steps include the continued exploration and addition of Career Technical Education offerings.|Met||2026-06-08|2026 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 ? World Language ? Physical Education ? Science ? Mathematics ? Visual and Performing Arts ? Applied Arts ? Career Technical Education|In reviewing school and grade level data for the 2025-26 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||2026-06-23|2026 43742940000000|Metro Education|7|||||Not Met|||2026 43743020000000|Santa Clara County ROP|7|||||Not Met|||2026 43771490000000|SBE - KIPP Navigate College Prep|7|||||Not Met|||2026 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||2026-06-04|2026 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), Multilingual progress monitoring, 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 students across our Alternative Education programs have access to a broad course of study, including dual enrollment opportunities available at every site. Access has expanded and participation in dual enrollment has increased, particularly among students attending previously underserved sites. Our programs have made intentional efforts to increase awareness of available college and career pathways, resulting in greater student engagement in college courses. Despite this progress, additional work is needed to ensure equitable participation and successful completion for all student groups. To address these needs, our programs will continue to expand awareness of CTE offerings and develop additional strategies that increase access to and support for dual enrollment opportunities across all sites.|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, and participate in professional learning opportunities for staff.|Met||2026-06-25|2026 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 finalized the initial implementation of a student exit portfolio to document achievement across content areas and skill development, with a particular emphasis on career readiness. 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, enrichment, 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. We are working with Cabrillo College to specifically offer increased ESL and Communications courses as dual enrollment opportunities for the upcoming school year.|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. This often impacts 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. Continued group orientation and 6 week Foundations onboarding class to improve student retention rates.|Met||2026-06-25|2026 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 86% overall 11th pass rate on CAASPP tests). Moreover, 98% 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 accelerate 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 significant barriers have been identified as obstacles to providing a broad course of study to all students. PCS continues to prioritize ensuring equitable access for all students.|PCS engages all students in substantive, college preparatory learning, including Advanced Placement (AP) courses in English, Math, Science, History, Music, Art and World Languages. 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 maintenance goal in future years, to ensure that schoolwide efforts and resources are aimed at providing the highest quality educational experience for all students.|Met||2026-06-10|2026 44697320000000|Bonny Doon Union Elementary|7|2. Using the locally selected measures or tools, summarize the extent to which all students have access to, and are enrolled in, a broad course of study. The summary should identify any differences across school sites and student groups in access to, and enrollment in, a broad course of study, and may describe progress over time in the extent to which all students have access to, and are enrolled in, a broad course of study. (response limited to 1,500 characters)|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||2026-06-04|2026 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||2026-06-17|2026 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.|Students in grades 1 through 5 have a Broad Course of Study which includes self contained classrooms that have courses in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, and other studies that may be prescribed by the governing board. A key feature of our elementary program is a scope and sequence for grades TK-5 that lays out the expectations for English Language Arts (ELA), Math, Social Science, and Science and is aligned to an assessment calendar. Current trimester benchmark assessments focus only on ELA and Math: i-Ready Reading and Math, SIPPS, and Reading Fluency). Site-level RTI teams pull disaggregated data every 6-8 weeks, a process which both ensures teachers are giving assessments and that all students have taken it. The teams use this data to build groups based on proficiency level and create a “Watchlist” of students to target for additional support. This repeated review of data maintains accountability for students and teachers by identifying any achievement gaps and looking at possible causes (such as lack of access to content). With our foundation of MTSS, we have aligned our SST process to match the 6-8 week Plan of Do, Study, Do, Act Cycle that incorporates Tier 1 strategies and structures for all of our scholars.|Met||2026-06-03|2026 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. There are no barriers to access any course or program at Tierra Pacifica. Special education services are provided in a push-in model whenever possible as well, unless required otherwise by an IEP.|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.|There are no barriers for students to access the broad course of study offered at Tierra Pacifica.|N/A|Met||2026-06-10|2026 44697730000000|Mountain Elementary|7|MESD is a small school, so ensuring that all students have access to and are enrolled in a broad course of study only requires a review of intervention and special education schedules so that students receiving special services do not miss elective programs like art or dance. We also do a yearly inventory of books and materials to ensure that every student in the class have books, materials and supplies necessary to fully access the curriculum.|100% of MESD students have access to a broad course of study. Every child receives art two times a week, participates in rich music and dance classes, performs in a yearly play with their class and have the option of participating in the after school program.|There are no barriers preventing the district from providing access to a broad course of study for all students.|No new actions are required. All students, 100%, currently have access to a broad course of study.|Met||2026-06-11|2026 44697810000000|Pacific Elementary|7|Each student participates in the course of study specific to their grade level. That includes garden-based science education for TK-4th, Food Lab for 5th-6th, and music for TK-6th.|There are not differences across between sites because there is only one site, and there are no differences between groups because everyone has the same access.|Language is the main barrier because instruction is in English and our small number of ELs sometimes struggle with access.|Teachers have participated in ELD training.|Met||2026-06-03|2026 44697990000000|Pajaro Valley Unified|7|PVUSD utilizes multiple measures to monitor student access to and enrollment in a broad course of study across all grade spans and student groups. At the secondary level, the district reviews the University of California A-G Course Management Portal, California College Guidance Initiative (CCGI), master schedules, student transcripts, course enrollment reports, graduation progress monitoring, and student information system data to evaluate access to rigorous coursework and college and career pathways. The district analyzes enrollment patterns for English Learners, Long-Term English Learners, Foster Youth, Socioeconomically Disadvantaged students, Students with Disabilities, and other student groups to ensure equitable access to A-G courses, Career Technical Education (CTE), Advanced Placement, Visual and Performing Arts, World Language, and college and career readiness opportunities. CCGI data is also used to monitor A-G completion, college and career readiness indicators, and postsecondary planning. At the middle school level, PVUSD reviews master schedules, elective offerings, intervention, and enrichment opportunities. At the elementary level, all students have access to a comprehensive standards-based curriculum, including designated and integrated English Language Development as appropriate. These measures help identify and address barriers to equitable access and participation across all student groups.|PVUSD continues to expand access to a broad course of study; however, several barriers remain. At the secondary level, the traditional six-period schedule limits the number of courses students can take each year. Participation in intervention, English Learner services, credit recovery, or specialized support classes may reduce opportunities to enroll in electives, Visual and Performing Arts, World Language, Advanced Placement, or Career Technical Education (CTE) courses. Some student groups, including English Learners, Students with Disabilities, Foster Youth, and students who are credit deficient, require additional academic supports that can limit scheduling flexibility. The district continues to analyze course enrollment patterns to identify and address these barriers. Staffing availability and facility capacity may also affect the variety of elective courses offered at individual schools. While all students have access to a broad course of study, specific course offerings vary based on school size, staffing, student interest, and program capacity. PVUSD addresses these barriers by expanding CTE pathways, dual enrollment and online learning opportunities, arts programming through Proposition 28, strategic master scheduling, and ongoing analysis of enrollment data to improve equitable access to rigorous coursework and enrichment opportunities for all students.|PVUSD continues to expand access to a broad course of study; however, several barriers remain. At the secondary level, the traditional six-period schedule limits the number of courses students can take each year. Participation in intervention, English Learner services, credit recovery, or specialized support classes may reduce opportunities to enroll in electives, Visual and Performing Arts, World Language, Advanced Placement, or Career Technical Education (CTE) courses. Some student groups, including English Learners, Students with Disabilities, Foster Youth, and students who are credit deficient, require additional academic supports that can limit scheduling flexibility. The district continues to analyze course enrollment patterns to identify and address these barriers. Staffing availability and facility capacity may also affect the variety of elective courses offered at individual schools. While all students have access to a broad course of study, specific course offerings vary based on school size, staffing, student interest, and program capacity. PVUSD addresses these barriers by expanding CTE pathways, dual enrollment and online learning opportunities, arts programming through Proposition 28, strategic master scheduling, and ongoing analysis of enrollment data to improve equitable access to rigorous coursework and enrichment opportunities for all students.|In response to ongoing reviews of course access and enrollment data, PVUSD will continue implementing strategies to increase equitable access to a broad course of study for all students. • Expand Visual and Performing Arts through Proposition 28 Arts and Music in Schools funding. • Increase access to A-G courses, Advanced Placement, dual enrollment, and Career Technical Education (CTE) pathways. • Utilize California College Guidance Initiative (CCGI) data to monitor A-G participation, college and career readiness, and identify barriers for underrepresented student groups. • Expand Expanded Learning opportunities that provide enrichment, academic support, leadership, arts, STEM, and career exploration. • Review master schedules and course enrollment to ensure intervention, English Learner, and specialized support services do not unnecessarily limit access to electives, college preparatory coursework, or career pathways. • Continue expanding Dual Language and multilingual pathways that promote bilingualism, biliteracy, and the State Seal of Biliteracy. • Strengthen alternative education pathways and flexible learning options, including virtual and online courses. Through these actions, PVUSD will continue reducing barriers, increasing equitable access, and ensuring all students have opportunities to participate in a comprehensive course of study that supports their academic, multilingual, college, career, and personal goals.|Met||2026-06-24|2026 44697990117804|Ceiba College Preparatory Academy|7|Ceiba uses the following locally selected tools to track student access to, and enrollment in, a broad course of study, with the ability to disaggregate by grade span, unduplicated student group, and students with exceptional needs: CALPADS Fall 2 course enrollment data is Ceiba's primary measure, used to verify that 100% of students are enrolled in enrichment, elective, and college-preparatory courses (Metric 4.6). Because the data are student-level, results can be disaggregated by grade span and student group. Synergy, Ceiba's student information and master-scheduling system, tracks each student's course enrollment and monitors individual academic progress, allowing staff to confirm course access and flag any student or group not enrolled in the full breadth of coursework. The California College Guidance Initiative (CCGI), implemented within Synergy, monitors each student's progress toward UC/CSU A-G completion. A-G completion rates (Metric 2.4) and AP and concurrent-enrollment participation provide additional measures of access to rigorous coursework. Master schedule review ensures A-G-approved, AP, concurrent-enrollment, and elective offerings are available to all students across grade spans. Together, these tools confirm broad access to and enrollment in the course for all students and support disaggregation by grade span, unduplicated groups, and students with exceptional needs.|"Using CALPADS Fall 2 course enrollment data, Ceiba reports that 100% of students are enrolled in enrichment, elective, and college-preparatory courses (Metric 4.6), a result that has been consistent across all reported years (2022-23 through 2025-26), with the target met each year. Because Ceiba operates as a single-site charter school, there are no cross-site differences to report; all students are served within one program and master schedule. Across student groups, course-access data show universal enrollment: all students, including unduplicated groups (English Learners, socioeconomically disadvantaged students, foster youth) and students with disabilities, are enrolled in the full breadth of coursework. Ceiba offers UC/CSU A-G-approved courses across all grade levels, plus Advanced Placement courses and concurrent enrollment through Cabrillo Community College, with AP fee support where needed. Over time, Ceiba has expanded access by adding AP offerings. The College/Career Readiness Indicator rose to ""Very High"" (79.6%), and A-G completion has held steady at about 94% of graduates (49/52 most recently), just below the >95% target. Because the indicator is reported in aggregate at 100%, the data confirm universal access rather than surfacing group-level gaps. Ceiba uses Synergy at the student level to monitor for and respond to any student or group not accessing the full course of study."|Ceiba's locally selected measures show 100% of students enrolled in a broad course of study, so the school identifies no structural barrier preventing access to coursework itself. The barriers Ceiba has identified relate instead to the conditions that affect whether students can fully take advantage of rigorous coursework and college pathways. The most significant barriers fall on English Learners, foster youth, and low-income students, who face limited family knowledge of college systems, financial constraints, and reduced exposure to college-going peers and mentors. As predominantly first-generation college families, many lack the social capital and logistical support to navigate A-G sequences, AP coursework, and concurrent enrollment independently. A smaller charter school also faces practical scheduling and staffing constraints that can limit the number of advanced and elective sections that can be offered in any given year. Ceiba directly addresses these barriers schoolwide through A-G course access at all grade levels, expanded AP offerings with fee support, concurrent enrollment through Cabrillo Community College, the CCGI initiative, alumni mentorship, and college fairs, building a universal college-going culture while principally serving students who would not otherwise have clear pathways to college.|Ceiba has expanded Advanced Placement offerings to broaden access to college-ready coursework and will continue to add and support AP coursework, including fee coverage where needed. The school maintains UC/CSU A-G-approved courses across all grade levels and concurrent enrollment through Cabrillo Community College to keep advanced and college-credit options open to every student. To close the remaining gap in A-G completion (94%, just below the >95% target), Ceiba will strengthen individual progress monitoring through the California College Guidance Initiative implemented in Synergy, allowing staff to identify and intervene early with any student off track for A-G completion. Credit recovery and academic intervention supports will continue to help students stay on the college-preparatory pathway. To address the barriers most affecting English Learners, foster youth, and low-income, first-generation students, Ceiba will sustain schoolwide supports, including alumni mentorship, college fairs, and college-knowledge programming, that build the social capital and navigation skills these students need to access the full breadth of coursework. Procedurally, Ceiba will continue to use Synergy and CALPADS Fall 2 data at the student level to monitor course enrollment by grade span and student group, ensuring that any emerging access gaps are detected and addressed for continuous improvement.|Met||2026-06-09|2026 44697994430229|Pacific Coast Charter|7|||||Not Met For Two or More Years|||2026 44697994430245|Diamond Technology Institute|7|Diamond Technology Institute utilizes a multi-layered diagnostic system to track student access to a broad course of study. The primary local tools and measures include: -Master Schedule Controls: Ensuring a single tracking-free pathway combining UC a-g and Career Technical Education (CTE) sequences. -Individualized Learning Plans (ILPs): Maintained for 100% of students to audit progress toward graduation requirements. -Student Performance Data: Disaggregated tracking of D/F rates, MAP benchmark assessments, and annual CAASPP results. -Engagement & Perception Data: Annually tracking the national College & Career Readiness theme via the Youth Truth survey. -Participation Reports: Course access, internship, and dual-enrollment logs disaggregated by grade level and key LCAP subgroups—specifically tracking our 78% socioeconomically disadvantaged youth, 11% English Learners, and 9% students with disabilities. These integrated data streams are regularly audited by school administrators, counselors, and teaching teams to identify and eliminate systemic enrollment gaps.|Local data confirms that 100% of Diamond Tech students maintain complete, uncompromised access to a rigorous, broad course of study. Our unified master schedule structure explicitly prevents academic tracking, ensuring all student groups—regardless of low-income, English Learner, or special education status—simultaneously fulfill a-g requirements and intensive CTE pathways. Progress over time is heavily validated by our February 2026 Youth Truth data, which reveals that student perception of College & Career Readiness has achieved a 97th percentile national ranking, indicating exceptional preparation for post-secondary opportunities. While access is structurally identical across the student body, localized ILP data indicates that performance outcomes differ slightly; our English Learner (11%) and special education (9%) cohorts require more intensive, scaffolded tier-2 support structures to sustain passing marks in advanced CTE coursework compared to the general student population.|Despite successful universal enrollment, Diamond Tech has identified specific operational barriers through our ongoing self-reflection and local data review: Academic Balancing & Rigor: Helping high-need students—particularly the 78% socioeconomically disadvantaged cohort—effectively balance intensive CTE technical expectations with core a-g academic requirements. Staffing Constraints: Limited regional availability of specialized support personnel and bilingual instructors occasionally constrains the immediacy of tier-2 interventions for our English Learners and students with IEPs. Work-Based Access Limitations: A competitive local market limits the availability of high-quality, pathway-aligned external internship opportunities, affecting real-world learning equality for some upperclassmen. Socioeconomic Obstacles: Intermittent technology disruption and transportation deficits among low-income households can introduce barriers to fully engaging in extended-day or work-based learning assignments.|To resolve identified barriers and sustain our high 97th percentile ranking in College & Career Readiness, Diamond Tech is deploying the following actions under LCAP Goals #1 and #2: -Early-Intervention ILP Audits: Upgrading our digital ILP tracking workflow to execute bi-weekly academic progress reviews, initiating counseling interventions at the first sign of credit risk. -Targeted Academic Scaffolding: Implementing inclusive, co-teaching instructional models and primary-language scaffolds to directly assist our 11% English Learners and 9% students with disabilities within the core CTE curriculum. -Partnership Expansion: Formally expanding corporate and regional community college networks to secure a wider, more accessible array of pathway-aligned student internships. -Extended Learning Infrastructure: Investing in summer bridge programming, extended-day tutoring, and mobile technology provisions to eliminate socioeconomic friction and preserve comprehensive course access for all students.|Met||2026-05-18|2026 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||2026-06-18|2026 44697996049829|Alianza Charter|7|Alianza Charter School uses multiple local measures and data sources to monitor student access to and enrollment in a broad course of study across all grade spans, student groups, and students with exceptional needs. These measures include master schedule reviews, enrollment and course placement data, Individualized Education Program (IEP) service records, English Learner data, intervention schedules, and curriculum implementation reviews. As a K–8 Two-Way Dual Language Immersion school, Alianza monitors access to a rigorous instructional program that includes English Language Arts, Spanish Language Arts, Mathematics, Science, Social Studies, Physical Education, Visual and Performing Arts opportunities, and social-emotional learning. The school reviews course offerings and instructional minutes to ensure alignment with state standards and equitable access for all students. Alianza also collaborates with teachers, special education staff, counselors, and educational partners to ensure English Learners, students with disabilities, and other student groups receive appropriate supports, interventions, and enrichment opportunities. These data sources are reviewed regularly to identify gaps and ensure all students have access to a broad and meaningful course of study.|Alianza Charter School uses master schedule reviews, enrollment data, curriculum implementation reviews, IEP service records, English Learner data, and intervention schedules to monitor student access to and enrollment in a broad course of study. As a K–8 Two-Way Dual Language Immersion school, all students have access to a rigorous academic program that includes English Language Arts, Spanish Language Arts, Mathematics, Science, Social Studies, Physical Education, Visual and Performing Arts opportunities, technology, and social-emotional learning. Local data indicates that all grade levels and student groups have access to grade-level standards-aligned curriculum and instructional programs. English Learners, students with disabilities, and socioeconomically disadvantaged students receive additional supports through designated supports, intervention programs, special education services, and the Multi-Tiered System of Supports (MTSS) framework. As a single-site charter school, Alianza does not have differences in access across school sites. The school will continue monitoring schedules, services, and student participation data to ensure all students have equitable access to a broad and meaningful course of study.|Based on the results of local measures and ongoing review of student access data, Alianza Charter School has identified limited barriers to providing all students with access to a broad course of study. The primary challenges are related to staffing shortages, particularly the statewide shortage of fully credentialed bilingual teachers with BCLAD authorization, which can impact the ability to consistently provide instruction within the 90/10 Two-Way Dual Language Immersion model. Additional barriers include ensuring adequate staffing and resources to provide specialized services, intervention supports, and enrichment opportunities for all students, particularly students with disabilities and other high-needs student groups. Alianza continues to work collaboratively with the District, County Office of Education, and community partners to recruit qualified staff, strengthen support systems, and ensure all students have equitable access to a comprehensive and rigorous educational program.|In response to the results of local measures, Alianza Charter School will continue to strengthen systems that ensure all students have equitable access to a broad and rigorous course of study. The school will continue collaborating with the District and County Office of Education to recruit and retain highly qualified bilingual educators, including teachers with BCLAD authorization, to support the integrity of the 90/10 Two-Way Dual Language Immersion model. Alianza will continue to monitor master schedules, student placement, IEP services, intervention supports, and access to enrichment opportunities to identify and address any gaps. The school will expand support through the Multi-Tiered System of Supports (MTSS) framework, targeted interventions, and collaboration among teachers, specialists, counselors, and families to ensure students receive the academic and social-emotional supports needed to succeed. Additionally, Alianza will continue investing in professional learning, curriculum alignment, and instructional coaching to strengthen teaching practices and maintain access to high-quality, standards-based instruction for all students. These ongoing actions will ensure that English Learners, students with disabilities, and other high-needs student groups have equitable access to the full range of educational opportunities offered at the school.|Met||2026-05-11|2026 44697996119077|Watsonville Charter School of the Arts|7|We utilize the California State Standards to assess our students' access to a broad course of study, with state aligned curriculums that are approved by our site-based board. We utilize the CAASPP assessment, Renaissance, and DIBELS; last year, we utilized MAP in our Middle School as well as curriculum based assessments.|All students have access to all grade-level content and standards within their classrooms. Students are identified as GATE using the COGAT assessment. If they assess into the GATE program, or show specific advancements, they are placed in our enrichment systems for math, environment, student council, and student engagement. Using similar assessments, we identify which students may need a second pass at a concept or skill, and support them through Intervention. If a student has shown significant achievement in 7th grade Math they offered the opportunity to participate in Math 1 in 8th grade.|We are working on increased and improved teacher training. Our teachers' professional development has stagnated in some areas,, and we can work to differentiate and offer a variety of courses of study within their own classrooms.|We have shifted our student access away from a designatd Physical Education teacher to a Science specific teacher who is using an NGSS aligned curricula. We have utilized our Community Schools Grant and Prop 28 monies to bring in professional artists and engineers to support students in year's long projects such as the Invention Convention in 4th and 5th grades and the Art portfolios all middle school students submit in 8th grade. We guaranteed students had access to grade-level math and that our middle school students had access to Math 1. We utilize a teaching position to allow students access to GATE instructional activities. Classrooms take, on average, one field trip a month to a broad assortment of locations and experiences.|Met||2026-05-07|2026 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.|Roughly 60% 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. SLVHS also engaged and went love with CCGI platform assuring high alignment between UC Doorways and SLVHS course work. SLVHS strives to improve all pathways for all students beyond Tk-12.|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||2026-06-10|2026 44698070110007|Ocean Grove Charter|7|All students have access to a broad course of study. Locally selected measures are compiled and tracked in the school’s Student Information System, including CAASPP data, Special Education enrollment, CTE participation, course enrollment, community college dual enrollment, a-g course participation, and graduation requirements. Student learning record logs ensure students are engaged in a broad course of study by assessing standards covered. Monthly, teachers address areas of need through additional curricular opportunities. All students take internal diagnostics in Reading and Math two to three times each year. Results are used to develop individualized learning plans aligned to student needs and to monitor progress. Students performing below grade level receive additional support through the school’s intervention and early literacy program to help close achievement gaps. School counselors meet with every high school student at the start of their 9–12 journey to review curriculum, explore course options, and develop a personalized plan aligned to post-graduation goals. Counselors also discuss community college opportunities, CTE pathways, and appropriate levels of academic rigor.|100% of our students are enrolled in a broad course of study, verified through learning record logs. For K-8 students, a variety of online and print curricula, instructional classes, and monthly school field trips are available through allocated student instructional funds. High school students access 190+ a-g courses, tailored for independent study. They engage with peers through online discussions, community vendors, and online synchronous courses. Students may complete CTE certifications across 12 career pathways, also meeting “Life Skills” or “Visual and Performing Arts” requirements. School counselors begin working individually with students in 8th grade to design a broad course of study. Together, they create a personalized 4-year plan, updated annually, aligned to each student’s goals. For students with IEPs, a special education staff participate in the initial meetings to ensure alignment of supports. English Learner students participate in annual guidance meetings with EL Coordinator consultation and receive weekly designated ELD instruction in small, targeted groups led by an EL Instructor. Our program supports a wide range of learners. Students seeking rigor may access honors, AP, and community college classes. Additionally, all students pursuing postsecondary opportunities receive individualized support from school counselors throughout the application process.|The school faces inherent barriers due to its very large geographic area spanning 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, offered either live or asynchronously, taught by credentialed teachers from the school. Students who choose our academy option may participate in a cohort of students who take online courses together, as well as in local events. Student transportation challenges in offering a single site-based CTE program for high school students are an identified barrier. To provide students with a diverse range of CTE programs, the school uses technology to create learning opportunities through video conferencing, online courses, and community college CTE classes. When students face an educational barrier due to a technology gap, the school steps in to provide the necessary equipment. Because of the school's flexibility in offering diverse curricula and instructional opportunities, all students have access to a broad course of study.|As a result of this evaluation, the school will continue to ensure that all students have access to a wide range 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 remains a priority, including a high-dosage learning acceleration program. Both research and internal data indicate that this strategy remains a successful option. We provide 1:1 school counselor support for high schoolers to guide students through college planning, course selection, and postsecondary preparation. In addition, we have established a CCAP agreement with a community college, allowing high school students to enroll in college courses designed specifically for high school cohorts. This model has significantly reduced common barriers for families, including complicated college enrollment processes, transcript submission requirements, and associated costs. By streamlining access and providing direct support, we are able to increase student participation in college coursework and better support a–g completion and college readiness. Additional information on course enrollment and the number of courses offered in different subjects at schools is available on the California Department of Education DataQuest website.|Met||2026-06-03|2026 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 2026-27 Local Performance Indicator Self-Reflection for SLVUSD Charter School Page 17 of 17 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||2026-06-10|2026 44698150000000|Santa Cruz City Elementary|7|Santa Cruz City Schools uses multiple locally selected measures to monitor the extent to which all students have access to and are enrolled in a broad course of study. These measures include site master schedules, transcript audits, A-G completion data, course enrollment reports, Career Technical Education (CTE) participation data, and student course performance data. At the secondary level, transcript audits are conducted to ensure students are on track to meet graduation requirements and college and career readiness expectations. Course enrollment data is reviewed to monitor participation in advanced coursework, visual and performing arts, world languages, and CTE pathways. The district also examines A-G completion rates and course success rates to identify barriers and opportunities for improvement. Data are disaggregated by race/ethnicity, English learner status, disability status, foster youth status, homelessness status, socioeconomic status, and gender. These measures were selected because they provide both access and participation data, allowing the district to identify disparities among student groups and ensure that all students, including unduplicated students and students with exceptional needs, have equitable access to a broad and rigorous course of study.|Santa Cruz City Schools provides all students access to a broad course of study aligned with state requirements and college and career readiness expectations. Middle schools offer comprehensive coursework in English Language Arts, Mathematics, Science, History-Social Science, Physical Education, World Language, Visual and Performing Arts, and Career Technical Education. High schools build upon this foundation with expanded elective offerings, Advanced Placement courses, world languages, visual and performing arts programs, and more than 30 CTE courses across 14 career pathways. Analysis of enrollment and transcript data indicates that most students have access to and participate in a broad course of study. However, disparities exist for some student groups. English Learners and students with disabilities at the middle school level have historically experienced reduced access to elective courses due to scheduling constraints associated with English Language Development (ELD) and specialized support services. The district has implemented targeted strategies to address these barriers and increase participation in enrichment and advanced coursework. Ongoing monitoring of enrollment patterns, A-G completion, and course success data helps ensure equitable access across schools and student groups.|Analysis of local data identified scheduling constraints as the primary barrier limiting full access to a broad course of study for some student groups. At the middle school level, students who receive Designated English Language Development (ELD) services and students receiving Resource Specialist Program (RSP) support often use their elective period for these services. As a result, some students have fewer opportunities to participate in Visual and Performing Arts, Career Technical Education, and other elective offerings. While these supports are essential to meeting students' academic needs, the district recognizes the importance of ensuring that all students also have access to enrichment opportunities that contribute to a well-rounded educational experience. This challenge disproportionately impacts English Learners and students with disabilities and may limit participation in courses that support student engagement, creativity, and college and career exploration. The district continues to analyze enrollment data and scheduling practices to identify solutions that increase access while maintaining the academic supports students need to be successful.|In response to local data, Santa Cruz City Schools implemented a zero-period Physical Education option at both middle schools to increase access to a broad course of study. This scheduling adjustment allows students to enroll in seven periods rather than the traditional six-period day, creating greater flexibility for students who receive Designated English Language Development (ELD) services or Resource Specialist Program (RSP) support. As a result, English Learners and students with disabilities can participate in elective courses, including Visual and Performing Arts and Career Technical Education, without sacrificing the targeted academic support they require. This change expands opportunities for students to engage in enrichment experiences while maintaining access to specialized services. The district will continue monitoring enrollment patterns, participation rates, and student outcomes to evaluate the effectiveness of this change and identify additional opportunities to improve access. SCCS remains committed to ensuring that all students have equitable access to a broad, engaging, and rigorous course of study that supports college, career, and life readiness.|Met||2026-06-10|2026 44698230000000|Santa Cruz City High|7|Santa Cruz City Schools uses multiple locally selected measures to monitor the extent to which all students have access to and are enrolled in a broad course of study. These measures include site master schedules, transcript audits, A-G completion data, course enrollment reports, Career Technical Education (CTE) participation data, and student course performance data. At the secondary level, transcript audits are conducted to ensure students are on track to meet graduation requirements and college and career readiness expectations. Course enrollment data is reviewed to monitor participation in advanced coursework, visual and performing arts, world languages, and CTE pathways. The district also examines A-G completion rates and course success rates to identify barriers and opportunities for improvement. Data are disaggregated by race/ethnicity, English learner status, disability status, foster youth status, homelessness status, socioeconomic status, and gender. These measures were selected because they provide both access and participation data, allowing the district to identify disparities among student groups and ensure that all students, including unduplicated students and students with exceptional needs, have equitable access to a broad and rigorous course of study.|Santa Cruz City Schools provides all students access to a broad course of study aligned with state requirements and college and career readiness expectations. Middle schools offer comprehensive coursework in English Language Arts, Mathematics, Science, History-Social Science, Physical Education, World Language, Visual and Performing Arts, and Career Technical Education. High schools build upon this foundation with expanded elective offerings, Advanced Placement courses, world languages, visual and performing arts programs, and more than 30 CTE courses across 14 career pathways. Analysis of enrollment and transcript data indicates that most students have access to and participate in a broad course of study. However, disparities exist for some student groups. English Learners and students with disabilities at the middle school level have historically experienced reduced access to elective courses due to scheduling constraints associated with English Language Development (ELD) and specialized support services. The district has implemented targeted strategies to address these barriers and increase participation in enrichment and advanced coursework. Ongoing monitoring of enrollment patterns, A-G completion, and course success data helps ensure equitable access across schools and student groups.|Analysis of local data identified scheduling constraints as the primary barrier limiting full access to a broad course of study for some student groups. At the middle school level, students who receive Designated English Language Development (ELD) services and students receiving Resource Specialist Program (RSP) support often use their elective period for these services. As a result, some students have fewer opportunities to participate in Visual and Performing Arts, Career Technical Education, and other elective offerings. While these supports are essential to meeting students' academic needs, the district recognizes the importance of ensuring that all students also have access to enrichment opportunities that contribute to a well-rounded educational experience. This challenge disproportionately impacts English Learners and students with disabilities and may limit participation in courses that support student engagement, creativity, and college and career exploration. The district continues to analyze enrollment data and scheduling practices to identify solutions that increase access while maintaining the academic supports students need to be successful.|In response to local data, Santa Cruz City Schools implemented a zero-period Physical Education option at both middle schools to increase access to a broad course of study. This scheduling adjustment allows students to enroll in seven periods rather than the traditional six-period day, creating greater flexibility for students who receive Designated English Language Development (ELD) services or Resource Specialist Program (RSP) support. As a result, English Learners and students with disabilities can participate in elective courses, including Visual and Performing Arts and Career Technical Education, without sacrificing the targeted academic support they require. This change expands opportunities for students to engage in enrichment experiences while maintaining access to specialized services. The district will continue monitoring enrollment patterns, participation rates, and student outcomes to evaluate the effectiveness of this change and identify additional opportunities to improve access. SCCS remains committed to ensuring that all students have equitable access to a broad, engaging, and rigorous course of study that supports college, career, and life readiness.|Met||2026-06-10|2026 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.|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||2026-06-11|2026 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, 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- adding courses every grading term.|No barriers exist at this time.|No revision needed at this time.|Met||2026-06-24|2026 44745750000000|Santa Cruz County ROP|7|||||Not Met|||2026 44754320000000|Scotts Valley Unified|7|The Scotts Valley Unified School District (SVUSD) evaluates student access to a broad course of study through both qualitative and quantitative reviews of course offerings, class schedules, and school schedules. To assess enrollment and access across various groups,including different grade spans, unduplicated student groups, and students with exceptional needs, the District utilizes several data systems. Specifically, the Synergy Student Information System and Naviance (an online College and Career Tracker) are used to generate course enrollment reports. Additionally, the counseling department employs the National Student Clearinghouse to analyze postgraduation student data. District-wide efforts supporting curriculum include a Technology and Curriculum Council, which promotes digital citizenship and AI integration, and the Curriculum Council, which verifies that instructional materials, textbooks, and benchmark assessments are appropriate and differentiated for all students.|For the 2025-26 school year, Scotts Valley Unified School District (SVUSD) confirms that 100% of its students had full access to a broad course of studies, consistent with California Education Code 51210 and 51220(a). This comprehensive offering includes a Common Core aligned, standards-based core curriculum; extensive International Baccalaureate (IB) courses; a full Career Technical Education (CTE) program; Dual Enrollment opportunities; and Visual and Performing Arts (VAPA) at all grade levels. Specifically, all Elementary School students (TK-5) are enrolled in the seven areas identified as a broad course of studies for grades 1-5, with access to courses like VAPA both during and outside of the regular school day. At the Secondary Schools, all students have access to a broad course of studies, with a focus on VAPA, CTE pathways including Music Production, Video Production, and Fire Science, as well as the IB Diploma Program at the High School. The Middle School expands on this with elective options such as STEAM, Drama, Band, Choir, Gardening, Yearbook, Spanish, and Leadership. Furthermore, the High School provides comprehensive support services, including two full-time counselors, a College and Career Specialist who also oversees CTE courses, and a dedicated counselor in the wellness center.|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 MTSS 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.|"SVUSD provides several options to ensure students have access to necessary coursework and alternate learning paths. Currently, students can enroll in a concurrent ""math plus"" course alongside their grade-level math. Credit recovery and Independent Studies are also available for students who need to make up courses outside of the regular schedule or require an alternative educational experience. Looking ahead to the 2026-2027 school year, SVUSD is planning to expand its offerings with four new Dual Enrollment opportunities. These courses will allow students to earn both high school and college credit in the fields of digital arts and conversational Spanish."|Met||2026-06-16|2026 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 2024-2025 school year, students in this program achieved an average course pass rate of 96%, a success rate that continued into the first semester of 2025-2026. 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 94% pass rate in Summer 2025. 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||2026-06-09|2026 44772480000000|SBE - Watsonville Prep|7|||||Not Met|||2026 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. The 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. Student data is reviewed regularly by teachers, coaches, and grade-level teams and is disaggregated by subgroup to ensure equity in access and outcomes. These measures help ensure that all students participate in a comprehensive, standards-based educational program tailored to their needs.|The educational model at Watsonville Prep is intentionally designed to ensure that all students have access to and are enrolled in a broad course of study. Students receive instruction in English Language Arts, Mathematics, Science, History/Social Studies, and Physical Education. Enrichment opportunities, including performing arts, visual arts, and other exploratory classes, are embedded throughout the week to support a well-rounded educational experience. The school's instructional model is implemented consistently to promote equitable access for all students, including unduplicated pupils and students with exceptional needs.|While Watsonville Prep provides all students with access to core academic subjects and enrichment opportunities, expanding access to extracurricular offerings such as music, band, and other specialized electives remains a challenge. A primary barrier is limited facility space, which constrains the ability to schedule and support additional programs beyond the core instructional day. This limitation affects the range of enrichment opportunities that can be offered and expanded.|Navigator Schools will continue to work with families and staff to identify priorities and align the course of study and budget through the LCAP process. The organization has implemented Illustrative Mathematics to improve mathematics outcomes and will continue reviewing student achievement data to identify areas of strength and opportunities for growth. Navigator will also continue exploring scheduling strategies and long-term planning solutions to increase access to enrichment opportunities and broaden educational experiences for all students.|Met||2026-06-15|2026 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.|Met||2026-06-24|2026 45104540111674|Chrysalis Charter|7|||||Not Met|||2026 45104540129957|Northern Summit Academy Shasta|7|||||Not Met|||2026 45104540132944|Redding STEM Academy|7|||||Not Met|||2026 45698560000000|Anderson Union High|7|Anderson Union High School District (AUHSD) uses multiple measures to monitor 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. These measures include Local Climate Surveys, student information and enrollment data (Aeries and CALPADS), the California School Dashboard data, NWEA and IXL assessment data, Class Companion reports, and 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 choose their student’s educational path (college and/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.|While Anderson Union High School District (AUHSD) provides all students with access to a broad course of study, fiscal and staffing constraints associated with overall enrollment levels may limit the number and variety of elective courses that can be offered at individual school sites. The district continues to evaluate student interest, enrollment patterns, staffing availability, and available resources to maximize access to courses and programs that support students' academic, college, and career goals.|In response to student interest, enrollment data, and local course access measures, Anderson Union High School District (AUHSD) has continued to consider expanded elective course offerings to capitalize on student interests. Through the support of the AUHSD Board of Trustees and available state and federal grant funding, the district has maintained newly adopted courses to increase opportunities for students to explore career pathways, develop specialized skills, and engage in areas of personal interest. This includes course offering such as Sustainable Building and Construction Technology II, Landscape and Turf Management, Nursery Practices and Management, Ag Farm Equipment, Theatre, and Environmental Science. The district will continue to evaluate student enrollment trends, educational partner feedback, and available resources to identify opportunities to expand and enhance course offerings that support student engagement, graduation readiness, and postsecondary success.|Met||2026-06-17|2026 45698564530333|Anderson New Technology High|7|||||Not Met|||2026 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||2026-06-10|2026 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||2026-06-12|2026 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 a 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, including a foreign language program Assessments aligned to state standards to monitor progress for reading and math Full implementation of the Response to Intervention (RTI) model with academic intervention programs PBIS Practices and Behaviorists to support appropriate school behavior Monthly Principal meetings or a 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 are offered as an elective in the middle school PE is offered at both the elementary and middle school levels Art teacher in grades 3-8.|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||2026-06-11|2026 45699140135624|Tree of Life International Charter|7|Locally selected measures or tools used to track the extent to which all students have a broad course of study: 1. Grades TK-4 are offered daily specials classes which include PE, music, science in the garden, visual arts, intro to band or strings, technology, STEAM, recycling and natural resources, intro to Mandarin, Makerspace and more 2.Grades 5-8 are offered daily electives which include Drama, and other Visual and Performing arts classes, band, strings, 3rd language electives, Digital media, Video production and editing, Graphic Design, Robotics and Drone Science, CTE Woodshop, CTE Agriculture and Animal care, Forestry, CTE career exploration and more as these classes change from time to time as staff can provide new offerings for students to expand the broad course of study.|Every student at Tree of Life Int'l Charter, TK-8th grade, is enrolled in a broad course of study. All students, regardless of socio economic, foster, EL or homeless status are able to participate in any of the classes of their choosing as they are built into the regular school day and are offered for any student. In addition, all students at TLC are being instructed in both Spanish and English as TLC is a schoolwide Dual Language immersion program.|Barriers might include being able to find qualified instructors as personnel will come and go year to year. When we lose a teacher for one subject, we may replace that with another subject that we have or can find staff to fill.|Each year we apply for CTE grants in order to grow and expand our CTE pathways classes for our middle school students. We have been successful at receiving both the CETIG grant and the K12 Strong Workforce grants to build our middle School CTE course offerings for all our Middle School students to take advantage of. We have gone from 0 to 4 CTE credentialed teachers in 3 years.|Met||2026-06-24|2026 45699220000000|Castle Rock Union Elementary|7|Castle Rock Union Elementary School District uses locally selected measures and tools to monitor student access to and enrollment in a broad course of study across all grade spans (TK–8), unduplicated student groups, and students with exceptional needs. These measures include master schedule reviews, student enrollment records, curriculum adoption and implementation reviews, Individualized Education Program (IEP) service plans, English Learner progress data, teacher lesson plans, classroom observations, and student participation records in academic, enrichment, and extracurricular programs. The district reviews course offerings and instructional minutes to ensure students receive access to standards-aligned instruction in English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Health, Career Technical Education opportunities, and enrichment experiences. For students with exceptional needs, the district reviews IEP goals, accommodations, services, and placement decisions to ensure students have equitable access to grade-level curriculum and appropriate supports. Because of the district’s small enrollment and multi-grade classroom structure, staff regularly collaborate to monitor individual student access and participation. These locally selected measures allow the district to identify gaps, adjust instructional supports, and ensure that all students, including unduplicated student groups and students with exceptional needs, have opportunities|Based on locally selected measures, including master schedule reviews, enrollment records, curriculum implementation reviews, IEP service plans, classroom observations, and student participation data, Castle Rock Union Elementary School District has determined that all students have access to and are enrolled in a broad course of study aligned with California State Standards. Students in TK–8 participate in instruction in English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Health, and enrichment opportunities. The district’s multi-grade classroom structure allows teachers to provide standards-based instruction while differentiating learning to meet individual student needs. Students also have access to additional learning opportunities through expanded learning programs, athletics, agriculture and garden-based learning, technology activities, and other enrichment experiences. As a single-school district, there are no differences among school sites in access to coursework. The district monitors access and participation among unduplicated student groups, English Learners, and students with exceptional needs to ensure equitable opportunities. Students receiving special education services have access to the general education curriculum with appropriate accommodations, modifications, and supports as outlined in their Individualized Education Programs (IEPs).|Based on locally selected measures, including master schedule reviews, enrollment data, curriculum reviews, IEP service plans, and student participation records, Castle Rock Union Elementary School District provides access to a broad course of study for all students. However, several barriers impact the district’s ability to expand course offerings and learning opportunities. As a small rural TK–8 district, primary barriers include limited staffing capacity, rural location, small enrollment, and financial constraints. The district’s multi-grade classroom structure and limited staffing make it challenging to offer the same variety of specialized courses, electives, and enrichment opportunities available in larger districts. Recruiting and retaining teachers with specialized credentials can also be difficult due to geographic isolation. Budget limitations create challenges in expanding programs, purchasing supplemental resources, and providing additional instructional opportunities. Limited access to local specialized service providers may also impact the district’s ability to provide certain supports for students with exceptional needs. The district continues to address these barriers through creative scheduling, partnerships with county and regional agencies, grant funding, expanded learning opportunities, and community partnerships. Staff collaborate to ensure students receive standards-aligned instruction, appropriate supports, and meaningful enrichment experiences. The|In response to locally selected measures, including master schedule reviews, enrollment data, curriculum reviews, IEP service plans, and student participation records, Castle Rock Union Elementary School District will continue implementing actions to ensure all students have equitable access to a broad course of study. The district has expanded opportunities through creative scheduling, integrated enrichment experiences, expanded learning programs, athletics, agriculture and garden-based learning, technology activities, and community partnerships. These opportunities allow students to access additional academic, career readiness, and extracurricular experiences despite the limitations of a small rural district. The district will continue to monitor student access and participation by grade level, unduplicated student groups, English Learners, and students with exceptional needs to identify gaps and adjust supports. Staff will collaborate to ensure students receiving special education services have access to grade-level curriculum through appropriate accommodations, modifications, and services outlined in Individualized Education Programs (IEPs). To address staffing and resource limitations, the district will continue pursuing grant opportunities, county and regional partnerships, and shared resources that expand instructional opportunities. The district will also continue reviewing curriculum needs, instructional schedules, and student interests to identify opportunities f|Met||2026-06-11|2026 45699480000000|Columbia Elementary|7|Changes to plan include focusing on only one goal- The mission of the District. One broad goal allows significant reduction in the length and duplication of the LCAP to make it more accessible and easier to understand for community partners. Additionally, it focuses the services and programs on those that increase or improve student outcomes while making accountability less burdensome. We will continue to focus on updating facilities during the summer to minimize disruptions in student learning.|All students have access to the following program components: Comprehensive academic and social skills development using curriculum aligned to the California State Standards Highly effective California State Credentialed certified teachers Low student-to-teacher ratios Quality supplemental learning materials aligned to the state frameworks and standards Technology based programs for all grade levels, including foreign language program Assessments aligned to state standards to monitor progress for reading and math Professional Learning Communities to analyze data and target students based on need Full implementation of Response to Intervention (RTI) model with academic intervention programs at the elementary school PBIS Practices and Behaviorist to support appropriate school behavior Visual and performing arts are embedded within the curriculum in the elementary school and is offered as an elective in the middle school After School Clubs are offered at the middle school level-Dance, performance clubs, and other as they become an interest Band and music are offered at the middle school PE is offered at both the elementary and middle school level|Providing a quality Foreign Language Program continues to be a challenge as we don’t always have the staff with the knowledge to implement a consistent program.|We constantly revise our middle school electives to keep our student’s interests. Teachers bring different qualifications and interests to our electives.|Met||2026-06-22|2026 45699480134122|Redding School of the Arts|7|RSA utilizes multiple measures to monitor student access to and enrollment in a broad course of study across all grade levels. The primary tool used is the Aeries Student Information System, which allows administrators, counselors, and the registrar to track student enrollment, course participation, and academic progress from Kindergarten through Grade 12. In addition, Aeries Analytics provides disaggregated data that enables the school to monitor access and participation across grade spans, unduplicated student groups, and students with exceptional needs. School administrators, counselors, and educational support staff regularly review this data to ensure that all students have equitable access to the full range of academic and enrichment opportunities offered by the school.|RSA has one school site and provides all students with access to a broad course of study aligned with California State Standards and Education Code requirements. Data indicates that 100% of students, including unduplicated student groups and students with exceptional needs, have access to and are enrolled in a comprehensive educational program. Students in grades K–6 receive instruction in English Language Arts, Mathematics, Science, Social Science, Visual and Performing Arts, and Physical Education. Health-related standards are integrated within the science curriculum and other grade-level instructional activities. Students in grades 7–12 have access to English Language Arts, Mathematics, Science, Social Science, Visual and Performing Arts, Health, Physical Education, Applied Arts, and Career Technical Education experiences. Career and college readiness opportunities are incorporated through activities such as college and career exploration programs, presentations by local colleges and universities, interactions with industry professionals, and exposure to postsecondary pathways. Technology skills are also integrated throughout the curriculum to support college and career readiness. A review of enrollment data shows no significant disparities among student groups in access to the school's course offerings. RSA continues to monitor participation and enrollment patterns to ensure equitable access for all students.|At this time, RSA has not identified significant barriers preventing students in grades K–8 from accessing a broad course of study. All students have access to the required academic subjects as well as enrichment opportunities that support a well-rounded educational experience. For students in grades 9–12, the primary challenge is related to the school's relatively small high school enrollment. Smaller student populations can limit the number of specialized elective courses offered during a given school year due to scheduling and staffing considerations. Despite this challenge, RSA continues to provide a comprehensive course of study and actively seeks opportunities to expand course offerings as enrollment grows and resources increase.|RSA remains committed to expanding opportunities for students as the high school program continues to grow. To increase access to a broad and rigorous course of study, the school has added several new courses to its high school catalog, including French 4, Spanish 2, Mandarin 2, Personal Finance, Computer Science A, Digital Art and Illustration, and Orchestra. In grades 4–8, RSA has expanded opportunities in STEM-related fields through additional coursework and enrichment experiences focused on coding, computer science, engineering concepts, and college and career exploration. These additions reflect the school's ongoing commitment to preparing students for success in college, careers, and an increasingly technology-driven world. RSA will continue to evaluate student interests, enrollment trends, and educational partner feedback to guide future course development and ensure all students have access to a broad, engaging, and meaningful educational program|Met||2026-06-11|2026 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. Students are encouraged to explore courses that fit their unique passions and interests, especially in high school, to assist in finding career paths that are of interest to each student. 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, Te|Shasta View Academy 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 Specialist 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 and expand their classes to include students in rural counties like Lassen and Modoc. 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 2026-2027 school year and teachers will receive CTE Pathway training to understand each option.|Met||2026-06-09|2026 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||2026-06-09|2026 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||2026-06-24|2026 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||2026-06-15|2026 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; 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||2026-06-10|2026 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||2026-06-10|2026 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 our limited enrollment, the teaching staff may be limited in what we are able to offer to our students. Additional opportunities have been expanded at our High Schools in the CTE courses and opportunities for students to enroll at the Shasta College satellite site in Burney has allowed our students a broader range of opportunities.|The district has a 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||2026-06-10|2026 45699970000000|French Gulch-Whiskeytown Elementary|7|||||Not Met|||2026 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||2026-06-18|2026 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||2026-06-12|2026 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 LEA will continue to ensure 100% of students are offered a Broad Course of Study.|Met||2026-06-12|2026 45700450000000|Junction Elementary|7|Our students have access to a broad course of study with the exception of world language. We have identified and currently utilize several tools to articulate the expected schoolwide learner outcomes for students. In connection and alignment with California State Standards and frameworks, we have created and implemented a curriculum guide that outlines the specific content areas to be addressed. Additionally, teachers use pacing guides and an assessment calendar to ensure the curriculum is implemented. A master schedule is designed to include all of the required subjects and electives. Further, we employ several local and state assessment tools in order to measure progress towards meeting these articulated outcomes. These diagnostic assessments measure progress and provide the data necessary to uncover areas of need and drive appropriate instruction and interventions.|All students have access to the following program components: Comprehensive academic and social skills development using curriculum aligned to the California State Standards Highly effective California State Credentialed certified teachers Low student-to-teacher ratios Quality supplemental learning materials aligned to the state frameworks and standards Technology based programs for all grade levels, including foreign language program Assessments aligned to state standards to monitor progress for reading and math Curriculum Level Lead Teachers at each campus Professional Learning Communities to analyze data and target students based on need Implementation of Response to Intervention (RTI) model with academic intervention programs PBIS Practices and Behaviorist to support appropriate school behavior Monthly Principal meetings or designated time for parents and community members to meet with and talk to the Principal Visual and performing arts are embedded within the curriculum in the elementary schools and is offered as an elective in the middle school After School Clubs are offered at the middle school level-Fly fishing, tennis, book club, performance clubs, and others as they become an interest Music and PE are offered at both the elementary and middle school.|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||2026-06-17|2026 45700520000000|Millville Elementary|7|||||Not Met|||2026 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||2026-06-12|2026 45700860000000|Oak Run Elementary|7|To track the extent to which all students have access to, and are enrolled in, a broad course of study, Oak Run Elementary School District uses several locally selected measures: a review of the master schedule and course/subject offerings against the subject areas required under California Education Code sections 51210 (grades 1–6) and 51220 (grades 7–8); student enrollment and report card/transcript records; and individual review of Individualized Education Programs (IEPs) for students with exceptional needs to confirm appropriate access and accommodations. Because the District operates a single school site serving a small number of students, these records are reviewed at the individual student level, allowing the District to verify access for every student across grade spans, unduplicated student groups, and individuals with exceptional needs.|Based on these measures, all students enrolled in Oak Run Elementary School District have access to, and are enrolled in, a broad course of study that includes the subject areas required by state law—English language arts, mathematics, science, history/social science, visual and performing arts, health, and physical education, with additional studies as appropriate to grade level. Because the District operates a single school site, there are no differences in access across school sites. Given the District's small student population, all students—including unduplicated students and individuals with exceptional needs—participate in the same broad course of study, with instruction and supports individualized as needed. The District does not identify meaningful differences in access across student groups; all students are provided the full course of study, and students with exceptional needs receive access through the supports and accommodations specified in their IEPs.|The primary barriers to providing access to a broad course of study stem from the District's small size and rural setting rather than from differences among student groups. Limited enrollment and staffing make it challenging to offer the same breadth of electives, specialized coursework, and dedicated subject specialists (for example, in visual and performing arts or world languages) that larger districts can provide. Funding, facilities, and the availability of credentialed staff for specialized subjects can further limit the range of course offerings the District is able to provide directly.|To ensure all students continue to have access to a broad course of study despite the District's size, Oak Run Elementary School District is taking and will continue to pursue several actions: maximizing the breadth of instruction within its multi-grade and small-group instructional setting; leveraging supplemental and online resources to expand access to subjects such as the visual and performing arts and world languages; and exploring partnerships, itinerant staffing, and community resources to broaden enrichment opportunities. The District will continue to review its course offerings annually against state requirements, monitor each student's access individually, and incorporate findings into its continuous improvement process and the development and annual review of the Local Control and Accountability Plan (LCAP).|Met||2026-06-19|2026 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.|Carrying 2026 forward into 2025 Ratings are not required to stay the same. Where a 2026 rating no longer matches current evidence — for example, where instructional materials or policy support has advanced or slipped — adjust the rating and explain the change in the optional narrative. Priority 2 was the weakest area in 2026, with 3s in NGSS and History–Social Science for instructional materials and policy support, and 3s in Career Technical Education and Health Education. Those are the items most likely to have moved. Priority 3 sat almost entirely at 5s and 4s. We have implemented Parent Square which has helped with having common communication across the district. If the district holds those ratings, the narratives should show evidence that sustainability has actually continued — a rating of 5 asserts more than full implementation. Priority 6 note: the local climate survey is administered every other year. Confirm whether a new administration has occurred, or whether the 2026 response will describe the same survey cycle.|Met||2026-06-25|2026 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||2026-06-18|2026 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 as part of the personalized program and offerings.|All students have access to a broad course of study.|Met||2026-06-18|2026 45701106117931|Monarch Learning Center|7|Monarch Learning Center uses a combination of locally selected measures and tools to track student access to and enrollment in a broad course of study across all grade spans, including unduplicated student groups and students with exceptional needs. These measures include student enrollment records and course schedules, which are reviewed to ensure equitable access to core academic subjects, intervention supports, and enrichment opportunities. The school also uses attendance data, classroom schedules, and participation tracking in programs such as English Language Arts, Mathematics, Science, Physical Education, and elective offerings to monitor student access and engagement. In addition, student progress monitoring tools, including assessment data from NWEA MAP Growth, are used to help identify whether students are appropriately placed and receiving access to grade-level instruction and supports. For students with exceptional needs, Individualized Education Program (IEP) documentation and service tracking are reviewed to ensure access to required services and participation in the least restrictive environment. Together, these tools allow the LEA to monitor equitable access to a broad course of study and identify areas for improvement.|Monarch Learning Center uses a combination of locally selected measures and tools to track student access to and enrollment in a broad course of study across all grade spans, including unduplicated student groups and students with exceptional needs. These measures include student enrollment records and course schedules, which are reviewed to ensure equitable access to core academic subjects, intervention supports, and enrichment opportunities. The school also uses attendance data, classroom schedules, and participation tracking in programs such as English Language Arts, Mathematics, Science, Physical Education, and elective offerings to monitor student access and engagement. In addition, student progress monitoring tools, including assessment data from NWEA MAP Growth, are used to help identify whether students are appropriately placed and receiving access to grade-level instruction and supports. For students with exceptional needs, Individualized Education Program (IEP) documentation and service tracking are reviewed to ensure access to required services and participation in the least restrictive environment. Together, these tools allow the LEA to monitor equitable access to a broad course of study and identify areas for improvement.|Based on the results of locally selected measures, several barriers limit Monarch Learning Center’s ability to fully ensure access to a broad course of study for all students. One primary challenge is the school’s small size and limited staffing, which can restrict the ability to offer a wide range of electives, advanced courses, and intervention sections simultaneously. Scheduling constraints also present barriers, as shared staff roles and combined grade-level structures can make it difficult to provide consistent access to enrichment and intervention opportunities for all students throughout the school day. In addition, variability in student academic needs, particularly among students with exceptional needs and unduplicated student groups, can require significant differentiation and targeted support, which further impacts the availability of broad course offerings. Limited access to supplemental resources and enrichment partners may also reduce the scope of available coursework. Despite these barriers, the school continues to use assessment data and service tracking to prioritize equitable access and adjust programming where possible.|In response to the results of locally selected measures, Monarch Learning Center has implemented and will continue to implement several revisions and actions to improve access to a broad course of study for all students. The school is using student enrollment data, assessment results, and service tracking to better align course placement and ensure that all students have access to core academic instruction, intervention supports, and enrichment opportunities. To address staffing and scheduling limitations, Monarch has adjusted master scheduling practices to maximize access to English Language Arts, Mathematics, Science, and Physical Education while embedding targeted intervention and support time within the school day. The school has also increased the use of flexible grouping to better meet diverse student needs within a small-school structure. In addition, Monarch has expanded enrichment opportunities through community partnerships and integrated elective-style experiences within existing classes to broaden student exposure to areas beyond core instruction. For students with exceptional needs, the school continues to refine IEP service delivery schedules to ensure access to required supports without limiting participation in grade-level instruction and enrichment activities. Moving forward, the LEA will continue to evaluate student access data regularly and adjust scheduling, staffing, and program offerings as needed to further strengthen equitable access to a broad cour|Met||2026-06-12|2026 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 LEA will continue to ensure 100% of students are offered a Broad Course of Study.|Met||2026-06-17|2026 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 access to a broad course of study across district campuses, including A-G-aligned core courses, Career Technical Education (CTE), Advanced Placement (AP), dual enrollment, and electives aligned with students' academic and career goals. When specialized courses or CTE pathways are not available at a student's home campus, SUHSD provides intercampus access and transportation so students can participate regardless of location. The district's open enrollment approach allows students to take courses at multiple campuses. Counselors meet individually with students during pre-registration to review options, support informed course selection, identify barriers, and connect students with resources. Local data show strong participation in college- and career-preparatory programs, though differences remain across sites and student groups. Larger campuses, such as Foothill and Shasta High Schools, offer more electives and AP options than smaller campuses, while specialized programs may be centralized at specific sites. SUHSD monitors enrollment data by student group, with continued attention to English learners, foster youth, low-income students, and students with disabilities. The district will continue to use counseling, transportation, intercampus enrollment, and course access monitoring to expand opportunity and ensure that students are enrolled in a broad and engaging course of study.|SUHSD has identified several barriers that can affect access to a broad course of study. These include the costs of maintaining an up-to-date curriculum, providing 1:1 student devices, and ensuring digital access beyond the classroom. SUHSD addresses these barriers through investments in curriculum, student laptops, WiFi-equipped buses, and digital instructional tools. English learners may face access barriers when language development needs limit full participation in rigorous academic pathways. SUHSD responds by employing certificated staff and offering designated EL courses to support language acquisition and access to core instruction. College and career readiness access is affected by the cost, staffing, and scheduling demands of dual enrollment, articulated courses, Advanced Placement (AP), and Career Technical Education (CTE) programs. SUHSD continues to partner with Shasta College, support AP participation, and invest in CTE pathways so students can access advanced, college, and career-focused coursework. Student engagement, attendance, behavior, and mental health needs can also limit access to the full course of study. SUHSD addresses these barriers through Student Success Academies, in-school suspension supports, school psychologists, private mental health providers, and Response to Intervention (RTI)/Flex periods, which provide academic intervention, social-emotional support, and skill-building during the school day.|Shasta Union High School District (SUHSD) 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 access to devices, supported by $470,000 for curriculum and $350,000 for student laptops. To meet the needs of English Learners, SUHSD employs certificated staff and offers designated EL courses, allocating $70,000 and $150,000, respectively. To strengthen college and career readiness, SUHSD offers dual enrollment and articulated courses in partnership with Shasta College and invests over $5.7 million in Career Technical Education (CTE) programs. Advanced Placement (AP) opportunities continue to expand, backed by $1.9 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 will continue the use of Response to Intervention (RTI) sessions 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.|Met||2026-06-09|2026 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.|To ensure equitable access and remove barriers to academic success, U-Prep provides a variety of supplemental programs and interventions, including the College Board Pre-AP Program, Math Support Labs, and BRIDGE intervention classes for students in grades six and seven. All junior high students participate in a daily Advisory/Tutorial period designed to provide academic support, organization, and enrichment opportunities. Additional academic supports are available to all students through Friday Office Hours for junior high students and daily Office Hours for high school students, providing individualized assistance and direct access to teachers. Academic Saturday School, Peer Mentoring, Peer Tutoring, Homework Club, and Study Hall further extend opportunities for students to receive targeted support and strengthen their academic achievement. Through these programs and supports, U-Prep strives to ensure that all students have access to challenging coursework, individualized assistance, and the resources needed to achieve academic success.|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||2026-06-10|2026 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 on-site class options, continues to save for a new campus or new campus buildings to expand class options, continuously refines currently offered courses, and develops new courses.|Met||2026-06-04|2026 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||2026-06-23|2026 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. For the 2026-2027 school year, the school will continue to broaden the offering of classes for middle school and enhanced science activities for the lower grades utilizing the schools' new greenhouse and science 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. The use of ELOP and some Prop 28 funds were used to offer both dance and music in the after school program, SHARE. However, music was only offered one day a week. Some of the logistics with securing a vendor that has the availability to come during the school day has been difficult. If we can expand music to more day and/or offer both dance and music during the school day, we will give that a try.|Met||2026-06-24|2026 45745830000000|Shasta-Trinity ROP|7|||||Not Met|||2026 45752670000000|Gateway Unified|7|Gateway Unified School District utilizes Aeries student information system data, master schedules, transcript reviews, and student achievement data to monitor student access to a broad course of study. All students in grades TK–5 have access to the full elementary curriculum. Students in grades 6–8 are enrolled in core academic courses and have opportunities to select from available elective offerings. At the high school level, counselors annually meet with students to develop and revise individualized plans aligned to graduation, college, and career goals. The district monitors enrollment and completion rates for graduation requirements, A-G coursework, Advanced Placement courses, dual enrollment opportunities, and Career Technical Education (CTE) pathways to ensure equitable access for all students, including unduplicated student groups and students with exceptional needs. Student participation and achievement data are reviewed to identify potential barriers to access and participation. Gateway also utilizes NWEA and CAASPP assessment data, disaggregated by student group, to identify students who may require additional academic support or advanced learning opportunities to successfully access a broad course of study.|Gateway Unified School District provides all students access to a broad course of study aligned to state standards and graduation requirements. All students in grades TK–5 participate in the full elementary curriculum. Students in grades 6–8 have access to core academic courses as well as elective opportunities, including career exploration courses. At the high school level, students have access to A-G approved coursework, Advanced Placement courses, dual enrollment opportunities, Career Technical Education (CTE) pathways, visual and performing arts, and intervention supports. The district continues to expand access to college and career readiness opportunities through partnerships with Shasta College and local industry partners. Students may participate in dual enrollment courses, earn college credit while in high school, and pursue multiple CTE pathways aligned to regional workforce needs. Data review indicates that all student groups have access to the district's broad course offerings. However, factors such as chronic absenteeism, mobility, academic skill gaps, and individual student needs may impact participation and successful completion of coursework. The district continues to monitor achievement, course enrollment, graduation progress, and college and career readiness indicators to identify and address barriers to student success. Through a multi-tiered system of supports, intervention programs, counseling services, attendance outreach, and site-based intervention|Gateway Unified School District provides all students with access to a broad course of study; however, analysis of local data indicates that several factors may impact students' ability to fully participate in or successfully complete available coursework. These factors include chronic absenteeism, student mobility, academic skill gaps, and varying levels of readiness for grade-level content. For some students, attendance challenges may result in missed instructional time and reduced participation in advanced coursework, elective opportunities, and college and career readiness programs. Additionally, students who enter school with significant academic gaps may require supplemental supports to successfully access rigorous coursework and remain on track toward graduation, college, and career goals. The district also recognizes the importance of ensuring that students with exceptional needs have access to appropriate supports and accommodations that allow them to fully participate in the broad course of study available to all students. Ongoing review of student achievement, course participation, and college and career readiness indicators helps the district identify areas where additional support may be needed. While access to coursework is available across all schools, Gateway Unified will continue monitoring student participation and outcomes to identify and address barriers that may impact equitable access, engagement, and successful completion of a broad course of study.|In response to local data and ongoing review of student participation and outcomes, Gateway Unified School District will continue implementing strategies designed to ensure all students have equitable access to and can successfully participate in a broad course of study. Recognizing the connection between attendance and access to learning opportunities, the district will continue prioritizing efforts to improve student attendance through proactive outreach, early intervention, and student engagement strategies. By reducing chronic absenteeism and increasing school connectedness, the district seeks to ensure that students can fully participate in academic, enrichment, college, and career readiness opportunities. Beginning with the district's grade-band reconfiguration, students in grades 5–8 will have expanded opportunities to explore career pathways through middle school career exploration courses and experiences. These opportunities will help students make informed decisions regarding high school coursework, Career Technical Education (CTE) pathways, and postsecondary options. The district is also expanding access to CTE opportunities at Mountain Lakes High School to ensure that alternative education students have increased access to career-connected learning experiences. In addition, Gateway will continue strengthening partnerships with Shasta College, local businesses, and industry representatives to expand dual enrollment, career exploration, and workforce preparation|Met||2026-06-24|2026 45752670113407|Rocky Point Charter|7|Rocky Point Charter School uses multiple local measures to monitor student access to a broad course of study aligned with California Education Code. These include review of **master schedules and course offerings (TK–8)** to ensure all students receive instruction in core subjects (ELA, Math, Science, Social Science) and enrichment opportunities such as PE, SEL, and library. Access to **Project-Based Learning (PBL), STEAM, and field studies** is also monitored. The LEA analyzes **student enrollment and class rosters** to ensure equitable access across grade levels and student groups, including unduplicated pupils and students with exceptional needs. **IEPs and service logs** are reviewed to monitor access to specialized instruction and supports. Additional measures include **Spring 2026 Student Climate Survey data**, as well as **attendance and participation data**, to assess student engagement and access to learning opportunities. The LEA also reviews **assessment data and WIN Time intervention participation** to ensure students receive needed support while maintaining access to grade-level curriculum. These tools collectively ensure all students have access to and are participating in a broad course of study.|Based on locally selected measures, Rocky Point Charter School ensures that all students have access to and are enrolled in a broad course of study aligned to California standards. Master schedules, course offerings, and enrollment data confirm that students in all grades (TK–8) receive instruction in core subjects (ELA, Math, Science, Social Science) along with enrichment opportunities including PE, SEL, STEAM, and project-based learning. Data indicates that access is consistent across the single school site, with systems in place to ensure equitable enrollment for all student groups, including unduplicated pupils and students with exceptional needs. IEPs and service logs confirm that students with disabilities receive appropriate supports while maintaining access to grade-level curriculum. While access is largely equitable, local climate survey and participation data suggest differences in the extent to which students fully engage in the course of study. Students in grades 5 and 6 reported lower levels of engagement, belonging, and positive peer interactions, which may impact their participation in learning opportunities. Over time, RPCS has expanded enrichment opportunities and intervention supports (WIN Time) to increase access and participation. Continued focus will be placed on improving engagement and school connectedness to ensure all students fully benefit from the broad course of study.|Based on analysis of local measures, several barriers impact the LEA’s ability to ensure full access to a broad course of study for all students. A key barrier is **student engagement**, with only 50% of students reporting that they enjoy coming to school. Lower engagement can limit participation in academic and enrichment opportunities. **Peer relationship challenges** also present a barrier. With only 40.4% of students reporting positive peer interactions, disruptions in classroom climate and collaboration can reduce access to rigorous, hands-on learning experiences. Disaggregated data highlights **grade-level disparities**, particularly in grades 5 and 6, where students reported significantly lower levels of safety, belonging, and engagement. These conditions may impact consistent participation and access to the full instructional program. Additionally, **social-emotional and behavioral needs** can interfere with students’ ability to fully engage in learning, requiring increased instructional time for behavior support. Finally, while enrichment opportunities are available, there is a need for more consistent implementation of **engaging instructional strategies**, such as project-based learning and student-centered activities, to ensure all students can meaningfully access the curriculum. Addressing these barriers will be critical to ensuring equitable access to a broad course of study for all students.|In response to local data, Rocky Point Charter School will implement targeted actions to ensure all students have access to a broad course of study. The LEA will expand schoolwide Social Emotional Learning (SEL) and restorative practices to improve peer relationships, engagement, and classroom climate, particularly in grades 5 and 6. Additional targeted supports will include small group interventions, increased student check-ins, and opportunities for student voice and leadership. To increase access and participation, the LEA will strengthen instructional practices by expanding project-based learning, hands-on activities, and culturally responsive teaching strategies. Professional development will support teachers in implementing engaging, student-centered instruction. RPCS will also enhance structured enrichment opportunities, including STEAM, field studies, and extracurricular activities, ensuring equitable participation across all student groups. To support students with additional needs, the LEA will continue to provide WIN Time interventions, monitor IEP implementation, and ensure access to grade-level curriculum with appropriate supports. Finally, the LEA will strengthen data monitoring practices, including regular review of survey, attendance, and participation data, to adjust supports and ensure continuous improvement in access to a broad course of study for all students.|Met||2026-06-18|2026 46104620000000|Sierra County Office of Education|7|We use our master schedules, four-year planning documents 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. Our college & career counselors review each student's transcript and meet with students to ensure they are progressing towards their post-high school goals.|For Grades 6–12, students have access to these subjects as well as Foreign Language, Applied Arts, and CTE Pathway courses where available. While most subject areas are equitably accessible across school sites and student groups, there is a difference in CTE access. While Loyalton High School offers robust in-person CTE pathways in Woodworking & Cabinetry and Agriscience, Downieville offers one in-person CTE pathway in Woodworking and Cabinetry 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. The online CTE offerings are also available for students attending Sierra Pass Continuation School. High school students have benefited from one in-school PSAT assessment in the fall and two in-school SAT assessments, one in the fall and one in the spring. While the students pay for the PSAT, the students have the opportunity to take the SAT exams free of charge. Additionally, students at Loyalton High School have access to several in-person Advanced Placement courses:AP Lang & Comp, AP Lit & Comp, AP Chem, AP Calc A/B, and AP 2-D Art. For equity, all Advanced Placement exams are paid for by SPJUSD. All high school students can take dual enrollment courses.|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 middle and high schools serving only 20 and 150 students across grades 9–12. In grades TK–5, 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 6-8 and 9-12, 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. The opening of a middle school has decreased the number of electives our students in grades 6-8 have acce they have access to due to its small staffing size. Due to the remote locations of our school sites, far from industrial hubs and over an hour from a regional community college our students do not have access to in-person college or apprenticeships.|ONLINE COURSES & EXPANDED ACCESS: In 2026-2027, the LEA will expand access to online learning opportunities through platforms such as Edmentum and K12 Peak to provide a wider array of courses, especially at Downieville Junior/Senior High School. 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. Teachers will meet during our PD time to review benchmark data, as well as CAASPP and local achievement data coming from online math curriculum. 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. Students in middle school will be able to accelerate into upper level math courses if they meet specific achievement criteria. This will reduce the need to double up in math in high school and allow students to take calculus as seniors. Our newly hired counselors will implement college & career events and benefit from a counselor who can four-year plan with each student as they move into and through high school. EQUITY IN ACCESS: We will also monitor patterns by site to improve participation and address inequities.|Met||2026-06-23|2026 46701770000000|Sierra-Plumas Joint Unified|7|We use our master schedules, four-year planning documents 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. Our college & career counselors review each student's transcript and meet with students to ensure they are progressing towards their post-high school goals.|High school students have access to these subjects as well as Foreign Language, Applied Arts, and CTE Pathway courses where available. While most subject areas are equitably accessible across school sites and student groups, there is a difference in CTE access. While Loyalton High School offers robust in-person CTE pathways in Woodworking & Cabinetry and Agriscience, Downieville offers one in-person CTE pathway in Woodworking and Cabinetry 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. The online CTE offerings are also available for students attending Sierra Pass Continuation School. High school students have benefited from one in-school PSAT assessment in the fall and two in-school SAT assessments, one in the fall and one in the spring. While the students pay for the PSAT, the students have the opportunity to take the SAT exams free of charge. Additionally, students at Loyalton High School have access to several in-person Advanced Placement courses:AP Lang & Comp, AP Lit & Comp, AP Chem, AP Calc A/B, and AP 2-D Art. For equity, all Advanced Placement exams are paid for by SPJUSD. All high school students can take dual enrollment courses.|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 middle and high schools serving only 20 and 150 students across grades 9–12. In grades TK–5, 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 6-8 and 9-12, 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. The opening of a middle school has decreased the number of electives our students in grades 6-8 have acce they have access to due to its small staffing size. Due to the remote locations of our school sites, far from industrial hubs and over an hour from a regional community college our students do not have access to in-person college or apprenticeships.|ONLINE COURSES & EXPANDED ACCESS: In 2026-2027, the LEA will expand access to online learning opportunities through platforms such as Edmentum and K12 Peak to provide a wider array of courses, especially at Downieville Junior/Senior High School. 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. Teachers will meet during our PD time to review benchmark data, as well as CAASPP and local achievement data coming from online math curriculum. 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. Students in middle school will be able to accelerate into upper level math courses if they meet specific achievement criteria. This will reduce the need to double up in math in high school and allow students to take calculus as seniors. Our newly hired counselors will implement college & career events and benefit from a counselor who can four-year plan with each student as they move into and through high school. EQUITY IN ACCESS: We will also monitor patterns by site to improve participation and address inequities|Met||2026-06-23|2026 46748800000000|WIlliam (R) Rouse ROP|7|||||Not Met|||2026 47104700000000|Siskiyou County Office of Education|7|All of our Courses are listed in our student information system—ALMA. We offer various levels of all core subjects. Students are placed according to their IEP's.|All of our students have access to and are enrolled in a broad courses of study as per their IEP's.|The only barrier for our students to receive a broad course of study is their intellectual ability. Our moderate to severe students receive curriculum based on their individual abilities.|In order to ensure 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||2026-06-24|2026 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. We continue to expand course offerings both online (synchronous) and in person at our learning centers. Next year we are restarting two CTE pathways that were put on hold due to staffing issues, and starting a new CTE pathway From the parent survey, 81% of parents responded that class offerings met or mostly met their students’ needs (with 19% neutral) and 95% of students agree or strongly agree that GECS is preparing them for their future, including college and career opportunities. Furthermore, 95% of parents agree that GECS provides a quality education program and 98% agree or strongly agree their child is appropriately challenged.|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 English, history, music, and science classes. Over the past several 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 and we now have a rich variety of classes offered online for independent study high school students along with a growing catalog of online K-8 classes, including math, history, and writing.|In response to the analysis of student and parent survey results, we have expanded the availability of courses offered in a flexible/online format. We have added an online high school English course and an additional online Integrated Math I course, and next year we will be adding an additional Integrated Math II course, additional high school history courses, and some additional online CTE offerings. 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. 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. Expand our Early College High School program with targeted outreach to underrepresented student groups.|Met||2026-06-11|2026 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||2026-06-30|2026 47701850000000|Big Springs Union Elementary|7|Big Springs uses locally selected measures including master schedule review, course access review, classroom instructional schedules, student enrollment data, instructional materials review, LCAP/SARC data, and local staff review to monitor whether students have access to a broad course of study. The District reviews access across grade levels, student groups, and students with exceptional needs to ensure students are provided standards-aligned instruction and appropriate academic support.|Big Springs provides students access to a broad course of study across grade levels, including English language arts, mathematics, science, history-social science, physical education, visual and performing arts, and other applicable instructional areas. The District’s LCAP reflects that students have access to a broad course of study and standards-aligned instructional materials. The District will continue monitoring access through local review, SARC-related information, and LCAP implementation.|Current barriers include the challenges of operating a small rural TK-8 district, including staffing limitations, small grade-level cohorts, combination classroom structures, and the need to maintain consistent access to enrichment and intervention opportunities. The District will continue monitoring whether unduplicated students, students with disabilities, and students needing additional academic support have equitable access to instructional programs and supports.|Big Springs will continue reviewing instructional schedules, course access, instructional materials, intervention supports, enrichment opportunities, and student data to ensure access to a broad course of study for all students. The District will use LCAP actions, staff collaboration, local assessment data, and educational partner input to identify gaps and make adjustments. The District will also continue aligning curriculum, intervention, and student support services to improve access and outcomes for all student groups.|Met||2026-06-12|2026 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||2026-06-10|2026 47702010000000|Butteville Union Elementary|7|Butteville uses student enrollment data, academic performance measures, IEP documentation, and participation data from enrichment programs to monitor access to a broad course of study. Student, staff, and parent feedback is also reviewed to evaluate the effectiveness and accessibility of academic and enrichment opportunities.|All students have access to state-adopted core curriculum and a variety of enrichment opportunities including performing arts, music, yearbook/photography, gardening, sewing, art, athletics, and after-school programming. Survey results indicate that both staff and families view these programs as valuable components of the educational experience and important contributors to student engagement.|As a small rural district, facility limitations, staffing availability, and funding constraints can restrict the expansion of elective and enrichment opportunities. Scheduling challenges associated with shared facilities also create barriers when balancing academic programs, athletics, and performing arts activities.|The district will continue expanding enrichment opportunities through ELOP, after-school programming (SAFE), and community partnerships. Planned facility improvements and continued recruitment of qualified instructors will help increase student access to a broader range of academic, artistic, and extracurricular opportunities in future years.|Met||2026-06-18|2026 47702270000000|Delphic Elementary|7|Delphic is so small that local observational data is sufficient in determining students access to a broad course of study.|All students have access to a broad course of study. This includes all core academic subjects and enrichment.|The only barrier is access to world language given the rural nature of the school district.|There are no revisions or new actions at this time.|Met||2026-06-30|2026 47702430000000|Dunsmuir Elementary|7|Dunsmuir Elementary School District uses multiple locally selected measures and tools to monitor student access to and enrollment in a broad course of study. These measures include student schedules, master schedules, curriculum adoption and implementation reviews, teacher assignment and credential monitoring, Individualized Education Program (IEP) service records, student enrollment data, and educational partner feedback. The district reviews these data sources across grade spans (TK–8), student groups, unduplicated student groups, and students with exceptional needs to ensure equitable access to standards-aligned instruction, enrichment opportunities, and required courses of study. The district also uses LCAP monitoring, classroom observations, and program evaluations to identify areas of strength and opportunities for improvement in providing a comprehensive educational program for all students.|Dunsmuir Elementary School District provides all students in grades TK–8 with access to and enrollment in a broad course of study aligned to California State Standards. As a single-school district, all students have access to the same core academic program, enrichment opportunities, and support services regardless of grade level or student group. The district monitors student access through master schedules, course offerings, teacher assignments, curriculum implementation reviews, IEP service records, and student enrollment data. All students, including unduplicated students and students with exceptional needs, have access to standards-aligned instruction in English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Visual and Performing Arts, and enrichment opportunities. Dunsmuir Elementary continues to expand access to a broad course of study through additional opportunities such as art instruction, environmental education, hands-on science experiences, career awareness activities, technology access, and enrichment programming. The district has not identified significant differences in access or enrollment among student groups; however, the district continues to monitor participation and student needs to ensure equitable access and address any barriers that arise.|Based on the review of locally selected measures, Dunsmuir Elementary School District has not identified significant barriers preventing students from accessing a broad course of study. All students have access to standards-aligned instruction and enrichment opportunities across grade levels. As a small rural district, ongoing challenges include limited staffing capacity, availability of specialized teachers and service providers, and the ability to provide a wide range of elective and enrichment opportunities that larger districts may offer. Scheduling, staffing resources, and geographic limitations can create challenges in expanding course offerings. The district continues to address these challenges through creative scheduling, partnerships, enrichment opportunities, specialist instruction, technology resources, and the use of available funding to expand student access to a comprehensive educational program.|Based on the review of locally selected measures, Dunsmuir Elementary School District will continue implementing actions that expand and maintain equitable access to a broad course of study for all students. The district will continue to prioritize standards-aligned curriculum, appropriately assigned teachers, enrichment opportunities, and instructional supports that meet the needs of all learners, including unduplicated students and students with exceptional needs. To address the challenges of providing a broad course of study in a small rural district, Dunsmuir Elementary will continue utilizing creative scheduling, partnerships, specialist instruction, technology resources, and enrichment opportunities to expand student experiences. The district will continue supporting programs such as visual and performing arts, environmental education, science experiences, career awareness opportunities, physical education, and technology access. The district will continue monitoring student access through schedules, enrollment data, IEP services, educational partner feedback, and program evaluations to ensure all students have equitable opportunities. Any identified gaps in access will be addressed through LCAP planning, resource allocation, and continuous improvement efforts.|Met||2026-06-23|2026 47702500000000|Dunsmuir Joint Union High|7|The LEA uses student enrollment records, course schedules, transcripts, graduation requirement tracking, and California School Dashboard data to monitor student access to and participation in a broad course of study. These measures are reviewed across grade spans and student groups, including unduplicated pupils (English learners, foster youth, and low-income students) and students with exceptional needs. The LEA regularly analyzes course enrollment patterns, completion rates, and access to college and career readiness opportunities to ensure equitable participation in standards-aligned academic and elective courses. This information is used to identify potential barriers, monitor student progress, and support continuous improvement in providing all students with access to a comprehensive educational program.|Local measures indicate that all students at Dunsmuir High School have access to and are enrolled in a broad course of study that includes core academic courses, electives, career exploration opportunities, and college and career readiness pathways. Review of enrollment records, course schedules, and graduation requirement data shows that students, including English learners, low-income students, foster youth, and students with disabilities, have equitable access to available courses and programs.|Due to the school's small enrollment, course access is generally consistent across student groups, with minimal differences in participation rates. The LEA monitors enrollment and completion data to identify and address any barriers to access. Ongoing efforts focus on maintaining a comprehensive course offering while ensuring all students can participate in programs that support their academic goals, graduation requirements, and postsecondary readiness. Local data indicate continued success in providing equitable access to a broad course of study for all students|In response to local data and ongoing review of course access, the LEA will continue to provide all students with access to a broad course of study by maintaining core academic, elective, and college and career readiness offerings. The LEA will explore additional course options through online learning platforms, dual enrollment opportunities, and community partnerships when feasible. Staff will continue to monitor enrollment patterns, graduation progress, and student interest to identify and address potential barriers to participation. Flexible scheduling and individualized academic planning will be used to help ensure that all students, including unduplicated pupil groups and students with disabilities, have equitable access to courses that support graduation requirements and postsecondary goals. These actions will support continuous improvement and help maintain broad educational opportunities for all students.|Met||2026-06-24|2026 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||2026-06-18|2026 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. 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 2025-26. 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. GESD had one EL student, this student received ELD instruction and services and was 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||2026-06-22|2026 47703340000000|Happy Camp Union Elementary|7|Happy Camp Elementary is a single-school district that offers an inclusion program, serving all students enrolled in self-contained classes, which enables an integrated approach to instruction.|Happy Camp Elementary is a single-school district where all students are enrolled in self-contained classes, enabling an integrated approach to instruction.|The district continues to face challenges related to high turnover among both teachers and the Superintendent/Principal leadership. This makes the continuity of planning, implementation, and evaluation of programs problematic. Fortunately, all four teachers and the Superintendent/Principal will be returning for the 2025/2026 school year.|1. Purchase K-8 fiction & non-fiction books to update reading materials in classroom libraries. Provide time for staff to level these books to address the various reading abilities of students and to purchase books that cover a range of topics directly related to students' interests. 2. iReady and Renaissance Learning software will be utilized as part of multiple measures to monitor and measure student progress in meeting math and reading standards. The instructional component of i-Ready will be utilized to individualize instruction that supports small-group and 1:1 instruction. 3. Maintain extracurricular activities and programs. Includes Athletic Director, coaching stipends & benefits, and League fees from lottery funds. 4. Happy Camp Union Elementary School District's goal is to fully implement a comprehensive Multi-Tiered System of Support (MTSS) framework, integrate Social-Emotional Learning skills for students, staff, and the community, and operate within a positive culture where the academic, social, and behavioral needs of students and staff are met.|Met||2026-06-11|2026 47703590000000|Hornbrook Elementary|7|Hornbrook Elementary School District uses several local measures to monitor whether all students have access to and participate in a broad course of study. These include master schedules, classroom instructional schedules, curriculum maps, teacher lesson plans, student enrollment and attendance records, report cards, assessment results, Individualized Education Programs, English learner records, intervention plans, and records of participation in enrichment activities, field trips, physical education, arts, science, and technology-based instruction. Because Hornbrook is a single-site rural microschool serving approximately 19 students, the District also relies on direct classroom observations, staff collaboration, student work samples, family feedback, and individual student progress reviews. The superintendent, teachers, support staff, and governing board review whether students receive instruction in the courses of study required by the California Education Code. The District examines access for all students, including low-income students, English learners, foster youth, homeless students, students with disabilities, and students requiring academic or social-emotional intervention. Due to very small group sizes, student-group information is reviewed individually and confidentially rather than reported through percentages that could identify students or produce misleading conclusions.|All Hornbrook Elementary School students have access to the required elementary course of study, including English language arts, mathematics, science, history-social science, visual and performing arts, health, physical education, and other developmentally appropriate learning experiences. As a single-site microschool, the District does not have differences in access across school sites. Students receive instruction through grade-level and multi-grade classroom settings, individualized assignments, small-group instruction, hands-on learning, educational technology, field trips, and enrichment activities. The school’s small size allows teachers to adjust instruction, provide additional support, and monitor individual student participation closely. Students with disabilities receive access to the general education curriculum, accommodations, modifications, and specialized services identified in their Individualized Education Programs. Unduplicated students receive targeted academic, attendance, family, and social-emotional support based on identified needs. While all students have access to the required course of study, the breadth, frequency, and variety of enrichment opportunities may differ from those available in larger districts. Specialized electives and activities may be provided through integrated classroom instruction, contracted services, community partners, visiting instructors, online resources, or collaboration with neighboring schools.|The primary barriers to providing a broad course of study are associated with Hornbrook Elementary School District’s very small enrollment, remote location, limited staffing, and restricted fiscal capacity. With approximately 19 students across multiple grade levels, the District cannot employ separate specialists for every subject area or offer the range of electives, clubs, performances, and enrichment programs commonly available in larger schools. Recruiting and retaining qualified staff, substitute teachers, specialized service providers, arts instructors, and enrichment providers is difficult because of the District’s geographic isolation and limited number of available work hours. Transportation distance and cost can also limit student participation in field trips, interscholastic activities, shared programs, and events hosted by neighboring districts. The District’s small budget makes it difficult to sustain programs that require specialized personnel, equipment, materials, transportation, or facilities. Declining or temporary grant funding may further affect counseling, community school coordination, intervention, arts, technology, and enrichment services. Students may also have limited access to same-age peers, competitive athletics, large-group activities, and specialized courses. These barriers are related primarily to scale and geography rather than unequal access among student groups.|Hornbrook Elementary School District will continue using multi-grade instruction, small-group teaching, individualized learning plans, project-based learning, educational technology, field trips, and integrated instruction to ensure that all students receive the required course of study. The District will review instructional schedules, curriculum implementation, student participation, and progress throughout the year to identify gaps in subject-area access. Teachers will continue collaborating to ensure that science, history-social science, physical education, health, visual and performing arts, and enrichment opportunities are incorporated consistently alongside English language arts and mathematics. The District will pursue grants and partnerships to sustain counseling, community school coordination, arts, technology, intervention, and enrichment programs. It will also explore shared services, joint activities, field trips, athletics, visiting instructors, and professional development opportunities with neighboring districts, the county office of education, community organizations, and regional service providers. Students with disabilities and unduplicated students will continue receiving individualized supports, accommodations, interventions, and family services based on identified needs. The District will use family and student feedback to guide program decisions and will annually report progress to the governing board and educational partners as part of the LCAP and|Met||2026-06-09|2026 47703670000000|Junction Elementary|7|We have a small enough population we can ensure students have access to and are enrolled in a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.|We only have one site with a small population, all students have access to a broad course of study.|There are no barriers in our school/district that prevents students from accessing broad course of study for all students.|There are no barriers in our school/district that prevents students from accessing broad course of study for all students.|Met||2026-06-11|2026 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||2026-06-16|2026 47703830000000|Little Shasta Elementary|7|Little Shasta Elementary School monitors access to a broad course of study through master schedules, student enrollment, curriculum implementation, teacher lesson planning, and ongoing review of instructional programs. The district ensures all students have access to California standards-aligned curriculum in all required subject areas. Student participation in enrichment opportunities, intervention services, and special education services is also reviewed to ensure equitable access for all students.|As a single-school district, all students have equal access to the same broad course of study, including English language arts, mathematics, science, history-social science, physical education, visual and performing arts, agriculture, music, and athletics. Students with additional needs receive services through Siskiyou County Office of Education while remaining integrated in the general education setting to the greatest extent appropriate. No significant differences in access or enrollment exist among student groups or school sites.|As a small rural district, Little Shasta Elementary faces challenges related to limited funding, geographic isolation, and the absence of district transportation. These factors can limit opportunities to expand elective offerings and increase participation in enrichment activities. The district also continues working to increase parent and community involvement to further enhance educational opportunities for students.|Little Shasta Elementary will continue providing all students access to a comprehensive standards-aligned curriculum while maintaining enrichment opportunities in agriculture, music, art, athletics, and educational field trips. The district will continue providing individualized instruction, partnering with Siskiyou County Office of Education to support students with exceptional needs, and seeking grant opportunities and community partnerships to expand educational opportunities. Efforts to strengthen family engagement and community involvement will also remain a district priority.|Met||2026-06-10|2026 47704090000000|McCloud Union Elementary|7|All students in TK-8 grades at the LEA have access to ELA, math, science, social studies, physical education, and computer science. Curriculum is offered in more than one way, including but not limited to textbooks, online coursework, magazines, and online services for math and reading support. Student progress and usage of each program are tracked via online data and assessment tools like Multitudes, STAR (Renaissance Learning), Lexia, and IXL. Curriculum assessments that are provided with textbooks and resources are also used to assess student learning and access.|The district consists of only one school site, so there are no schools to compare.|The LEA has not identified any barriers to curriculum access. If an update is needed or curriculum is needed, it is purchased or provided.|The LEA has no plans to revise actions because all courses are offered successfully and no barriers exist to accessing the curriculum. The LEA's small size allows it to have great flexibility in purchasing content and providing needed curriculum across all subject areas. No Williams complaints have been filed in the current or former years.|Met||2026-06-18|2026 47704170000000|Montague Elementary|7|Montague Elementary School District will use locally available tools and records to monitor whether all students have access to, and are enrolled in, a broad course of study appropriate to their grade span and individual needs. Locally selected measures include the student information system, master schedule, class enrollment records, instructional minutes schedules, IEP service records, English learner records, intervention/assessment data, and annual LCAP review data. The LEA will review these measures by grade level, unduplicated student groups, and students with exceptional needs to ensure students have access to required core academic content, physical education, visual and performing arts, science, social studies, English language development where applicable, intervention supports, and other enrichment opportunities. For students with disabilities, the district will also review IEPs, service minutes, placement data, and access to general education settings to ensure that students receive appropriate supports while maintaining access to a broad course of study.|Using locally selected measures, Montague Elementary School District has determined that all students have access to, and are enrolled in, a broad course of study appropriate to their grade level. As a single-school elementary district, there are no differences in access across school sites. Student enrollment records, class schedules, instructional minutes, and program records indicate that students receive access to core academic instruction, including English language arts, mathematics, science, history-social science, physical education, visual and performing arts, and other required areas of study. The LEA also reviews local records to monitor access for unduplicated pupils and students with exceptional needs. English learners, socioeconomically disadvantaged students, foster youth, homeless youth, and students with disabilities are enrolled in the same broad course of study as their peers, with additional supports provided based on individual need. For students with disabilities, IEP records, service minutes, placement information, and access to general education settings are reviewed to ensure that students receive required services while maintaining access to grade-level instruction and schoolwide learning opportunities. Based on the review of local measures, the LEA has not identified significant differences in access to a broad course of study by student group. The district will continue to monitor enrollment, schedules, IEP implementation, English learner support|Based on the locally selected measures, Montague Elementary School District has not identified systemic barriers that prevent students from accessing the core elementary instructional program. As a single-school elementary district, students are generally enrolled in the same broad course of study, including core academic content, physical education, visual and performing arts, science, history-social science, and available enrichment or intervention supports. However, the LEA has identified some access limitations connected to its small school size and staffing capacity. Due to limited enrollment and the availability of appropriately qualified teachers, the district has challenges providing regular access to world language instruction. Similarly, as a small elementary district, offering formal Career Technical Education programming is difficult because of limited staffing, scheduling capacity, facilities, and student enrollment numbers needed to sustain specialized programs. The district will continue to monitor access for all student groups, including unduplicated pupils and students with exceptional needs, through class schedules, enrollment records, IEP service records, English learner records, and local student outcome data. The LEA will also continue to explore age-appropriate enrichment, career awareness, community partnerships, and other supplemental opportunities that can help broaden student experiences within the practical limits of a small-school setting.|In response to locally selected measures and review of student access, Montague Elementary School District will continue to ensure that all students are enrolled in the core elementary instructional program while making targeted improvements to broaden student opportunities where possible. As a single-school elementary district, the LEA will continue to monitor class schedules, instructional minutes, enrollment records, IEP services, English learner supports, intervention placement, and student outcome data to ensure that unduplicated pupils and students with exceptional needs maintain access to grade-level instruction and the full course of study. The LEA has identified that small school size and staffing capacity create limitations in providing regular access to world language instruction and formal CTE programming. In response, the district will explore age-appropriate enrichment opportunities, career awareness activities, community partnerships, guest speakers, field trips, integrated project-based learning, and supplemental instructional resources that expose students to world language, career exploration, and applied learning within the practical limits of a small elementary school setting. The district will also continue to use local climate and engagement data to inform instructional planning and access decisions. CHKS results indicate a need to strengthen student engagement, meaningful participation, and school connectedness, particularly in grade 6, where students|Met||2026-06-09|2026 47704250000000|Mt. Shasta Union Elementary|7|All students at each grade level have access to the same classes and curriculum. Special needs students have access to the same curriculum utilizing differentiated instruction that matches their needs.|All students have access to all aspects of the curriculum.|There are none.|None are needed since all students have access to the entire curriculum.|Met||2026-06-17|2026 47704580000000|Seiad Elementary|7|All students are enrolled in a broad course of study.|Because Seiad only has 21 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||2026-06-15|2026 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. Weed High School increased concurrent credit hours to 461 for 67 students and at Mt. Shasta High School 261 across 37 students. 10 students secured 3 units each of dual enrollment in Art and 12 students in Administration of Justice.|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 still need be expanded and marketed, especially at Mt. Shasta HS and Happy Camp High School. 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||2026-06-24|2026 47704820000000|Weed Union Elementary|7|Weed Union Elementary School District uses class schedules, master schedules, student enrollment records, IEPs, English Learner program records, and participation data from expanded learning opportunities to monitor student access to and enrollment in a broad course of study. These measures are reviewed to ensure all students, including English learners, socioeconomically disadvantaged students, foster youth, homeless youth, and students with disabilities, have access to standards-aligned instruction and support services. District data indicate that 100% of TK–8 students have access to instruction in English language arts, mathematics, science, social studies, physical education, and visual and performing arts. The District also monitors participation in intervention programs, special education services, after-school programs, athletics, and enrichment opportunities to ensure equitable access for all student groups. These locally selected measures help the District identify and address barriers to participation while ensuring all students have access to a comprehensive educational program.|Weed Union Elementary School District's locally selected measures indicate that all students in grades TK–8 have access to and are enrolled in a broad course of study that includes English language arts, mathematics, science, social studies, physical education, and visual and performing arts. Mid-year review of class schedules showed that 100% of students participated in science, social studies, physical education, and arts instruction appropriate to their grade level. The District also provides access to expanded learning opportunities through athletics, after-school programs, tutoring, enrichment activities, field trips, and visual and performing arts programs. The District monitors enrollment and participation for English learners, socioeconomically disadvantaged students, foster youth, homeless youth, and students with disabilities through class rosters, intervention schedules, IEPs, EL service records, and expanded learning program participation. Current data indicate that these student groups have access to the same core academic and enrichment opportunities as their peers. Additional supports, including small-group instruction, English learner services, special education services, academic interventions, and after-school tutoring, are provided to ensure equitable access to the curriculum. As a single-school district, there are no differences in access across school sites. The District will continue monitoring participation and access data to ensure all students have e|Based on the District's locally selected measures, all students currently have access to a broad course of study that includes English language arts, mathematics, science, social studies, physical education, and visual and performing arts. As a result, no significant barriers to student access have been identified in the core academic program. The District has identified several challenges that may impact its ability to expand and enhance learning opportunities beyond the core program. These challenges include staffing shortages, recruitment and retention of appropriately credentialed teachers, limited financial resources, and the ongoing impacts of facility challenges associated with the District's reconstruction project. Mid-year data indicate that 82% of teachers were appropriately credentialed and assigned, and several support positions remained partially staffed. Additionally, the District's rural location can create challenges related to staffing, program expansion, and access to specialized services and enrichment opportunities. Despite these barriers, the District continues to provide all students, including English learners, socioeconomically disadvantaged students, foster youth, homeless youth, and students with disabilities, access to a comprehensive educational program and targeted supports designed to meet their individual needs. The District will continue to address these barriers through strategic staffing, expanded learning opportunities, and ongoing efforts|To maintain and enhance access, the District will continue providing standards-aligned instructional materials, technology resources, arts education, athletics, expanded learning opportunities, and after-school academic support programs. The District will also continue providing targeted supports for English learners, students with disabilities, foster youth, homeless youth, and socioeconomically disadvantaged students through intervention services, specialized instruction, and small-group support. Additionally, the District will continue efforts to recruit and retain qualified staff, maintain reduced class sizes, and monitor student participation data to ensure equitable access to all programs and services. These actions support continuous improvement and help ensure that all students have access to a comprehensive and engaging educational program.|Met||2026-06-25|2026 47704900000000|Willow Creek Elementary|7|Willow Creek Elementary School District uses locally selected measures to monitor student access to a broad course of study, including master schedules, course enrollment records, Individualized Education Programs (IEPs), English Learner data, assessment results, classroom observations, and annual curriculum reviews. Student participation in intervention and enrichment programs is also reviewed to ensure equitable access for all students. The District analyzes participation by grade span and student group, including low-income students, English learners, foster youth, and students with disabilities, to identify and address potential barriers to access. Student achievement data and educational partner feedback are used to evaluate the effectiveness of instructional programs and supports. As a small rural TK-8 district, Willow Creek Elementary School District provides all students with access to a comprehensive standards-aligned curriculum, including English Language Arts, Mathematics, Science, History-Social Science, Health, Physical Education, Visual and Performing Arts, and Career Technical Education experiences through agricultural and project-based learning activities. Specialized supports and accommodations ensure that students with exceptional needs have equitable access to the full course of study and opportunities for academic success.|Willow Creek Elementary School District ensures that all students have access to and are enrolled in a broad course of study aligned with California State Standards. Locally selected measures, including master schedules, course enrollment data, Individualized Education Programs (IEPs), English Learner records, curriculum reviews, and assessment data, indicate that students in all grade levels have access to English Language Arts, Mathematics, Science, History-Social Science, Health, Physical Education, Visual and Performing Arts, and Career Technical Education experiences through agricultural and project-based learning opportunities. As a single-school TK-8 district, there are no differences in course access across school sites. The District monitors participation by student group to ensure equitable access for low-income students, English learners, foster youth, and students with disabilities. Specialized supports, accommodations, and intervention services are provided as needed to ensure all students can participate in the full educational program. The District continues to expand enrichment opportunities and instructional supports to meet the diverse needs of its students and to ensure equitable access to a comprehensive course of study for all learners.|Based on the results of locally selected measures, Willow Creek Elementary School District has identified several barriers that may limit access to a broad course of study. As a small rural TK-8 district, limited staffing and financial resources can restrict the ability to offer specialized electives, world language courses, and expanded enrichment opportunities. Geographic isolation also limits access to community partnerships and specialized instructional programs available in larger districts. The District continues to address the diverse academic and social-emotional needs of students, including English learners, low-income students, foster youth, and students with disabilities, through targeted interventions and individualized supports. Student attendance and chronic absenteeism also present challenges that may impact consistent access to instruction and enrichment opportunities. To address these barriers, the District leverages technology, expanded learning opportunities, community partnerships, and flexible staffing to broaden student experiences while ensuring all students have equitable access to a comprehensive standards-aligned educational program.|In response to the results of locally selected measures, Willow Creek Elementary School District will continue to expand opportunities that ensure all students have equitable access to a broad course of study. The District will maintain standards-aligned instructional materials, strengthen intervention and enrichment programs, and provide targeted supports for English learners, low-income students, foster youth, and students with disabilities. Expanded Learning Opportunities Program (ELO-P) activities, project-based learning, agricultural education, visual and performing arts, and technology integration will continue to enhance student learning beyond the core curriculum. The District will regularly review course offerings, student participation data, and educational partner feedback to identify gaps in access and implement appropriate adjustments. Professional development will support high-quality instruction across all content areas, while community partnerships and grant opportunities will be pursued to increase enrichment opportunities available to students. Through ongoing evaluation and continuous improvement, the District will ensure that all students have access to a comprehensive, engaging, and equitable educational program that prepares them for future success.|Met||2026-06-17|2026 47705080000000|Yreka Union Elementary|7|Yreka Union Elementary School District uses student enrollment data, master schedules, course offerings, IEPs, English Learner program data, and student information system reports to monitor student access to a broad course of study. These measures are reviewed by grade span, unduplicated student groups, and students with exceptional needs to ensure equitable access to all required academic subjects, interventions, enrichment opportunities, and support services.|Yreka Union Elementary School District ensures that all TK-8 students have access to a broad course of study aligned with California State Standards, including English language arts, mathematics, science, history-social science, physical education, visual and performing arts, health, and technology, as well as intervention and enrichment opportunities. Local data indicate that students across all school sites, including English learners, socioeconomically disadvantaged students, foster youth, homeless youth, and students with disabilities, have equitable access to the district's educational program, with individualized supports and services provided as needed to ensure meaningful participation and success.|Based on local data, Yreka Union Elementary School District has not identified significant barriers that prevent students from accessing a broad course of study. The district continues to monitor challenges common to a small rural school system, including staffing capacity, scheduling, and access to specialized programs, and addresses these through targeted funding, strategic staffing, and individualized student supports to ensure equitable access for all students.|Yreka Union Elementary School District will continue to monitor student access to a broad course of study through regular review of enrollment, scheduling, and student group data to ensure equitable opportunities for all students. The district will maintain targeted academic interventions, enrichment opportunities, and specialized supports, while using educational partner feedback and annual program reviews to identify improvements and ensure all students have access to standards-aligned instruction.|Met||2026-06-25|2026 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||2026-06-17|2026 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||2026-06-25|2026 47748720000000|Siskiyou ROP|7|||||Not Met|||2026 47764550000000|Scott Valley Unified|7|See #4|See #4|See #4|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 traditional in-class learning, has proven to fill an important niche in the school district, as well as offer students concurrent enrollment. Reading interventions at the elementary and junior high.|Met||2026-06-17|2026 48104880000000|Solano County Office of Education|7|The JCCS programs provides a broad course of study that includes all the subject areas described in Section 51210 and Section 51220 (a) to (i) of the Education Code, as applicable, to support all students, including unduplicated pupils and individuals with exceptional needs, as evidenced by the data collected from the instructional program monitoring system (AERIES). This metric will be measured by academic data and our course catalog.|All students enrolled in the JCCS programs receive access to a broad course of study. Our program uses the Edgenuity online academic program in order to give students in grades 7th - 12th access to core courses and electives. Credit recovery courses are also provided for students who are credit deficient.|The following barriers impede students from accessing a broad course of study: 1. Chronic absenteeism 2. High mobility|Each year we review the courses offered to students and assess the need to expand course offerings as needed.|Met||2026-06-24|2026 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||2026-06-09|2026 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 ar working with all sites to schedule students in special education first and to use a student-centered scheduling protocol so our most vulnerable students have access to classes without conflict with SPED classes. We are also looking into expanding CTE classes where possible. In addition, our continuation HS uses a learning through-interest model where students have opportunities to learn outside the classroom walls alongside businesses in our local community and link this learning back to standards and school work.|Counselors, office staff, and administration continue to work and conduct additional outreach (i.e. individual calls, emails, meetings) to students in our unduplicated student groups and other underrepresented groups to provide additional information and encourage participation in the wide range of classes offered. Each student meets with his/her counselor to review course options. Students receiving special education services are included in all general education classes. They may take a curriculum support class as an elective to provide support for meeting success in the general education curriculum. The District is offering a program called Willie B. Adkins which provides weekly mentorship to students in an effort to ensure that all students are college-bound. This program primarily supports our African American High School youth. Additionally this year, our HS students have access to free 24/7 online tutoring through a program offered through our public library. This tutoring is available in all subjects and in multiple languages.|Met||2026-06-16|2026 48705320000000|Dixon Unified|7|Dixon Unified School District monitors access to a broad course of study through its LCAP metrics, student information systems, and local academic placement data. At the secondary level, the District tracks 9th grade students who are on track for A-G eligibility in order to identify needs early and provide timely intervention. The District also monitors the percentage of graduates completing A-G requirements, the percentage of graduates identified as “Prepared” on the California School Dashboard College/Career Indicator, enrollment in Advanced Placement (AP) courses, enrollment in Career Technical Education (CTE) courses, and completion of CTE pathways. These measures are reviewed by grade span and student group, including unduplicated students and students with disabilities, to evaluate equitable access to college and career readiness opportunities. At the elementary level, the District uses local assessment data to identify students for reading intervention and ensure access to the core instructional program. The District also monitors appropriate placement of Multilingual Learners in designated English Language Development courses and services across grades K–12. Together, these tools help Dixon USD track whether all students have access to, and are enrolled in, a broad course of study.|In 2025, the A-G completion rate increased to 38%, representing a 3 percentage point improvement. Student completion of a CTE sequence showed mixed results. Overall completion increased compared to baseline, with gains among White students and English Learners, while Hispanic/Latino and socioeconomically disadvantaged students experienced declines relative to baseline. The percentage of AP students earning a passing score of 3 or higher was 59%, a year-over-year improvement of 8 percentage points. At the elementary level, all students receive 30-minutes of Universal Access (UA) for math, the core element of which is small-group, teacher-led instruction. Student groups of 6-8 are flexible, and change as students master skills and have new / different needs. Teachers utilize the DUSD adopted high-quality instructional materials for instructing small UA groups. Similarly, all elementary students participate in 30-minutes of “Walk to Read,” daily explicit, systematic small-group instruction at each student’s level to ensure all K-5 students progress toward reading proficiency. DUSD implements a designated ELD program for K-12 students to meet the needs of English Learners. The program is leveled to match student need for English acquisition. All of these students have full access to our core program in addition to receiving specialized, designated ELD instruction.|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.|With the Board-adoption and first-year implementation of the District’s College and Career Readiness Strategic Plan, DUSD is significantly expanding our ability to ensure a broad course of study for all students. That expansion will continue in the coming school year in a few key ways, including: expanding the number of Advanced Placement offerings in myriad subject areas; increasing the number of Career Technical Education pathways offered at Dixon High School; and significantly increasing the number of A-G (CSU / UC) accredited classes offered. Districtwide implementation of AVID (Advancement Via Individual Determination) also supports DUSD's ability to offer a broad course of study by increasing students’ access to and success in rigorous academic and career-focused programs. The district maintains AVID through professional learning, curricular resources, coaching, tutorials, college visits, and elective courses that promote college and career readiness. identify students at risk of not graduating college and career ready, and provide them with specific, research-based interventions and support to ensure they maintain access and engagement. At the elementary and middle school levels, students access interventions both during the school day (e.g. UA, Walk to Read) and afterschool through academic tutoring to ensure all students are prepared to engage in A-G courses when they enter high school.|Met||2026-06-18|2026 48705320122267|Dixon Montessori Charter|7|Dixon Montessori Charter School (DMCS) utilizes a multi-layered verification system to track and ensure student access and enrollment in a broad course of study across all served grade spans (TK–8). Primary tracking tools include our Student Information System (SIS), Aeries, which maintains real-time master schedules, classroom rosters, and individual student demographic profiles. To ensure equitable access for unduplicated student groups (English Learners, Foster Youth, and Socioeconomically Disadvantaged students) and individuals with exceptional needs, our administration conducts master schedule audits alongside our Multi Tiered Structures and Supports (MTSS) staff and English Learner Coordinator. These audits cross reference student enrollment data with required subject areas specified in California Education Code Sections 51210 (Grades 1–6) and 51220 (Grades 7–8). Furthermore, individual student progress and course access are reviewed during Student Study Team (SST) meetings, 504 reviews, and annual Individualized Education Program (IEP) updates to verify that specialized supports are explicitly structured to facilitate full participation in the comprehensive curriculum rather than restricting it.|Our 2025–26 master schedule audits and SIS tracking confirm that 100% of students at Dixon Montessori Charter School, including all unduplicated subgroups and students with exceptional needs, have full access to and are enrolled in a broad course of study. In our elementary grade spans (TK–5), state standards are seamlessly integrated into multi-age Montessori classrooms, covering English Language Arts, Mathematics, Social Science, Science, and Health/Physical Education, supplemented by visual arts and music. In the middle school grades (6–8), 100% of students are enrolled in core academic blocks alongside distinct elective options. Our data shows no discrepancies or gaps across school cohorts or demographics regarding basic curriculum access. Students with IEPs and English Learners are placed in general education settings with push-in support or strategically timed pull-out intervention windows that protect their access to foundational social sciences, sciences, and elective programs, ensuring a well-rounded educational experience across our entire student body.|While DMCS successfully provides baseline access to all required subject areas, our self-reflection process identified two operational barriers to maximizing a truly broad course of study. The primary barrier is scheduling constraints within a single-site charter school environment. Coordinating designated English Language Development (ELD) blocks and specialized MTSS intervention services within the standard school day naturally creates tight windows, occasionally limiting the depth or variety of elective pathways (such as advanced STEAM or Spanish language classes) available to students requiring additional tier-supports. The second barrier is resource and staffing limitations. As a public charter school, recruiting and retaining specialized credentialed elective teachers (e.g., dedicated art, music, or foreign language specialists) can be challenging, which impacts our ability to expand our elective wheel beyond core state-mandated minimums in the upper grade spans.|To mitigate scheduling barriers and enhance our broad course of study, DMCS is implementing several strategic changes for the upcoming school year. First, we are restructuring our middle school master schedule to build in a Study Skills block. This dedicated window allows English Learners, students with low trending grades, and students with exceptional needs to receive targeted pull-out services and specialized support without missing core science, social studies, or primary elective classes. Second, we are leveraging our multi-disciplinary Project-Based Learning (PBL) framework to intentionally weave visual arts, digital media, and career technical skills directly into core content areas, ensuring rich elective-style exposure is guaranteed for every single student regardless of their schedule. Third, we are utilizing expanded learning opportunities funding to partner with local community organizations to offer after-school enrichment programs, broadening our students' educational experiences beyond the standard school day.|Met||2026-06-16|2026 48705400000000|Fairfield-Suisun Unified|7|The District uses multiple locally selected measures to monitor the extent to which all elementary students have access to and are enrolled in a broad course of study. These measures include master schedules, instructional minutes documentation, and enrollment data to ensure implementation of the Board-adopted core curriculum in English Language Arts, mathematics, science, and social studies across all elementary grade levels. Physical education schedules are reviewed to verify that all students in grades 1 through 8 receive a minimum of 200 minutes every 10 instructional days. 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 teachers use the Board adopted core curriculum for English, math, science, and social studies. Students also receive 200 minutes of PE every 10 days. Within the instructional learning block, 30 minutes of ELD instruction are provided daily. K.I. Jones GATE Magnet program houses the district’s GATE program in grades 3-5. Some elementary schools have clusters of GATE students, and the Individual Learning Plan is created for GATE-identified students. Middle grade students enroll in 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 PE 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 submit course requests and the schedule is built based on them. While all schools offer a broad course of study that includes remediation courses and Honors/AP/IB, some students are not able to access it. Students with special needs are often provided with SpEd services, rather than a CTE elective. English learners also have less opportunity to participate in elective classes because of the requirement to receive designated ELD instruction.|At the middle schools, teacher credentialing is a barrier to offering a broad course of study in the electives. In most cases, a school does not need full time art, CTE and 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 2025/26 school year, the District allocated Learning Recovery Emergency Block Grant funds and A-G Improvement Grant funds to provide additional sections at the high schools so that students could enroll in support classes and elective classes.|FSUSD has made the following modifications to the LCAP to ensure access: Action 1.1, 1.2, 1.6, 1.7, and 1.9 of the LCAP were modified to include additional monitoring and accountability, as well as identifying and removing barriers to course access. Implementation of MTSS aligned to the LCAP will be sustained, with a targeted focus on early literacy through the TK–2 Literacy Plan. Action 1.19 was added to expand course access at the high school level. FSUSD has expanded VPA opportunities at all levels and CTE opportunities at the secondary level. The District continues to refine master scheduling, staffing allocations, and facility use to support the expansion of additional pathways aligned to regional workforce needs. Dual enrollment and articulation agreements further strengthen access to postsecondary opportunities, while enrollment data are monitored to ensure equitable participation among student subgroups. Further, the Curriculum Council and Secondary Department Chairs will continue to analyze data with the goal of identifying potential solutions to barriers which can be included in future LCAPs. Finally, Educational Services will continue to monitor the progress of unduplicated student groups and look more closely at potential relationships between academic progress and access to a rigorous, broad course of study.|Met||2026-06-25|2026 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 moved 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 now have access to courses in computer programming, music, and the arts, among other elective offerings.|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 (Sports Medicine) -Ongoing math professional development to deepen implementation of the 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||2026-06-16|2026 48705730000000|Vacaville Unified|7|We use multiple local measures to monitor whether students have access to, and are enrolled in, a broad course of study across grade spans and student groups. These include Williams compliance reviews, annual master schedule analysis, course enrollment data, student information system reports, and participation data for Advanced Placement, Career Technical Education, dual enrollment, intervention, and specialized program offerings. At the elementary level, we review instructional schedules, staffing, and program implementation to ensure students have access to required content areas and a well-rounded instructional program. At the secondary level, we analyze master schedules and course enrollment patterns to confirm that students have access to core academic courses, electives, college and career readiness opportunities, and appropriate intervention or support classes when needed. We also review enrollment and access data for unduplicated students and students with exceptional needs to identify potential gaps in participation in rigorous or specialized coursework. This includes monitoring access to AP, CTE pathways, A–G aligned courses, English learner supports, special education services, and other programs designed to prepare students for college, career, and life after graduation.|We provide students across all grade levels with access to a broad, standards-aligned course of study that supports academic growth, enrichment, and preparation for college, career, and life. This includes intentional attention to access for unduplicated student groups and students with exceptional needs so that course offerings, instructional materials, and support services are available equitably across schools. At the elementary level, students receive instruction in the core academic areas as well as opportunities that support a well-rounded educational experience. This includes access to Board-approved instructional materials, AVID strategies that build early college and career readiness habits, English Language Development supports, physical education, and arts instruction such as music and visual arts. Elementary teachers also participate in ongoing professional learning in areas such as early literacy, AVID, ELD, GLAD, Professional Learning Communities, and other instructional practices that strengthen access to grade-level learning for all students. At the secondary level, students have access to a broad course catalog that includes core academic courses, electives, intervention and support options, and multiple college and career readiness pathways. Students and families are provided information about available opportunities, including A–G aligned courses, AVID, Advanced Placement, dual and concurrent enrollment, and expanding Career Technical Education pathways.|Although we continue to prioritize access to a broad and rigorous course of study for all students, our local review shows that some barriers still affect students’ ability to participate fully in available opportunities. These barriers are not the same across all grade spans or student groups, so we must continue monitoring access and making adjustments where needed. One area of need is access to programs that occur outside the regular school day. Transportation challenges can make it difficult for some students to participate in after-school enrichment, extended learning, intervention, or college and career readiness activities. Staffing also remains a challenge in some specialized areas. Shortages or limited availability of qualified staff in areas such as special education and other specialized programs can affect the number of course sections offered or limit the number of students able to enroll. At the secondary level, master schedule constraints can also create access barriers. Students may be unable to take preferred or required courses when classes overlap, when courses are offered only during limited periods, or when intervention, English Language Development, or specialized support classes reduce room in a student’s schedule for electives or enrichment. This is especially important for English learners, students needing academic intervention, and students with exceptional needs, who may require additional supports|To strengthen equitable access to a broad course of study, we will continue improving the systems that help students understand, access, and participate in available academic and career pathways. Our goal is not only to offer a wide range of courses and programs, but also to ensure that students from all backgrounds are supported in taking advantage of those opportunities. A key strategy is targeted, proactive outreach. Administrators, counselors, student support specialists, reengagement staff, and other school teams will work directly with students who may be underrepresented in advanced, specialized, or pathway-based programs. This includes unduplicated students, students with exceptional needs, English learners, and students who may need additional guidance with course options, graduation requirements, A–G expectations, CTE pathways, dual enrollment, and other college and career readiness opportunities. We will also strengthen counseling and advising practices so students and families receive clearer, more consistent information about available programs, prerequisites, supports, and course sequences. This will help students make informed decisions aligned with their interests and postsecondary goals. In addition, we will use local data, master schedule review, course enrollment patterns, and educational partner input to identify access gaps and make adjustments as needed.|Met||2026-06-25|2026 48705730129494|Kairos Public|7|The Kairos Board of Directors annually adopts a course catalog for courses offered in our academic program. For students in grades 1 through 6, a Broad Course of Study includes courses in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, and other studies that may be prescribed by the governing board.For students in grades 7 through 12, a Broad Course of Studies includes courses in English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education.In addition, our teachers develop their own curriculum based on the state standards for their grade levels. Curriculum guides are developed and reviewed by Kairos administration annually. All students receive instruction, aligned to California state content standards and curriculum frameworks, as well as any necessary intervention, accommodations, and assistance to meet state requirements. Access to core academic content and courses that lead to success is provided to all students regardless of income, race, primary language, disability, and/or family situation. Standards aligned instruction requires collaboration among educators, support for teachers, and, most importantly, a sustained focus on the strengths and needs of individual students together with the persistent belief that all students can achieve academic excellence and be successful in life. The Kairos Instructional Leadership T|Kairos offers rigorous educational programs for all student ability levels with quality teaching that employs research-based and proven instructional strategies, such as Unit by Backwards Design. A culture of high expectations is cultivated and a commitment to the Charter School’s mission and vision, by all stakeholders, is an essential part to the school’s success. A small learning environment is maintained and is central to implementing a successful multi-tiered program of supports for scholars. Teachers engage in rigorous, frequent professional development and utilize data, on-going, to drive instruction.|KPS welcomes scholars with disabilities and strives to provide responsive and excellent services so that scholars with disabilities remain at KPS. As the chart below demonstrates, scholars with disabilities enrollment at KPS has greatly increased since Kairos became our own LEA for Special Education. The instructional design model used by KPS to support English Learners places a heavy emphasis on differentiating instruction to meet the needs of all scholars, including English Language Learners, based on their academic and language readiness. Through a well-defined professional development program, teachers are trained on a variety of instructional strategies to be used specifically with English Language Learners. Strategies to be used will include, but may not be limited to, the use of specific English Language Development (ELD) curriculum, Sheltered English Instruction (SEI) in core curriculum, Guided Language Acquisition Design (GLAD) strategies, thematic planning, and cross- curricular integration. Specific ELD time, if necessary, will be incorporated into the scholar’s daily schedule as reflected in the schedule presented to parent or guardians.|Kairos measures scholar progress through internal data collection and state data reporting, and employs a multi-tiered system of support to address the needs of struggling scholars This information is shared with all stakeholders at Board of Directors meetings and Parent University nights.|Met||2026-06-18|2026 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 have expanded staffing and course offerings to include Career Tech Ed sections that were developed based on student career interest areas. 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, which include taking classes at the local community college.|Student schedules, the Master Schedule, and student graduation plans are the tools used to ensure all students have access to and are enrolled in a broad course of study. We ensure all students are in classes that they need to graduate on time. All students are placed in electives and a required to try it for at least 2 weeks before requesting a change. This is to ensure that students have the chance to try something new. Student schedules are changed frequently as students finish classes that way they are able to get all credits needed for an on time graduation. Students who are language learners and have IEP's are placed in classes that best support their growth and development. Students have access to whatever course they would like to take within our Master Schedule.|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.|The changes that we have implemented are shifting some of our elective courses to be focused more on being ready for life after high school. We have also expanded, and continue to expand, the Career Tech Ed offerings for our students. We recently expanded our staff to accommodate these areas of need.|Met||2026-06-11|2026 48705734830113|Buckingham Collegiate Charter Academy|7|We utilize our graduation rate, CTE Enrollment Rate, AP Course Enrollments, a-g rate, and the college career indicator to measure and track our progress.|Our students have access to board approved instructional materials and a diverse course catalog that informs students and parents of various college/career options. Over the past few years, we have increased the number of opportunities in the following areas for students at Buckingham: Advanced Placement Courses, Dual enrollment with local community college(s), Career Technical Education pathway courses, Articulated courses. Our teachers also access professional development that relates to ELD, AVID, CTE, and other content area professional development. 100% of our students have access to all of the above. We recently grew our CTE program by creating a Public Safety Pathway, providing additional access to CTE that will reach all students. We also added an articulated CTE course so that students in both the Engineering and Graphic Design pathway have access to taking a course in which they can earn college credit.|The greatest barrier for us is our small size. We want to offer a broad course of study but we cannot continue to add too many more new course offerings due to the smaller population of students that we have.|Although all of our students can access the broad course of study we offer, we have plans to better promote the available options to all students. We host a 4 year planning event each year with freshmen students and we plan to utilize that event to better promote all options with families. We have developed systems to promote courses and utilized myriad communication tools to reach students.|Met||2026-06-11|2026 48705736051338|Fairmont Elementary|7|||||Not Met|||2026 48705810000000|Vallejo City Unified|7|The district level student information system (Aeries), the Special Education Information System (SEIS), and the California Longitudinal Pupil Achievement Data System (CALPADS) are the tools selected to track the extent to which students have access to and are enrolled in a broad course of study. These systems are monitored by both site and district staff.|All students receive instruction, aligned to California state content standards and curriculum frameworks, as well as any necessary intervention, accommodations, and assistance to meet graduation, college, and career requirements. The district level student information system (Aeries), the Special Education Information System (SEIS), and the California Longitudinal Pupil Achievement Data System (CALPADS) are the tools selected to track the extent to which students have access to, and are enrolled in a broad course of study. Both site and district level staff monitor enrollment and access to a broad course of study annually, through the annual program review and through quarterly progress reports. Our programs for students with disabilities with Individualized Educational Programs offer a diverse range of options including access to core academic content and courses that lead to graduation, including specialized classes with alternative pathways to a diploma and access to community based instruction. Students also have full access to electives, including ROTC and college and career readiness programs, through our Workability and Transition Partnership Program provided by our grant with the Department of Rehabilitation. This program offers college and career readiness training, including work-based learning opportunities and career development programs. We're proud to currently serve approximately 350 students in our Workability Program. These students have access to work bas|The first area of challenge was providing access to students with exceptional needs to access to alternative pathways to a diploma at the high school level. Barriers to alternative pathways is the newness of the legal requirements and revamping the District Course Catalog to create diploma track pathways courses. The second challenge was providing access to a full range of courses to students in smaller alternative secondary programs. Barriers include working with budget and master schedules to identify teachers to teach grade level core instruction to this specialized population. The third challenge was providing access to all students at the secondary level to advanced placement courses. Barrier to this was that students with the IEP transition plans did not identify the need for AP classes. The fourth was ensuring that students at all levels, TK-12, had access to a full continuum of services in the least restrictive environment. Barriers included the students' need for more specialized instruction in a smaller setting.|The following actions have been implemented to address the challenges: 1. Professional learning in the areas of special education compliance, behavior and classroom management, Social Emotional Learning, special education legal compliance, curriculum instruction, and reading intervention. 2. Implementation of web-based curriculum to give students in small educational settings access to a broad course of study. Students in high school have access to curriculum that is designed for alternative pathways for a diploma. 3. The addition of behavior support personnel, psychologists, social workers, and mental health support providers. 4. Intentional discussions during Individualized Educational Program meetings to ensure goals focus on access to a broad course of students in the students least restrictive environment. 5. The development of a plan to increase the levels of inclusion for students with Individualized Educational Programs in the General Education Program to be implemented which includes an additional special education administrator to focus on inclusion.|Met||2026-06-17|2026 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||2026-06-17|2026 48705810134262|Caliber: ChangeMakers Academy|7|All students receive instruction in ELA, Math, Science, and Social Studies. Students also receive elective course instruction in PE, Music, and/or Art. English Learners receive instruction in Integrated and Designated ELD.|In grades K-4, students receive science and social studies alternating on six-week cycles and have additional instructional time for ELA and Math. Electives courses rotate on a quarterly basis. In grades 5-8, all students have daily instruction in ELA, Math, Science, and Social Studies, as well as additional Math and ELA time in an intervention block. In addition, all students have a full year of PE and a semester each of Art and Music.|At times, students in Designated ELD have additional pull out during electives or specials periods.|We are able to run clubs and expanded learning opportunities to amend the course of study in areas of specials, Math and ELA intervention, and ELD.|Met||2026-06-18|2026 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||2026-06-16|2026 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||2026-06-16|2026 48705814830196|MIT Academy|7|The Charter School examines local measures to ensure all students have access to, and are enrolled in, a broad course of study. The teachers and administrators monitor benchmark assessments to ensure that all students are making progress toward proficiency in grade level standards. In addition, core materials and curriculum resources are available at each grade level for each subject area. Special Education staff work with teachers to identify students with disabilities and develop a plan to meet their goals each year. Teachers and staff are also provided a list of English Learners specifying their levels and those students receive integrated English instruction during their core content instruction as well as designated English Language Development daily. The Charter School keeps records to track the progress of all students toward meeting grade level standards and individualized goals. 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, implementing the Attendance Policy through parent phone calls, parent meetings, attendance contracts, letters, and home visits, and implementing a prioritized system for identifying and serving students for are chronically absent based on results of each student’s average daily attendance. Fortunately, the Vallejo City Bus and SolTrans is free for students. The Charter School has identified a need for more focus on social emotional well-being to include increasing the number of events that may increase connectedness on campus will stre|The Charter School will provide intensive and strategic interventions for students in English Language Arts and Mathematics for all students and significant subgroups supported by teachers and additional support staff through Flex Time. In order to ensure that the students are safe and healthy, the Charter School has implemented powerful Positive Behavior Intervention and Supports (PBIS), Social Emotional Learning (SEL), Restorative Practices, and an Attendance Plan. The approach to PBIS has been found to decrease suspension rates, prevent violence, increase attendance, and increase self-esteem and self-regulation. The long-term benefits of this support and the inclusion of SEL will include drug and violence prevention, suicide prevention, conflict resolution and fewer mental health issues caused by trauma.|Met||2026-06-16|2026 48705816116255|Mare Island Technology Academy|7|The Charter School examines local measures to ensure all students have access to, and are enrolled in, a broad course of study. The teachers and administrators monitor benchmark assessments to ensure that all students are making progress toward proficiency in grade level standards. In addition, core materials and curriculum resources are available at each grade level for each subject area. Special Education staff work with teachers to identify students with disabilities and develop a plan to meet their goals each year. Teachers and staff are also provided a list of English Learners specifying their levels and those students receive integrated English instruction during their core content instruction as well as designated English Language Development daily. The Charter School keeps records to track the progress of all students toward meeting grade level standards and individualized goals.|The Charter School provides all students with high-quality instruction and a rigorous State Standards aligned curriculum in an inclusive environment that provides relevant learning experiences that encourage student engagement. English Learners receive integrated English Language Development and designated English Language Development at their level daily. Students with Disabilities receive Designated Instructional Services determined by the IEP team.|The Charter School examines local measures to identify barriers preventing the school from providing access to a broad course of study for all students. The greatest barrier is low student attendance and high chronic absenteeism for identified students. The second greatest barrier related to attendance is the need to increase students’ sense of belonging and relationships with peers. Finally, the third greatest barrier is the academic achievement of students who are achieving well below grade level. The Charter School has identified a need for increased attendance by implementing a culture of positive on-time attendance five days per week through attendance incentives, positive recognition, and awards to ensure positive daily attendance, implementing the Attendance Policy through parent phone calls, parent meetings, attendance contracts, letters, and home visits, and implementing a prioritized system for identifying and serving students for are chronically absent based on results of each student’s average daily attendance. The Charter School has identified a need for more focus on social emotional well-being to include increasing the number of events that may increase connectedness on campus will strengthen school culture. These events will include student recognition programs, use of a social emotional learning program, and positive school climate to boost school pride and students’ sense of purpose.|The Charter School will provide intensive and strategic interventions for students in English Language Arts and Mathematics for all students focusing on the significant subgroups supported by teachers and additional support staff through 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||2026-06-16|2026 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 access to services and progress toward reclassification through ongoing assessments 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 Directors of Alternative Education, provide data-driven insights and ensure that 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.|While all students have access to a broad course of study, there are barriers that limit student success. Students enroll with widely varying learning and credit needs. This requires teachers to significantly differentiate their curriculum and have access to a range of materials. In 25/26, an audit of resources and materials was conducted and will be refreshed to ensure access to the most updated curriculum. In addition to these needs, students in court school have historically not been able to access online curriculum or resources. This barrier was overcome with the adoption of Orijin devices in 2026 which offers a locked down web based tablet where students can access educational resources safely.|In response to theses challenges, SCOE has budgeted for updated curriculum and resources. SCOE has also invested in the Orijin devices to bring online content and supports to the students in court school. For students in community school, SCOE adopted an online course platform to assist with credit recovery and differentiation.|Met||2026-06-25|2026 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 and ability was apparent in some courses. For example, multilingual learner and students with disabilities continue to have inconsistent placement across our secondary schools.|Currently some multilingual learners and students with disabilities are taking classes that are not A-G approved. We will audit our course catalogue and ensure these classes are no longer offered in 2027-2028. This should help with high schools ensuring more students have a broad course of study.|The Board of Education has passed a resolution that aligns graduation requirements with A-G. However, we need to add administrative regulations that ensure implementation matches the intent of the policy and ensures all students are only taking A-G approved classes. Additionally, PCS is implementing CaliforniaColleges.edu, which helps ensure all students can graduate a-g. We will also be impementing MTSS with redesigned advisory period to academically support our students in academic distress.|Met||2026-06-30|2026 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 and ability was apparent in some courses. For example, multilingual learner and students with disabilities continue to have inconsistent placement across our secondary schools.|Currently some multilingual learners and students with disabilities are taking classes that are not A-G approved. We will audit our course catalogue and ensure these classes are no longer offered in 2027-2028. This should help with high schools ensuring more students have a broad course of study.|The Board of Education has passed a resolution that aligns graduation requirements with A-G. However, we need to add administrative regulations that ensure implementation matches the intent of the policy and ensures all students are only taking A-G approved classes. Additionally, PCS is implementing CaliforniaColleges.edu, which helps ensure all students can graduate a-g. We will also be implementing MTSS with redesigned advisory period to academically support our students in academic distress.|Met||2026-06-30|2026 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 and ability was apparent in some courses. For example, multilingual learner and students with disabilities continue to have inconsistent placement across our secondary schools.|Currently some multilingual learners and students with disabilities are taking classes that are not A-G approved. We will audit our course catalogue and ensure these classes are no longer offered in 2027-2028. This should help with high schools ensuring more students have a broad course of study.|The Board of Education has passed a resolution that aligns graduation requirements with A-G. However, we need to add administrative regulations that ensure implementation matches the intent of the policy and ensures all students are only taking A-G approved classes. Additionally, PCS is implementing CaliforniaColleges.edu, which helps ensure all students can graduate a-g. We will also be implementing MTSS with redesigned advisory period to academically support our students in academic distress.|Met||2026-06-30|2026 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 and ability was apparent in some courses. For example, multilingual learner and students with disabilities continue to have inconsistent placement across our secondary schools.|Currently some multilingual learners and students with disabilities are taking classes that are not A-G approved. We will audit our course catalogue and ensure these classes are no longer offered in 2027-2028. This should help with high schools ensuring more students have a broad course of study.|The Board of Education has passed a resolution that aligns graduation requirements with A-G. However, we need to add administrative regulations that ensure implementation matches the intent of the policy and ensures all students are only taking A-G approved classes. Additionally, PCS is implementing CaliforniaColleges.edu, which helps ensure all students can graduate a-g. We will also be implementing MTSS with redesigned advisory period to academically support our students in academic distress.|Met||2026-06-30|2026 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 and ability was apparent in some courses. For example, multilingual learner and students with disabilities continue to have inconsistent placement across our secondary schools.|Currently some multilingual learners and students with disabilities are taking classes that are not A-G approved. We will audit our course catalogue and ensure these classes are no longer offered in 2027-2028. This should help with high schools ensuring more students have a broad course of study.|The Board of Education has passed a resolution that aligns graduation requirements with A-G. However, we need to add administrative regulations that ensure implementation matches the intent of the policy and ensures all students are only taking A-G approved classes. Additionally, PCS is implementing CaliforniaColleges.edu, which helps ensure all students can graduate a-g. We will also be implementing MTSS with redesigned advisory period to academically support our students in academic distress.|Met||2026-06-30|2026 49402466119036|Live Oak Charter|7|||||Not Met For Two or More Years|||2026 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.|Co-teaching continued to increase across middle and high schools, more special education students across the district have access to 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 support students with individual education plans in the general education classroom to ensure access to core academics. . 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||2026-06-24|2026 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||2026-06-24|2026 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 through Panorama and Youth Truth gather feedback, 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||2026-06-24|2026 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, 6th and 8th 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 246 students or 45.22%. 59 of our 544 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, 522 students in TK through 8th in the 2024-25, and 544 for the 2025-26 school year. 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 2024-25 school year, SRFACS student outcomes on the California State test showed 66.28% of students met or exceeded standard in ELA and 53.03% in Math compared with 32.59% and 25.02% respectfully for the SRCS elementary district. Because students are taught primarily in French i|One area of concern is the lower (31.11%) of Ever-EL 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 including Building Thinking Classrooms. Street data gathered by observation and empathy interviews supports the improvements in student outcomes. Small group math intervention is in place for 6th grade students.|In response to the needs of our economically disadvantaged students, SRFACS expanded a whole-school initiative to support struggling students at school. We are building foundational skills and student confidence in Math through successful methods such as Building Thinking Classrooms. In addition, a before-school study hall gives 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 provided mental health services for unduplicated students with the addition of a Site Based Therapist during the 2025-26 SY. The school community believes this additional support reduces barriers to attendance and learning. SRFACS plans to maintain counseling services in order to support students with social-emotional challenges.|Met||2026-06-24|2026 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||2026-06-24|2026 49402536116958|Kid Street Charter|7|Kid Street Charter School monitors student access to a broad course of study through master schedules, enrollment records, participation data, Individualized Education Programs (IEPs), intervention records, and annual program reviews. The school utilizes standards-aligned curriculum in English Language Arts, Mathematics, Science, History-Social Science, Visual and Performing Arts, Physical Education, and Social-Emotional Learning. Core instructional programs include Amplify ELA, enVision Mathematics, TWIG Science, and TLC History. In addition to core academic subjects, all students participate in STEAM-based learning experiences through Maker Education, engineering units utilizing Project Lead the Way, artist residencies provided through Luther Burbank Center for the Arts, field experiences, and hands-on project-based learning opportunities. Access for students with disabilities is monitored through collaboration with the authorizing district's Special Education program, IEP implementation, and Student Study Team processes. Academic intervention services, counseling supports, and after-school enrichment opportunities are also monitored to ensure equitable access for all student groups, including unduplicated pupils and students with exceptional needs.|Review of local measures indicates that all students at Kid Street Charter School have access to and are enrolled in a broad course of study aligned with California State Standards. All students participate in core instruction in English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Visual and Performing Arts, and Social-Emotional Learning. Additionally, all students have access to STEAM programming, Maker Education, artist residencies, engineering instruction, field experiences, and enrichment opportunities that support creativity, critical thinking, and problem-solving skills. No significant differences were identified among student groups, including English Learners, socioeconomically disadvantaged students, foster youth, students with disabilities, or other unduplicated pupil groups. Students with exceptional needs receive accommodations, specialized services, and additional supports as outlined in their IEPs while continuing to access the same broad educational program as their peers. Local data indicates that all students have equitable access to the school's comprehensive educational program.|Based on a review of local measures, Kid Street Charter School has not identified significant barriers preventing students from accessing a broad course of study. The school's small size, integrated service model, and emphasis on inclusive educational practices allow students to participate in both core academic programs and enrichment opportunities regardless of student group designation. The school continues to monitor student participation and access through IEP reviews, intervention data, enrollment records, and educational partner feedback to ensure that any emerging barriers are identified and addressed promptly. While no systemic barriers have been identified, the school remains committed to providing appropriate academic, behavioral, and social-emotional supports to ensure that all students can fully participate in the educational program.|Kid Street Charter School will continue implementing the actions outlined in Goal 2 of the LCAP to ensure that all students have access to a broad and engaging course of study. The school will maintain its commitment to STEAM education through Maker Education, Project Lead the Way engineering experiences, artist residencies, authentic learning experiences, and participation in community-based learning opportunities such as the Sonoma County STEAM Showcase. The school will continue to provide academic intervention services, special education supports, counseling services, and after-school enrichment opportunities to ensure equitable access for all learners. Professional development in literacy, social-emotional learning, and instructional best practices will support teachers in meeting the needs of diverse learners while maintaining access to rigorous academic and enrichment programming. The school will continue to review participation data and educational partner feedback annually to ensure that all students, including unduplicated pupils and students with exceptional needs, have full access to the school's comprehensive educational program.|Met||2026-06-25|2026 49705990000000|Alexander Valley Union Elementary|7|The locally selected measure AVUSD uses to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served include the following: Enrollment Data: This data can help identify any disparities in enrollment and ensure that all students have access to a broad course of study. Student Information Systems (SIS): SIS software is used to manage student data, including enrollment information. Our SIS platforms generate reports and analytics that allow us to monitor enrollment patterns and identify any gaps in access to courses of study. Course Offerings Analysis: We analyze the course offerings available to students across different grade spans and student groups. This analysis can help identify any imbalances or inequities in the availability of courses and guide decision-making to ensure a broad course of study is accessible to all. Individualized Education Program (IEP) Tracking: We serve individuals with exceptional needs and we often use tools to track and monitor the implementation of IEPs. These tools help ensure that students with disabilities or exceptional needs are receiving an appropriate and inclusive course of study tailored to their individual requirements. Surveys and Feedback: We ask a lot of questions and have great discussions with our team. These conversations can initiate surveys or feedback mechanisms to gather information di|To assess the extent of access and enrollment, locally selected measures or tools are used to analyze enrollment data, course offerings, and student information systems. By examining these factors, it becomes possible to identify any differences across school sites and student groups. We measure student progress over time, which targets information on ensuring access and enrollment is being tracked using these measures. By comparing trimester data, we can assess whether efforts to provide a broad course of study to all students have improved or if further actions are needed. Based on the internal progress student monitoring, we continue to see academic and social-emotional growth in our students.|Even though we have made great strides in ensuring students grow as identified in our local measures, we do know that at times we can encounter barriers in providing equitable access to a broad curriculum. These barriers can include: Resource Allocation: Limited resources, such as funding, staffing, and facilities, can create barriers to offering a diverse range of courses. Tracking and Communication: We continue to look internally at our systems for tracking student enrollment and communicating course options to our students and parents. At our K-6 school, all students have an equitable broad course of study for a diverse educational experience. Maintaining a high-quality program such as this and being in tune with potential barriers has been critical for our district to stay ahead of.|Because we are a K-6 school district, the use of bell schedules is important to ensure that students who may receive pull-out support (ELD, RSP, Speech, intervention, etc) are strategically placed at times to minimize core instruction, classroom teaching, and learning. All unduplicated students and students with exceptional needs have access to and are enrolled in a broad course of study. Our LEA consists of only one school site, thus ensuring that all students are offered the same coursework. Our broad course of study is celebrated with the following weekly course offerings: Foreign Language (Spanish), Garden Life Sciences/Nutrition, Physical Science (hands-on), Physical Education, Art, Library, and Music. Each of these courses is offered by additional staff outside of the general education teacher. Each student interacting with seven different instructors each week has allowed our students to not only gain a specialized curriculum but also be able to adapt to different teaching and learning environments. We believe the structure of our broad course offering has allowed for a most successful transition for our students as they enter junior high with core and elective course offerings in various learning environments and teacher content delivery.|Met||2026-06-08|2026 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 2026 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 continued 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||2026-06-24|2026 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 50% core content in English in the 4th grade through 6th 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||2026-06-16|2026 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; IEP reviews and schedule analyses to ensure students with disabilities participate in core and enrichment opportunities to the greatest extent possible; and demographic and programmatic data to verify that unduplicated students have equitable access to all subject areas. Together, these tools provide a comprehensive picture of course access, allowing the district to track patterns across sites and student groups and ensure alignment with California Education Code and continuous improvement goals.|All BVUSD students 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 across classrooms and both 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 scheduled to minimize missed core or enrichment opportunities. Teachers, case managers, and site leaders collaborate regularly to review student schedules and instructional supports. No disparities in access have been identified across student groups or school sites. Classroom schedules, IEP service logs, and observation data confirm that unduplicated students and students with exceptional needs receive instruction across all content areas, ensuring full participation 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. The district remains committed to 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. Progress monitoring tools, staff collaboration, and flexible instructional models allow the district to quickly address potential gaps. While no systemic barriers currently exist, BVUSD continues to prioritize early identification and responsive planning to ensure 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 LRE 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; and increasing engagement and attendance through multilingual outreach, family partnerships, and districtwide attendance campaigns targeting underserved groups. These efforts are embedded in the 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||2026-06-11|2026 49706236098248|Bennett Valley Charter|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; IEP reviews and schedule analyses to ensure students with disabilities participate in core and enrichment opportunities to the greatest extent possible; and demographic and programmatic data to verify that unduplicated students have equitable access to all subject areas. Together, these tools provide a comprehensive picture of course access, allowing the district to track patterns across sites and student groups and ensure alignment with California Education Code and continuous improvement goals.|All BVUSD students 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 across classrooms and both 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 scheduled to minimize missed core or enrichment opportunities. Teachers, case managers, and site leaders collaborate regularly to review student schedules and instructional supports. No disparities in access have been identified across student groups or school sites. Classroom schedules, IEP service logs, and observation data confirm that unduplicated students and students with exceptional needs receive instruction across all content areas, ensuring full participation 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. The district remains committed to 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. Progress monitoring tools, staff collaboration, and flexible instructional models allow the district to quickly address potential gaps. While no systemic barriers currently exist, BVUSD continues to prioritize early identification and responsive planning to ensure 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 LRE 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; and increasing engagement and attendance through multilingual outreach, family partnerships, and districtwide attendance campaigns targeting underserved groups. These efforts are embedded in the 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||2026-06-11|2026 49706490000000|Cinnabar Elementary|7|Cinnabar 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: student schedules, 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. All students participate in ELA, mathematics, science/lab science, History, 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.|Our district 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. Broad Course of Study is addressed in LCAP Action 1.5 Implementation of the Standards.|Met||2026-06-23|2026 49706496051635|Cinnabar Charter|7|Cinnabar 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: student schedules, 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. All students participate in ELA, mathematics, science/lab science, History, 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.|Our district 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. Broad Course of Study is addressed in LCAP Action 1.5 Implementation of the Standards.|Met||2026-06-23|2026 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 2025-26, Co-teaching was continued 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 development f|Met||2026-06-18|2026 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.|No revisions or new actions will be implemented. Our commitment to offering a broad course of study is listed under LCAP Action 1.2 Implementation of the Standards.|Met||2026-06-11|2026 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.|No revisions or new actions will be implemented. Our commitment to offering a broad course of study is listed under LCAP Action 1.2 Implementation of the Standards.|Met||2026-06-11|2026 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. Our commitment to offering a broad course of study is listed under LCAP Action 1.1 Implementation of the Standards.|Met||2026-06-18|2026 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. Our commitment to offering a broad course of study is listed under LCAP Action 1.1 Implementation of the Standards.|Met||2026-06-18|2026 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. Our commitment to offering a broad course of study is listed under LCAP Action 1.1 Implementation of the Standards.|Met||2026-06-16|2026 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||2026-06-23|2026 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. Our commitment to a broad course of study is found in LCAP Action 1.1 Implementation of the Standards.|Met||2026-06-16|2026 49707146051742|Gravenstein Elementary|7|||||Not Met|||2026 49707146051759|Hillcrest Middle|7|||||Not Met|||2026 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 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 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 explore 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||2026-06-15|2026 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 who 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 were 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||2026-06-16|2026 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 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 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 explore 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||2026-06-15|2026 49707300000000|Harmony Union Elementary|7|Textbook materials availability is 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 course 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||2026-06-12|2026 49707306110639|Salmon Creek School - A Charter|7|Textbook materials availability is 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 course 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||2026-06-12|2026 49707306120588|Pathways Charter|7|Aligned with our personalized model, in which the educational team of the student, parent/guardian, and independent study teacher develops 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 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 plan. We use our student information system to examine course/class enrollments to ensure that students are on track to meet their 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. 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, regional onsite and schoolwide 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 virtually every case, the in-person class subjects are available through our online offerings, as well.|One of the primary barriers we face is the credit deficiencies many high school students bring with them from prior schools, which make 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. Several years ago, after significant consideration, our Board authorized two diploma options in addition to the standard (assumed) 220-credit, A-G-supporting diploma: the State Minimum Diploma and the Alternative Course of Study Diploma (ACSD). Both the State Minimum (available to all students, if appropriate) and ACSD (available only to students with IEPs, if appropriate) require a thorough process of review and discussion by all members of the Educational Team, as well as explicitly stated and agreed-to terms and accountability checks, before a student can qualify.|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, access to academic supports like math tutoring, and mental health services, to ease access. We will continue to follow a rigorous process in the cases where students need to access one of the additional diploma options.|Met||2026-06-15|2026 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||2026-06-09|2026 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 126 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 95% 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||2026-06-10|2026 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||2026-06-24|2026 49707970107284|California Virtual Academy @ Sonoma|7|The school uses multiple local measures and data systems to monitor 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. Individualized Learning Plans (ILPs) and graduation plans are used to track student course enrollment, progress, and alignment to grade-level expectations and graduation requirements. PowerSchool and Canvas reports are regularly reviewed to monitor course enrollment, participation, and completion across grade spans and student groups. Administrative teams and counselors conduct semi-annual course reviews to ensure students are appropriately placed in core and elective courses, including A-G requirements at the high school level. Additionally, student group data is disaggregated to monitor equitable access to courses such as Career Technical Education (CTE), electives, and advanced coursework. For students with Individualized Education Programs (IEPs), service plans and course placements are reviewed through IEP meetings and progress monitoring to ensure access to both general education and alternate courses of study, as appropriate.|In each review period, at the TK–8 level, 100% of students are enrolled in core subjects, including 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 Technical Education (CTE) programs at both the middle and high school levels. Students across all grade levels enroll in electives in addition to their core coursework, supporting a well-rounded educational experience. Data reviews indicate consistent access across student groups, with no significant disparities in enrollment in core courses. Ongoing monitoring of elective, CTE, and advanced course participation supports efforts to maintain equitable access and identify areas for continued growth.|Barriers to access and enrollment in a broad course of study include limited access to reliable Wi-Fi and school materials, particularly for students experiencing homelessness, students in foster care, and those from socioeconomically disadvantaged backgrounds. These challenges can impact consistent participation in core and elective courses. Additionally, platforms that require multiple student logins create barriers, especially for younger students who may need increased support to navigate systems and access course content. An additional barrier during this school year has been the implementation of the new online learning platform, Canvas. Technical issues at times limited seamless access to courses, affecting student participation. The transition also required a significant learning curve for staff, families, and students, which temporarily impacted the ability to fully access and engage in the full course of study.|In response to the results of locally selected measures, the school has implemented and will continue to refine actions to ensure access to a broad course of study for all students. To support access, the school provides Internet Service Provider (ISP) reimbursement, mobile hotspots, school supplies, and Advanced Placement (AP) exam fee reimbursements for eligible students. The school is also implementing single sign-on (SSO) systems to reduce barriers caused by multiple student logins. The school continues to expand course access by increasing Career Technical Education (CTE) pathway offerings, including Engineering and Architecture and Public Safety, and by encouraging enrollment in A-G approved coursework. Middle school students participate in Career Explorations courses, and qualifying students have access to high school CTE courses. Ethnic Studies and Personal Finance courses have been added, and the Advanced Placement program has expanded to include AP Seminar. To support equitable access, after-hours instructional sessions with credentialed teachers are provided for English Learners, students experiencing housing instability, and other students needing additional support to ensure participation in A-G coursework. Math and Literacy Lab courses continue to support 9th and 10th grade students in building foundational skills in Algebra, Geometry, and English language arts, while teachers and leaders regularly analyze data and refine course materials to improve implementing|Met||2026-06-09|2026 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||2026-06-26|2026 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||2026-06-24|2026 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||2026-06-24|2026 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, DIEBELS). 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||2026-06-25|2026 49708050105890|Mark West Charter|7|The selected measures the District uses to track student access to, and enrollment in, a broad course of study are the following: DIBELS student testing and progress monitoring program online & manual, Accelerated Reader assessments online, core curriculum electronic platforms for student assessment and related activities, professional learning logs and staff sign-ins, annual Williams reports, teacher lesson plans, and administrative classroom walkthroughs. The online platforms allow for disaggregation of student data according to grade spans, unduplicated student groups, and students with disabilities.|Based on the aforementioned, all students, including 100% of English Learners, Low Income, foster youth and students with disabilities are receiving a full range of classes and have full access to a broad course of study within their regular school day, including but not limited to English, math, social studies, science, visual & performing arts, health, and physical education, as defined by California Education Code 51210 and 51220(a)-(i). There are no differences in access across the school sites.|All students are receiving a broad course of study.|The District and Schools will maintain ongoing qualitative and quantitative review of course offerings and class schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies as measured by the online student portal/assessments and progress monitoring functions, professional learning logs and staff sign-ins, annual Williams reports, teacher lesson plans, and administrative classroom walkthroughs. The online platforms allow for disaggregation of student data according to grade spans, unduplicated student groups, and students with disabilities. While this is helpful to ensuring all students have access, the new student assessment database which is under development for the District will allow student data for all subject areas to be contained within one online platform, making it easier to disaggregate by underperforming students (economically disadvantaged students, English learner students, and students with disabilities) to ensure full access to a broad course of study. Also, staff walkthroughs and teacher lesson plans continue to be another source of triangulation to verify this. Upon reflection and our continued focus on underperforming students (economically disadvantaged students, English learner students, and students with disabilities), our professional development related to delivering common core aligned instruction will continue. The District is in the process of developing and implementing a Multi-tiered System.|Met||2026-06-25|2026 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, DIEBELS). 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. The selected measures the District uses to track student access to, and enrollment in, a broad course of study are the following: DIBELS student testing and progress monitoring program online & manual, Accelerated Reader assessments online, core curriculum electronic platforms for student assessment and related activities, professional learning logs and staff sign-ins, annual Williams reports, teacher lesson plans, and administrative classroom walkthroughs. The online platforms allow for disaggregation of student data according|Based on the aforementioned, all students, including 100% of English Learners, Low Income, foster youth and students with disabilities are receiving a full range of classes and have full access to a broad course of study within their regular school day, including but not limited to English, math, social studies, science, visual & performing arts, health, and physical education, as defined by California Education Code 51210 and 51220(a)-(i). There are no differences in access across the school sites.|All students are receiving a broad course of study.|The District and Schools will maintain ongoing qualitative and quantitative review of course offerings and class schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies as measured by the online student portal/assessments and progress monitoring functions, professional learning logs and staff sign-ins, annual Williams reports, teacher lesson plans, and administrative classroom walkthroughs. The online platforms allow for disaggregation of student data according to grade spans, unduplicated student groups, and students with disabilities. While this is helpful to ensuring all students have access, the new student assessment database which is under development for the District will allow student data for all subject areas to be contained within one online platform, making it easier to disaggregate by underperforming students (economically disadvantaged students, English learner students, and students with disabilities) to ensure full access to a broad course of study. Also, staff walkthroughs and teacher lesson plans continue to be another source of triangulation to verify this. Upon reflection and our continued focus on underperforming students (economically disadvantaged students, English learner students, and students with disabilities), our professional development related to delivering common core aligned instruction will continue. The District is in the process of developing and implementing a Multi-tiered System|Met||2026-06-25|2026 49708056111066|John B. Riebli Elementary|7|The selected measures the District uses to track student access to, and enrollment in, a broad course of study are the following: DIBELS student testing and progress monitoring program online & manual, Accelerated Reader assessments online, core curriculum electronic platforms for student assessment and related activities, professional learning logs and staff sign-in, annual Williams reports, teacher lesson plans, and administrative classroom walkthroughs. The online platforms allow for disaggregation of student data according to grade spans, unduplicated student groups, and students with disabilities. 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, DIEBELS). 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.|Based on the aforementioned, all students, including 100% of English Learners, Low Income, foster youth and students with disabilities are receiving a full range of classes and have full access to a broad course of study within their regular school day, including but not limited to English, math, social studies, science, visual & performing arts, health, and physical education, as defined by California Education Code 51210 and 51220(a)-(i). There are no differences in access across the school sites.|All students are receiving a broad course of study.|The District and Schools will maintain ongoing qualitative and quantitative review of course offerings and class schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies as measured by the online student portal/assessments and progress monitoring functions, professional learning logs and staff sign-in, annual Williams reports, teacher lesson plans, and administrative classroom walkthroughs. The online platforms allow for disaggregation of student data according to grade spans, unduplicated student groups, and students with disabilities. While this is helpful to ensuring all students have access, the new student assessment database which is under development for the District will allow student data for all subject areas to be contained within one online platform, making it easier to disaggregate by underperforming students (economically disadvantaged students, English learner students, and students with disabilities) to ensure full access to a broad course of study. Also, staff walkthroughs and teacher lesson plans continue to be another source of triangulation to verify this. Upon reflection and our continued focus on underperforming students (economically disadvantaged students, English learner students, and students with disabilities), our professional development related to delivering common core aligned instruction will continue. The District is in the process of developing and implementing a Multi-tiered System.|Met||2026-06-25|2026 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 58 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 along with environmental education.|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 consistent schedules is important to insure that students who receive pull out or push in 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 quarterly, 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 reach out to families with students frequently missing school. A phone call is made to each student's parents when they are absent. We ask if everything is alright with the child and remind parents of the importance of school attendance.|Met||2026-06-21|2026 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||2026-06-10|2026 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 elective classes. |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||2026-06-11|2026 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 provides a comprehensive blended learning model for elementary, middle, and high school students. All students have 24/7 access to a robust online curriculum that includes core subjects, diverse electives, and remediation. To enrich the digital experience, we offer optional site-based workshops, projects, and clubs led by credentialed teachers. While these on-site programs are non-mandatory, they serve as a vital ""Broad Course of Study"" extension. To ensure equitable access, Pivot provides 1:1 technology (laptops) and internet support, removing geographic and socio-economic barriers. Our high school program specifically prioritizes student choice through a ""College-First"" mentality, encouraging and supporting students in concurrent enrollment to broaden their academic horizons beyond the standard high school catalog."|The primary barriers preventing students from accessing a broad course of study are the significant learning gaps many students possess upon enrollment and the high level of executive functioning skills required to succeed in an independent study model. At the K-8 level, students often need to dedicate their full focus to intensive remediation in core classes to bridge foundational gaps, which leaves little room in their schedule for elective courses. Similarly, high school students who are credit-deficient must prioritize essential graduation requirements over upper-level math, sciences, or Career Technical Education (CTE) pathways. The demand for advanced self-regulation and time management in a blended environment further complicates this; students who struggle to master these executive functioning skills often prioritize the completion of core credits as a primary survival strategy, which inadvertently limits their ability to engage with a broader, more enriched curriculum.|"By transitioning to a single, rigorous A-G pathway for all students, we have ensured that every graduate has the opportunity to be eligible for four-year university admission, regardless of their starting point. To support this high standard, we have enhanced our support structures through targeted interventions and specialized ""support courses"" designed to help students master core content more efficiently, which in turn creates the necessary space in their schedules for a broader elective load. Furthermore, we have strengthened our partnerships with local community colleges, resulting in a doubling of student participation in concurrent enrollment over the past two years. Finally, we are actively diversifying our curriculum and developing more site-based courses to increase content accessibility and foster the peer connections essential for long-term engagement in a broad course of study."|Met||2026-06-16|2026 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 elective classes. |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||2026-06-11|2026 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 2025-2026 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||2026-06-11|2026 49708470119750|River Montessori Elementary Charter|7|RMCS employs a comprehensive, multi-layered system of locally selected measures to ensure all students — including unduplicated student groups and individuals with exceptional needs — have full access to a broad, standards-aligned course of study across all grade spans. RMCS utilizes Montessori-aligned Common Core curriculum tracked through electronic lesson plans, systematic record keeping, and formal and informal assessments providing continuous, individualized progress monitoring. Montessori didactic materials serve as inherently diagnostic tools — progression occurs upon demonstrated mastery, ensuring every student is appropriately challenged and prepared for increasingly complex concepts. Progress is measured through a balanced assessment system encompassing Montessori-specific evaluations, local assessments, state measures, and nationally normed tools. Students with IEPs and 504 plans are tracked through individualized goal monitoring integrated within Montessori curriculum delivery, with Student Services specialists collaborating with Guides to document access, accommodations, and progress. English Learner access is tracked through language development plans aligned to EL state standards and Montessori instructional practice. Quarterly conferences and progress reports documenting academic standards, engagement, and mastery provide structured evidence of each student's advancement through the full course of study.|RMCS provides all students in TK through Sixth Grade with full and equitable access to a broad course of study across all required academic domains — including English/Language Arts, Mathematics, Next Generation Science Standards, History, Health Education, and Physical Education. As a single-site LEA, RMCS confirms uniform access across all students with no cross-site disparities in curriculum, instructional materials, or support resources. Every student, regardless of designation or background, is enrolled in the full Montessori curriculum and receives the same rigorous, standards-aligned course of study, differentiated to meet individual need. Enrollment data confirms proportional access across student groups, with English Learners, Students with Disabilities, and Foster Youth enrolled in and progressing through the full course of study. Differentiated instruction, individualized progress monitoring, and mastery-based advancement ensure that access is substantive and equitable. Enrichment and intervention programs — encompassing literacy, writing, mathematics, executive function, and social-emotional development — provide targeted support tracked by student group to ensure equitable participation. Extracurricular offerings are accessible to all students regardless of designation. Comparative enrollment data reflects increases in unduplicated student participation in enrichment programs over the prior year, demonstrating meaningful and measurable progress.|River Montessori Charter School reports no systemic barriers preventing any student from accessing a broad course of study. The individualized, mastery-based nature of Montessori pedagogy is itself a structural barrier-removal mechanism — instruction is tailored to each learner, ensuring that variance in readiness, language, ability, or background does not exclude any student from full curriculum access. Students with IEPs and 504 plans access the full course of study through documented accommodations implemented collaboratively by Guides and Student Services specialists. English Learners receive designated supports integrated within Montessori curriculum delivery. Foster Youth receive individualized outreach, stability supports, and academic monitoring to ensure continuity of access. All students have equal access to Montessori materials, specialists, and enrichment opportunities, confirmed through regular resource equity review. Chronic absenteeism is actively monitored as a potential access barrier. School-wide chronic absenteeism declined 14.2% following targeted, community-centered attendance strategies, with socioeconomically disadvantaged students reducing absenteeism by 14% — reflecting RMCS's equitable commitment to all learners. Student, family, and teacher partnership — supported by ongoing assessment data and individualized support plans — ensures emerging barriers are identified early and addressed responsively, reflecting genuine institutional commitment to ever|RMCS has implemented deliberate, data-informed actions to ensure all students, including unduplicated student groups and individuals with exceptional needs, maintain full and equitable access to a broad course of study. Actions addressing identified access gaps include wrap-around support in social-emotional learning, executive function, attendance, and academics, designed to ensure unduplicated students experience meaningful participation and measurable progress, not merely enrollment. Enrichment and intervention programs have been expanded to broaden access for students requiring additional support or challenge, with participation and outcomes tracked by student group through universal local assessments and individualized growth monitoring. Professional development for Guides and specialists in serving all student groups within the Montessori framework is ongoing — encompassing literacy, mathematics, executive function, social-emotional learning, and personal development — ensuring continuously equitable, high-quality instruction. Family engagement actions include individualized communication, a parent education series, and a new school-family communication platform, with effectiveness evaluated through survey data and participation rates. All actions are evaluated against documented timelines, reviewed by school leadership and faculty teams, and reported to the Board at regular meetings — ensuring progress in course access remains transparent, measurable, and sustained.|Met||2026-06-25|2026 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 2025-2026 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||2026-06-11|2026 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 2025-2026 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||2026-06-11|2026 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 2025-2026 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||2026-06-11|2026 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 2025-26 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||2026-06-11|2026 49708540165241|Valley Vista Public Waldorf|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 and ability was apparent in some courses. For example, multilingual learner and students with disabilities continue to have inconsistent placement across our secondary schools.|Currently some multilingual learners and students with disabilities are taking classes that are not A-G approved. We will audit our course catalogue and ensure these classes are no longer offered in 2027-2028. This should help with high schools ensuring more students have a broad course of study.|The Board of Education has passed a resolution that aligns graduation requirements with A-G. However, we need to add administrative regulations that ensure implementation matches the intent of the policy and ensures all students are only taking A-G approved classes. Additionally, PCS is implementing CaliforniaColleges.edu, which helps ensure all students can graduate a-g. We will also be impementing MTSS with redesigned advisory period to academically support our students in academic distress.|Met||2026-06-30|2026 49708700000000|Piner-Olivet Union Elementary|7|All POUSD Elementary Schools use 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, 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 and Heggerty Writing Supplemental: Empowering Writers Health: SPARK PE Curriculum Technology: Common Sense- Digital Citizenship Art and Music: Art Partnerships and Music Appreciation 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||2026-06-12|2026 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||2026-06-12|2026 49708706066344|Olivet Elementary Charter|7|All POUSD Elementary Schools use 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, 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 and Heggerty Writing Supplemental: Empowering Writers Health: SPARK PE Curriculum Technology: Common Sense- Digital Citizenship Art and Music: Art Partnerships and Music Appreciation 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||2026-06-12|2026 49708706109144|Morrice Schaefer Charter|7|All POUSD Elementary Schools use 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, 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 and Heggerty Writing Supplemental: Empowering Writers Health: SPARK PE Curriculum Technology: Common Sense- Digital Citizenship Art and Music: Art Partnerships and Music Appreciation 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||2026-06-12|2026 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: Teacher Created Standards Aligned Curriculum and 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||2026-06-12|2026 49708880000000|Kashia Elementary|7|||||Not Met|||2026 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||2026-06-16|2026 49708960102525|Spring Lake Charter|7|All Rincon Valley Union School District home study 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. Spring Lake Middle School'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 Spring Lake Middle School 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 Spring Lake Middle School students had full access to a broad course of studies.|Met||2026-06-16|2026 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||2026-06-16|2026 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||2026-06-16|2026 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||2026-06-16|2026 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||2026-06-16|2026 49709040000000|Roseland|7|Our locally selected tools include: review of student schedules and report cards; review of district and school action plans and agreements related to various subject areas; monitoring of curriculum implementation and instructional minutes; and review of student participation in enrichment opportunities. These measures help ensure that all students, including student groups and students with disabilities, have access to a broad course of study.|Our review showed that all students, including all student groups, have access to and are enrolled in a broad course of study that includes English language arts, mathematics, social studies, science, visual and performing arts, physical education, and health. No significant differences were identified among school sites or student groups in access to core instructional programs. The district reviewed service schedules for TK–6 students with Individualized Education Programs (IEPs) and found that services provided outside the general education classroom are scheduled to minimize the loss of access to core content instruction. Similarly, English learners have the same access to coursework as their non-English learner peers, with Integrated and Designated ELD incorporated into the instructional program and daily schedule. Based on this review, the district does not believe that students with disabilities or English learners are denied access to a broad course of study.|A primary barrier to expanding access to a broader course of study is the limited number of instructional minutes available within the school day. The district must balance core academic instruction, Designated English Language Development, intervention and enrichment opportunities, and social-emotional supports when developing student schedules. Additionally, the majority of district students receive daily Designated English Language Development instruction, which requires dedicated instructional time.|The district has made significant progress over the past several years in increasing students' access to a broad course of study. Through designated enrichment funding and districtwide efforts to implement the California Visual and Performing Arts Standards, students have expanded access to visual and performing arts instruction. The district has also established a comprehensive TK–6 music program through Proposition 28 funding. Additionally, through professional development, community partnerships, and the implementation of a social-emotional learning curriculum, students have increased access to social-emotional learning and health-related instruction. As the district continues to strengthen its instructional program, a key area of focus will be identifying opportunities to deepen science and social studies learning through integrated instructional approaches and cross-curricular connections. The district will continue to explore strategies that promote student engagement and meaningful application of knowledge across content areas.|Met||2026-06-17|2026 49709040101923|Roseland Charter|7|Roseland Charter utilizes multiple measures to monitor students’ access to and enrollment in a broad course of study. Master schedules are reviewed annually to ensure students have access to a variety of courses, including core academic subjects, electives, visual and performing arts, physical education, AVID, Advanced Placement (AP) courses, and college and career readiness opportunities. The charter uses its student information system, gradebook platforms, and other data tracking tools to monitor course enrollment, academic progress, credit accumulation, and completion of graduation requirements. At the high school level, counselors and administrators regularly review student transcripts and course completion data to monitor progress toward graduation and fulfillment of A-G requirements. All students, including unduplicated student groups and individuals with exceptional needs, have access to and are enrolled in A-G courses. Students also utilize Naviance for course selection, academic planning, and college and career exploration. Enrollment, participation, and completion data are reviewed to help ensure equitable access to a broad course of study and to identify and address any barriers to participation for specific student groups.|Roseland Charter serves students in grades 7–12 on a single school site. There are no significant differences in access to a broad course of study among student groups. All students, including English learners, socioeconomically disadvantaged students, foster youth, students experiencing homelessness, and students with exceptional needs, have access to the charter's core academic program and elective offerings. Students with exceptional needs may participate in an alternative course of study when determined appropriate through the Individualized Education Program (IEP) process. All students in grades 7 and 8 are enrolled in English language arts, mathematics, science, social studies, physical education, and elective courses, including art. Health education is provided through push-in services and integrated instructional activities. Currently, foreign language and Career Technical Education (CTE) courses are not offered at the middle school grade levels. At the high school level, all students, with the exception of those following an alternative graduation pathway through the IEP process, are enrolled in courses aligned to A-G requirements, providing access to a comprehensive college-preparatory course of study. While the charter currently does not offer CTE pathways, students have access to a broad range of academic coursework designed to support college and career readiness.|At the middle school level, barriers to providing an even broader course of study are primarily related to the size of the school, staffing levels, and teacher credentialing requirements. The charter's enrollment and staffing levels affect the range of courses that can be offered. In addition, middle school teachers hold multiple-subject credentials, which impacts instructional minute requirements and the master schedule, thereby limiting the amount of time available for additional elective offerings. At the high school level, barriers are primarily related to the resources needed to offer a wider range of electives and Career Technical Education (CTE) pathways comparable to those available at larger comprehensive high schools. These barriers include facilities, specialized equipment, funding, staffing, and the enrollment levels necessary to sustain additional course offerings. Despite these challenges, the charter continues to evaluate opportunities to expand course offerings and increase student access to a broad course of study as resources permit.|The charter school’s LCAP includes a goal focused on providing all students with access to a well-rounded educational program through a rigorous curriculum, enrichment opportunities, technology, and extracurricular activities. Key actions include implementation of the California Science Standards, funding for classroom supplies and enrichment activities, support for sports and drama programs, a physical education program, a 1:1 Chromebook program, and the technology infrastructure necessary to support instruction. The charter also implements a schoolwide AVID program and supports all high school students in completing A-G requirements. To assess student access to a broad course of study, the charter reviewed student schedules and the secondary master schedule. Results showed that 100% of middle school students are enrolled in English, mathematics, social studies, science, and physical education. Similarly, 100% of high school students are enrolled in graduation-required courses. Students in grades 7–8 have access to elective courses, including visual and performing arts. Students in grades 9–12 have access to visual and performing arts, foreign language, and applied arts courses. The charter does not currently offer CTE courses. Based on these findings, the charter has determined that students continue to have access to a broad course of study and is not planning revisions or new actions at this time.|Met||2026-06-16|2026 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 or new actions are needed. Our commitment to offering a broad course of study is listed under LCAP Action 1.1 Implementation of the Standards.|Met||2026-06-09|2026 49709386113039|Sebastopol Independent Charter|7|The administration and the faculty work together in creating the weekly schedule to make sure that all students have access to a broad course of study. Our student support services team makes sure that our multi-tiered system of support (MTSS) 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 make sure that all students are accessing a broad course of study regardless of abilities and needs. We compare our results over a multi-year span to ensure overall progress of the whole student body, in addition to sub-groups.|We are not experiencing a barrier preventing our school from providing access to a broad course of study for all students.|We will continue providing access to a broad course of study for all our students. We will continue to measure and evaluate that we are providing access to a broad course of study for all our students. Additional Comments: While we are proud of our general education tier one instruction, we continually find that there is an increase in student support needed in tiers 2 and 3. Student support continues to increase for academic support and emotional support. We have responded to the expanded support needs by expanding our student support services.|Met||2026-06-22|2026 49709530000000|Sonoma Valley Unified|7|Locally selected measures and tools used to track student access to a broad course of study across Sonoma Valley Unified include: Monitoring and Observation: District and site leaders review instructional schedules, scheduling data, and conduct classroom observations. LCAP and Achievement Data: High School readiness (middle school GPA), Advanced Placement (AP) enrollment, CTE pathway completion, and A-G completion. Program Participation: Enrollment in AVID, number of students earning a Seal of Biliteracy, and the percentage of Unduplicated students in the Expanded Learning Opportunities Program (ELOP). Course Access: Tracking participation in its robust list of AP courses and dual enrollment courses with Santa Rosa Junior College (expanding the healthcare pathway).|For the class of 2025, 136 students completed A-G courses (45.2%). Student breakdown is as follows: Hispanic 40.8%, White 54.6%, SED 40.9%, EL 12.7%, LTEL 18.2%, SWD 15.2% (Dashboard) AP Pass Rate (Score of 3 or higher). All students 73.29%; Hispanic 67.96%; White 77.36%; Multiple 85.71%; SED 81.94%; EL 100%; LTEL 0%; SWD 46.15% CTE Pathway Completion ALL 28.90%, Hispanic 22.0%, White 44.3%, SED 24%, EL 11.3%, LTEL 11.4%, SWD 17.4% CTE and A-G Completion ALL 15.6%, Hispanic 10.5%, White 26.80%, SED 11.5%, EL 0%, LTEL 0%, SWD 2.2% 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 2025, AVID enrollment increased to 232 students from 151 in 2023. 45.92% of our unduplicated population participate in ELOP. 60 students earned a State Seal of Biliteracy.|Analysis of our local data reveals several systemic barriers that hinder equitable access to a broad and rigorous course of study, particularly for English Learners (EL), Long-Term English Learners (LTEL), and Students with Disabilities (SWD): Restrictive Bell Schedules: The current high school schedule lacks the flexibility needed for students to enroll in electives or advanced coursework alongside required language development or specialized interventions. Inconsistent ELD Integration: Daily Integrated English Language Development is not yet applied uniformly across all core content areas, impacting academic progress for multilingual learners. Tier I Instructional Gaps: Variabilities in differentiated Tier I instruction limit the foundational readiness of some students, making it difficult for them to confidently transition into more rigorous academic pathways. Counseling Capacity: Limited access to targeted academic counseling prevents students from receiving the personalized guidance necessary to navigate CTE pathways and enrichment opportunities. Psychological Barriers: A lack of perceived self-efficacy and limited awareness of available options often discourage students in specialized programs from attempting advanced coursework.|To ensure all students have equitable access to a broad and rigorous course of study especially in light of declining enrollment, our district 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 continues to consider looking into a 7-period day for high school depending on funding Looking ahead to the 2026–2027 school year, we continue to expand Career Technical Education (CTE) Health Care Pathway with two additional courses, for a total of 4 offerings. . 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||2026-06-18|2026 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||2026-06-17|2026 49709536111678|Sonoma Charter|7|Locally selected measures and tools used to track student access to a broad course of study across Sonoma Charter include: Monitoring and Observation: Teachers and administration review instructional schedules, scheduling data, and conduct classroom observations. LCAP and Achievement Data: STAR Math/STAR Reading, ELPAC. Program Participation: All unduplicated students participate in the Expanded Learning Opportunities Program (ELOP).|ELPAC: 8 students were redesignated fluent English proficient. STAR Reading: Kindergarten 87.5% students at/above grade level. 1st Grade 77% students at/above grade level. 2nd grade 58% students at/above grade level. 3rd grade 84% students at/above grade level. 4th grade 78% students at/above grade level. 5th grade 82% students at/above grade level. 6th grade 50% students at/above grade level. 7th grade 42% students at/above grade level. 8th grade 65% students at/above grade level. STAR Math: Kindergarten 65% students at/above grade level. 1st grade 100% at/above grade level. 2nd grade 63% at/above grade level. 3rd grade 72% at/above grade level. 4th grade 67% at/above grade level. 5th grade 71% at/above grade level. 6th grade 50% at/above grade level. 7th grade 45% at/above grade level. 8th grade 42% at/above grade level.|Analysis of site data reveals that while all students have access to and participate in a broad course of study, student subgroups including English Learners (EL) and Students with Disabilities (SWD) perform at a different achievement level comparatively. Inconsistent ELD Integration: Daily Integrated English Language Development is not yet applied uniformly across all core content areas, impacting academic progress for multilingual learners.|For the 2026-2027 school year, a new middle school master schedule was created to allow greater access to a broad course of study for students with disabilities and ELs.|Met||2026-06-23|2026 49709610000000|Twin Hills 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.|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 enrolled in a broad course of study.|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||2026-06-25|2026 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.|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||2026-06-25|2026 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.|All students are enrolled in a broad course of study.|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||2026-06-25|2026 49709616052302|Twin Hills Charter Middle|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 is review of student schedules and master schedule for middle school students (6-8).|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.|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||2026-06-25|2026 49709790000000|Two Rock Union|7|Two Rock Union School District uses a variety of local measures and assessment tools to monitor the extent to which all students, including English Learners, low-income students, foster youth, and students with exceptional needs, have access to and are enrolled in a broad course of study. All students at Two Rock Elementary School have access to standards-based instruction in all required content areas, including English language arts, mathematics, science, social studies, physical education, visual and performing arts, technology, and enrichment opportunities. The district monitors student participation and access through its student information system, which reported a 94.1% attendance rate during the 2025–26 school year. Attendance data, chronic absenteeism rates, and student engagement measures are reviewed regularly to ensure students are accessing instructional programs and support services. The district utilizes multiple assessment tools to monitor student progress and access to learning. All students participate in STAR/REN ELA and mathematics assessments administered three times annually (beginning, middle, and end of year). DIBELS is administered to all students to assess literacy development and identify areas requiring intervention or support. Students in grades 3–6 participate in the California Assessment of Student Performance and Progress (CAASPP), while grade 5 students participate in the California Science Test (CAST).|Using local measures and assessment tools, Two Rock Union School District has determined that all students have access to and are enrolled in a broad course of study aligned with California State Standards. As a single-school district, there are no differences in access across school sites. All students, including English Learners, low-income students, and students with exceptional needs, have access to the full curricular program, including English language arts, mathematics, science, social studies, physical education, visual and performing arts, technology, and enrichment opportunities. Students with disabilities receive accommodations, specialized instruction, and related services as outlined in their Individualized Education Programs (IEPs), while English Learners receive integrated language development support and bilingual assistance as needed. Student progress and participation in the curriculum are monitored through local assessment measures, including DIBELS and STAR/REN ELA and mathematics assessments, as well as standards-based report cards. These measures provide ongoing information regarding student achievement, growth, and access to grade-level standards. The district also monitors progress through statewide assessments, including CAASPP and CAST.|Based on the review of local measures and assessment data, Two Rock Union School District has determined that all students have access to a broad course of study; however, several barriers have impacted the district’s ability to fully support student access and achievement. The primary barrier identified was the need to update and modernize core instructional materials in both mathematics and English language arts. Outdated curriculum resources limited the district’s ability to provide the most current, standards-aligned instructional program and interventions necessary to meet the needs of all learners. To address this need, the district adopted Bridges Mathematics and Lexia English during the 2025–26 school year and is in the process of completing the adoption of a new English language arts curriculum. These actions are intended to strengthen access to high-quality instructional materials, improve alignment to California State Standards, and provide additional support for English Learners, low-income students, and students requiring intervention services. As a small, single-school district, the district must also carefully prioritize limited resources when implementing new curriculum, assessment systems, intervention programs, and specialized services. Despite these challenges, the district has intervention systems, maintained bilingual instructional support, and continued implementation of MTSS to ensure students have access to academic and social-emotional supports.|In response to the results of local assessments and other locally selected measures, Two Rock Union School District will continue to use student achievement data to drive instructional decisions and ensure all students have access to a broad course of study. Assessment results from DIBELS, STAR/REN, report cards, and statewide assessments will be used to identify student needs, target interventions, and guide instructional planning for the upcoming school year. One significant action resulting from the analysis of local data is the addition of professional development focused on writing and literacy instruction. The district has identified a need to strengthen English language arts achievement and will provide training and support to teachers to improve instructional practices and increase student proficiency in literacy. Continued implementation of literacy intervention programs, including SIPPS and Orton-Gillingham, will further support students who require additional academic assistance. The district has also taken steps to modernize instructional materials by adopting Bridges Mathematics and Lexia English and will continue the process of selecting and implementing a new English language arts curriculum. These curriculum improvements are intended to provide all students, including English Learners and students with exceptional needs, with access to high-quality, standards-aligned instructional materials.|Met||2026-06-25|2026 49709950000000|Waugh Elementary|7|All Waugh students in grades TK–6 engage in a comprehensive and well-rounded course of study. Every student, including students with disabilities and unduplicated student groups, has equitable access to specialist instruction in library, STEAM, art, and music as part of the regular instructional day. Both Corona Creek and Meadow Schools also offer a range of after-school enrichment opportunities, such as theater, band, golf, piano, and athletic programs, expanding students’ access to varied interests beyond the core curriculum. During the 2026–2027 school year, enrichment programming will further expand, with increased opportunities in the performing arts during and beyond the school day. In addition, unduplicated students have been prioritized for participation in the Summer 2026 Waugh summer school program. Looking ahead, the district is also exploring expanded after-school offerings through ELO-P to further increase access and engagement for students.|Regular attendance supports Waugh students in fully accessing the broad course of study. In the 2025-2026 school year. For the second straight year Waugh saw a decline in Chronic Absenteeism.|To minimize barriers to participation in the full range of instructional opportunities, both Waugh school sites continue to implement a thoughtfully designed master schedule. This structure ensures that students receiving English Language Development (ELD) instruction, special education services, or other academic supports remain fully included in the district’s broad course of study. Specialist instruction in areas such as art, music, technology, and library is intentionally scheduled to preserve uninterrupted core instruction in English Language Arts and mathematics. In addition, the district’s emphasis on early academic intervention and a comprehensive referral and screening process has contributed to maintaining special education eligibility rates below county and state averages. This supports increased access to instruction in the least restrictive environment for students across the district.|Given the strong level of access currently provided to all students, no revisions, decisions, or additional actions are needed at this time.|Met||2026-06-11|2026 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||2026-06-16|2026 49710190000000|Wilmar Union Elementary|7|The Wilmar Union School District uses multiple measures and monitoring systems to ensure that all students, including English Learners, socioeconomically disadvantaged students, foster youth, and students with exceptional needs, have access to and are enrolled in a broad course of study aligned with California State Standards. Locally selected measures and tools include classroom schedules, student enrollment records, report cards, attendance data, assessment results, Individualized Education Programs (IEPs), English Learner progress monitoring, and CalPADS reporting. School administrators regularly review class rosters, service schedules, and instructional programs to ensure equitable access to all required content areas and support services. The District also utilizes STAR Reading and STAR Math assessments, DIBELS, ESGI, classroom-based assessments, and standards-based report cards to monitor student participation and progress across multiple subject areas. Student Study Team (SST) processes, IEP reviews, and Multi-Tiered System of Supports (MTSS) structures help ensure students receive appropriate academic, behavioral, and instructional support while maintaining access to the general education curriculum. All TK–6 students have access to a broad course of study that includes English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Health, Visual and Performing Arts, and technology-integrated learning opportunities. English Learners receiv|As a single-school TK–6 district, Wilmar Union School District provides all students with access to and enrollment in a broad course of study aligned to California State Standards. District data, including enrollment records, report cards, assessment results, attendance data, IEP reviews, English Learner progress monitoring, and classroom schedules, indicate that students across all grade levels and student groups have access to the full range of instructional programs and services offered by the District. All students receive instruction in English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Health, Visual and Performing Arts, and technology-integrated learning opportunities. English Learners receive designated and integrated English Language Development instruction while participating in the full core curriculum. Students with disabilities are provided access to grade-level standards and the general education curriculum through accommodations, specialized services, and inclusive instructional practices as outlined in their Individualized Education Programs. The District utilizes a Multi-Tiered System of Supports (MTSS), Student Study Team process, intervention programs, and special education services to ensure students receive additional support without limiting access to a broad course of study. Students identified as needing academic or behavioral support continue to participate in core instructional programs while receiving targeted|Based on local data and educational partner input, Wilmar Union School District currently provides all students with access to a broad course of study. However, several challenges continue to impact the District's ability to expand opportunities and provide additional supports while maintaining equitable access for all students. One ongoing barrier is limited financial resources. As a small, single-school district, budget constraints can impact the District's ability to add personnel, expand intervention services, increase enrichment opportunities, and provide additional specialized programs. Additional staffing would allow the District to provide more targeted academic support, intervention services, enrichment opportunities, and specialized instruction while maintaining access to the full core curriculum. Another challenge is balancing intervention and support services with instructional time. The District remains committed to ensuring that students receiving academic interventions, English Learner services, or special education supports continue to have access to all components of the broad course of study. Careful scheduling is necessary to minimize missed instructional opportunities and maintain equitable access to core and enrichment programs. As enrollment continues to grow, facility and space limitations also present challenges. Several classrooms are small relative to current enrollment levels, limiting flexibility for instructional grouping, independent work, int|In response to local data, educational partner feedback, and ongoing program review, Wilmar Union School District continues to implement actions designed to ensure all students have equitable access to a broad course of study. All TK–6 students continue to receive instruction in English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Health, Visual and Performing Arts, and technology-integrated learning opportunities. Students receiving special education services, English Learner services, and academic interventions continue to participate in the general education curriculum while receiving targeted supports designed to meet their individual needs. The District continues to refine scheduling practices to minimize conflicts between intervention services and core instructional or enrichment opportunities. Through its Multi-Tiered System of Supports (MTSS), Student Study Team process, and special education services, students receive additional support while maintaining access to grade-level curriculum and learning experiences. To strengthen instructional programs and improve student outcomes, the District is implementing a new English Language Arts curriculum and phonics program designed to provide high-quality, standards-aligned literacy instruction for all students. In addition, the District is actively exploring and evaluating new mathematics curriculum options to ensure students have access to engaging, rigorous, and standards-based mathem|Met||2026-06-29|2026 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||2026-06-25|2026 49710356052377|Wright Elementary|7|||||Not Met For Two or More Years|||2026 49738820000000|Cotati-Rohnert Park Unified|7|CRPUSD utilizes multiple locally selected measures and tools to monitor 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. Williams Compliance monitoring ensures that all students have access to state-adopted instructional materials and standards-aligned curriculum. The district uses the Individualized Education Program (IEP) process to monitor course access, accommodations, specialized supports, and participation in the educational program for students with exceptional needs. For English learners and other unduplicated student groups, the district tracks enrollment, program participation, and service delivery to ensure students receive required supports and equitable access to coursework and educational opportunities. At the middle and high school levels, academic counselors use transcript reviews, course placement processes, graduation requirement monitoring, and student scheduling systems to support appropriate enrollment in courses aligned with academic goals, college and career readiness, and graduation pathways. Through these measures and tools, CRPUSD monitors student access to a broad course of study and works to ensure all students are provided meaningful opportunities to participate in a comprehensive educational program.|Locally selected measures and tools indicate that students across CRPUSD have access to a broad course of study, with instructional models and specialized programs that meet diverse student needs. All elementary schools provide standards-aligned core instruction and instructional materials. Richard Crane Elementary operates on a year-round calendar, while University Elementary at La Fiesta offers a Project Based Learning model. Middle schools provide consistent core coursework with varied elective opportunities and instructional models. Lawrence Jones Middle School offers an Expeditionary Learning pathway, Technology Middle School emphasizes STEAM/STEM education, and Thomas Page Academy provides a continuous TK–8 educational model. High school students have access to core coursework, electives, and Career Technical Education (CTE) pathways. Rancho Cotate High School offers culturally relevant coursework and the Phoenix program, Technology High School expands STEM opportunities, and El Camino High School provides an alternative pathway toward graduation. Students with exceptional needs access a broad course of study through accommodations, specialized services, individualized supports, and the IEP process. Launch Post-Secondary provides transition services for students over age 18. Together, these programs ensure students have access to varied pathways that support their educational goals.|Based on locally selected measures, CRPUSD has not identified significant barriers preventing students from accessing a broad course of study. Students across grade spans, student groups, and program settings have access to standards-aligned core instruction, electives, specialized pathways, and individualized supports. The district recognizes that course offerings and instructional models vary by school site due to program design, student interest, staffing, and enrollment patterns. CRPUSD addresses these differences through strategic resource allocation, counseling support, individualized planning processes, and specialized programs designed to meet diverse student needs, including supports for English learners and students with exceptional needs. The district will continue monitoring access and enrollment data to identify potential gaps and ensure all students have meaningful opportunities to participate in a comprehensive course of study aligned to their educational goals.|In response to locally selected measures, CRPUSD will continue implementing and refining actions designed to ensure all students have access to a broad course of study across grade spans, student groups, and educational settings. The district will continue supporting diverse instructional models and specialized programs across school sites, including Career Technical Education (CTE) pathways, alternative education settings, and programs serving students with exceptional needs. CRPUSD will also review CTE pathways and related course offerings to ensure alignment with student interests, college and career readiness, and workforce opportunities within the community. At the secondary level, counselors and school staff will continue to support student course placement, graduation pathway planning, and individualized scheduling to promote equitable access to coursework and programs. The district will maintain supports for English learners and students with exceptional needs through required services, accommodations, and individualized planning processes. CRPUSD will continue monitoring course access and enrollment data across school sites and student groups to identify potential gaps, inform decision-making, and ensure all students have meaningful opportunities to participate in a comprehensive educational program.|Met||2026-06-09|2026 49738820123786|Credo High|7|As a public Waldorf college-preparatory high school, Credo remains 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. 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, and special education course access audits ensuring inclusive placement in both academic and elective courses. Building on the launch of CCAP dual-enrollment courses in 2024–25, Credo has continued to expand postsecondary access for upper-grade students through its community college partnership. In 2025–26, ninth-grade students began coursework in the school's CTE pathway in Product Design and Manufacturing, making them the first cohort on track to complete a full pathway by graduation. Development of additional pathways in Agricultural Science and Culinary Arts continues, with the goal of broadening career-connected learning options for all students in the coming years. These expanding offerings — combined with Waldorf's integrated and interdisciplinary approach — ensure that all students are supported in accessing a broad and engaging course of study that prepares them for college, career, and life.|Based on locally selected measures 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 course of study encompassing academic core subjects, visual and performing arts, movement, and practical skills. Students with IEPs are supported in accessing the full range of coursework with appropriate accommodations and modifications. In 2025–26, 88% of 12th grade students were on track to meet a–g readiness requirements, reflecting the school's success in supporting students through a rigorous college preparatory program. Credo also continued expanding access to college and career-connected learning. CCAP dual-enrollment courses, launched in 2024–25, remain available to upper-grade students, providing early postsecondary experience. This year, ninth-grade students began coursework in the CTE pathway in Product Design and Manufacturing, marking the first cohort on track to complete a full pathway by graduation. Additional pathways in Agricultural Science and Culinary Arts remain in development. These efforts reflect Credo's ongoing commitment to broadening the breadth and relevance of its course offerings while maintaining equitable access for all students.|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, Farm to Table (sustainable agriculture and culinary arts), and Healthcare. 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 support services.|Met||2026-06-15|2026 49745910000000|Sonoma County ROP|7|||||Not Met|||2026 49753580000000|Windsor Unified|7|Windsor Unified School District uses multiple locally selected measures and data sources to monitor student access to and enrollment in a broad course of study across all grade spans. These measures include student enrollment data, master schedules, course participation reports, CALPADS data, and local reviews of program access for student groups. At the elementary level, the district monitors student access to core instructional programs, including English language arts, mathematics, science, social studies, visual and performing arts, physical education, and English Language Development services for English learners. At the secondary level, enrollment data are reviewed to ensure students have access to a broad course of study that includes college preparatory (A-G) courses, Career Technical Education (CTE) pathways, visual and performing arts courses, world languages, Advanced Placement courses, intervention programs, and extracurricular opportunities. The district also reviews enrollment and participation data disaggregated by student groups, including English learners, low-income students, foster youth, students experiencing homelessness, and students with disabilities. Access to specialized programs, intervention supports, college and career readiness opportunities, and elective courses is monitored to identify and address any disparities among student groups. For students with exceptional needs, Individualized Education Program (IEP) reviews, service delivery models,|Windsor Unified School District’s review of student enrollment data, master schedules, course participation reports, CALPADS data, and Individualized Education Program (IEP) records indicates that students across all grade spans have access to a broad course of study aligned with California Education Code requirements. Elementary students have access to standards-based instruction in English language arts, mathematics, science, social studies, physical education, visual and performing arts, and English Language Development services for English learners. Secondary students have access to a comprehensive selection of courses, including A-G college preparatory coursework, Career Technical Education (CTE) pathways, Advanced Placement courses, world languages, visual and performing arts, intervention programs, and extracurricular opportunities. Local data indicate that all schools provide students with access to a broad course of study; however, analysis of enrollment patterns reveals differences in participation among some student groups. English learners, students with disabilities, low-income students, foster youth, and students experiencing homelessness may participate in advanced coursework, A-G pathways, Advanced Placement courses, and certain elective opportunities at lower rates than their peers. The district continues to monitor these trends and implement supports designed to increase equitable access and participation.|Based on the analysis of local enrollment data, course participation reports, educational partner feedback, and student outcome data, Windsor Unified School District has identified several barriers that may limit equitable access to a broad course of study for some students. While all students have access to a comprehensive educational program, participation rates in advanced coursework, college and career readiness opportunities, and certain elective offerings vary among student groups. One identified barrier is the academic support needs of some student groups, including English learners, students with disabilities, low-income students, foster youth, and students experiencing homelessness. Students who require additional intervention or support services may have fewer opportunities to participate in elective courses, Advanced Placement classes, or other enrichment opportunities due to scheduling constraints or the need for supplemental academic support. Educational partner feedback also identified attendance challenges as a barrier to full participation in academic and enrichment programs. Chronic absenteeism can limit students’ ability to access the full range of educational opportunities available to them and may impact successful participation in advanced coursework, Career Technical Education pathways, and extracurricular activities.|In response to the analysis of local enrollment data, course participation trends, educational partner feedback, and student outcome data, Windsor Unified School District will continue implementing actions designed to ensure equitable access to a broad course of study for all students. The district will strengthen systems for monitoring enrollment and participation in advanced coursework, Career Technical Education pathways, visual and performing arts programs, intervention services, and college and career readiness opportunities to identify and address participation gaps among student groups. The district will continue expanding academic and social-emotional supports that enable students to successfully participate in a broad course of study. This includes targeted interventions for English learners, students with disabilities, low-income students, foster youth, and students experiencing homelessness, as well as ongoing efforts to reduce chronic absenteeism and improve student engagement. To increase awareness and participation, Windsor Unified will enhance communication with students and families regarding available course options, graduation requirements, college and career pathways, Advanced Placement opportunities, and support services. School counselors, administrators, and staff will continue to provide guidance and outreach to help students make informed decisions about course selection and postsecondary planning.|Met||2026-06-08|2026 49753580114934|Village Charter|7|See Response #4|See Response #4|See Response #4|VCS uses Aires as a tool to help identify and track all students. VCS is a very small school with 7 classrooms that serve approximately 119 students in grades TK through 8th and the majority of the work around Priority 7 is don in person and on site. All students in grades Tk - 8 have full access to and are enrolled in a broad course of study. There are no identified barriers preventing VCS from providing access to all students.|Met||2026-06-03|2026 49753586052369|Cali Calmecac Language Academy|7|Cali Calmécac Language Academy (CCLA) uses multiple measures to monitor the extent to which all students have access to and are enrolled in a broad course of study. These measures include master schedules, student enrollment data, participation records, special education service schedules, English Learner program data, classroom observations, California School Dashboard indicators, and educational partner feedback collected through YouthTruth surveys, ELAC, Governing Council, PTA meetings, and the LCAP development process. CCLA reviews access to core academic programs, including English Language Arts, Spanish Language Arts, Mathematics, Science, History-Social Science, English Language Development, Physical Education, Visual and Performing Arts, and Technology. Additional measures include participation in AVID, accelerated math pathways, Integrated Math 1, STEM enrichment, after-school programs, leadership opportunities, intervention services, and MTSS supports. The school also monitors access and participation for unduplicated student groups, including English Learners, Long-Term English Learners, socioeconomically disadvantaged students, and students with disabilities. Individualized Education Programs (IEPs), learning specialist services, instructional aide support, counseling services, and intervention data are reviewed to ensure students with exceptional needs have equitable access to the full educational program.|Cali Calmécac Language Academy provides all students in grades PK–8 access to a broad course of study aligned to California State Standards through its dual-language immersion program. Students receive instruction in English Language Arts, Spanish Language Arts, Mathematics, Science, History-Social Science, English Language Development, Physical Education, Technology, Visual and Performing Arts, and Social-Emotional Learning. Additional opportunities include AVID, STEM activities, leadership programs, after-school enrichment, field trips, and accelerated learning options such as Accelerated Math in grade 7 and Integrated Math 1 in grade 8. The school’s MTSS framework ensures that English Learners, Long-Term English Learners, socioeconomically disadvantaged students, and students with disabilities have equitable access to the full curriculum through designated and integrated ELD, learning specialist services, instructional aides, counseling supports, interventions, and enrichment opportunities. Students with exceptional needs participate in the general education curriculum with appropriate accommodations, supports, and inclusive practices. As a single-school LEA, there are no differences in access across school sites. Local data indicate that all student groups have access to a broad course of study; however, the school continues to monitor participation and outcomes for English Learners, Long-Term English Learners, and students with disabilities to ensure equitable access.|Based on local measures and educational partner feedback, Cali Calmécac Language Academy has identified several barriers that may limit some students’ full access to and success within a broad course of study. These barriers include academic achievement gaps among certain student groups, particularly Long-Term English Learners, English Learners, and students with disabilities, as well as the need for continued support in attendance and student engagement. Additional challenges include the need for ongoing professional development and collaboration time to support implementation of new curriculum, state frameworks, and instructional practices. Staffing and funding limitations can also impact the expansion of intervention, enrichment, and support services. As a growing dual-language immersion program, the school must continue to ensure that instructional materials, assessments, and professional learning remain aligned to both bilingual education goals and California standards. The school also recognizes the need to strengthen access to rigorous learning opportunities through continued support for students requiring academic, behavioral, or social-emotional interventions. Chronic absenteeism among some student groups can further limit access to instructional opportunities and enrichment experiences. CCLA continues to address these barriers through MTSS, instructional coaching, PLC collaboration, designated and integrated ELD, learning specialist services, and attendance.|In response to local data and educational partner feedback, Cali Calmécac Language Academy has implemented several actions to ensure equitable access to a broad course of study for all students. During the 2026–27 school year, the school will strengthen its MTSS framework through the implementation of a comprehensive MTSS data platform, expanded instructional coaching, and increased collaboration through PLCs and PLTs to support student achievement and access. The school will continue to provide designated and integrated ELD, learning specialist services, instructional aide support, counseling services, and targeted interventions for English Learners, Long-Term English Learners, students with disabilities, and other students requiring additional support. A new instructional coach position will support literacy and mathematics instruction, while inclusive practices will be strengthened through a push-in support model for students with exceptional needs. CCLA will continue expanding access to rigorous and engaging learning opportunities through AVID, Integrated Math 1, STEM experiences, Visual and Performing Arts, student leadership, field trips, after-school enrichment programs, and attendance recovery opportunities. The school will also continue curriculum review and adoption processes in Mathematics, ELA, SLA, and Social Studies to ensure students have access to high-quality, standards-aligned instructional materials. These actions are designed to remove barriers.|Met||2026-06-08|2026 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. |HUSD will continue to monitor and ensure access to a broad course of study for all students. |Met||2026-06-17|2026 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. Students have flexible learning options, including two curriculum platforms to chose from, to meet the unique need of each learner.|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 70 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. Transportation is offered between sites to ensure all students have access to CTE and independent study students also have access to the classroom based CTE learning.|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. Beginning in 2026|As part of a strategic reorganization of school site locations, 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||2026-06-09|2026 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||2026-06-01|2026 50105040129023|Stanislaus Alternative Charter|7|The LEA utilizes multiple data sources to monitor student access to and enrollment in a broad course of study. These include student schedules, course enrollment data within Edmentum and Subject platforms, transcript reviews, and enrollment tracking for Career Technical Education (CTE) pathways. Data is disaggregated by student groups, including socioeconomically disadvantaged students, English Learners, Foster Youth, students experiencing homelessness, and students with disabilities, to ensure equitable access across all populations. All students have access to the full range of courses offered program-wide, including A–G aligned coursework and CTE opportunities.|All students, including unduplicated student groups (low socioeconomic status, English Learners, Foster Youth, students experiencing homelessness, and students with disabilities), have access to the full range of courses offered program-wide, including CTE pathways. Access is consistent across school sites, with no significant disparities identified in course availability. While access is equitable, participation in CTE pathways could be increased. The LEA continues to monitor enrollment trends and participation rates to ensure students are both aware of and able to access available opportunities.|While all students have access to a broad course of study, participation in certain programs, particularly CTE, may be impacted by external barriers. These include transportation challenges, distance to program locations, student 2026-27 Local Performance Indicator Self-Reflection for Stanislaus COE - Stanislaus Alternative Charter School Page 15 of 18 work schedules, and family or parenting responsibilities. Additionally, the independent study model may limit students’ ability to participate in scheduled, in-person CTE opportunities.|In response to identified barriers, the LEA will continue to strengthen access and participation in CTE pathways through partnerships with NCC T, VOLT, Modesto Junior College (MJC), and UC Merced. The LEA will expand student awareness of available programs through targeted communication and support from the Career Navigator. To address access barriers, the LEA will continue to provide transportation supports, including bus passes, and offer flexible scheduling options when available. Additional efforts will focus on increasing student participation in CTE pathways by connecting programs to student goals related to graduation, career readiness, and postsecondary opportunities.|Met||2026-06-09|2026 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, and K-6 music programs. TK-6 students at the two dual language sites, Lucas and Caswell, also 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 a module careers exposure course in junior high school; and 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 Elem, Caswell Elem, Mae Hensley JH, and Cesar Chavez JH. Patricia Kay Beaver Elem is a K-8 leadership magnet. At the 7-12 level, master schedules include elective offerings beyond the core academic subjects. In junior high, a 7-period day allows students to enroll in elective course offerings to increase engagement in school. Both Spanish and Portuguese are offered as modern language courses for students in grades 9-12, and we work with our local community college to offer 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||2026-06-18|2026 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||2026-06-18|2026 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||2026-06-18|2026 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||2026-06-18|2026 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 that all students have access to English, mathematics, social science, science, and physical education. Health is incorporated into the physical education program, and visual and performing arts are aligned with the thematic unit being taught in the classroom. Additional enrichment programs, such as Cooking, Yoga, Gardening, Arts and Crafts, Brain Break Games, Storytelling, Legos, Outdoor Games, 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, history, 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, yearbook, arts, and sports programs.|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||2026-06-23|2026 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 doubled the average number of students achieving the State Seal of Biliteracy from 2018 to 2026. 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||2026-06-11|2026 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||2026-06-11|2026 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||2026-06-11|2026 50710760000000|Empire Union Elementary|7|The Empire Union School District systematically reviews its master schedule, student information system (AERIES), and Williams Act visits to monitor and ensure all students have access to and are enrolled in a broad course of study across grade spans, including unduplicated student groups and individuals with special needs. The district uses a Professional Learning Community (PLC) process to identify and analyze curriculum and instructional needs. Additionally, student access and instructional quality are monitored through regular classroom observations and district assessments. Teachers are also annually invited to participate in the District’s LCAP input process to help identify and communicate areas of need.|The Empire Union School District is identified to receive Differentiated Assistance to improve academic achievement and decrease chronic absenteeism. 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.|The Empire Union School District ensures that all students have access to a broad course of study. The district has identified a need for additional professional development and instructional support to enhance implementation of the Common Core State Standards (CCSS) and the adopted core curriculum in order to strengthen student academic outcomes. In addition, EUSD maintains a districtwide commitment to Positive Behavioral Interventions and Supports (PBIS) to reduce student suspensions and improve attendance rates. These efforts will be sustained and refined over the next three to five years.|Survey results from the Empire Union School District indicate full implementation of state academic standards in English Language Arts (ELA), mathematics, science, and history. The District has delivered targeted professional development in ELA and mathematics and continues to emphasize effective instructional strategies to ensure all students have access to a broad course of study. Additionally, the District is prioritizing efforts to improve academic performance in ELA and math, as well as attendance rates, for students with IEPs.|Met||2026-06-11|2026 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||2026-06-08|2026 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||2026-06-08|2026 50710920000000|Hart-Ransom Union Elementary|7|We use AERIES, iReady and PowerSchool data through SCOE 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 the broad course of study.|No revisions to make at this time.|Met||2026-06-11|2026 50710926112965|Hart-Ransom Charter|7|All of our students including students with disabilities and socio-economically-disadvantaged students, have access to a broad course of study, including opportunities for dual enrollment at the local community college. 75% of students in the high school participate in dual enrollment.|As a one-charter district, all students have access to the same broad course of study, including dual enrollment. This includes special education and socio-economically-disadvantaged students.|The LEA does have any clear barriers to offering a broad course of study. In lieu of a CTE program of study, students are encouraged to explore CTE options at the community college through various vocational tracks.|Continue to educate families and promote the dual enrollment are career tech options at the community college. This will also be part of the advisory discussions with families about options.|Met||2026-06-11|2026 50711000000000|Hickman Community Charter|7|Hickman Community Charter District uses Aeries as an SIS tool to enroll and track students in their appropriate programs and broad courses of study.|All students enrolled in HCCD schools receive grade-level materials and complete grade-level coursework. Based on qualifying criteria, some students are also enrolled in special programs (i.e. intervention sessions, the gifted program, special education services, or English Language Development (ELD) sessions).|All students enrolled in the district have access to a broad course of study.|All students enrolled in the district have access to a broad course of study.|Met||2026-06-29|2026 50711006052559|Hickman Elementary|7|Hickman Elementary School uses Aeries as a tool to enroll and track students in their appropriate qualified programs and broad courses of study.|All students attending Hickman Elementary School are enrolled in their basic grade level courses. Based on qualifying criteria, some students are enrolled in additional in-school reading and math intervention sessions, the GATE program, special education services (Resource or SDC) or English Language Development (ELD) sessions.|All students enrolled at Hickman Elementary School have access to a broad course of study.|All students enrolled at Hickman Elementary School have access to a broad course of study.|Met||2026-06-29|2026 50711006112627|Hickman Charter|7|Hickman Charter School uses multiple ways to assess student proficiency, progress, and growth. Our parents use a variety of state-adopted resources and other standards-based materials to educate their children. Our annual CAASPP assessment results allow us to evaluate progress based on grade-level expectations. Three times a year, we have MAP testing, a local assessment. We use those results to find students' strengths and weaknesses. We also use formal and informal assessments throughout the year, depending on the type of lesson--chapter completion or project-based learning.|All students have access to several resources, adopted by the state or considered supplemental materials. These include, but are not limited to, the following: Reading/Language Arts McGraw-Hill Wonders, Learning Press All About Reading, McGraw-Hill - StudySync, Ready Reading and Writing, Heggerty Mathematics HMH Go Math, Eureka Math, Zearn, Ready Math, Reveal Math Science Scott/Foresman, McDougal-Littell, Studies Weekly Science K-5, Mystery Science, Amplify Science, Generation Genius History-Social Science National Geographic Learning (6-8) Studies Weekly: Social Studies (K-6) My World--Pearson (K-5) Pearson Social Studies, Studies Weekly, TCI Social Studies Alive, Prentice Hall California Foreign Language Online Programs, Hola Amigo Health Check-the-Facts for 7th and 8th Graders, various materials for all other grades available 0 Visual and Performing Arts Teacher developed and traveling teachers|Students are enrolled in our independent study homeschool program. We require students to complete coursework assigned to them by a credentialed teacher. Parents provide the instruction. We have several parent trainings throughout the year to model teaching strategies, explain how to use their curriculum, help with differentiating the curriculum, and more. Unfortunately, these offerings are not well attended. We value the learning that happens, but we aren't reaching enough parents. We also have online recordings for parents to view on demand. Again, we aren't reaching as many parents as we would like.|We continue to review and evaluate our choices for parents and the assistance they need to present the required content. This process includes creating teachers' guides to simplify TGs purchased from publishers, checklists, recordings, onsite tutoring for students and parents, and one-on-one meetings with their assigned credentialed teacher.|Met||2026-06-29|2026 50711006116388|Hickman Middle|7|Hickman Middle School uses Aeries as a tool to enroll and track students in their appropriate qualified programs and broad courses of study.|All students attending Hickman Middle School are enrolled in their basic grade level courses. Based on qualifying criteria, some students are enrolled in additional in-school reading and math intervention sessions, the GATE program, special education services (Resource or SDC) or ELD SDAIE methods in the general education classroom.|All students enrolled at Hickman Middle School have access to a broad course of study.|All students enrolled at Hickman Middle School have access to a broad course of study.|Met||2026-06-29|2026 50711340000000|Keyes Union|7|Locally Selected Measures or Tools: Keyes Union Elementary School District tracks the extent to which all students have access to and are enrolled in a broad course of study through a combination of locally selected measures and tools. Course Enrollment Data: Analysis of course enrollment data across grade spans (TK-8) to ensure equitable access to a diverse range of academic and enrichment courses. Demographic Data Disaggregation: Disaggregation of enrollment data by unduplicated student groups, including English learners, students with disabilities, socioeconomically disadvantaged students, and foster youth, to identify any disparities in access to courses. Individualized Education Plans (IEPs): Review of IEPs for students with exceptional needs served within the district to ensure that appropriate accommodations and supports are provided to facilitate their access to a broad course of study. Teacher Input and Feedback: Solicitation of feedback from teachers regarding course offerings and student participation to gauge the effectiveness of current programming and identify areas for improvement in providing a comprehensive curriculum. These measures and tools allow Keyes Union Elementary School District to monitor and address any barriers to access and enrollment, ensuring that all students can engage in a broad and enriching educational experience.|Utilizing our locally selected measures, Keyes Union Elementary School District ensures equitable access to a broad course of study for all students. Enrollment data indicates consistent access across school sites, with efforts to standardize offerings. Disaggregated data highlights equitable access among student groups, including English learners and students with disabilities. Over time, sustained progress has been observed in expanding access, supported by increased core instruction and diverse exploratory electives. Professional development initiatives further enhance equitable access by promoting differentiated instruction. Our commitment to providing a comprehensive educational experience is evident in our ongoing efforts to ensure all students have access to a broad course of study, regardless of background or ability.|Keyes Union Elementary School District has made significant strides in ensuring all students have access to and are enrolled in a broad course of study. Analysis of locally selected measures reveals equitable access across school sites and student groups. Across School Sites: Enrollment data indicate consistent access to diverse academic and enrichment courses across all school sites within the district. Efforts to standardize course offerings and resources have led to equitable opportunities for students to engage with a broad curriculum regardless of their school. Among Student Groups: Disaggregated enrollment data demonstrates equitable access for all student groups, including English learners, students with disabilities, socioeconomically disadvantaged students, and foster youth. Individualized supports and accommodations outlined in IEPs ensure students with exceptional needs are integrated into the broad course of study. Progress Over Time: Ongoing analysis of enrollment trends indicates sustained progress in expanding access to a broad range of courses of study over time. Targeted interventions, such as professional development for educators and outreach initiatives for families, have contributed to narrowing any existing disparities in access and enrollment. In conclusion, Keyes Union Elementary School District continues to prioritize equity in access to a broad course of study, with consistent efforts to address differences across school sites and student groups.|In response to the results of our locally selected measures, Keyes Union Elementary School District is committed to further enhancing access to a broad course of study for all students. Building upon our current efforts, we will: Continue to expand Core Instruction: Increase offerings in core academic subjects to ensure all students have access to foundational learning experiences aligned with state standards. Enhance Exploratory Electives: Introduce new exploratory elective courses to provide students with opportunities to explore diverse interests and career pathways, fostering a well-rounded educational experience. Professional Development: Provide ongoing professional development for educators to support differentiated instruction and accommodate diverse learning needs, ensuring equitable access to the curriculum for all students. These actions align with our commitment to promoting academic excellence and supporting the holistic development of every student in our district.|Met||2026-06-23|2026 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. The academic advisor continues to ensure students at the High School level are enrolled in a broad course of study aligned with their goals.|No barriers to a broad course of study, except that the size of the school prohibits excessive options.|All students will continue to have access to a broad course of study. The staff and community will continue to improve and expand offerings for all students.|Met||2026-06-23|2026 50711420000000|Knights Ferry 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.|Knights Ferry 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, Knights 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.|Knights 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||2026-06-25|2026 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||2026-06-22|2026 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||2026-06-18|2026 50711670138057|Connecting Waters Charter School - Central Valley|7|Connecting Waters Charter School - Central Valley tracks student access to a broad course of study through several locally selected measures. At the secondary level, the school monitors UC/CSU course enrollment and completion rates, CTE pathway participation and completion, and Advanced Placement course enrollment. At all grade levels, individualized Education Plans serve as the primary tracking mechanism, documenting each student's selected courses and learning pathways across core and elective subjects. State assessment participation rates through CAASPP in ELA, Mathematics, and Science provide an additional indicator of whether students are accessing grade-level content across required subject areas. Physical Fitness Test participation rates are tracked at grades 5, 7, and 9. Enrollment data disaggregated by student group, including English Learners, Socioeconomically Disadvantaged students, and Students with Disabilities, is maintained and reported annually to identify any disparities in access across subgroups.|Current data reflects both strengths and gaps in access to a broad course of study. Students across grade levels demonstrate strong participation in physical education, with high rates of engagement in all fitness components at assessed grade levels. At the secondary level, multiple CTE pathways are available, providing students with access to career-focused learning experiences that extend beyond core academic coursework. Advanced Placement courses are offered across multiple subject areas, providing college-level access for academically prepared students. However, gaps remain in college preparatory course completion, with a meaningful portion of graduates not completing all required A-G courses. Disaggregated data indicates that English Learners, Socioeconomically Disadvantaged students, and Students with Disabilities access and succeed in grade-level content at lower rates than their peers, suggesting that additional supports are needed to ensure equitable access to the full breadth of the curriculum across all student groups.|Several barriers to broad course of study access have been identified. The independent study model, while flexible and family-centered, presents structural challenges in ensuring all students consistently access the full range of required coursework. Course selection within individualized learning plans does not always align with college preparatory pathways, which may reflect gaps in academic counseling capacity. Current student-to-counselor ratios limit the frequency and depth of advising available to each student, making it difficult to ensure all students are enrolled in coursework that meets their long-term academic and career goals.|Connecting Waters - Central Valley has implemented and will continue to refine several actions to expand access to a broad course of study for all students. Multiple CTE pathways with internship components provide structured, real-world learning experiences beyond traditional coursework. AP course offerings across subject areas extend college-level access to academically prepared students. Professional development for staff includes curriculum training, use of grade-level state standard checklists, and data-driven instructional planning, ensuring educators are equipped to deliver broad, standards-aligned content across all subject areas. To address gaps in college preparatory course completion, the school will strengthen academic advising supports and ensure individualized Education Plans more consistently incorporate A-G aligned course sequences. Educational Specialists will be intentionally engaged in academic planning conversations to help offset counseling capacity limitations. For English Learners and Students with Disabilities, the school will continue to expand tiered academic supports, including small group instruction, targeted tutoring, and ongoing progress monitoring. Dedicated staff development days each year support continuous improvement in instructional practice, ensuring all students have meaningful access to a broad and rigorous course of study.|Met||2026-06-22|2026 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 recipients of the Seal of Biliteracy and the State Seal of Civic Engagement. 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||2026-06-22|2026 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||2026-06-18|2026 50712090000000|Paradise 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.|Paradise Elementary District 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 Paradise Elementary District is a small, rural school district 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.|Paradise Elementary District 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||2026-06-17|2026 50712090112383|Paradise 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.|Paradise Elementary District 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 Paradise Elementary District is a small, rural school district 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.|Paradise Elementary District 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||2026-06-17|2026 50712170000000|Patterson Joint Unified|7|PJUSD uses a self-assessment tool developed by the Educational Services Department to monitor student access to a broad course of study across all grade spans and student groups. The tool identifies the number and types of courses available at each school site, including core academic courses, Career Technical Education (CTE), Advanced Placement (AP), electives, visual and performing arts, and intervention supports. The process helps determine whether English learners, foster youth, socio-economically disadvantaged students, and students with exceptional needs have equitable access to and are enrolled in a broad course of study aligned with state standards and graduation requirements. Page 17 of 19 2026-27 Local Performance Indicator Self-Reflection for Patterson Joint Unified School Distict 2026-27 Local Performance Indicator Self-Reflection for Patterson Joint Unified School Distict Page 18 of 19 At comprehensive high schools, students select courses based on their interests and post-secondary goals, and student course requests help inform site master schedules and course offerings. PJUSD also reviews participation patterns to identify barriers to enrollment or access for student groups. Additionally, the district uses Aeries, PJUSD’s student information system, to track course enrollment, completion, and academic performance at both the district and site levels. District and site staff regularly review local data by grade span and student subgroup to monitor access, iden|PJUSD students in grades TK-12 have access to a broad course of study aligned with state standards and graduation requirements. In elementary schools, students receive Board-adopted core instruction in English language arts, mathematics, science, and social studies, along with designated English language development for English learners. Students also participate in physical education and weekly visual and performing arts (VAPA) instruction. At the middle school level, students are enrolled in core academic classes and designated English language development as appropriate. Students also participate in daily physical education and may select either a foreign language or VAPA elective. While middle schools currently do not offer Career Technical Education (CTE) courses, students continue to receive access to enrichment opportunities and exploratory coursework. At the high school level, students annually submit course requests that help determine master schedule offerings. Both comprehensive high schools offer a broad course of study that includes A-G courses, Advanced Placement (AP), electives, remediation courses, VAPA, and CTE pathways. Local data analysis identified that some students with exceptional needs have historically had less access to electives, CTE pathways, and A-G aligned coursework due to service schedules and specialized supports. To address these gaps, PJUSD implemented a co-teaching model during the 2025/26 school year to improve equity, access, and inclus|Based on locally selected measures and course enrollment data, PJUSD identified several barriers that limit full access to a broad course of study for some student groups. While elementary and middle school students generally have access to core academic courses and supports, middle schools currently do not offer Career Technical Education (CTE) courses, limiting early access to career exploration opportunities. At the high school level, data indicate that some students with exceptional needs have reduced access to A-G aligned college preparatory courses, electives, and CTE pathways due to scheduling conflicts related to specialized services and support classes. At Patterson High School, 52.2% of students with disabilities were enrolled in college preparatory English courses aligned to A-G requirements and 38.3% were enrolled in college preparatory math courses, compared to higher enrollment rates for other student groups. 2026-27 Local Performance Indicator Self-Reflection for Patterson Joint Unified School Distict Page 19 of 19 Additionally, alternative education settings such as OVIS rely heavily on Edgenuity courses, which may limit access to the same breadth of electives, CTE pathways, visual and performing arts, and foreign language opportunities available at comprehensive school sites. PJUSD also identified that staffing, master scheduling limitations, and student support needs can impact equitable enrollment in advanced coursework and electives. The district conti|In response to the results of locally selected measures and course enrollment data, PJUSD has implemented and will continue refining actions to improve equitable access to a broad course of study for all students. The district continues to monitor course enrollment, participation, and performance data through Aeries and site-level reviews to identify gaps in access for English learners, foster youth, socio-economically disadvantaged students, and students with exceptional needs. To address identified barriers, PJUSD implemented a co-teaching model during the 2025/26 school year to increase inclusive access to A-G aligned coursework, electives, and college and career pathways for students with disabilities. The district will continue expanding inclusive practices and reviewing master schedules to reduce barriers caused by specialized service schedules and limited elective opportunities. PJUSD will also continue evaluating course offerings and enrollment trends at alternative education settings to improve access to electives, visual and performing arts, foreign language, and Career Technical Education (CTE) opportunities. At the secondary level, student course requests will continue to inform master schedule development to better align course offerings with student interests and post-secondary goals. Additionally, district and site staff will continue reviewing subgroup enrollment data and collaborating with counselors, special education staff, and administrators to support|Met||2026-06-08|2026 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||2026-06-09|2026 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||2026-06-08|2026 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||2026-06-16|2026 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. 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||2026-06-01|2026 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||2026-06-09|2026 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||2026-06-09|2026 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. To the maximum extent possible, students are given their first choice for an elective.|Through an annual review of master schedules, CALPADS enrollment data, and Student Information System (SIS) metrics, Stanislaus Union School District (SUSD) confirms that all students across all school sites have access to, and are enrolled in, a broad course of study in compliance with CA Ed Code 51210–51212 and 51220–51229. To ensure equitable access, SUSD disaggregates enrollment data by school site and student groups, including unduplicated students (English learners, foster youth, low-income) and individuals with exceptional needs. Analysis of this data revealed no systemic differences or gaps in access across school sites or student demographic groups. SUSD has demonstrated progress over time by leveraging this data to expand elective access based on student interest. For example, during the 2025–2026 school year, weekly classroom music was provided to all students, alongside a grade 5–6 pull-out Band and Orchestra program. Moving forward, to meet growing demand and maintain equitable opportunities, SUSD is expanding programming to add a fourth section of Orchestra at Prescott Junior High School, ensuring all student demographics have the staffing and facilities necessary to participate.|Analysis of our master schedules and Student Information System (SIS) enrollment data revealed that while all students have access to the core course of study, scheduling conflicts and staffing constraints serve as primary barriers to providing all students with their first elective choice outside of CA Ed Code 51220–51229. Locally selected measures indicate that these barriers disproportionately impact specific student groups, particularly English learners and individuals with exceptional needs. Because these students often require specialized, non-negotiable support blocks—such as Designated English Language Development (ELD) or specialized academic instruction per an IEP—their schedule flexibility is limited. This creates direct scheduling conflicts with single-section elective offerings. To mitigate these barriers, SUSD utilized student balloting data from Spring 2026 to drive the development of the 2026–2027 master schedule. By aligning staffing allocations and section placements directly with student demand and prioritizing the scheduling of specialized student groups first, SUSD aims to minimize these conflicts and expand equitable elective access across all student demographics.|In response to master schedule reviews and student Information System (SIS) data, SUSD has implemented specific, data-driven actions to eliminate scheduling barriers and guarantee all students access to a broad course of study. Key decisions and actions for the 2026–2027 school year include: Strategic Master Schedule Design: SUSD restructured the junior high school scheduling process to build master schedules around mandatory support blocks first. By prioritizing the placement of Designated English Language Development (ELD) and Special Education academic support sessions, the district reduces scheduling conflicts that previously barred these student groups from accessing single-section electives. Data-Driven Elective Expansion: Utilizing Spring 2026 student balloting data, SUSD adjusted staffing allocations to add high-interest elective sections, including a fourth section of Orchestra at Prescott Junior High, ensuring student demand matches facility and teaching capacity. Integrated Intervention Models: Rather than removing struggling students from elective courses for remediation, SUSD is expanding targeted, embedded academic supports within the regular school day. Moving forward, SUSD will review enrollment metrics quarterly to monitor the participation of unduplicated student groups and individuals with exceptional needs, ensuring equitable access over time.|Met||2026-06-11|2026 50712900000000|Sylvan Union Elementary|7|Students in elementary and middle school are enrolled in grade-level courses based on age and grade placement. The core instructional program includes English Language Arts, Mathematics, Social Studies, Science, and Physical Education. Courses are taught by appropriately credentialed teachers holding the required single-subject, multiple-subject, or supplemental credentials. Students identified as English learners at ELPAC Levels 1, 2, or 3 receive designated English Language Development (ELD) instruction provided by a Teacher on Special Assignment (TOSA). In addition, students identified through the district’s Multi-Tiered System of Supports (MTSS) and Response to Intervention (RTI) processes receive targeted academic support from classroom teachers, ELD/Literacy Specialists during designated intervention periods. Students may also receive specialized services through Special Education or Gifted and Talented Education (GATE) programs based on assessment and eligibility criteria. In addition to the core instructional program, all students in kindergarten through fifth grade participate in music and visual arts instruction provided by specialists or Teachers on Special Assignment. Fifth-grade students are offered the opportunity to participate in band or orchestra. Middle school students (grades 6–8) have access to elective courses and may request electives based on their interests and individual educational needs, with sites making every effort to accommodate student selec|All 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, offer specialized instructional programs that differ from those available at other district sites. Enrollment at Sylvan STEAM Academy is determined through a lottery process. Students participating in the Gifted and Talented Education (GATE) program at Standiford Elementary School are identified through a cognitive assessment process. Families who choose not to enroll their child at Standiford may access GATE services through cluster group placements available at other district schools. To expand access to advanced learning opportunities, the district provides ongoing professional learning for teachers focused on gifted education and innovative instructional practices, including strategies commonly associated with STEAM education. These learning opportunities support teachers in implementing engaging, rigorous, and differentiated instruction within their classrooms. Students enrolled in self-contained special education classrooms also participate in a broad course of study through both specialized instruction and appropriate mainstreaming opportunities, ensuring access to grade-level content and inclusive educational experiences.|Master scheduling can present challenges to student access to a broad course of study when courses needed by an individual student are scheduled concurrently. Middle school administrators and registrars work collaboratively to minimize scheduling conflicts and maximize student access to available course offerings. In some cases, students may not be enrolled in elective courses because they require additional support through intervention classes in English Language Arts or mathematics. These interventions are designed to address identified academic needs and support student success in the core curriculum.|To ensure all students have access to a broad course of study, middle school administrators continue to expand course offerings and create additional opportunities for student participation. Students also have access to enrichment and learning opportunities through extended-day and after-school programs. In addition, the district provides ongoing professional learning for teachers focused on meeting the diverse needs of all learners through differentiated instruction, targeted intervention, and enrichment strategies. These efforts support equitable access to rigorous and engaging learning experiences for all students.|Met||2026-06-09|2026 50713240000000|Valley Home Joint Elementary|7|The LEA uses local climate survey data to monitor school conditions, student connectedness, safety, and overall school climate. Survey results are reviewed annually to identify strengths, areas for improvement, and equity gaps among student groups. Data are disaggregated, when available, by student group, including English learners, students with disabilities, socioeconomically disadvantaged students, foster youth, homeless students, racial/ethnic groups, and grade levels. VHJSD considers additional data sources, including attendance rates, chronic absenteeism, suspension and expulsion data, behavior referrals, and stakeholder feedback from students, families, and staff to provide a comprehensive picture of school conditions and climate. Together, these data guide continuous improvement efforts and support equitable learning environments for all students.|Analysis of enrollment by student group shows that the majority of student groups are appropriately represented in core academic courses. The LEA continues to monitor participation among English learners, students with disabilities, socioeconomically disadvantaged students, foster youth, and homeless students to ensure equitable access to advanced coursework, and enrichment opportunities. Targeted counseling, academic planning, and student support services are provided to reduce barriers to participation where disparities are identified.|VHJSD recognizes that resource limitations, including facility capacity and funding constraints, may affect the ability to expand course offerings consistently across our limited facilities and funding. Ongoing analysis of enrollment data, student feedback, and local indicators will continue to inform efforts to reduce these barriers and ensure that all students have equitable access to a comprehensive and rigorous course of study.|Continue providing professional learning for staff on equitable course placement practices, culturally responsive instruction, and strategies that support diverse learners. Increase intervention and academic support services, including tutoring, counseling, and supplemental instruction, to help students successfully participate in rigorous coursework. Collaborate with students, families, and educational partners to gather feedback and inform future decisions regarding course offerings and access.|Met||2026-06-09|2026 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 2026-27 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 also offer dual enrollment opportunities with our local community colleges. 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||2026-06-15|2026 50746090000000|Yosemite ROP|7|||||Not Met|||2026 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||2026-06-09|2026 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 School District have access to a broad course of study aligned to California State Standards and designed to support college, career, and life readiness. Students in grades TK-5 participate in computer science and coding instruction, visual and performing arts, and instrumental music opportunities. The district continues to expand opportunities for students to engage in enrichment activities that support creativity, critical thinking, collaboration, and communication.|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 response to student achievement data, California Dashboard results, local assessment data, and educational partner feedback, Riverbank Unified School District will continue to strengthen equitable access to a broad course of study for all students. During the 2026-27 school year, the district will continue implementing evidence-based literacy initiatives, including universal reading screeners, targeted interventions, and LETRS-informed instructional practices to improve reading outcomes while ensuring students maintain access to enrichment opportunities and grade-level curriculum. The district will continue refining master schedules and intervention structures to ensure that academic supports, including MTSS interventions, Bruin Time, Eagle Time, and elementary intervention blocks, are embedded within the school day and do not limit student access to electives, visual and performing arts, world language courses, Career Technical Education (CTE) pathways, Advanced Placement (AP) courses, dual enrollment opportunities, and college and career readiness experiences. RUSD will continue expanding supports that promote academic achievement, student engagement, and college and career readiness. Educational partner input gathered through the LCAP Educational Partner Committee, School Site Councils, ELAC, DELAC, surveys, and community engagement activities will continue to guide decisions regarding course offerings, student supports, and equitable access to programs.|Met||2026-06-16|2026 50755560113852|Riverbank Language Academy|7|Riverbank Language Academy uses multiple local measures and tools to monitor the extent to which all students have access to and are enrolled in a broad course of study. These measures include student enrollment data, master schedules, course offerings by grade span, curriculum reviews, classroom walkthroughs, assessment data, intervention participation records, and student information system reports. The school reviews data for English learners, socioeconomically disadvantaged students, students with disabilities, foster youth, and other student groups to ensure equitable access to educational opportunities. As a TK–8 Dual Language Immersion school, Riverbank Language Academy provides all students access to standards-aligned instruction in English Language Arts, Mathematics, Science, History-Social Science, English Language Development, Physical Education, Health Education, Visual and Performing Arts, and World Language. IEP reviews, service records, and progress monitoring data are used to ensure students with exceptional needs receive appropriate supports and access to the full curriculum.|Riverbank Language Academy's local data indicate that all students have access to and are enrolled in a broad course of study aligned to California State Standards. As a single-site TK–8 Dual Language Immersion school, all students receive instruction in English Language Arts, Mathematics, Science, History-Social Science, English Language Development, Physical Education, Health Education, Visual and Performing Arts, and World Language (Spanish and English). There are no significant differences across school sites, as the school operates one instructional program for all students. Analysis of enrollment, program participation, and student support data demonstrates that English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities have access to the same core academic program as their peers. Students with exceptional needs receive accommodations, modifications, and specialized services through their IEPs while maintaining access to grade-level curriculum to the greatest extent appropriate. Ongoing review of student achievement, attendance, intervention participation, and classroom implementation data indicates continued progress in ensuring equitable access to rigorous and engaging learning opportunities for all student groups. The school remains committed to monitoring access and participation to ensure all students benefit from a comprehensive educational program.|Based on local measures and educational partner feedback, Riverbank Language Academy has identified few barriers to student access to a broad course of study. As a single-site TK–8 Dual Language Immersion school, all students have access to the same standards-aligned curriculum and instructional program. However, some students may experience challenges that affect their ability to fully access and benefit from the curriculum, including chronic absenteeism, varying levels of English and Spanish language proficiency, academic skill gaps, and the need for additional academic, behavioral, or social-emotional supports. Students with disabilities may require specialized services, accommodations, and modifications to access grade-level content, while English learners may require additional language supports to fully engage in rigorous instruction. Additionally, staffing, scheduling, and resource limitations can affect the delivery of intervention and enrichment opportunities. The school continues to address these barriers through MTSS, targeted interventions, English learner supports, special education services, counseling, and ongoing monitoring of student progress to ensure equitable access to a broad course of study for all students.|In response to local data and educational partner feedback, Riverbank Language Academy will continue strengthening systems that ensure equitable access to a broad course of study for all students. The school will maintain standards-aligned instruction across all content areas while expanding supports through its Multi-Tiered System of Supports (MTSS), targeted interventions, English learner services, and special education programs. The school will continue implementing schoolwide instructional non-negotiables, conducting regular classroom walkthroughs, and providing professional learning focused on effective instructional practices, student engagement, and equitable access to learning. Additional efforts will include monitoring attendance, achievement, and intervention data to identify and address barriers that may limit student participation or success. Riverbank Language Academy will also continue reviewing student group data to ensure English learners, students with disabilities, socioeconomically disadvantaged students, and other student groups have access to rigorous coursework, appropriate supports, and enrichment opportunities. These actions will support continuous improvement and help ensure all students have meaningful access to a comprehensive educational program.|Met||2026-06-10|2026 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 also use Aeries as our local course tracking system, and we are intending for the 26-27 school year to continue to provide us with the ongoing data we need to build programs. Courses currently available include Art, Computer Education, English Language Arts, Foreign Languages, Health Education, History/Social Science, Mathematics, Music, Performing and Visual Arts, Physical Education, Science, Agriculture, Business and Finance, Health Science and Medical Technology, Work Experience Education, and Fire Science and ASL.|All students are enrolled in a broad course of study across school sites. All elementary sites utilize the same core curriculum and provide Tier I classroom intervention in order to provide support for struggling students and Tier II 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||2026-06-15|2026 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 A-G approved electives from which to choose.|Met||2026-06-15|2026 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 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 * Lack of universal access to intervention during the school day|"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||2026-06-11|2026 50755725030317|Connecting Waters Charter|7|Connecting Waters Charter School tracks student access to a broad course of study through several locally selected measures. At the secondary level, the school monitors UC/CSU course enrollment and completion rates, CTE pathway participation and completion, and Advanced Placement course enrollment. At all grade levels, individualized Education Plans serve as the primary tracking mechanism, documenting each student's selected courses and learning pathways across core and elective subjects. State assessment participation rates through CAASPP in ELA, Mathematics, and Science provide an additional indicator of whether students are accessing grade-level content across required subject areas. Physical Fitness Test participation rates are tracked at grades 5, 7, and 9. Enrollment data disaggregated by student group, including English Learners, Socioeconomically Disadvantaged students, and Students with Disabilities, is maintained and reported annually to identify any disparities in access across subgroups.|Current data reflects both strengths and gaps in access to a broad course of study. Students across grade levels demonstrate strong participation in physical education, with high rates of engagement in all fitness components at assessed grade levels. At the secondary level, multiple CTE pathways are available, providing students with access to career-focused learning experiences that extend beyond core academic coursework. Advanced Placement courses are offered across multiple subject areas, providing college-level access for academically prepared students. However, gaps remain in college preparatory course completion, with a meaningful portion of graduates not completing all required A-G courses. Disaggregated data indicates that English Learners, Socioeconomically Disadvantaged students, and Students with Disabilities access and succeed in grade-level content at lower rates than their peers, suggesting that additional supports are needed to ensure equitable access to the full breadth of the curriculum across all student groups.|Several barriers to broad course of study access have been identified. The independent study model, while flexible and family-centered, presents structural challenges in ensuring all students consistently access the full range of required coursework. Course selection within individualized learning plans does not always align with college preparatory pathways, which may reflect gaps in academic counseling capacity. Current student-to-counselor ratios limit the frequency and depth of advising available to each student, making it difficult to ensure all students are enrolled in coursework that meets their long-term academic and career goals.|Connecting Waters has implemented and will continue to refine several actions to expand access to a broad course of study for all students. Multiple CTE pathways with internship components provide structured, real-world learning experiences beyond traditional coursework. AP course offerings across subject areas extend college-level access to academically prepared students. Professional development for staff includes curriculum training, use of grade-level state standard checklists, and data-driven instructional planning, ensuring educators are equipped to deliver broad, standards-aligned content across all subject areas. To address gaps in college preparatory course completion, the school will strengthen academic advising supports and ensure individualized Education Plans more consistently incorporate A-G aligned course sequences. Educational Specialists will be intentionally engaged in academic planning conversations to help offset counseling capacity limitations. For English Learners and Students with Disabilities, the school will continue to expand tiered academic supports, including small group instruction, targeted tutoring, and ongoing progress monitoring. Dedicated staff development days each year support continuous improvement in instructional practice, ensuring all students have meaningful access to a broad and rigorous course of study.|Met||2026-06-22|2026 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 focus is literacy and inclusion, 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||2026-06-16|2026 50757390124669|eCademy Charter at Crane|7|eCademy conducts annual and ongoing reviews of the master schedule, enrollment, course completion data, course pass rate, and 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 the WASC Self-Study, are analyzed 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 K–12 students have access to a broad course of study. Our K–6 Home School Program offers courses that are equivalent to those at TUSD comprehensive sites. For grades 7–12, the Independent Study Program provides a broad course of study comparable to other TUSD sites through the Edgenuity online platform and concurrent enrollment opportunities. Students at both elementary and secondary levels have access to English Language Arts, mathematics, history/social science, science (NGSS), Visual and Performing Arts, health, physical education, and World Languages. High school students may pursue the ""a-g"" college preparatory pathway and/or a Career Technical Education (CTE) pathway. Elective options, such as Digital Citizenship, are also available. Additionally, study trips to the local TUSD farm, other venues, and college campuses, as well as college workshops, are offered. Based on the locally selected measures and tools (see question #1), the data show that access to a broad course of study is consistent across all school sites and student groups, with no significant differences. Ongoing monitoring has supported maintaining equitable access and enrollment for all students over time."|Based on the results, eCademy and TUSD have implemented additional interventions and supports at both the elementary and secondary levels. The home School elementary teacher has received extensive training for the curriculum she teaches, while secondary teachers have been trained in the use of Edgenuity. eCademy provides Tier II academic support through our English Learner (EL) paraprofessional. Additionally, a Mental Health Clinician is available on site twice per week to offer social-emotional support, and a part-time Special Education teacher serves Resource students. eCademy and TUSD remain committed to ensuring that students with disabilities, English Learners, students receiving free and reduced-price meals, foster youth, and homeless students all have access to a broad course of study. The district will continue to offer a wide range of elective courses that are accessible to all students through concurrent enrollment for grades 9–12.|In response to the results, eCademy will continue to provide EL Para support, and focus on increasing students' preparedness for college. eCademy and Turlock USD will continue to monitor and review access to a broad course of study and administer and collect feedback to ensure that the needs of all students are being met.|Met||2026-06-16|2026 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||2026-06-30|2026 51105120000000|Sutter County Office of Education|7|FRA employs a range of locally developed systems and practices to ensure equitable access to a comprehensive course of study for all students, including those identified as unduplicated pupils. During the enrollment process and at the conclusion of each academic quarter, students participate in scheduled meetings with the school counselor to review and revise their Individualized Learning Plans (ILPs). These meetings are designed to monitor academic progress, track progress toward graduation, and confirm that course placements align with students’ individualized academic goals and, when applicable, expulsion or placement requirements. Student course enrollment, credit accumulation, and academic performance are systematically monitored through Aeries, while Edgenuity is utilized to track student engagement and participation within the online instructional program. Together, these tools provide staff with timely and actionable data to ensure that all students are appropriately enrolled in standards-aligned coursework and have meaningful access to the full range of educational opportunities offered by the school.|FRA uses multiple data sources to assess and monitor student access to a comprehensive course of study across grade spans, unduplicated student groups, and students with exceptional needs. School staff regularly review Edgenuity enrollment and progress reports, Aeries course schedules and credit-tracking sheets, and student participation in on-campus CTE and PE courses to determine whether students are meaningfully accessing a broad and balanced instructional program. All FRA students are provided access to on-site CTE and PE offerings, in addition to a full catalog of standards-aligned courses available through Edgenuity. Teachers, support staff, and the school counselor collaborate to ensure students and families understand available course options, graduation requirements, and pathways toward academic completion. The school counselor prioritizes course placement aligned to graduation requirements and, when applicable, conditions for return to a student’s district of residence. While foreign language, health, and visual and performing arts courses are available through Edgenuity, student participation in some of these offerings remains limited. Students may meet PE graduation requirements through on-campus instruction and, as appropriate, approved physical activity logs. FRA has established clear procedures to guide appropriate course placement and has implemented targeted strategies to increase student engagement in CTE and PE programs.|Students enrolling at FRA frequently present with disciplinary histories and significant academic gaps. Many have experienced limited success in traditional comprehensive school settings and perform below grade level in core academic subjects. At the high school level, a substantial number of students are credit deficient, and approximately 16% of the student population is identified as having an active Individualized Education Program (IEP). In response to these student needs, FRA intentionally prioritizes instructional resources and support services to address foundational academic skills before expanding participation in additional coursework such as world languages and visual or performing arts. The instructional program emphasizes credit recovery, literacy and numeracy development, and behavioral and social-emotional supports to reestablish student engagement in a structured, supportive learning environment. Student access to a full course of study is further influenced by factors including high mobility rates, inconsistent attendance, and the prevalence of mental health needs. These challenges necessitate a focused approach to stabilizing students' academic and emotional well-being. As a result, FRA allocates instructional time and targeted supports to address immediate academic and social-emotional priorities.|FRA continues to expand equitable access to a broad course of study by increasing flexibility within its instructional model through the use of the Edgenuity online platform. To ensure high-quality implementation, classroom teachers have participated in professional learning focused on standards-aligned instructional practices, including targeted training in health education content. In addition, FRA has implemented structured Student-Centered Days (twice a week) designed to deepen engagement with Edgenuity coursework through hands-on, experiential activities that reinforce core standards and address diverse learning modalities. Students may fulfill physical education graduation requirements through direct on-site instruction or through approved physical activity logs. All activity logs are reviewed and validated by the school counselor and the site administration to ensure they align with state requirements. This flexible approach is designed to accommodate the unique needs and circumstances of FRA’s student population while maintaining compliance with graduation standards. Ongoing professional development will emphasize strengthening instructional fidelity within Edgenuity and expanding the use of student-centered instructional strategies. These efforts are intended to enhance academic engagement, improve course completion rates, and ensure that students have full access to a comprehensive, standards-aligned program.|Met||2026-06-17|2026 51105120138040|AeroSTEM Academy|7|Local Summative Assessment Diagnostic (IXL): The academy specifically leverages IXL Diagnostics (administered three times a year) as its primary tool under Metric 2.6 (Priority 7B/C). This tool tracks learning gaps and progress specifically for unduplicated student groups (Economically Disadvantaged, English Language Learners, Foster Youth) and individuals with exceptional needs scoring below grade level to ensure they are systematically receiving intervention within the curriculum. Local Graduation & Course Completion Data Warehouse: Under Metric 3.1 and Metric 3.2, the academy uses its internal local databases to track student path enrollment, including the percentage of high school seniors successfully completing UC/CSU A-G requirements and Career Technical Education (CTE) Pathways. School Accountability Report Card (SARC) & Williams Act Process: Monitored via Metric 3.3, this system confirms the percentage of students across elementary, middle, and high school grade spans who have full access to standards-aligned, integrated course curriculum. California School Dashboard & CALPADS Reports: Integrated alongside local records (Metrics 3.4 and 3.6), these state data platforms track specialized student outcomes, English Learner progress monitoring (ELPI), and college preparedness (EAP) to ensure equitable course exposure.|Local assessment data indicates there are significant achievement gaps in performance for at-risk students compared to all students combined. In order to address these gaps, intensive structural interventions must be developed so that at-risk students can participate in standard elective pathways, but they may require remedial education before entering elective classes. Recent input from partners at schools indicates there are many existing mental health needs among students which require a higher priority in terms of students receiving social-emotional and behavioral strategies. Inadequate social-emotional and behavioral support leads to lack of engagement, problems with attendance, and issues accessing both core and enrichment programs on a regular basis. To challenge each student daily, we must continue to recruit and maintain high capacity, diversely trained staff who are able to teach specialized courses of STEM/CTE as well as differentiated learning needs of our entire student population. Finding geographically close and retaining qualified educators presents an operational barrier to expanding course content. Attendance tracking for students (Priority 5) demonstrates a lack of or barriers to attendance impacts successful completion of the course. Chronically absent students miss necessary and required instructional hours to build and connect knowledge in order to complete a comprehensive course of study.|Progress in core subjects is slower than we would like. States, benchmarks, and local data all agree that while students are making progress overall in ELA and math, they are not making this progress as quickly as we’d like. Disparities and Performance Gaps: Local assessment data shows there are significant performance gaps between each of the at-risk groups mentioned here (Socioeconomically Disadvantaged, English Learners, Foster Youth, and Students with Disabilities) compared to the overall population. Mental Health and Behavioral Needs: Stakeholder comments from parents, guardians, and school staff indicate that there is a great deal of need for mental health services to support students and to implement strategies that will help students who are experiencing social-emotional or behavioral challenges. Staffing Capacity and Specialized Recruitment Issues: To ensure that all students are being challenged and supported appropriately, it will be necessary to recruit and retain sufficient numbers of highly capable and diverse staff members who are qualified to teach specialized STEM/CTE courses and support a wide variety of student learning needs. Chronic Absenteeism and Barriers to Engagement: Tracking attendance data shows chronic absenteeism as a significant barrier to student success. When students experience multiple obstacles in their personal or academic lives that result in chronic absenteeism, they miss critical scaffolded instruction that is needed.|Expansion of Specialized STEM and CTE Coursework Hiring Dedicated Pathway Faculty: The local educational agency (LEA) has made the structural decision to employ 1.0 FTE Career Technical Education (CTE) credentialed teacher specifically tasked with leading CTE and STEM classes across both middle school and high school spans. Scaling Pathways and Dual Enrollment: The school is actively increasing high school participation rates in designated CTE Pathways and Dual Enrollment opportunities, which includes offering specialized courses such as College Success and Career Planning and Development. Middle School Integration: The LEA has implemented expanded programs to build early career awareness activities aligned directly to modern industry needs at the middle school level. 2. Tailored Academic Supports for High-Needs Subgroups Targeted Counseling Specialized Leadership Staffing Hiring Instructional Paraeducators 3. Structural Adaptations to Accelerate Learning Class Size Reduction Policy Systemic After-School and Intervention Programs Continuous Local Diagnostic Monitoring|Met||2026-06-15|2026 51105120140152|Pathways Charter Academy|7|PCA utilizes locally selected measures and data systems to ensure that all students, across grade spans, have equitable access to and are enrolled in a broad course of study. Upon enrollment and at the conclusion of each academic semester, students meet with the school counselor to review and update their Individualized Learning Plans. These meetings support student understanding of academic progress toward graduation, ensure appropriate course placement, and confirm alignment with diploma requirements and, when applicable, the terms of expulsion agreements. Course enrollment, academic performance, and credit accumulation are monitored continuously through the Aeries Student Information System. Additionally, the Edgenuity online platform is used to supplement instructional offerings and expand student access to a range of courses.|PCA utilizes multiple data sources to assess student access to and enrollment in a comprehensive course of study. Information from Edgenuity course reports, Aeries enrollment and credit data, and participation records for CTE and PE are reviewed to evaluate course access across grade spans, unduplicated student groups, and individual student needs, including those of students with disabilities. These reviews confirm that all students have access to on-site CTE and PE offerings, as well as a broad selection of online courses that support a well-rounded instructional program. Instructional and support staff collaborate to ensure students are informed of available course options and understand academic expectations. The school counselor plays a key role in guiding course placement, monitoring progress toward graduation, and supporting reentry requirements for students transitioning back to their district of residence. While foreign language, visual, and performing arts courses are available through Edgenuity, participation rates indicate that these offerings are accessed less frequently. Health and foreign language requirements are available online, and PE credit may be earned through both on-campus instruction and counselor-approved physical activity documentation. PCA has established a consistent and student-centered enrollment process that emphasizes engagement in on-campus programs, particularly CTE and PE.|Students enrolling at PCA often present with complex academic and behavioral needs that have limited their success in traditional comprehensive school settings. Many students enter PCA performing below grade level in core content areas and require targeted academic intervention. A significant portion of the high school population is credit deficient, and approximately 13 percent of students are supported through Individualized Education Programs, underscoring the need for differentiated instruction and specialized services. Given these student needs, PCA prioritizes instructional resources and support systems that address foundational academic skills and graduation requirements. This focus ensures students make measurable progress toward academic recovery and diploma completion before expanding participation in additional elective offerings, such as foreign language and visual and performing arts courses. Student mobility, chronic absenteeism, and increased social-emotional and mental health needs further impact instructional time and require additional staff attention and intervention.|PCA provides students with flexible pathways to a comprehensive course of study through the Edgenuity online learning platform. To support academic rigor and student engagement, instructional staff integrate online coursework with scheduled on-campus instructional days that emphasize interactive, project-based, and student-centered learning experiences aligned to course standards. Students may satisfy Physical Education requirements by participating in on-site PE classes or by providing counselor- and administrator-approved physical activity documentation. This blended approach allows students to meet graduation requirements while accommodating diverse learning needs, schedules, and interests. PCA supports consistent and effective implementation through ongoing professional development focused on maximizing the instructional use of Edgenuity and strengthening the design and delivery of student-centered instructional days.|Met||2026-06-17|2026 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 will be purchased this summer and professional development sessions will be provided to teachers and paraprofessionals at the end of the 2025-2026 school year and throughout the 2026-2027 school year. All students have access to STAR reading and i-Ready. For the 2026/27 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. In addition to i-Ready, our 3rd through 8th grade students will take IAB’s in reading and math in order to better prepare them for state testing. 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 2026/27 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 2026/27 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 2025/26 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||2026-06-23|2026 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||2026-06-11|2026 51713730000000|East Nicolaus Joint Union High|7|ENHS uses multiple measures to monitor student access to and enrollment in a broad course of study. These measures include Aeries Student Information System, CALPADS reports, course enrollment data, master schedule reviews, student transcripts, four-year plans, and local monitoring of participation in Career Technical Education (CTE), college preparatory coursework, and elective offerings. Student participation is reviewed by grade level and student group to ensure equitable access to available programs and courses.|ENHS provides all students access to a broad course of study that includes core academic subjects, Career Technical Education (CTE) pathways, visual and performing arts opportunities, world language courses, agricultural education, leadership, and elective courses. Students have access to all courses offered on campus, with enrollment in certain advanced courses requiring completion of prerequisite coursework to ensure student success. Students, including English learners, socioeconomically disadvantaged students, and students with disabilities, have access to the same course offerings and educational opportunities. Through individualized planning and counseling support, students are encouraged to enroll in courses that align with their academic, career, and postsecondary goals. The district continues to expand and refine course offerings to meet student interests and workforce demands.|ENHS has established systems that provide students with broad access to available courses and programs. However, maintaining and expanding course offerings presents ongoing challenges. As student interest in CTE pathways continues to grow, staffing, facility capacity, scheduling constraints, and the availability of appropriately credentialed teachers may impact the district’s ability to expand programs while maintaining a comprehensive master schedule. Additionally, as a small rural high school, enrollment numbers can limit the feasibility of offering multiple sections of specialized, advanced, or elective courses. The district continues to provide designated support for English learners and students with disabilities to ensure all students can successfully access the full range of available coursework.|ENHS will continue to evaluate course offerings, enrollment patterns, and student interests to ensure all students have access to a comprehensive educational program. The district will explore opportunities to expand advanced academic options, including Honors and Advanced Placement coursework, and will review pathways that promote increased participation in A-G coursework and college readiness. In addition, the district will continue to strengthen CTE pathways, monitor equitable access to courses, and use student four-year plans to align course enrollment with individual college and career goals. These efforts are intended to ensure that all students have access to rigorous, engaging, and relevant learning opportunities that support both graduation and postsecondary success.|Met||2026-06-11|2026 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||2026-06-17|2026 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, Dual enrollment 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 2025-26 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 2025-26 to 7th and 8th grade students and will continue going forward.|Met||2026-06-18|2026 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 Performing Arts, and Technology.|0BWe 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||2026-06-08|2026 51714070109793|South Sutter Charter|7|All students have access to a broad course of study. Locally selected measures are compiled and tracked in the school’s Student Information System, including CAASPP data, Special Education enrollment, CTE participation, course enrollment, community college dual enrollment, a-g course participation, and graduation requirements. Student learning record logs ensure students are engaged in a broad course of study by assessing standards covered. Monthly, teachers address areas of need through additional curricular opportunities. All students take internal diagnostics in Reading and Math two to three times each year. Results are used to develop individualized learning plans aligned to student needs and to monitor progress. Students performing below grade level receive additional support through the school’s intervention and early literacy program to help close achievement gaps. School counselors meet with every high school student at the start of their 9–12 journey to review curriculum, explore course options, and develop a personalized plan aligned to post-graduation goals. Counselors also discuss community college opportunities, CTE pathways, and appropriate levels of academic rigor. The Special Education Department uses a variety of standardized measures to assess eligibility across all areas of suspected disability, including WIAT, WISC, and WJ, as well as additional assessments in Speech and Language, Mental Health, and Occupational Therapy|100% of our students are enrolled in a broad course of study, verified through learning record logs. For K-8 students, a variety of online and print curricula, instructional classes, and monthly school field trips are available through allocated student instructional funds. High school students access 190+ a-g courses, tailored for independent study. They engage with peers through online discussions, community vendors, and online synchronous courses. Students may complete CTE certifications across 12 career pathways, also meeting “Life Skills” or “Visual and Performing Arts” requirements. School counselors begin working individually with students in 8th grade to design a broad course of study. Together, they create a personalized 4-year plan, updated annually, aligned to each student’s goals. For students with IEPs, a special education staff participate in the initial meetings to ensure alignment of supports. English Learner students participate in annual guidance meetings with EL Coordinator consultation and receive weekly designated ELD instruction in small, targeted groups led by an EL Instructor. Our program supports a wide range of learners. Students seeking rigor may access honors, AP, and community college classes. Additionally, all students pursuing postsecondary opportunities receive individualized support from school counselors throughout the application process.|The school faces inherent barriers due to its very large geographic area spanning 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, offered either live or asynchronously, taught by credentialed teachers from the school. Students who choose our academy option may participate in a cohort of students who take online courses together, as well as in local events. Student transportation challenges in offering a single site-based CTE program for high school students are an identified barrier. To provide students with a diverse range of CTE programs, the school uses technology to create learning opportunities through video conferencing, online courses, and community college CTE classes. When students face an educational barrier due to a technology gap, the school steps in to provide the necessary equipment. Because of the school's flexibility in offering diverse curricula and instructional opportunities, all students have access to a broad course of study.|As a result of this evaluation, the school will continue to ensure that all students have access to a wide range 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 remains a priority, including a high-dosage learning acceleration program. Both research and internal data indicate that this strategy remains a successful option. We provide 1:1 school counselor support for high schoolers to guide students through college planning, course selection, and postsecondary preparation. In addition, we have established a CCAP agreement with a community college, allowing high school students to enroll in college courses designed specifically for high school cohorts. This model has significantly reduced common barriers for families, including complicated college enrollment processes, transcript submission requirements, and associated costs. By streamlining access and providing direct support, we are able to increase student participation in college coursework and better support a–g completion and college readiness. Additional information on course enrollment and the number of courses offered in different subjects at schools is available on the California Department of Education DataQuest website.|Met||2026-06-02|2026 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||2026-06-25|2026 51714150129007|California Virtual Academy at Sutter|7|The school uses multiple local measures and data systems to monitor 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. Individualized Learning Plans (ILPs) and graduation plans are used to track student course enrollment, progress, and alignment to grade-level expectations and graduation requirements. PowerSchool and Canvas reports are regularly reviewed to monitor course enrollment, participation, and completion across grade spans and student groups. Administrative teams and counselors conduct semi-annual course reviews to ensure students are appropriately placed in core and elective courses, including A-G requirements at the high school level. Additionally, student group data is disaggregated to monitor equitable access to courses such as Career Technical Education (CTE), electives, and advanced coursework. For students with Individualized Education Programs (IEPs), service plans and course placements are reviewed through IEP meetings and progress monitoring to ensure access to both general education and alternate courses of study, as appropriate.|In each review period, at the TK–8 level, 100% of students are enrolled in core subjects, including 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 Technical Education (CTE) programs at both the middle and high school levels. Students across all grade levels enroll in electives in addition to their core coursework, supporting a well-rounded educational experience. Data reviews indicate consistent access across student groups, with no significant disparities in enrollment in core courses. Ongoing monitoring of elective, CTE, and advanced course participation supports efforts to maintain equitable access and identify areas for continued growth.|Barriers to access and enrollment in a broad course of study include limited access to reliable Wi-Fi and school materials, particularly for students experiencing homelessness, students in foster care, and those from socioeconomically disadvantaged backgrounds. These challenges can impact consistent participation in core and elective courses. Additionally, platforms that require multiple student logins create barriers, especially for younger students who may need increased support to navigate systems and access course content. An additional barrier during this school year has been the implementation of the new online learning platform, Canvas. Technical issues at times limited seamless access to courses, affecting student participation. The transition also required a significant learning curve for staff, families, and students, which temporarily impacted the ability to fully access and engage in the full course of study.|In response to the results of locally selected measures, the school has implemented and will continue to refine actions to ensure access to a broad course of study for all students. To support access, the school provides Internet Service Provider (ISP) reimbursement, mobile hotspots, school supplies, and Advanced Placement (AP) exam fee reimbursements for eligible students. The school is also implementing single sign-on (SSO) systems to reduce barriers caused by multiple student logins. The school continues to expand course access by increasing Career Technical Education (CTE) pathway offerings, including Engineering and Architecture and Public Safety, and by encouraging enrollment in A-G approved coursework. Middle school students participate in Career Explorations courses, and qualifying students have access to high school CTE courses. Ethnic Studies and Personal Finance courses have been added, and the Advanced Placement program has expanded to include AP Seminar. To support equitable access, after-hours instructional sessions with credentialed teachers are provided for English Learners, students experiencing housing instability, and other students needing additional support to ensure participation in A-G coursework. Math and Literacy Lab courses continue to support 9th and 10th grade students in building foundational skills in Algebra, Geometry, and English language arts, while teachers and leaders regularly analyze data and refine course materials to improve implementing|Met||2026-06-11|2026 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. The district also reviews student achievement, intervention participation, attendance, and educational partner feedback to ensure all students, including unduplicated pupils and students with disabilities, have access to grade-level instruction and appropriate supports.|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.|Nuestro Elementary School District will continue to evaluate programs, staffing, instructional materials, and student support services to ensure all students have access to a broad course of study. The district will maintain standards-aligned instructional materials, provide intervention and enrichment opportunities, support student attendance and engagement, and explore opportunities to expand learning experiences as resources allow. These efforts are intended to increase access because students are better able to participate in grade-level instruction when academic, social-emotional, and attendance-related barriers are addressed.|Met||2026-06-11|2026 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 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||2026-06-08|2026 51714310000000|Pleasant Grove Joint Union|7|Pleasant Grove JUSD uses grade-level master schedules, instructional program reviews, and student service schedules to monitor student access to a broad course of study. We review schedules to ensure students receive standards-aligned instruction in core academic subjects and have access to enrichment, intervention, English Language Development (ELD), and Special Education services. The district also reviews student access to programs and supports to ensure equitable opportunities for all students, including unduplicated student groups and students with exceptional needs.|Pleasant Grove JUSD is a single-school district with one classroom per grade level; therefore, all students have access to the same standards-aligned course of study. Grade-level schedules are reviewed to ensure students are enrolled in core academic subjects, including English Language Arts, Mathematics, Science, History-Social Science, Physical Education/Health, and Visual and Performing Arts. Students also have access to intervention, enrichment, English Language Development (ELD), and Special Education supports. Because the district operates one school site, there are no significant differences in access to a broad course of study among student groups or school sites.|Pleasant Grove JUSD does not identify significant barriers preventing students from accessing a broad course of study. Due to the district’s small size, staffing limitations, and budget constraints, access to Career Technical Education (CTE) and Foreign Language opportunities for students in grades 7 and 8 is limited. However, all students receive instruction in core academic subjects, including English Language Arts, Mathematics, Science, History-Social Science, Physical Education/Health, and Visual and Performing Arts. Students identified as English learners or students with exceptional needs are provided additional supports and services to ensure equitable access to educational opportunities.|We will continue reviewing instructional programs, schedules, and support services to ensure all students have access to a broad course of study. Additional supports and services will continue to be provided for English learners and students with exceptional needs to support equitable access to instruction and educational opportunities. We are also continuing efforts to align the Health Education program with the recently adopted framework and standards. Due to our small size and staffing limitations, access to Foreign Language and Career Technical Education (CTE) opportunities remains limited; however, we will continue exploring feasible options to expand opportunities for students in grades 7 and 8.|Met||2026-06-11|2026 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||2026-06-18|2026 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 based 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 that all Winship-Robbins Elementary School District students TK-8 have access to a 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||2026-06-18|2026 51714560133934|Feather River Charter|7|Feather River Charter School uses a variety of locally selected measures and tools to monitor the extent to which all students, including unduplicated pupils and students with disabilities, have access to and are enrolled in a broad course of study. These measures include student enrollment records, course completion data, instructional fund utilization, participation in intervention and enrichment programs, Individualized Education Program (IEP) records, Section 504 plans, and student support data collected through MTSS and SST processes. The school reviews student participation and achievement data through CAASPP, NWEA, Renaissance, ELPAC, local benchmark assessments, graduation data, and College and Career Indicator data to evaluate access and outcomes across grade spans and student groups. Curriculum Coordinators monitor implementation and alignment of standards-based curriculum and educational programs to ensure equitable access to learning opportunities. Access to a broad course of study is supported through TK–8 standards-based courses, Junior High Virtual Academy, High School Virtual Academy, intervention classes, Career Technical Education pathways, dual enrollment opportunities, college credit courses, Advanced Placement coursework, and the College Awareness and Advancement Program (CAAP). Student participation in these programs is monitored through enrollment and completion data.|Using locally selected measures such as course enrollment data, program participation records, assessment results, graduation data, College and Career Indicator data, IEP progress monitoring, and student support records, Feather River Charter School has determined that students across all grade spans have access to and are enrolled in a broad course of study aligned to state standards and individual student needs. Students have access to TK–8 standards-based curriculum, Junior High Virtual Academy, High School Virtual Academy, intervention classes, Career Technical Education pathways, dual enrollment opportunities, college credit courses, Advanced Placement coursework, and the College Awareness and Advancement Program (CAAP). Students also have access to enrichment opportunities, social-emotional learning supports, college and career readiness activities, and technology resources, including 1:1 Chromebooks, WiFi hotspots, and instructional funds. Data indicate that access to educational programs is available across student groups, including English learners, socioeconomically disadvantaged students, foster youth, homeless youth, and students with disabilities. Targeted supports such as ELD instruction, intervention services, specialized curriculum, MTSS, SST, Section 504 supports, and IEP services help ensure equitable participation and access.|While Feather River Charter School provides broad access to educational programs and services, several barriers continue to impact the extent to which all students fully access and benefit from a comprehensive course of study. Academic performance data indicate that some student groups, including English learners, socioeconomically disadvantaged students, and students with disabilities, continue to experience lower academic outcomes than their peers. These achievement gaps highlight the need for continued intervention services, targeted academic supports, and differentiated instruction. As a geographically dispersed independent study program, the school also recognizes that students and families may experience barriers related to participation in enrichment activities, college and career readiness opportunities, intervention services, and school-sponsored events. Scheduling constraints, transportation challenges, and varying levels of family availability can impact student participation. Additionally, some students require more intensive academic, social-emotional, behavioral, language acquisition, or special education supports to fully access the curriculum and achieve success. The school continues to address these needs through MTSS, SST processes, intervention programs, English learner services, counseling supports, specialized curriculum, and individualized education services.|In response to the results of locally selected measures and educational partner feedback, Feather River Charter School will continue implementing and refining actions designed to ensure all students have access to a broad, rigorous, and inclusive course of study. The school will continue strengthening standards-based curriculum alignment across grade spans through the support of Curriculum Coordinators and instructional staff. Expanded intervention services, enhanced use of assessment data, and additional academic supports will help address achievement gaps and improve access to grade-level content for students requiring additional assistance. Feather River Charter School will maintain access to technology through 1:1 Chromebooks, WiFi hotspots, and instructional funds to ensure students can fully participate in educational programs and learning opportunities. The school will continue providing specialized supports for students with disabilities through IEP services, specialized curriculum, Goalbook, Ablespace, and progress monitoring systems. English learners will continue receiving support through EL Coordinators, ELD instruction, language development resources, and family engagement opportunities. The school will also expand access to college and career readiness opportunities through the College Awareness and Advancement Program (CAAP), Career Technical Education pathways, dual enrollment opportunities, college credit courses, and Advanced Placement coursework.|Met||2026-06-08|2026 51714640000000|Yuba City Unified|7|Yuba City Unified School District (YCUSD) tracks access to and enrollment in a broad course of study (Priority 7) using the following locally selected measures and tools: Student Information System (SIS) & Master Schedule Audits: YCUSD utilizes its SIS database to maintain course catalog options (tracking 160+ offerings) and monitor master schedules across TK–5, 6–8, and 9–12 grade spans. Disaggregated Enrollment Reports: Through SIS and CALPADS reporting, the district audits course enrollment disaggregated by unduplicated student groups (English Learners, Foster Youth, and Low-Income students) and Students with Disabilities (SWD). This ensures equitable placement in core academic courses, A-G pathways, Advanced Placement (AP), Dual Enrollment, AVID, CTE pathways, and middle school electives. Data Management Platforms (EduClimber & DNA): YCUSD leverages EduClimber and DNA assessment platforms to evaluate student course performance, credit accumulation, and pass rates in real time, enabling site teams to proactively address enrollment gaps. IEP Progress Monitoring & Co-Teaching Committees: For individuals with exceptional needs, specialized IEP progress monitoring systems and high school co-teaching committees track SWD course placement, pass rates, and accommodations in general education and CTE environments.|Using Student Information System master schedule audits, CALPADS reporting, and local assessment software such as EduClimber and DNA, Yuba City Unified School District evaluates student access to, and enrollment in, a broad course of study across all grade spans. Over time, the district has expanded course offerings and postsecondary pathways to ensure students from transitional kindergarten through 12th grade access rigorous academic content, electives, and career technical training. Specifically, YCUSD expanded its secondary course catalog from 150 options in 2023–24 to 161 options in 2025–26. This structural growth contributed to an increase in the overall Career Technical Education pathway completer rate from 26.7% at baseline to 35.0% in 2025–26, as well as an increase in the Advanced Placement exam pass rate from 55% to 61% for students scoring 3 or higher. Furthermore, expanded partnerships with Yuba College resulted in 36 graduating seniors simultaneously earning an Associate Degree alongside their high school diploma. However, districtwide CSU/UC A-G completion declined from 33.2% at baseline to 29.4% in 2025–26, highlighting a critical area for ongoing systemic alignment and early academic counseling. Analysis of disaggregated data reveals notable gaps in pathway completion and advanced coursework among specific student populations. For Students with Disabilities, CTE completion improved from 13.0% at baseline to 20.5%, though A-G completion remains lower at 10.9%.|Based on YCUSD's local data analysis, several key barriers prevent universal access to and completion of a broad course of study. A primary challenge is specialized staffing shortages in credentialed areas such as Career Technical Education (CTE) and Special Education, alongside physical facility limitations that restrict the expansion of CTE learning labs and elective classrooms. Foundational literacy and math deficits also present significant hurdles for struggling students attempting to access grade-level standards, Advanced Placement courses, and A-G pathways, while making online credit recovery difficult without layered in-person support. Furthermore, a gap exists between initial participation and full pathway completion, pointing to a need for stronger academic counseling, pathway planning, and early career awareness beginning in middle school. Specific student groups—including English Learners, Students with Disabilities (SWD), Foster Youth, and Homeless students—face systemic instructional access barriers, where SWD particularly require expanded co-teaching and Universal Design for Learning strategies to access general education content. Finally, high chronic absenteeism and student mobility rates disrupt regular attendance and continuous credit accumulation required for multi-year course sequences.|To ensure all students—particularly unduplicated pupils and individuals with exceptional needs—have equitable access to a broad course of study, Yuba City Unified School District (YCUSD) has instituted key systemic revisions. To address foundational academic barriers, YCUSD is adopting a new TK–12 math curriculum aligned with the California Mathematics Framework for 2026–27, supported by math coaching, 1.0 FTE K–8 intervention teachers per site, and 11 LREBG-funded intervention positions, while scaling UFLI phonics in K–2. To support English Learners and Students with Disabilities, YCUSD expanded its CCEE-partnered co-teaching framework in core subjects, reduced class sizes in high-need classrooms, added secondary ELD sections, and provided digital tools like Lexia and Ellevation. To complete pathways, YCUSD expanded CTE options by adding a 1.0 FTE CTE teacher, Paxton Patterson lab, and 9th-grade Career Expo course at Albert Powell High School, while increasing middle school electives. The district also expanded Yuba College Dual Enrollment, covered AP exam fees for unduplicated students, and sustained AVID. Finally, YCUSD established 9th-grade Academic Success courses, expanded flexible credit recovery, and deployed EduClimber and DNA platforms for real-time counselor tracking of course progress.|Met||2026-06-23|2026 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.|100% of students, including unduplicated groups and students with disabilities, are enrolled in a core curriculum of ELA, Math, History-Social Science, and Science, and meet state requirements for Physical Education. In our 2025-26 survey, 82% of families agreed that their child has access to a broad course of study, including art and music. Currently, 100% of TK-6 students receive weekly VAPA and SEL instruction, while middle school students (grades 6-8) have access to VAPA and SEL. Middle school students also participate in elective courses designed to build college and career readiness.|Feedback has indicated interest from families in learning acceleration and extension opportunities for students. Barriers to this include communication of the opportunities already in place, and professional development to staff on learning extension to all grade levels.|In response to educational partner input, TRCS has successfully implemented Integrated Math 1 (IM1) for 8th-grade students to provide a pathway for acceleration. Also, professional development for teachers will continue to include strategies for delivering learning acceleration and extension.|Met||2026-06-10|2026 51714645130125|Yuba City Charter|7|Every student has access to a full time school counselor. The counselor works with students and their families to create a four year plan for every high school student. Transcripts are evaluated twice a year to make sure that students are on track to graduate and have access to a broad course of study. Students receiving a grade lower than a C are given a chance to improve their grade through our Opportunity teacher that monitors student progress in conjunction with the counselor. CTE completers are tracked 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 the ability to apply to continue their education at a university. Students will also continue to be offered access to career fairs and tours of local colleges and universities.|Met||2026-06-03|2026 51746330000000|Tri-County ROP|7|||||Not Met|||2026 52105200000000|Tehama County Department of Education|7|Tehama Oaks monitors student access to a broad course of study through master schedules, student transcripts, Individual Learning Plans (ILPs), enrollment records, course completion data, special education records, dual enrollment participation, and student participation in college and career readiness activities. Student needs and access to coursework are reviewed during intake, transition planning, IEP meetings, and regular staff collaboration.|All students enrolled at Tehama Oaks have access to core academic courses aligned to California state standards, including English, mathematics, science, history-social science, and physical education. Students also have access to intervention services, special education supports, dual enrollment opportunities through Shasta College, career exploration activities, financial literacy instruction, music enrichment, visual arts opportunities, and career readiness programs. Due to the small size of the program, students generally receive equitable access regardless of grade level or student subgroup. Course offerings are adjusted as needed to meet individual student needs and graduation requirements.|The primary barriers to providing a broader course of study are the short-term nature of student enrollment, varying lengths of stay, small student population, facility restrictions, and limited instructional staffing. Students often enter with significant credit deficiencies or interrupted educational histories, making individualized intervention and credit recovery a priority. Security requirements and facility schedules may also limit the implementation of some elective and career technical education opportunities.|Tehama Oaks will continue expanding opportunities for students through dual enrollment partnerships, career exploration activities, virtual career readiness experiences, financial literacy instruction, and enrichment opportunities in music and the arts. The school will continue to evaluate student interests, graduation needs, and postsecondary goals to inform program development. Staff will work collaboratively with community partners and educational agencies to increase access to coursework and experiences that support successful transitions to school, college, career, and community life.|Met||2026-06-24|2026 52105206119606|Lincoln Street|7|Lincoln Street uses student schedules, course enrollment records, Aeries data, IEP documentation, English learner records, and intervention participation data to monitor student access to a broad course of study. These measures are reviewed regularly to ensure all students, including unduplicated student groups and students with exceptional needs, have access to standards-based instruction, intervention services, enrichment opportunities, and required courses aligned with state expectations and individual student needs.|All students at Lincoln Street have access to a broad course of study aligned with California state standards. Students receive instruction in English language arts, mathematics, science, history-social science, physical education, visual and performing arts, and enrichment opportunities appropriate to their grade level. No significant differences in access were identified among student groups. Students with disabilities receive services aligned with their IEPs, and English learners receive designated and integrated language support to ensure access to the curriculum.|Based on the measures reviewed, Lincoln Street did not identify significant barriers preventing students from accessing a broad course of study. Students across grade levels and student groups have access to core academic subjects, intervention supports, enrichment opportunities, and specialized services as appropriate. The school will continue monitoring enrollment, participation, and student support needs to ensure equitable access is maintained for all students.|No significant revisions were identified as necessary based on the results of the review. Lincoln Street will continue monitoring student access to coursework, intervention services, enrichment opportunities, and specialized supports to ensure all students maintain equitable access to a broad course of study.|Met||2026-06-11|2026 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, Leadership Summit (overnight), 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, and many others.|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 48% in 23/24 and 51% of students completed an a-g course in 2024/2025. With the addition of on-campus dual enrolled college courses, more students have been completing college courses during high school. 27 students completed a dual enrolled course in 24/25, 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 some 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. We have increased individual tutoring opportunities as 2026-27 Local Performance Indicator Self-Reflection for Tehama eLearning Academy Page 16 of 16 well as having paraeducators support students in onsite courses such as Biology Lab, and concurrently enrolled STU 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||2026-06-08|2026 52714720000000|Antelope Elementary|7|The LEA relies on enrollment data, adoption agreements, SIS scheduling data, teacher assignment monitoring, IEP data, the MTSS process, intervention data, and behavior support 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.|Throughout the LEA, all students have access to, and are enrolled in, a broad course of study. There are no discrepancies.|None|None|Met||2026-06-12|2026 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||2026-06-12|2026 52714980000000|Corning Union Elementary|7|Report cards, teacher lesson plans, budget reports, minutes of school site council meetings, and master schedules.|All students have access to AVID, music, art, SEL, internet access, sports, intramurals, and clubs. Our elementary students also have access to dance.|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. We have implemented and will continue with implementation of AVID. Literacy continues to be our focus to increase engagement and reading. We have begun implementing career and technical education (CTE) exploration at our middle school.|Met||2026-06-24|2026 52715060000000|Corning Union High|7|Corning Union High School District (CUHSD) uses multiple locally selected measures to monitor the extent to which all students have equitable access to, and are enrolled in, a broad course of study. These measures include the master schedule, course enrollment data, student transcripts, graduation progress reports, A–G completion data, Career Technical Education (CTE) pathway enrollment, and Advanced Placement (AP), dual enrollment, and elective course participation. Data are disaggregated by grade level, student group, and students with disabilities to identify and address any disparities in access. The District utilizes Aeries analytics and other local data systems to monitor enrollment patterns, course completion, and student progress toward graduation and college- and career-readiness goals. CUHSD also collaborates with local colleges, industry partners, and the Tehama County Department of Education to ensure course offerings remain aligned with workforce needs, postsecondary opportunities, Career Technical Education pathways, and A–G requirements. In addition to quantitative data, the District considers input from site leadership, counselors, students, staff, families, and educational partners during the master scheduling process and LCAP development to ensure course offerings reflect student interests, educational needs, and equitable access for all students.|Corning Union High School District provides all students with access to a broad course of study; however, the breadth of course offerings varies by school site due to differences in enrollment, staffing, and program design. Corning High School, the District's comprehensive high school, offers a wide range of academic and elective courses, including Advanced Placement (AP), Career Technical Education (CTE) pathways, dual enrollment opportunities, fine and performing arts, world languages, and agricultural science. Students enrolled at Centennial Continuation High School and the District's Independent Study program have access to core academic coursework and graduation requirements but historically have had fewer elective and specialized course options because of smaller enrollment and staffing limitations. To increase equitable access, the District has expanded Career Technical Education opportunities at Centennial by adding a dedicated CTE Construction pathway, increasing student access to the Rogers Ranch agricultural program, and hiring a CTE teacher to provide career-focused instruction. The District continues to monitor course enrollment and participation by student group, including English learners, foster youth, socioeconomically disadvantaged students, and students with disabilities, to ensure equitable access to rigorous coursework and college- and career-readiness opportunities. These targeted investments have expanded access to hands-on, career-connected learning|The primary barriers to ensuring equitable access to a broad course of study are limited staffing, resources, and scheduling flexibility, particularly within the District's alternative education programs. Smaller enrollment at Centennial Continuation High School and the Independent Study program makes it difficult to offer the same breadth of electives, Advanced Placement (AP), Career Technical Education (CTE), world language, and specialized courses available at the comprehensive high school. Additional challenges include credentialing requirements, funding constraints, and the need to provide individualized schedules, credit recovery, and flexible instructional models that meet the unique needs of alternative education students. CUHSD continues to address these barriers by expanding CTE opportunities, increasing access to the Rogers Ranch agricultural program, leveraging dual enrollment and online learning where appropriate, and using the master scheduling process to monitor equitable course access. The District remains committed to identifying innovative solutions that ensure all students have access to rigorous, engaging, and college- and career-ready coursework regardless of the educational program they attend.|CUHSD is committed to ensuring all students have equitable access to a broad, engaging, and rigorous course of study regardless of their educational setting. To expand opportunities, the District has increased investments in staffing, curriculum, and facilities that support alternative education programs. Recent actions include expanding Career Technical Education (CTE) pathways at Centennial Continuation High School, increasing student access to the Rogers Ranch agricultural program, and strengthening credit recovery, dual enrollment, and blended learning opportunities through technology. The District will continue to review course enrollment and participation data by student group to identify and address barriers to access. Master scheduling, program evaluation, and stakeholder input will guide future decisions to ensure all students have equitable opportunities to participate in college- and career-ready coursework. These actions reflect CUHSD's commitment to closing opportunity gaps and providing every student with meaningful pathways to graduation and postsecondary success.|Met||2026-06-18|2026 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 been unable to acquire staff that have the necessary expertise in World Language.|As noted on Priority #2, EUSD plans to delve into ensuring students have opportunities for exploring Foreign Language Instruction and Applied Arts.|Met||2026-06-23|2026 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 community partners 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, transportation and providing course resources.|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. In the 2025/2026 school year 87% of our enrolled 9th-12th grade students have taking a college class. At the end of the Spring 2026 semester, 100% of our 11th and 12th grade students have taken at least two college classes.|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. EIE has provided and makes available hot spots for home use. However, many of our rural areas do not have adequate cell service to support the home use. In the 2025/2026 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. Several of our homeless and/or unaccompanied minor students were provided assistance for gas/transportation in order to attend in person classes or college.|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. In the 25/26 school year, we continue to support various 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, we continue to transport students to junior college and/or in person opportunities as needed. 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 on the EIE campus.|Met||2026-06-30|2026 52715300000000|Flournoy Union Elementary|7|The multiple local measures and tools used to monitor the extent to which all students have access to and are enrolled in a broad course of study include;school master schedules, student enrollment records, class rosters, curriculum implementation reviews, student participation records, and progress monitoring data. These tools help ensure that all students have access to standards-aligned instruction in English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Visual and Performing Arts, Social-Emotional Learning, and other enrichment opportunities. The LEA also reviews participation in extracurricular athletics, CTE Education Learning Grant activities, field trips, hands-on learning experiences, and after-school enrichment and tutoring programs offered through SERRF and ELOP. For students with exceptional needs, the LEA utilizes Individualized Education Programs, service logs, accommodations, modifications, and progress reports to ensure equitable access to the full curriculum. The LEA regularly collaborates with special education staff, teachers, and families to monitor student participation and ensure appropriate supports. Additionally, the LEA monitors compliance with the Williams Act, including the availability of standards-aligned instructional materials, safe and well-maintained facilities, and appropriately assigned teachers.|The LEA uses individual master schedules and class rosters to monitor student access to a broad course of study. Operating as a single-school district with 28 students, the LEA ensures 100% equitable access and enrollment across all student groups, which remains a historic, long-standing strength of our school. Because we operate only one site, there are zero differences in access across school sites or unduplicated student subgroups. Every student has full access to standards-aligned instruction in English, math, science, social studies, physical education, and visual arts. All students also participate in Career and Technical Education (CTE) learning opportunities, field trips, and hands-on enrichment. To maintain this complete access for students with exceptional needs, the LEA maintains an active Memorandum of Understanding (MOU) with the Tehama County Department of Education (TCDE). This partnership provides a dedicated resource specialist and special education teachers who manage Individualized Education Programs (IEPs), accommodations, and vital support services. Progress over time is sustained through continuous progress monitoring data and close family collaboration to ensure no learning gaps emerge. Furthermore, the district has maintained zero Williams Act complaints, ensuring every single student is continuously provided with qualified teacher assignments, safe and well-maintained facilities, and sufficient standards-aligned instructional materials to succeed.|Based on the results of our master schedules, enrollment records, and class rosters, our LEA has identified zero barriers preventing access to a broad course of study. As a single-school district serving 28 students, providing universal access is a core strength. Every student, including all unduplicated student groups and students with exceptional needs, maintains 100% enrollment in a well-rounded curriculum. This comprehensive course of study includes core academic subjects, Career and Technical Education (CTE) opportunities, and hands-on enrichment. Our small size allows for individualized scheduling, ensuring no institutional or logistical barriers exist. For students with exceptional needs, our MOU with the Tehama County Department of Education (TCDE) provides dedicated resource specialists and special education teachers. This collaboration successfully eliminates potential barriers by delivering tailored IEP supports, modifications, and services directly within the general education environment. Additionally, our historical record of zero Williams Act complaints confirms that there are no structural barriers to learning. All 28 students have complete, uninterrupted access to highly qualified teachers, safe, well-maintained facilities, and sufficient standards-aligned instructional materials. The LEA continues to review progress monitoring data regularly to proactively ensure that no new barriers arise, preserving our long-standing success in delivering total equity.|Based on the results of our local measures, which confirm 100% student enrollment and access, the LEA has decided to maintain and continue implementing our highly successful current efforts. As a single-school district with 28 students, our small size allows us to provide an individualized approach to education. Because we currently face zero barriers, our primary action is the sustained execution of our proven local strategies to ensure this universal access remains a permanent strength for all future students.To maintain this standard, the LEA will continue its vital partnership and Memorandum of Understanding (MOU) with the Tehama County Department of Education (TCDE). This decision secures ongoing access to dedicated resource specialists and special education teachers, ensuring that students with exceptional needs always receive immediate IEP supports, accommodations, and services. We also continue our commitment to providing robust Career and Technical Education (CTE) and hands-on learning for all subgroups.While no major revisions are required at this time, the LEA has implemented a proactive monthly review of master schedules, student progress data, and class rosters. This decision allows us to remain agile; we will immediately adjust our strategies and implement new actions as needed if any future barriers or equity issues arise. Finally, we will continue monitoring facilities and materials to maintain our record of zero Williams Act complaints.|Met||2026-06-17|2026 52715480000000|Gerber Union Elementary|7|The LEA uses student enrollment data, class schedules, master schedules, course rosters, and student information system reports to monitor access to and participation in a broad course of study for all students. Data is reviewed by grade span, unduplicated student groups (English learners, foster youth, and low-income students), and students with exceptional needs to ensure equitable access to core academic programs, intervention services, enrichment opportunities, visual and performing arts, physical education, technology, and extracurricular activities. Beginning in the 2026–27 school year, the district will add a dedicated 7th–8th grade science teacher to expand instructional opportunities and strengthen access to standards-aligned science instruction for middle school students. The LEA also reviews IEPs, student placement data, and participation rates to ensure students with exceptional needs have access to the least restrictive environment and appropriate educational opportunities.|Based on enrollment data, master schedules, course rosters, and student participation records, all students in the LEA have access to a broad course of study that includes English language arts, mathematics, science, social studies, physical education, visual and performing arts, intervention supports, and extracurricular opportunities. As a single-school district, there are no differences in access across school sites. The LEA monitors access and enrollment by grade span, English learner status, foster youth status, low-income status, and students with exceptional needs. Local data indicates that students across all groups have equitable access to core academic programs and support services. Students with exceptional needs access the broad course of study through appropriate accommodations, modifications, and services identified in their Individualized Education Programs (IEPs). Over time, the district has expanded opportunities for students by maintaining dedicated music and physical education programs, growing the Dual Language Immersion program, and adding a dedicated 7th–8th grade science teacher beginning in 2026–27. These efforts have increased access to specialized instruction and enrichment opportunities while ensuring all students can participate in a comprehensive educational program.|Analysis of local measures indicates that the LEA generally provides students with access to a broad course of study; however, several barriers continue to impact access and program expansion. As a small rural district, staffing limitations, recruitment challenges, and funding constraints can make it difficult to offer additional elective and enrichment opportunities. Limited facilities and classroom space may also affect the district’s ability to expand programs. Additionally, students requiring targeted academic, behavioral, or special education supports may need supplemental interventions that can reduce opportunities for participation in certain enrichment activities during the school day. The LEA continues to address these barriers through strategic staffing decisions, grant-funded programs, community partnerships, and ongoing evaluation of student needs to ensure equitable access for all students.|In response to local data and identified needs, the LEA has implemented several actions to expand and strengthen access to a broad course of study for all students. Beginning in the 2026–27 school year, the district will add a dedicated 7th–8th grade science teacher to increase access to standards-aligned science instruction and enhance learning opportunities for middle school students. The LEA also continues to provide dedicated physical education and music teachers, ensuring all students have access to a well-rounded educational experience that includes arts, physical wellness, and enrichment opportunities. Additionally, the district has expanded its Dual Language Immersion program, maintained intervention services and extracurricular activities, and continues to provide targeted academic and behavioral supports through its MTSS framework. The district will continue to monitor enrollment and participation data to identify and address any inequities in access among student groups. Strategic staffing decisions, community partnerships, and grant-funded programs will be leveraged to maintain and expand educational opportunities while ensuring all students, including English learners, foster youth, low-income students, and students with exceptional needs, have equitable access to a comprehensive educational program.|Met||2026-06-16|2026 52715550000000|Kirkwood Elementary|7|Kirkwood Elementary School District uses multiple measures to monitor student access to and enrollment in a broad course of study. These measures include the master schedule, student enrollment records, course offerings, instructional minutes, staffing assignments, Individualized Education Program (IEP) service plans, and annual reviews of curriculum implementation. The district also reviews student participation in enrichment opportunities, intervention programs, physical education, visual and performing arts, technology, and extracurricular activities. Data are reviewed by grade span, student groups, and students with exceptional needs to ensure equitable access to all required subject areas, including English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Health, Visual and Performing Arts, and Career Awareness activities appropriate for grade levels served.|Analysis of local measures indicates that all students enrolled in Kirkwood Elementary School District have access to a broad course of study aligned to California State Standards. As a single-school TK–8 district, all students receive instruction in English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Health, and Visual and Performing Arts. Students also participate in enrichment opportunities including field trips, assemblies, student leadership activities, athletics, and technology-integrated instruction. The district reviews access for student groups, including unduplicated pupils and students with disabilities. No significant differences in access to core academic programs have been identified. Students with exceptional needs receive accommodations, modifications, and specialized services through their Individualized Education Programs while maintaining access to grade-level curriculum to the greatest extent appropriate. The district continues to monitor participation and access to ensure equitable opportunities for all students.|As a small rural school district, the primary barriers to providing a broad course of study include limited staffing, funding constraints, and challenges associated with offering specialized electives and enrichment programs. Small enrollment can limit opportunities to provide the same variety of courses available in larger districts. To address these challenges, the district has continued to expand student access through strategic staffing, partnerships with community organizations, educational assemblies, athletics, field trips, visual and performing arts opportunities, and technology resources. The district added an art teacher during the 2025–26 school year and continues to explore additional enrichment opportunities that support student interests and engagement. The district will continue reviewing student participation data, educational partner feedback, and available resources to identify opportunities to further expand access while ensuring all students receive a comprehensive educational program aligned with state standards.|In response to the results of local measures, Kirkwood Elementary School District has implemented and will continue to implement actions designed to ensure all students have access to a broad course of study. During the 2025–26 school year, the district expanded enrichment opportunities by adding a visual arts program and continuing athletics, student leadership opportunities, educational assemblies, field trips, and other activities that support student engagement and learning. The district will continue to provide all students access to standards-aligned instruction in English Language Arts, Mathematics, Science, History-Social Science, Physical Education, Health, and Visual and Performing Arts. Students with disabilities will continue to receive accommodations, modifications, and specialized services that support access to grade-level curriculum and participation in all educational programs. The district will continue to evaluate student participation, achievement data, staffing, and educational partner feedback to identify barriers to access and make adjustments as needed. Additionally, the district will pursue partnerships, grant opportunities, and enrichment programs that expand student experiences and support college and career readiness while maintaining equitable access for all students.|Met||2026-06-09|2026 52715630000000|Lassen View Union Elementary|7|The key tools we use are lesson plans and observations. Being a small school and district, our administration is in classes each week. Our student support administrative team meets every Wednesday to discuss students and programs. By doing this, we can closely monitor our educational program and ensure that all students have access to the supports, education, and services they need.|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. For the last 3 years, we have employed a 0.4FTE art teacher and plan to next year.|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||2026-06-30|2026 52715710000000|Los Molinos Unified|7|LMUSD monitors student course enrollment, master schedules, graduation requirements, A-G completion, College/Career Indicator (CCI) results, graduation rates, Career Technical Education (CTE) participation, dual enrollment, English Learner Progress Indicator (ELPI) data, special education services, and annual LCAP reviews. Data is analyzed by student group, including English learners, socioeconomically disadvantaged students, foster youth, homeless youth, and students with disabilities, to ensure equitable access and identify barriers. The district monitors participation in standards-aligned core instruction, English Language Development (ELD), intervention programs, special education, CTE pathways, dual enrollment, visual and performing arts, agricultural education, athletics, and extracurricular activities. Through LCAP Goals 1–3, LMUSD tracks CCI, graduation rates, A-G completion, ELPI, attendance, and participation in CTE, dual enrollment, and extracurricular programs. Approximately 80% of high school students participate in at least one extracurricular activity. These measures provide ongoing information to evaluate access, participation, and outcomes while ensuring all students have equitable opportunities to succeed.|Local measures indicate that students at all school sites have access to standards-aligned core academics, English Language Development (ELD), special education services, Career Technical Education pathways, visual and performing arts, athletics, and extracurricular opportunities. The district has expanded access through additional dual enrollment courses, CTE pathways, agricultural education, and the restoration of music instruction at Los Molinos High School through Proposition 28. Approximately 80% of high school students participate in at least one extracurricular activity. In 2024-25, 49% of students met the College and Career Indicator, 115 students earned industry certifications, 23 completed CTE pathways, and the graduation rate was 88.2%. While access is available across the district, differences remain in outcomes. Socioeconomically disadvantaged students earned a lower CCI rate (42.5%) than the overall student population, and English learners and students with disabilities continue to require targeted supports to ensure equitable success in advanced coursework and postsecondary opportunities. Through LCAP Goals 1–3, LMUSD continues expanding dual enrollment, CTE, intervention services, and college and career readiness opportunities while monitoring participation and outcomes by school site and student group to ensure equitable access for all students.|Local data indicate that all students have access to a broad course of study; however, barriers continue to affect equitable participation and success for some student groups. California Dashboard and local assessment results identify persistent achievement gaps in English Language Arts and Mathematics for English learners, socioeconomically disadvantaged students, students with disabilities, and Hispanic students. These gaps may limit readiness for advanced coursework, dual enrollment, and college and career pathways. Chronic absenteeism (20.4%) and elevated suspension rates also reduce instructional time and limit consistent participation in academic and enrichment opportunities. In addition, the College and Career Indicator was 49% overall, with socioeconomically disadvantaged students at 42.5%, highlighting the need to increase participation and success in college and career readiness programs. As a rural district, LMUSD also faces challenges related to staffing, student support needs, and expanding learning opportunities. Through LCAP Goals 1–3, the district is addressing these barriers by strengthening tutoring, intervention services, counseling, attendance supports, dual enrollment, Career Technical Education pathways, and targeted services for English learners and students with disabilities to ensure all students can fully access and benefit from a comprehensive course of study.|Based on local data, California Dashboard indicators, and educational partner input, Los Molinos Unified School District continues implementing actions through LCAP Goals 1–3 to ensure all students have equitable access to a broad course of study by expanding academic supports, college and career readiness opportunities, and services that remove barriers to success. To improve readiness for rigorous coursework, LMUSD continues implementing i-Ready, DIBELS, SIPPS, tutoring, paraprofessional support, and Professional Learning Community (PLC) processes using student achievement data and common formative assessments. The district is strengthening literacy, mathematics, English Learner services, and targeted interventions for students with disabilities and other student groups with lower academic outcomes. To expand college and career opportunities, LMUSD is increasing dual enrollment, Career Technical Education (CTE) pathways, industry certifications, and agricultural education. The district has shifted from expanding Advanced Placement to increasing dual enrollment, allowing more students to earn college credit while in high school. Proposition 28 funding has also restored music instruction, expanding visual and performing arts opportunities.|Met||2026-06-18|2026 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||2026-06-25|2026 52716390000000|Red Bluff Joint Union High|7|Red Bluff Joint Union High School District uses several local measures to monitor student access to and enrollment in a broad course of study. The district reviews student enrollment and scheduling data to track participation in core academic courses, Career Technical Education (CTE) pathways, Advanced Placement (AP) courses, dual enrollment, visual and performing arts, world languages, and elective offerings. Course enrollment, completion, and achievement data are analyzed by grade level and student group, including English learners, socioeconomically disadvantaged students, foster youth, homeless youth, and students with disabilities. The district also monitors A-G completion rates, graduation requirements, CTE pathway completion, dual enrollment participation, and student course requests to identify potential barriers to access. Additional tools include counselor reviews of student schedules and graduation plans, Individualized Education Program (IEP) reviews for students with exceptional needs, and student survey data regarding course access and educational opportunities. These measures help ensure that all students have equitable access to a broad course of study that supports college, career, and postsecondary success.|Local measures indicate that students in Red Bluff Joint Union High School District have access to a broad course of study that includes A-G courses, Career Technical Education (CTE) pathways, dual enrollment, visual and performing arts, world languages, and elective courses. Enrollment data show strong participation in CTE programs, with approximately 72% of students reporting enrollment in their first-choice pathway. The district monitors course enrollment and participation by student group, including English learners, socioeconomically disadvantaged students, foster youth, homeless youth, and students with disabilities, to ensure equitable access. As a single-school district, there are no differences in access across school sites. Student survey data identified a need for increased scheduling flexibility, with many students reporting they were unable to fit desired courses into their schedules. Overall, data indicate that students have broad access to educational opportunities, and the district continues to refine scheduling and course offerings to increase participation for all student groups.|Based on student survey results and local enrollment data, the primary barrier to providing access to a broad course of study for all students is scheduling capacity. Many students reported that there were courses they wanted to take but could not fit into their schedules due to conflicts with required courses, pathway sequences, or limited availability of sections. Additional barriers include staffing and resource limitations that can affect the number and variety of courses offered, particularly specialized electives, advanced coursework, and Career Technical Education (CTE) pathways. Students with unique scheduling needs, including those participating in multiple programs or requiring additional academic support, may face challenges accessing all desired courses within the school day. The district continues to review course requests, enrollment trends, and master scheduling practices to identify opportunities to expand access and reduce scheduling conflicts. These efforts are intended to ensure that all students, including unduplicated student groups and students with disabilities, have equitable access to a broad course of study that supports their academic and career goals.|In response to local data and student survey results, Red Bluff Joint Union High School District will continue refining its master scheduling process to increase student access to desired courses and reduce scheduling conflicts. The district will review course request, enrollment, and pathway participation data annually to align course offerings with student interests and needs. The district will continue expanding opportunities for students to participate in Career Technical Education (CTE), dual enrollment, Advanced Placement, and A-G coursework while ensuring equitable access for all student groups. Counselors will continue reviewing student schedules, graduation plans, and postsecondary goals to support appropriate course placement and identify barriers to participation. The district will also use student feedback to evaluate course offerings and academic support structures and will make adjustments as staffing and resources allow. These actions are intended to increase access to a broad course of study and ensure all students are prepared for college, career, and postsecondary success.|Met||2026-06-18|2026 52716470000000|Reeds Creek Elementary|7|Reeds Creek tracks student access to a broad course of study through grade level classroom instructional schedules, curriculum implementation, IEP service minutes and goals, and community resources. VAPA and CTE opportunities are provided using local resources, county office technical assistance, and categorical funding.|Reeds Creek is a single school TK-8 district. All Reeds Creek students have access to any learning opportunities considered to be instrumental in a broad course of study, as appropriate for the grade level.|None.|Reeds Creek will continue to ensure students have access to a broad course of study as appropriate to grade level. Special focus will be given to the lowest achieving student subgroups - SED, White and Students with Disabilities|Met||2026-06-25|2026 52716540000000|Richfield Elementary|7|To monitor student access and enrollment across a broad course of study the district utilizes student master schedules and course enrollment logs extracted directly from the Aeries Student Information System. The district tracks these metrics by disaggregating participation data across grade levels, individual school sites, unduplicated student groups (foster youth, English learners, and low-income students), and individuals with exceptional needs. This system data is reviewed alongside local diagnostic baselines and multi-tiered intervention tracking logs to ensure all student segments are appropriately placed in both core and supplementary academic programs|Master schedule data demonstrates that all students across the district have full access to core integrated academic subjects, enrichment activities, and multi-tiered academic interventions. However, local data reveals distinct enrollment differences in supplementary programs depending on student group classifications. While English Learners show exceptional campus attendance and strong school connectedness, their participation in advanced, independent, or integrated language-enrichment activities is limited by low language-acquisition growth trajectories. Additionally, multi-tiered tracking systems show that approximately 14% of the student population is heavily concentrated in Tier 2 and Tier 3 behavioral and social-emotional interventions rather than broader academic extensions|"The primary structural barriers identified through the self-reflection process in image_8168e8.png relate to a legacy dependency on isolated student placement models and external resource limitations. Educational partner feedback highlights that traditional ""pull-out"" remediation frameworks have historically restricted high-needs student groups from fully participating in the complete baseline classroom curriculum. Furthermore, student mobility, language barriers, and individual trauma create ongoing obstacles to classroom engagement. This is compounded by logistical barriers, such as a lack of available transportation and childcare, which prevent underrepresented families from participating in school-aligned academic planning sessions"|To remove barriers and expand course access, the district has fundamentally restructured its multi-tiered support systems and family engagement protocols. Key actions include moving away from isolated pull-out models by deploying cross-trained Multi-Tiered Intervention Support Paraprofessionals directly into general education classrooms to provide flexible Tier 2 and Tier 3 academic, behavioral, and English language supports. The district has also updated its English Language Development (ELD) Master Plan and expanded counseling capacity to resolve trauma barriers. To bridge the digital and logistical gaps, the district provides individual home technology checkouts and has introduced evening homework labs under Action 2.6 that feature built-in childcare and transportation, ensuring all families can support a broad course of study|Met||2026-06-24|2026 53105380000000|Trinity County Office of Education|7|Individualized student learning plans are used to ensure that all students have access to a broad course of study. This applies to all students.|Based on student learning plans, all students have access to and are enrolled in a broad course of study.|While all students are enrolled in a broad course of study, not all students engage with their coursework. This has been identified as a barrier.|The LEA continually updates their incentives program to reflect the interests of the students in an effort to increase student engagement. They have also added a school social worker 1 day a week to seek input from families and to provide support for students who are not engaged.|Met||2026-06-17|2026 53105380125633|California Heritage Youthbuild Academy II|7|CHYBA uses multiple locally selected measures to monitor student access to and enrollment in a broad course of study. These measures include Edgenuity course and enrollment reports, weekly Response to Intervention (RTI) meetings, the Student Assignment Tracker, course enrollment records, monthly Professional Learning Community (PLC) meetings, Personalized Learning Plans, and Individualized Education Program (IEP) documentation. These tools allow administrators, counselors, and teachers to regularly monitor course access, student progress, credit completion, and individualized academic needs while ensuring that unduplicated students and students with exceptional needs have equitable access to a broad course of study aligned with California academic standards, graduation requirements, and postsecondary goals.|Using these locally selected measures, CHYBA has determined that all students have equitable access to a broad course of study aligned with California State Standards and graduation requirements. Through the Edgenuity curriculum, students have access to core academic courses, Career Technical Education (CTE), health, physical education, visual and performing arts, world language, electives, credit recovery, and college and career readiness courses. Students also have access to individualized supports, Work Experience, and specialized services through their Personalized Learning Plans and, when applicable, Individualized Education Programs (IEPs). During the 2025–26 school year, all students attended a single campus and had equitable access to the same instructional program and support services regardless of student group. Course access and enrollment are reviewed regularly through RTI meetings, PLC collaboration, and ongoing progress monitoring to ensure students remain on track toward graduation while meeting their individual academic and postsecondary goals.|While CHYBA provides all students with access to a broad course of study, many students face significant barriers that can limit their ability to fully engage in available learning opportunities. Common barriers include chronic absenteeism, credit deficiency, homelessness, foster care involvement, mental health challenges, transportation issues, socioeconomic hardship, and other circumstances that contribute to interrupted educational experiences. Because many students enroll significantly behind in credits or after experiencing educational disruption, individualized scheduling and credit recovery are often necessary to support progress toward graduation. Additionally, staffing and resource limitations may affect the number of locally delivered elective opportunities available on campus; however, CHYBA continues to mitigate these barriers through standards-aligned online coursework, Career Technical Education pathways, individualized learning plans, counseling supports, and targeted interventions.|In response to ongoing review of local data, CHYBA will continue strengthening systems that ensure all students have equitable access to a broad course of study. The school will maintain regular monitoring of student course enrollment, assignment completion, credit attainment, and academic progress through weekly RTI meetings, monthly PLC meetings, and ongoing administrative review. As CHYBA transitions to a two-campus model during the 2026–27 school year, the school will ensure that students at both campuses have equitable access to standards-aligned coursework, Career Technical Education pathways, individualized supports, and intervention services. CHYBA will continue expanding individualized academic planning through Personalized Learning Plans, strengthening attendance and engagement interventions, and providing targeted supports for unduplicated students and students with exceptional needs. The school will also continue evaluating course offerings, student enrollment patterns, and educational partner feedback to ensure that all students have meaningful access to courses that support graduation, college, career, and lifelong success.|Met||2026-06-30|2026 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 25-26 school year, all students in grades TK-8 were enrolled in a broad course of studies. This included visual and performing arts and physical education instruction,. Students were also able to access additional course offerings in the after school program. In grades 6-8, 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. This year the district was able to hire a music and drama teacher.|The district will continue to offer a broad course of study to all students by retaining qualified instructors along with encouraging current staff to expand their abilities to teach more and broader subjects. Daily and weekly schedules, along with the allocation of school minutes, will be continually refined and revised to maximize the courses that students can access.|Met||2026-06-10|2026 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||2026-06-11|2026 53716960000000|Douglas City Elementary|7|Douglas City School utilizes course enrollment data, master schedules, instructional minutes, and program participation records to monitor student access to a broad course of study. As a single-school district serving students in grades TK through 8, the district reviews access across grade spans, unduplicated student groups, and students with exceptional needs to ensure equitable educational opportunities for all students.|All students enrolled at Douglas City School have access to a broad course of study aligned with California State Standards. Students receive instruction in English language arts, mathematics, science, social science, physical education, health, visual and performing arts, and technology. Additional enrichment opportunities include music, art, athletics, leadership activities, field trips, and other extracurricular experiences. Students in grades 5 through 8 receive Spanish instruction, and students in grades 4 through 8 have opportunities to participate in performing arts activities. The district has not identified any significant differences in access among student groups, including unduplicated pupils and students with exceptional needs. The district continues to monitor enrollment and participation to ensure equitable access for all students.|As a small rural district, Douglas City School continues to face challenges related to staffing and scheduling. Recruiting and retaining qualified instructors for specialized subjects, such as foreign language instruction, can be difficult due to the limited availability of qualified candidates in the region. Additionally, balancing instructional minutes across required subject areas within a finite school schedule presents ongoing challenges when seeking to expand enrichment opportunities.|Douglas City School will continue providing all students with access to a broad and engaging course of study. The district will maintain efforts to recruit and retain qualified staff, evaluate scheduling practices, and maximize available instructional time to support both core academic and enrichment opportunities. The district will continue offering programs that reflect student interests, including music, art, athletics, performing arts, and Spanish instruction, while exploring additional opportunities that enhance student engagement and educational experiences.|Met||2026-06-22|2026 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 and 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. We will continue to partner with outside agencies, and take our students on educational field trips for new and enriching experiences. We will continue to try to provide a qualified foreign language instructor.|Met||2026-06-23|2026 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, Enlgish, 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 credentialed teachers for special education. We struggle to retain qualified instructors and administration due to the very 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||2026-06-22|2026 53717610000000|Trinity Center Elementary|7|Due to our extremely small student population, we do not need tools to track which students have access to a broad course of study. All students are enrolled in all program offerings regardless of grade span, unduplicated student group status, or exceptional needs.|All TK-8th grade students participate in all programs due to our extremely small student population.|There are no barriers for students to participate.|Staff will continue to provide a broad course of study for all students. Additional staff is needed in order to share the workload a broad course of study requires at an extremely small, underfunded, rural school.|Met||2026-06-29|2026 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||2026-06-23|2026 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||2026-06-23|2026 53765130000000|Trinity Alps Unified|7|TAUSD uses student enrollment data, course schedules, graduation and A–G tracking reports, Individualized Education Program (IEP) records, and counseling records to monitor student access to a broad course of study. Counselors, administrators, special education staff, and registrars regularly review student enrollment to ensure that all students, including unduplicated pupils and students with exceptional needs, have equitable access to standards-based instruction, electives, Career Technical Education (CTE) pathways, intervention supports, and enrichment opportunities. At Trinity High School, students meet annually with counseling staff to review graduation requirements, postsecondary goals, and course selections to ensure access to a comprehensive educational program. All high school students have access to CTE coursework and college and career readiness opportunities. Middle school students are enrolled in elective courses that support exploration and skill development. At Weaverville Elementary School, parent-teacher conferences and ongoing progress monitoring are used to review student achievement and identify any needed academic or support services. Students with exceptional needs are provided accommodations, modifications, specialized instruction, and support services as outlined in their IEPs to ensure meaningful participation in the general education curriculum whenever appropriate.|TAUSD uses student enrollment records, course schedules, graduation and A–G completion data, counseling records, and IEP documentation to monitor student access to and participation in a broad course of study. Data indicate that students across all school sites have access to standards-based academic programs, electives, Career Technical Education (CTE) courses, intervention supports, and enrichment opportunities. At Weaverville Elementary School, all students have access to the full elementary curriculum, including core academic subjects, physical education, visual and performing arts, and intervention services as needed. At Trinity High School, students have access to a comprehensive high school program that includes college-preparatory coursework, CTE pathways, dual enrollment opportunities, electives, and college and career readiness activities. All high school students participate in CTE coursework, and middle school students are enrolled in elective courses. Students with exceptional needs have access to the broad course of study through accommodations, modifications, specialized academic instruction, and related services identified through the IEP process. Unduplicated pupils have equitable access to all courses, programs, and support services. In addition to traditional programs, students may access alternative educational pathways through the district's Independent Study program and Alps View High School, which provides additional support and flexibility for students|One of the primary barriers TAUSD faces in providing an expanded broad course of study is recruiting and retaining highly qualified teachers in a rural community. Limited access to a larger workforce can affect the district's ability to offer additional advanced coursework, specialized electives, and dual enrollment opportunities that are more commonly available in larger districts. To address this challenge, TAUSD actively recruits and supports teachers in obtaining advanced degrees and credentials that expand instructional opportunities for students. The district provides a yearly stipend for teachers who hold a master's degree and encourages staff to pursue graduate-level coursework. Increasing the number of teachers qualified to teach dual enrollment courses allows students to earn college credit while attending high school and expands access to rigorous academic opportunities. Despite these staffing challenges, the district continues to utilize Career Technical Education (CTE), dual enrollment partnerships, Independent Study, and alternative education programs to ensure all students have access to a broad course of study that supports their academic and career goals.|In response to local data and educational partner feedback, TAUSD continues to expand opportunities that ensure all students have access to a broad course of study. The district has strengthened Career Technical Education (CTE) offerings by adding an Emergency Response pathway and a Medical pathway, providing students with additional college and career readiness opportunities aligned to local workforce needs. The district remains committed to maintaining and expanding visual and performing arts opportunities. Music programs continue to grow at both school sites, providing students with access to courses that support creativity, engagement, and a well-rounded educational experience. To increase access to rigorous coursework, TAUSD continues to support teachers in obtaining advanced degrees and credentials that allow them to teach dual enrollment courses. The district also works collaboratively with local college partners to expand opportunities for students to earn college credit while in high school. School sites annually review master schedules, staffing assignments, and student enrollment data to identify barriers and ensure equitable access to courses and programs. Through the strategic sharing of staff between sites, TAUSD is able to offer additional opportunities, including courses such as Intro to Agriculture and Spanish 1 for middle school students. The district will continue to evaluate student needs, staffing resources, and program offerings to ensure all students ha|Met||2026-06-17|2026 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.|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.|At the school level, there were no barriers preventing the school 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 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.|Met||2026-06-03|2026 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||2026-06-03|2026 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||2026-06-08|2026 54105460125542|Sycamore Valley Academy|7|Sycamore Valley Academy offers an enriching course of study beyond the core standards of Language Arts, Math, Science, and History/Social Science. In addition to these subjects, Sycamore Valley Academy students also receive instruction in Spanish, Physical Education, Art, and Music. Integrated throughout all studies are the strategies of Gifted Education for All and Project-based Learning (PBL). Our master schedule ensures that this broad course of study is offered across grade-levels. Additionally, students and parents are asked about a broad course of study in the survey they are asked to respond to each January.|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 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. Survey data indicates strong student and parent perception of access to a broad course of study. 94% of students report that they believe they are receiving a broad course of study and 88% 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, Sycamore Valley 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 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, Sycamore Valley Academy is implementing several strategic actions to ensure all students have equitable access to a broad course of study. These include recruitment of specialist teachers and paraprofessionals and providing support for enrichment instruction within homeroom classes.|Met||2026-06-16|2026 54105460135459|Blue Oak Academy|7|Blue Oak Academy offers an enriching course of study beyond the core standards of Language Arts, Math, Science, and History/Social Science. In addition to these subjects, Blue Oak Academy students also receive instruction in Spanish, Physical Education, Art, and Music. Integrated throughout all studies are the strategies of Gifted Education for All and Project-based Learning (PBL). Our master schedule ensures that this broad course of study is offered across grade-levels. Additionally, students and parents are asked about a broad course of study in the survey they are asked to respond to each January.|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. Survey data indicates strong student and parent perception of access to a broad course of study. 92% of students report that they believe they are receiving a broad course of study and 88% 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 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. These include recruitment of specialist teachers and paraprofessionals and providing support for enrichment instruction within homeroom classes.|Met||2026-06-16|2026 54105465430327|La Sierra High|7|La Sierra currently provides cadets access to CTE pathways in the areas of Digital Media Arts and Forestry. During the 2025-2026 school year, La Sierra implemented a Forestry pathway via Reedley College for grade levels (10-12) 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 2025-2026 school year, La Sierra also expanded its A-G courses by adding Chemistry and Pre-Calculus course sections for student application and learning growth. Removed from this, during the 2026-2027 school year, La Sierra will also be utilizing 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 9% 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 2026-2027 school year. Student capacity building will be addressed in this area through the continual refinement of the school’s MTSS frameworks specifically in the areas of curriculum, instruction and assessment of student progress over set periods of time for student engagement and intervention efforts. 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 92% 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 2026-2027 school year, La Sierra will continue to offer CTE pathways in the areas of Digital Media Arts and Forestry for new student learning and engagement. Removed from this, during the upcoming 2026-2027 school year, La Sierra will continue to offer Chemistry and Pre-Calculus courses to high school students. The expansion 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||2026-06-03|2026 54105466119291|Eleanor Roosevelt Community Learning Center|7|As a homeschool program, ERCLC employs several locally selected measures to ensure all students have access to a broad course of study tailored to their individual needs. Individualized Learning Plans (ILPs): Each student has an annual ILP developed with an educational coordinator to establish personalized learning goals and monitor progress throughout the year. Monthly Learning Records: Academic progress is documented monthly across all subjects to monitor growth and ensure students are meeting educational milestones. i-Ready Diagnostic and Instruction: i-Ready serves as a benchmark assessment in Reading and Mathematics, measuring growth and identifying areas where additional support is needed. Diverse Curriculum Options: In addition to a core curriculum, ERCLC offers a variety of electives and enrichment opportunities to provide a well-rounded education. Support for Unduplicated Students: Students who are socio-economically disadvantaged, English Learners, or have exceptional needs receive targeted resources, tutoring, and specialized support. Enhanced IEP Support: ERCLC continues to expand services and resources for students with Individualized Education Programs (IEPs) Formative and Summative Assessments: Ongoing and end-of-course assessments monitor progress, evaluate achievement, and guide instructional decisions. Through these measures, ERCLC ensures all students have equitable access to a comprehensive course of study that supports academic and personal growth|At ERCLC, 100% of students have access to a broad course of study through the homeschool resource center, individualized learning plans, educational coordinators, and diverse enrichment opportunities. For TK–2 students, ERCLC has expanded the Eleanor Core curriculum by incorporating Moving Beyond the Page to strengthen English Language Arts with a comprehensive scope and sequence. Learning plans include recommended pacing to increase rigor and align with traditional school expectations. Elementary students participate in enrichment classes such as dance, music, theater, cooking, Spanish, physics, wood shop, and agriculture. Secondary students also have access to 4-H, concurrent college enrollment, work-based learning, and other college and career readiness opportunities. High school students are supported by fully credentialed subject-area teachers and a dedicated educational coordinator. ERCLC provides equitable access for all students, including socioeconomically disadvantaged students, English learners, and students with exceptional needs, through targeted academic supports, tutoring, and specialized resources. The school continues to refine its curriculum and enrichment programs to meet diverse student needs and provide educational opportunities comparable to or exceeding those in traditional schools. These efforts ensure every student has access to a rigorous, well-rounded educational program that supports academic growth, personal development, and future success.|As a homeschool program, ERCLC faces unique challenges in providing all students equal access to a broad course of study. While students attending on-campus enrichment benefit from extensive academic support and activities, families living farther away often face barriers, including geographic distance, transportation limitations, and reduced access to in-person instruction, tutoring, enrichment, and peer interaction. Although ERCLC provides comprehensive online resources and individualized support, students unable to attend campus regularly have fewer opportunities for hands-on learning and collaboration. In addition, vendor partnerships remain limited in some communities, reducing access to local academic services. Actions for Improvement Establish additional satellite resource centers throughout Tulare County to provide tutoring, enrichment, and in-person learning closer to students' homes. Expand online learning, virtual tutoring, and digital enrichment to increase flexibility and access for distance learners. Strengthen partnerships with local vendors and community organizations to expand academic and enrichment opportunities. Develop additional social and collaborative learning opportunities for distance learners to increase engagement and connectedness. Through these efforts, ERCLC will continue reducing barriers and expanding equitable access so all students, regardless of location or circumstances, can participate in a rigorous, well-rounded educational program.|To ensure access to a broad course of study in 2026–27, ERCLC has/will implement the following actions: Strengthen Special Education Services by expanding online supports, instructional materials, literacy interventions, and specialized staff training. Enhance Learning Environments through additional classrooms, outdoor learning spaces, resource centers, expanded paraprofessional support, MTSS, social-emotional services, and counseling, including college and career guidance. Expand Learning Resources by increasing access to digital platforms, strengthening formative and summative assessments, and implementing Milestone Reports to monitor student progress. Maintain Individualized Learning Plans and Monthly Learning Records to support personalized instruction and ongoing student growth. Increase Educational Coordinator Capacity by hiring additional coordinators with diverse expertise to strengthen student support. Expand College and Career Readiness through additional world language courses, increased A-G participation, Career Technical Education (CTE), pathway completion, and job-shadowing opportunities. Develop Standards-Aligned Curriculum while providing strategic parent professional development to strengthen homeschool instruction. Expand Regional Resource Centers to increase access for students who do not regularly attend the main campus. These actions will ensure all ERCLC students have equitable access to a rigorous, personalized, and enriching educational experience.|Met||2026-06-02|2026 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||2026-06-16|2026 54718030000000|Alpaugh Unified|7|Alpaugh Unified School District uses student course enrollment data, master schedules, transcripts, A-G completion reports, CALPADS data, College and Career Indicator (CCI) reports, dual enrollment participation records, and special education service records to monitor student access to a broad course of study. District administrators and counselors regularly review these measures to ensure equitable access for all students, including English Learners, Low Income Students, Foster Youth, and Students with Disabilities. The district also monitors participation in dual enrollment courses, Career Technical Education pathways, visual and performing arts, intervention programs, and extracurricular activities. For students with exceptional needs, Individualized Education Programs (IEPs), course schedules, and service records are reviewed to ensure access to grade-level curriculum and appropriate supports.|Local measures indicate that all students in Alpaugh Unified School District have access to a broad course of study aligned to California State Standards. Students have access to core academic courses, English Language Development, visual and performing arts, physical education, dual enrollment opportunities through College of the Sequoias, Career Technical Education pathways, intervention supports, and extracurricular activities. Course enrollment, A-G completion data, transcripts, and master schedules are regularly reviewed to ensure equitable access for all student groups, including English Learners, Low Income Students, Foster Youth, and Students with Disabilities. Due to the district’s single-school configuration, access is consistent across school sites. Students with exceptional needs are provided access to grade-level curriculum with appropriate supports through their Individualized Education Programs (IEPs). Over time, the district has expanded dual enrollment, college and career readiness opportunities, and access to rigorous coursework, resulting in increased participation and improved postsecondary readiness.|While all students have access to a broad course of study, Alpaugh Unified School District faces challenges common to small, rural school districts. Limited enrollment and staffing can restrict the number of elective courses, Career Technical Education pathways, Advanced Placement offerings, and specialized programs available to students. Recruiting and retaining highly qualified staff in specialized subject areas also presents challenges. Additionally, transportation barriers and limited access to regional resources can impact student participation in certain enrichment and extracurricular opportunities. Some students, particularly English Learners and Students with Disabilities, may require additional academic supports to fully access rigorous coursework and postsecondary opportunities. To address these barriers, the district continues to expand dual enrollment offerings, utilize online learning opportunities, strengthen intervention supports, and monitor enrollment data to ensure equitable access for all student groups.|In response to local data, Alpaugh Unified School District will continue expanding opportunities that ensure all students have access to a broad course of study. The district has increased access to dual enrollment courses through College of the Sequoias, expanded Career Technical Education opportunities through Edgenuity, and maintained a college-preparatory schedule that promotes A-G completion for all students. Counselors and administrators regularly monitor enrollment data, transcripts, and student progress to identify and address barriers to participation. The district will continue providing intervention supports, English Learner services, and accommodations for Students with Disabilities to ensure equitable access to rigorous coursework. Additionally, AUSD will leverage technology and online learning opportunities to broaden course offerings and expand college and career readiness pathways for all students.|Met||2026-06-18|2026 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 2024-2025 school year, students in this program achieved an average course pass rate of 96%, a success rate that continued into the first semester of 2025-2026. 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 94% pass rate in Summer 2025. 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||2026-06-09|2026 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||2026-06-24|2026 54718110139477|Monarch River Academy|7|Monarch River Academy uses multiple locally selected measures to ensure all students have equitable access to a broad course of study aligned with California standards and individual student needs. The school regularly reviews student enrollment, course participation, and program access across grade levels, student groups, and specialized programs. Staff monitor access to standards-aligned curriculum, electives, intervention supports, Career Technical Education (CTE), A–G coursework, dual enrollment opportunities, visual and performing arts, world languages, and college and career readiness programs. The school reviews disaggregated data for English Learners, socioeconomically disadvantaged students, foster youth, homeless youth, and students with disabilities to identify and address barriers to participation. Special education staff, administrators, and teachers collaborate to monitor IEPs, 504 Plans, accommodations, and specialized supports. Additional measures include student and parent surveys, learning period meetings, academic progress monitoring, educational partner feedback, technology access reviews, participation in virtual learning, and engagement in enrichment activities. These measures support ongoing evaluation of access, participation, and equity across all instructional programs.|Based on locally selected measures and ongoing program monitoring, Monarch River Academy continues to provide students with equitable access to a broad course of study across all grade levels and student groups. Students have access to standards-aligned curriculum, Career Technical Education (CTE) pathways, dual enrollment opportunities, intervention supports, visual and performing arts, world languages, college and career readiness programs, and enrichment opportunities. Enrollment and participation data indicate students can access diverse academic offerings regardless of geographic location or instructional setting. The independent study model, virtual academies, and flexible instructional options support individualized learning and student success. Disaggregated data reviews help ensure equitable access for English Learners, socioeconomically disadvantaged students, foster youth, homeless youth, and students with disabilities. Administrators, teachers, counselors, and special education staff collaborate to provide accommodations, intervention services, and individualized supports. Educational partner feedback and enrollment trends indicate continued success in maintaining inclusive practices and reducing barriers to access. Monarch River Academy remains committed to monitoring participation data, gathering stakeholder input, and refining programs to ensure all students have access to meaningful educational opportunities and a broad course of study.|Based on locally selected measures, enrollment reviews, and educational partner feedback, Monarch River Academy has identified limited barriers to student access within its broad course of study. The school’s independent study model, virtual learning opportunities, intervention programs, and flexible scheduling options support equitable access for students across grade levels and service areas. Potential barriers include technology access, transportation to optional in-person events, language differences, and varying levels of familiarity with college and career readiness opportunities. To address these challenges, the school provides technology support, multilingual communication, translated materials, virtual participation options, and individualized guidance from staff, counselors, and Regional Coordinators. Students requiring additional academic, behavioral, or social-emotional support may need increased intervention and individualized planning. Collaboration among teachers, counselors, special education staff, EL Coordinators, and intervention teams helps ensure students receive appropriate accommodations and services. Ongoing reviews of enrollment, participation, achievement data, and stakeholder feedback have not identified significant disparities in access to coursework, CTE pathways, dual enrollment, intervention supports, or enrichment programs. Monarch River Academy will continue monitoring data and educational partner input to maintain equitable access for all.|Based on local measures and stakeholder feedback, Monarch River Academy continues to promote equitable access to a broad course of study for all students. The school supports A–G completion through academic counseling, graduation planning, progress monitoring, and early access to college preparatory coursework. Staff work with students and families to increase awareness of graduation requirements and postsecondary opportunities. The school has expanded Career Technical Education (CTE) pathways and dual enrollment opportunities through partnerships with local colleges and the Fresno/Madera K–16 Collaborative Virtual Dual Enrollment Hub. Monarch River Academy supports English learners, students with disabilities, and students requiring intervention through differentiated instruction, flexible scheduling, virtual learning options, targeted support, and appropriate accommodations. Ongoing professional development, college and career exploration activities, and Seal of Biliteracy opportunities help increase student participation in rigorous coursework and support college and career readiness for all student groups.|Met||2026-06-18|2026 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||2026-06-17|2026 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, the Burton School District ensures that all students have access to a broad course of study. At the elementary level, students receive instruction in core academic subjects and have opportunities to participate in enrichment programs such as Visual and Performing Arts (VAPA) and GATE. Middle school students have access to a variety of elective courses, including music, leadership, photography, and other interest-based classes that allow them to explore their talents and interests. Course access remains consistent across school sites. To support equitable participation, schools serving higher numbers of English learners, low-income students, and foster youth receive additional supports, including academic interventions, expanded learning opportunities, and access to specialized staff and services. Local data shows that students continue to have access to a wide range of academic and enrichment opportunities. The district remains committed to providing a well-rounded educational experience and ensuring that all students, regardless of background or school site, have access to programs that support their academic and personal growth.|Based on the results of locally selected measures, one challenge in 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 receiving required English Language Development (ELD) instruction. In the past, scheduling requirements sometimes limited access to elective opportunities for these students. To address this challenge, the district continues to adjust middle school schedules each year so that Emerging Bilingual students can receive ELD support while still participating in elective courses. These efforts reflect the district's commitment to equity and ensuring all students have access to a well-rounded educational experience. The district will continue to review and refine scheduling practices and support systems to ensure Emerging Bilingual students have full access to both academic and enrichment opportunities.|In response to the results of locally selected measures, the LEA will continue to ensure that all students have access to a broad and engaging course of study. The district will work closely with school administrators and master schedulers to make sure students are enrolled in required core academic courses while also having opportunities to participate in a variety of elective classes. Students will continue to have access to programs such as visual and performing arts, leadership, STEM, and Career Technical Education (CTE)-related courses that support their interests, talents, and future goals. The district will also continue reviewing schedules and course offerings to ensure equitable access for all student groups, including Emerging Bilingual students and students with disabilities. To expand learning opportunities, the district will explore additional elective and enrichment options through the Expanded Learning Opportunities Program (ELOP), after-school programs, and community partnerships. These efforts reflect the district's commitment to providing all students with a well-rounded educational experience that supports academic achievement, personal growth, and college and career readiness.|Met||2026-06-15|2026 54718370109009|Summit Charter Academy|7|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, the Burton School District ensures that all students have access to a broad course of study. At the elementary level, students receive instruction in core academic subjects and have opportunities to participate in enrichment programs such as Visual and Performing Arts (VAPA) and GATE. Middle school students have access to a variety of elective courses, including music, leadership, photography, and other interest-based classes that allow them to explore their talents and interests. Course access remains consistent across school sites. To support equitable participation, schools serving higher numbers of English learners, low-income students, and foster youth receive additional supports, including academic interventions, expanded learning opportunities, and access to specialized staff and services. Local data shows that students continue to have access to a wide range of academic and enrichment opportunities. The district remains committed to providing a well-rounded educational experience and ensuring that all students, regardless of background or school site, have access to programs that support their academic and personal growth.|Based on the results of locally selected measures, one challenge in 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 receiving required English Language Development (ELD) instruction. In the past, scheduling requirements sometimes limited access to elective opportunities for these students. To address this challenge, the district continues to adjust middle school schedules each year so that Emerging Bilingual students can receive ELD support while still participating in elective courses. These efforts reflect the district's commitment to equity and ensuring all students have access to a well-rounded educational experience. The district will continue to review and refine scheduling practices and support systems to ensure Emerging Bilingual students have full access to both academic and enrichment opportunities.|In response to the results of locally selected measures, SCA will continue to ensure that all students have access to a broad and engaging course of study. The district will work closely with school administrators and master schedulers to make sure students are enrolled in required core academic courses while also having opportunities to participate in a variety of elective classes. Students will continue to have access to programs such as visual and performing arts, leadership, STEM, and Career Technical Education (CTE)-related courses that support their interests, talents, and future goals. The district will also continue reviewing schedules and course offerings to ensure equitable access for all student groups, including Emerging Bilingual students and students with disabilities. To expand learning opportunities, the district will explore additional elective and enrichment options through the Expanded Learning Opportunities Program (ELOP), after-school programs, and community partnerships. These efforts reflect the district's commitment to providing all students with a well-rounded educational experience that supports academic achievement, personal growth, and college and career readiness.|Met||2026-06-15|2026 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. Columbine does provide supplemental programs such as Wordly Wise, Sing, Spell, Read, and Write, and IXL. All students in each grade participate in the supplemental materials for their grade. Four 8th graders participated in 8th grade math, and 2 others participated in pre-algebra. Twelve class members participated in Algebra and 11 passed the high school test for credit. Each student received the most appropriate placement for their skill. All students participated 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. 14 8th graders took Algebra, 2 pre-algebra, and 4 8th grade math. Each student was placed based on his or her skills.|No barriers.|None|Met||2026-06-11|2026 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 K–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, 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 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, World Languages and Mathematics. The district has implemented a Spanish Dual Immersion program beginning with the 2018-19 school year in Kindergarten, giving students access to world languages in elementary school.|Met||2026-06-18|2026 54718940000000|Ducor Union Elementary|7|Ducor Union Elementary School District uses multiple local measures and tools to monitor whether all students have access to, and are enrolled in, a broad course of study. These include Aeries enrollment and course reports, the district master schedule, teacher and student schedules, grade-level course offerings, instructional program records, intervention and enrichment rosters, special education service plans, English learner program records, and participation data from expanded-learning and after-school programs. The district reviews these sources by grade span and, when data are available, by unduplicated student groups, including English learners, socioeconomically disadvantaged students, foster youth, and students with exceptional needs. Ducor also uses Individualized Education Programs, service schedules, assessment information, attendance data, and staff input to determine whether students are receiving appropriate access to core academic subjects, physical education, science, social studies, visual and performing arts, intervention, enrichment, and other required or locally offered programs. Because Ducor is a small TK–8 district, administrators and staff are also able to review individual student schedules and program participation directly to identify gaps, barriers, or needed supports. These measures allow the district to monitor access, make schedule or program adjustments, and ensure that students receive an equitable and comprehensive course of study.|Ducor Union Elementary School District’s review of Aeries enrollment records, the master schedule, student schedules, program rosters, special education services, English learner supports, and expanded-learning participation indicates that all students have access to and are enrolled in a broad course of study appropriate to their grade level. Students receive instruction in English language arts, English language development as applicable, mathematics, science, history-social science, physical education, health, visual and performing arts, and other required or locally offered learning experiences. Students also have access to academic intervention, enrichment, social-emotional support, special education services, English learner services, and after-school programming based on identified needs. Because Ducor operates a single TK–8 school, there are no differences in access across school sites. The district’s small size allows staff to review individual student schedules and participation directly and to respond when a student requires additional support or program access. Reviews of available data have not identified significant differences in access or enrollment among English learners, socioeconomically disadvantaged students, foster youth, or students with exceptional needs. Ducor will continue monitoring participation by grade level and student group to ensure equitable access and address any emerging gaps.|Ducor Union Elementary School District’s review indicates that the primary barriers to providing a broad course of study are related to the limitations of operating a small, single-school TK–8 district. These barriers include limited staffing, difficulty offering specialized courses and enrichment opportunities, scheduling constraints, access to credentialed specialists, facility limitations, transportation challenges, and restricted funding for additional programs and personnel. Small enrollment and grade-level configurations can also make it difficult to provide the same range of electives, advanced coursework, arts programming, intervention services, and specialized supports available in larger districts. Students with exceptional needs, English learners, and students requiring intensive intervention may also need individualized services that depend on outside providers, county support, or contracted personnel. The district continues to strengthen its use of Aeries and other data systems to monitor course access, program participation, and student needs. Ducor will address these barriers through strategic scheduling, professional development, community and county partnerships, expanded-learning programs, grant funding, shared services, and regular review of student-group participation to ensure that all students receive equitable access to a comprehensive educational program.|Ducor Union Elementary School District will continue implementing actions to ensure that all students have equitable access to a broad course of study. The district will regularly review Aeries enrollment data, student schedules, program participation, special education services, English learner supports, and expanded-learning rosters to identify gaps in access by grade level and student group. To address the limitations of a small, single-school district, Ducor will strengthen master scheduling, use flexible staffing assignments, expand partnerships with the Tulare County Office of Education and community organizations, and pursue grant-funded or contracted services when specialized personnel or programs are needed. The district will also continue providing visual and performing arts, physical education, science, intervention, enrichment, after-school learning, and social-emotional supports through both the regular instructional program and expanded-learning opportunities. Additional actions will include improving the use of Aeries and other local data systems, increasing staff professional development, coordinating services for English learners and students with exceptional needs, and reviewing individual student participation to ensure that no student is excluded because of disability, language status, economic disadvantage, scheduling, transportation, or other barriers. Ducor will use annual data reviews and educational partner feedback to revise programs, schedules, st|Met||2026-06-16|2026 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. We 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 expert 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, Journalism, Science Technology Engineering, Art and Music (STEAM), Art, and Yearbook. We will also be offering additional electives next year to support enrichment weekly. They are planned to be connected to Art, Computer Science, Financial Literacy, History, Speech, specialized music, additional athletics and AVID classes. We are also offering the opportunity to join the California Junior Scholarship Foundation (CJSF) to seventh and eighth graders.|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 course 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 facilitates 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 grades, 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||2026-06-16|2026 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||2026-06-17|2026 54719510000000|Hot Springs Elementary|7|100% of all students had sufficient instruction materials, based on board resolution following a public hearing prior to the 8th week of school in the 2025-2026 school year. Resolution 2526-002 (Instructional Materials Sufficient Determination) was passed on September 9, 2026.|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 differences 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||2026-06-11|2026 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||2026-06-23|2026 54719850000000|Liberty Elementary|7|The LEA uses its student information system, CALPADS reports, and regular reviews of master schedules and course offerings to monitor student access to 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 students.|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 equitable access. 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 increase access for all students, and ongoing monitoring continues to support equitable enrollment and address emerging needs.|Barriers to ensuring all students have 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. In addition, some families may not be fully aware of available course options because of language or communication barriers. Addressing these challenges will help promote 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, reduce scheduling conflicts, provide targeted support for high-need student groups, and improve family outreach in multiple languages. Ongoing monitoring will help identify and address any gaps in access.|Met||2026-06-23|2026 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 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. The high school has a seven-period day, which helps English learners continue to have elective access despite ELD course requirements.|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. Efforts are underway to get the last few without CTE credentials certified before next school year. Meeting the credentialing requirements to teach dual enrollment courses and having the courses approved by our local community colleges 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 years of implementation, and we will begin offering a complete pathway sequence. 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||2026-06-22|2026 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||2026-06-22|2026 54720090000000|Monson-Sultana Joint Union Elementary|7|The district uses classroom walkthroughs, analysis of lesson plans, and analysis of school master schedules and student schedules to determine the extent to which all students have access to and are enrolled in a broad course of study.|100% of our students have access to a broad course of study.|There are no identified barriers at this time.|We will continue the pattern of scheduling we have been using, as it is effective.|Met||2026-06-16|2026 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. One course in particular, Advanced Ag, is now articulated with the high school which gives OV students credit for Ag Science 1 at the high school. More importantly, every TK-5th grade student receives Art, Ag, music, and Theater every year. This opportunity prepares students going into middle school on what subjects they like the most for when they select their course electives. The overarching goal is for OV students to leave 8th grade knowing what they love and what they are skilled at going into high school.|The district now has a BCLAD teacher that teaches all designated ELD through 6th grade. The BCLAD teacher also observes and coaches general education teachers on best practices for integrated ELD in order to support our ELD students. Additionally, the RSP teacher offers coaching support to general education teachers on how to modify or accommodate instruction for IEP students, along with providing push in services so that IEP students are not removed from the general classroom as much. 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 by 3rd grade and reclassified by 5th grade, then students will be able to have access to more electives in middle school and beyond. There is also an increase in after school programs in order to offer more enrichment opportunities and math intervention.|Our TK-5th grade have opportunities to participate in Art, Ag, Theater, and Music during their teachers prep time. The district's robust 4H program for TK-Kinder thru 8th grade along with VAPA, give students more opportunity for a well rounded education. The OV Farm has grown and become very popular to the students. The farm houses lamb, goats, rabbits, and chickens 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||2026-06-23|2026 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 are 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 percentagewise high. Another barrier is time. In order to provide regular course offerings, there is little time in the school day to offer various broad course of studies. Other barriers are facilities and resources. The school has two buildings with limited capacity.|Over the past 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||2026-06-11|2026 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.|Palo Verde continues to deepen and enhance access to the broad course of study through tiered professional development, expanded intervention strategies geared to student needs, supplemental instructional materials targeting student needs, and student support services.|Met||2026-06-17|2026 54720410000000|Pixley Union Elementary|7|The district and school sites annually review middle school student and master schedules, as well as elementary grade-level instructional schedules, to ensure that all students—including unduplicated student groups and students with exceptional needs—have equitable access to a broad course of study.|All students, including unduplicated student groups and students with exceptional needs, continue to have equitable access to a broad course of study. This level of access has been maintained from the previous year, with 100% of students receiving access.|The district has not identified any current barriers to equitable access.|Evidence includes review of master schedules, student schedules, classroom observations, and lesson plans. These measures demonstrate that all students, including English Learners, Foster Youth, and socioeconomically disadvantaged students, have equitable access to a broad course of study, including visual and performing arts and music. Beginning in the 2026–27 school year, students will also have access to Career Technical Education (CTE) opportunities as part of the district's expanded broad course of study.|Met||2026-06-23|2026 54720580000000|Pleasant View Elementary|7|The PVEA Board and School Site Council collaborate regularly with school administration to engage in the self-reflection process focused on progress in professional learning, curriculum, programs, student supports, and access to a broad course of study for all students. Together, they review the school’s annual calendar, daily lesson plans, and TK–8 enrollment data to evaluate the extent to which students are provided with a comprehensive educational program. At the TK–4 level, all students participate in weekly music instruction provided by a certificated music teacher. In grades 5–8, students have the opportunity to participate in band and/or receive individual music lessons on a weekly basis, with the option to enroll in available music courses at any point during the year. All TK–8 students receive core instruction from credentialed teachers. Designated English Language Development (ELD) is integrated into the core curriculum, and students with exceptional needs are provided specialized education services alongside core instruction to ensure equitable access to a broad course of study for all students.|As a small, rural single-school district, and with the support of Local Control Funding, Pleasant View ensures that all students have access to a comprehensive instructional program that includes English Language Arts, Mathematics, Science, History/Social Studies, Physical Education, and Music/Band. Pleasant View also provides TK–8 students with opportunities to participate in a variety of field trips throughout the school year, designed to extend learning beyond the classroom. Whether visiting a bakery, hospital, garden, supermarket, or museum, these experiences help students make meaningful connections between classroom instruction and real-world applications.|Some of the barriers Pleasant View faces in providing access to a broad course of study include limitations related to facilities, funding, personnel, and time. Due to the school’s small size, available facilities are limited, making it challenging to designate dedicated spaces for additional programs, events, and activities. Funding constraints also present challenges, as resources have been previously allocated to other priorities within the LCAP, which limits the ability to hire additional staff or expand programming. In addition, time remains a significant constraint due to the demands of required core instructional components. As a result of these barriers, expansion of the broad course of study is limited, particularly in areas such as performing arts (including choir and additional on-stage performance opportunities) and the development of a comprehensive STEM program for all students.|Pleasant View will provide additional schoolwide events that promote and showcase the performing arts, offering students more opportunities to participate in meaningful performance experiences. Students in grades 5–8 will have increased opportunities to engage in performing arts through band, color guard, and shield team activities. As funding becomes available, the district plans to expand the course of study to include a STEM component aligned with Next Generation Science Standards for all students. The performing arts program will also be expanded to include additional small-group music instruction and increased stage performance opportunities throughout the year. Small-group music lessons will be offered to students in grades 3–4, and choir will be available for students in grades 4–8.|Met||2026-06-23|2026 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 (ELOP.)|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||2026-06-17|2026 54720900000000|Rockford Elementary|7|We use state adopted curriculum across all grade levels, sufficient materials, diagnostic data from several educational tools, and use of support staff and tools to both identify and support students with extra needs.|All students have access to a broad course of study.|No barriers currently prevent any students from accessing a broad coarse of study.|All students have access to core subjects such as ELA, Math, Science, Social Studies and Physical Education. All students are using technology daily. In addition, students were offered opportunities to participate in after school intervention, either in person on campus or via Zoom. Classes in art, music, technology, coding, robotics, and academic support were all offered to students. Barriers to offering extra opportunities include not enough time during the school day, willingness of staff to teach after school extended learning opportunities, and parents ability to transport students if they do not live within the school busing area.|Met||2026-06-22|2026 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 2025-26 LCAP plan.|Met||2026-06-04|2026 54721160000000|Sequoia Union Elementary|7|Sequoia Union Elementary Charter School uses master schedules, class rosters, course enrollment records, instructional minutes, student schedules, report cards, individualized education programs, Section 504 plans, English learner service records, Expanded Learning Opportunities Program participation, and extracurricular participation data to monitor access to a broad course of study. The LEA also reviews curriculum maps, adopted instructional materials, classroom observations, teacher assignments, intervention schedules, and student participation in agriculture, FFA, leadership, yearbook, athletics, drama, service clubs, visual and performing arts, physical education, health, technology, and enrichment programs. Access is reviewed by grade span and, when data are available, by English learner status, socioeconomic status, disability status, foster youth status, homelessness, and other student groups. These measures were selected because they show both whether required courses are available and whether students are actually enrolled and participating.|All students in transitional kindergarten through eighth grade have access to standards-aligned instruction in English language arts, mathematics, science, history-social science, English language development, physical education, health, technology, and visual and performing arts. Students also have access to agriculture, FFA, leadership, yearbook, athletics, drama, service clubs, and before-school and after-school Expanded Learning Opportunities Program activities, based on grade level, eligibility, staffing, scheduling, and student interest. Because the LEA operates one TK-8 school site, there are no differences among school sites. English learners receive integrated and designated English language development while remaining enrolled in grade-level content. Students with disabilities receive access to the general education course of study with accommodations, modifications, specialized instruction, and related services as required by their individualized education programs. No significant student-group gaps in access have been identified.|The primary barriers to providing a broad course of study are related to the LEA’s small size, limited staffing, scheduling constraints, transportation, enrollment changes, and available funding. Small grade-level cohorts may limit the number of electives or specialized courses that can be offered at the same time. Students receiving intervention, special education, English language development, counseling, or other support may occasionally experience scheduling conflicts with enrichment activities. Participation in before-school, after-school, athletics, or extracurricular programs may also be affected by family work schedules, transportation, health needs, or other responsibilities. The LEA has not identified any intentional exclusion of student groups. However, continued monitoring is necessary to ensure that students requiring additional services are not disproportionately removed from electives, enrichment, agriculture, arts, leadership, or other broad-course opportunities.|The LEA will continue reviewing schedules, enrollment records, service plans, and participation data to identify students or groups with limited access. Administrators and staff will coordinate intervention, special education, English language development, and counseling schedules to reduce conflicts with core instruction and enrichment. The LEA will maintain standards-aligned curriculum across all grade levels and continue supporting agriculture, FFA, leadership, yearbook, athletics, drama, service clubs, technology, arts, physical education, health, and expanded learning. When staffing or scheduling limits opportunities, the LEA may use rotating electives, integrated instruction, community partnerships, contracted services, expanded learning, and cross-curricular projects. Participation data will be reviewed by student group, and families will be informed of available opportunities through multiple communication methods. The Governing Board will consider access when approving staffing, schedules, programs, and resource allocations.|Met||2026-06-09|2026 54721166054340|Sequoia Elementary Charter|7|equoia Union Elementary Charter School uses master schedules, class rosters, course enrollment records, instructional minutes, student schedules, report cards, individualized education programs, Section 504 plans, English learner service records, Expanded Learning Opportunities Program participation, and extracurricular participation data to monitor access to a broad course of study. The LEA also reviews curriculum maps, adopted instructional materials, classroom observations, teacher assignments, intervention schedules, and student participation in agriculture, FFA, leadership, yearbook, athletics, drama, service clubs, visual and performing arts, physical education, health, technology, and enrichment programs. Access is reviewed by grade span and, when data are available, by English learner status, socioeconomic status, disability status, foster youth status, homelessness, and other student groups. These measures were selected because they show both whether required courses are available and whether students are actually enrolled and participating.|All students in transitional kindergarten through eighth grade have access to standards-aligned instruction in English language arts, mathematics, science, history-social science, English language development, physical education, health, technology, and visual and performing arts. Students also have access to agriculture, FFA, leadership, yearbook, athletics, drama, service clubs, and before-school and after-school Expanded Learning Opportunities Program activities, based on grade level, eligibility, staffing, scheduling, and student interest. Because the LEA operates one TK-8 school site, there are no differences among school sites. English learners receive integrated and designated English language development while remaining enrolled in grade-level content. Students with disabilities receive access to the general education course of study with accommodations, modifications, specialized instruction, and related services as required by their individualized education programs. No significant student-group gaps in access have been identified.|The primary barriers to providing a broad course of study are related to the LEA’s small size, limited staffing, scheduling constraints, transportation, enrollment changes, and available funding. Small grade-level cohorts may limit the number of electives or specialized courses that can be offered at the same time. Students receiving intervention, special education, English language development, counseling, or other support may occasionally experience scheduling conflicts with enrichment activities. Participation in before-school, after-school, athletics, or extracurricular programs may also be affected by family work schedules, transportation, health needs, or other responsibilities. The LEA has not identified any intentional exclusion of student groups. However, continued monitoring is necessary to ensure that students requiring additional services are not disproportionately removed from electives, enrichment, agriculture, arts, leadership, or other broad-course opportunities.|The LEA will continue reviewing schedules, enrollment records, service plans, and participation data to identify students or groups with limited access. Administrators and staff will coordinate intervention, special education, English language development, and counseling schedules to reduce conflicts with core instruction and enrichment. The LEA will maintain standards-aligned curriculum across all grade levels and continue supporting agriculture, FFA, leadership, yearbook, athletics, drama, service clubs, technology, arts, physical education, health, and expanded learning. When staffing or scheduling limits opportunities, the LEA may use rotating electives, integrated instruction, community partnerships, contracted services, expanded learning, and cross-curricular projects. Participation data will be reviewed by student group, and families will be informed of available opportunities through multiple communication methods. The Governing Board will consider access when approving staffing, schedules, programs, and resource allocations.|Met||2026-06-09|2026 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||2026-06-25|2026 54721400000000|Stone Corral Elementary|7|The district annually measures its progress in the extent to which students have access to, and are enrolled in, a broad course of study that includes the adopted courses of study specified in the California Education Code (EC) for Grades 1-6 and Grades 7-12, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs; the district then reports the results to its local governing board/body at the same public meeting at which the LCAP is adopted and reports to educational partners and the public through the Dashboard.|Based on these measures, we found that: • All our students have access to and are enrolled in a broad course of study that includes English language arts, mathematics, science, history-social science, physical education, health education, and visual and performing arts. • However, there are some academic/achievement gaps for certain student groups and grade spans, such as English learners, low-income students, students with disabilities, and upper grade students. We found that English learners and some low-income students need more intensive academic assistance in the core and enrichment courses. We also found that upper grade students have fewer elective options because of the length of the instructional day. We have seen some improvement over time in improving our core English/Language Arts tier one instruction and beginning to provide research-based tier 2 intervention and extra learning opportunities.|Some of the barriers that prevent us from providing access to a broad course of study for all students are: - Fully credentialled staffing - Lack of adequate facilities and equipment - Challenges in aligning our curriculum and instruction with the state academic standards • Varying levels of awareness and interest among students and parents about the benefits of a broad course of study.|To address these barriers and ensure access to a broad course of study for all students, we have implemented or plan to implement the following actions: - 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 • Regular Maintenance • Safety Measures 2. Welcoming Spaces • Inviting Common Areas • Student-Centered Design 3. Healthy Environment • Air Quality and Lighting • Nutrition and Wellness 4. Accessible Facilities • Adequate Resources 5. Social Dimension. • Positive Relationships • Mentoring Programs Peer Support Systems 6. Inclusive Culture • Cultural Competence Training. • Diversity Celebrations 7. Socio-emotional Support • Socio-emotional Learning • Support Services 8. Parental Involvement • Engage Families • Effective Communication 9. Academic Dimension • High-Quality Instruction • Professional Development • Differentiated Instruction 10. Student Engagement • Active Learning • Relevant Curriculum 11. Supportive Learning Environment • Academic Support • Positive Reinforcement 12. Continuous Assessment and Feedback|Met||2026-06-18|2026 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 2025-26 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. In addition, Foster Youth students had low enrollment in Career Technical Education (CTE) courses, 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 intervention courses 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 an increase in participation in CTE courses over the past few years. Additional information about course enrollment and the number of courses offered in various subjects at schools can be found on the California Department of Education DataQuest web page.|Met||2026-06-04|2026 54721570000000|Strathmore Union Elementary|7|Strathmore Union Elementary School District continues to ensure that all students, across all grade spans and student groups—including students with exceptional needs—are enrolled in a broad course of study that includes all core subjects. This is maintained through the use of a master schedule and is regularly verified by site principals through ongoing classroom observations and the review of weekly lesson plans. These established systems remain in place to support equitable access to instruction for all students.|SUESD continues to ensure that all students have access to core subjects—including ELA, ELD, math, science, history, and PE—through a master schedule, with access verified through lesson plans and regular classroom monitoring. Students in grades 4–8 may elect to participate in band, while students in grades 5–8 have access to a variety of elective courses based on interest. Additionally, students in grades 4–8 continue to engage in visual arts through instruction provided by the district’s art teacher. A range of optional enrichment programs remains available during the school day, lunch breaks, and after school, including Folklorico Dance, Mariachi, eSports, and other interest-based activities that support student engagement.|While the district employs a full-time music teacher, instructional time is limited; therefore, the focus is on grades 4–8 through the development of a band program. Participation is optional, and not all students choose to enroll. Similarly, while various enrichment opportunities are available (as noted above), participation varies due to several factors, including student interest, staffing limitations, and the availability of staff with specialized training. Additionally, expanding daytime enrichment offerings must be balanced with maintaining adequate time for core instruction.|In 2025-26, we provided many opportunities through our community schools program and ELOP, such as presenting plays, field trips outside the school day to events such as visiting college campuses, barber classes, and an expanded sports program.|Met||2026-07-15|2026 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||2026-06-06|2026 54721810000000|Sunnyside Union Elementary|7|Sunnyside Union School District annually reviews its educational program to ensure all students have equitable access to a broad course of study aligned with state standards. The Superintendent-Principal and leadership team monitor enrollment, scheduling, student participation, and instructional programs to ensure access for all student groups, including English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students. Students in grades 6–8 participate in a variety of trimester-based electives, including Dance, Band/Music, Garden, Technology, Coding, Arts and Crafts, Geography, Guitar, and Cardio Fitness. Educational learning trips further enrich the curriculum through hands-on and real-world learning experiences. The district ensures all core courses are taught by appropriately credentialed teachers, provides designated English Language Development (ELD) for English learners, and utilizes inclusive practices to support students with disabilities. Based on local data reviews, student participation, and stakeholder feedback, the district has determined that all students have access to a broad course of study and will continue to monitor programs to ensure equitable access and continuous improvement.|As a single-school district, Sunnyside Union School District does not experience disparities in course access across multiple school sites. However, differences in access to certain educational opportunities exist based on grade level and developmental appropriateness. Older students, particularly those in upper elementary and junior high, have access to a wider range of electives, enrichment activities, leadership opportunities, and extracurricular experiences designed to support increased independence, exploration, and college and career readiness. These differences are intentional and reflect the developmental needs of students at various grade levels rather than inequitable access. Younger students participate in a standards-based, well-rounded instructional program that provides age-appropriate opportunities for academic growth, enrichment, and engagement. The district regularly reviews program offerings and student participation to ensure all students have access to meaningful educational experiences. Sunnyside remains committed to exploring additional enrichment opportunities for younger students while maintaining equitable access to a broad course of study for all learners.|Based on local review measures, Sunnyside Union School District has identified declining enrollment as the primary barrier to expanding access to a broad course of study. As a small, rural, single-school district, enrollment directly impacts staffing levels, scheduling flexibility, and the availability of resources needed to offer additional courses, electives, and enrichment opportunities. Despite these challenges, the district continues to maximize available resources to provide students with access to a comprehensive educational program. The district regularly evaluates staffing, scheduling, and program offerings to maintain equitable access for all students and will continue to explore opportunities to expand educational experiences as enrollment and resources allow.|Sunnyside Union School District remains committed to maintaining and expanding access to a broad course of study despite the challenges associated with declining enrollment. The district will continue to maximize available resources through strategic scheduling, efficient staffing, and ongoing evaluation of student needs and interests. Administration and the leadership team regularly review program offerings and explore creative solutions to preserve and enhance academic, elective, enrichment, and extracurricular opportunities for students. The district will also continue to leverage community partnerships, educational learning trips, and innovative programming to provide students with experiences comparable to those available in larger districts. Through continuous monitoring and thoughtful planning, Sunnyside is committed to ensuring that all students have access to a comprehensive, engaging, and equitable educational program.|Met||2026-06-23|2026 54721990000000|Terra Bella Union Elementary|7|The school utilizes AERIES, its student information system, to track participation in music, athletics, academics, and other extracurricular activities, all of which are components of a broad course of study. The tracking system includes all students, with specific attention to unduplicated pupils and students with exceptional needs, ensuring comprehensive and equitable data collection.|All students participated in a broad course of study during and beyond the regular school day, with equitable access to visual and performing arts, music, physical education, and core academic subjects—mathematics, English language arts, science, and social studies. At the elementary level, art is intentionally integrated across all subject areas, and student artwork is prominently displayed throughout classrooms to foster creativity and celebrate student achievement.|All students—including unduplicated pupils and students with exceptional needs—were engaged in a broad course of study. This ensures equitable access to a well-rounded educational program addressing academic, artistic, physical, and social-emotional learning.|All students participated in a broad course of study, ensuring equitable access to a well-rounded educational experience. The district remains committed to continuously enhancing existing programs and introducing new offerings guided by student interests, preferences, and emerging needs. This responsive approach allows the district to adapt its educational services to better support student engagement, achievement, and overall success.|Met||2026-06-11|2026 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||2026-06-17|2026 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, STEM, Computer Programming, Music History, Band, Leadership, 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.|There were no barriers in providing a broad course of study for all students.|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||2026-06-09|2026 54722230000000|Traver Joint Elementary|7|All students in the district receive instruction in English Language Arts and Mathematics. All students receive a minimum of 90 minutes in ELA and 60 minutes of instruction in Math. All student groups (English Language Learners, students with exceptional needs, and unduplicated students) participate in a broad course of study, based on grade spans.|The district currently tracks all students' achievement, either CAASPP, ELPAC, DRA, Dibels, reading, writing and math benchmarks.|No barriers.|The LEA is plans to continue a large media push to help combat the attendance issues, social media, the school marquee, flyers and the REMIND app will all be utilized.|Met||2026-06-23|2026 54722310000000|Tulare City|7|Program Access & Course of Study To ensure comprehensive access to a broad course of study, the district maintains or expands the percentage of certificated elementary teachers assigned to specialized instruction. In grades 7–8, all students are given the opportunity to self-select two electives annually to align with their personal interests. The district monitors this scheduled time to maintain or increase the average daily time dedicated to middle school elective offerings year-over-year. Furthermore, district-wide technology serves as a foundational tool to expand educational access, providing 1:1 device access for all students in grades 1–8. At the middle school level, Advancement Via Individual Determination (AVID) remains a core district priority. TCSD also continues to prioritize Extended Learning Opportunities to provide students with diverse enrichment activities.|Current Implementation & Course Offerings Since the 2023–24 school year, a dedicated VAPA team has provided rotating instruction in art, music, dance, and drama to all TK–6th grade students. Physical education, technology, community service projects, educational field trips, and assemblies are regularly embedded throughout the school day. At the middle school level, elective offerings 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, and AVID/AVID Excel.|Identified Barriers Primary challenges to providing a broad course of study include physical facility limitations and master scheduling conflicts, which typically arise when a specific course cannot be offered multiple times throughout the instructional day.|Based on local implementation data, TCSD will continue to maintain and strengthen access to a broad course of study for all students. The district will sustain elementary specialized instruction, TK–6 Visual and Performing Arts (VAPA) programming, 1:1 technology access for students in grades 1–8, middle school elective opportunities, AVID, and Extended Learning Opportunities (ELO/ELO-P) that provide enrichment beyond the core curriculum. To address identified barriers related to facility capacity and master scheduling constraints, district and site leaders will continue reviewing enrollment patterns, student interest surveys, and course request data to maximize access to electives and specialized programs. The district will monitor participation rates and instructional time dedicated to electives and enrichment opportunities to ensure students have meaningful opportunities to pursue their interests and develop college and career readiness skills. TCSD will also continue ensuring that all student groups, including unduplicated pupils and students with exceptional needs, have equitable access to adopted courses of study and enrichment opportunities aligned with individual student needs. Through continued investment in technology, VAPA, AVID, field trips, assemblies, community service projects, and expanded learning programs, the district will provide a comprehensive educational experience that promotes engagement, achievement, and student success.|Met||2026-06-23|2026 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||2026-06-18|2026 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||2026-06-18|2026 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||2026-06-18|2026 54722560000000|Visalia Unified|7|To track and ensure equal access to a broad course of study, the district conducts master schedule and transcript audits through its Student Information System (SIS), analyzes local data against the California School Dashboard, and completes annual program reviews. These tools allow staff to closely monitor enrollment trends across grade spans, unduplicated student groups, and students receiving special education services. A review of these metrics revealed that students with IEPs are disproportionately impacted by scheduling constraints. Specifically, conflicts between required intervention periods and standard elective courses limit these students' opportunities to participate in a complete general education curriculum and enrichment offerings.|Through master schedule audits, transcript reviews, and annual program monitoring, the district evaluated course enrollment across all school sites, grade spans, and student populations. Overall, the vast majority of general education students across elementary, middle, and high school sites maintain full access to and enrollment in a broad course of study, including core academic subjects, physical education, arts, and Career Technical Education (CTE) pathways. However, data analysis reveals key differences among specific student groups. Most notably, students with IEPs face disproportionate scheduling barriers across secondary sites due to conflicts between required intervention periods and general education electives. While course access remains consistent across school sites for most student groups—including unduplicated students—the district is actively working to adjust master scheduling practices to remove these barriers and expand elective access for students with exceptional needs.|To resolve this barrier, the district is actively refining its master scheduling process. Actions include auditing site schedules to minimize period overlaps, improving our co-teach instructional model, and providing professional development for site administrators to ensure schedule building prioritizes equitable course access for students with exceptional needs|In response to local data and master schedule audits, the LEA has implemented targeted administrative training and structural scheduling revisions to ensure equitable access to a broad course of study for all students. Specifically, the district provides specialized master schedule training for site administrators focused on creating flexible, student-centered schedules that offer multiple pathways to electives, Career Technical Education (CTE), and enrichment.|Met||2026-06-09|2026 54722560109751|Visalia Charter Independent Study|7|VCIS utilizes multiple local measures and tools to monitor the extent to which all students, including English learners, foster youth, homeless youth, socioeconomically disadvantaged students, and students with disabilities, have equitable access to and are enrolled in a broad course of study. These measures include PowerSchool course enrollment data, transcript reviews, Individual Learning Plans (ILPs), A–G completion tracking, Career Technical Education (CTE) pathway enrollment and completion data, dual enrollment participation, graduation requirement monitoring, and individualized academic planning meetings with supervising teachers and school counselors. VCIS also reviews the master schedule and course offerings annually to ensure students have access to standards-aligned coursework, college and career readiness opportunities, and the supports necessary to meet their individual graduation and postsecondary goals.|CIS provides all students with equitable access to a broad course of study through its personalized independent study model. As a single-school LEA, there are no differences in course access across school sites. All students, including English learners, foster youth, homeless youth, socioeconomically disadvantaged students, and students with disabilities, have access to A–G approved courses, Career Technical Education (CTE) pathways, dual enrollment opportunities, college and career readiness experiences, intervention and support courses, and elective offerings based on their individual academic goals and needs. Students work closely with supervising teachers, school counselors, and support staff to develop and regularly review their Individual Learning Plans (ILPs), monitor graduation requirements, and select courses aligned with their postsecondary goals. Course enrollment, transcript reviews, graduation progress, A–G completion, CTE participation, and dual enrollment opportunities are reviewed throughout the school year to ensure students have equitable access to rigorous coursework and the supports needed for success. VCIS continues to refine its course offerings and individualized supports to expand opportunities for all students while maintaining high expectations for college, career, and life readiness.|As a small independent study school, VCIS continues to face limitations in the number and variety of on-campus course offerings that can be provided compared to a comprehensive high school with a larger student enrollment and teaching staff. While all students have access to a broad course of study that meets graduation requirements and supports college and career readiness, offering the same breadth of electives, Advanced Placement courses, and specialized programs as larger comprehensive schools is not always feasible. To address these barriers, VCIS continues to expand opportunities through Career Technical Education (CTE) pathways, including the addition of Culinary Arts, dual enrollment opportunities with the College of the Sequoias, individualized course planning, and flexible scheduling through the independent study model. The school will continue to explore additional partnerships and innovative opportunities that expand student access to rigorous and engaging coursework while meeting the diverse needs of its student population.|In response to the ongoing review of course enrollment data, student needs, and educational partner feedback, VCIS will continue to expand and refine opportunities for students to access a broad course of study. The school will maintain its partnership with the College of the Sequoias to provide dual enrollment opportunities that allow students to earn college credit while completing their high school education. VCIS will also continue its partnership with Visalia Unified School District comprehensive high schools, enabling students to concurrently enroll in specialized courses, advanced-level core classes, and performing arts courses that may not be available on the VCIS campus. Additionally, VCIS will continue to expand Career Technical Education (CTE) opportunities, including the addition of the Culinary Arts pathway, while regularly reviewing course offerings to ensure they align with student interests, graduation requirements, and college and career readiness goals. Through individualized academic planning, ongoing transcript reviews, and collaboration among supervising teachers, counselors, and support staff, VCIS will continue to ensure all students have equitable access to rigorous coursework and the supports necessary to achieve their postsecondary goals.|Met||2026-06-09|2026 54722560120659|Visalia Technical Early College|7|To ensure all students have equitable access to a broad course of study, VTEC regularly reviews its master schedule, student transcripts, and enrollment data through the Student Information System (SIS), while analyzing local data alongside the California School Dashboard and annual program review findings. These processes allow the school to monitor course access and participation across grade levels, student groups, and students receiving special education services.|Through annual master schedule reviews, transcript audits, and program monitoring, VTEC evaluates student enrollment to ensure equitable access to a broad course of study, including college preparatory coursework, Career Technical Education (CTE) pathways, dual enrollment opportunities, and enrichment experiences. Overall, the school has found that the vast majority of students have access to rigorous academic and career-focused programs aligned with graduation, A-G, and college and career readiness goals. While access remains equitable for most student groups, VTEC will continue refining its master scheduling process to reduce scheduling conflicts, expand access to electives and dual enrollment coursework, and ensure all students have meaningful opportunities to participate in a comprehensive educational program that supports their goals.|To address scheduling barriers, VTEC will continue to refine its master scheduling process to maximize equitable access to coursework for all students. The school will review scheduling practices to reduce conflicts between specialized services, CTE pathway courses, and College of the Sequoias dual enrollment opportunities. VTEC will also strengthen collaboration among administration, counselors, special education staff, and general education teachers to ensure scheduling decisions prioritize both required supports and access to a comprehensive educational program.|In response to local data, transcript reviews, and master schedule analyses, VTEC will continue to refine its scheduling practices to ensure all students have equitable access to a broad course of study. School leadership will collaborate with counselors, special education staff, and instructional teams to develop flexible, student-centered schedules that maximize access to Career Technical Education (CTE) pathways, College of the Sequoias dual enrollment courses, electives, and intervention supports. Through ongoing review of enrollment data and scheduling outcomes, VTEC will continue to make adjustments that expand opportunities while ensuring students receive the academic services needed to achieve college, career, and graduation success.|Met||2026-06-09|2026 54722560135863|Sierra View|7|||||Not Met For Two or More Years|||2026 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||2026-06-09|2026 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||2026-06-09|2026 54722980000000|Woodville Union Elementary|7|Woodville USD uses locally selected measures to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, including unduplicated student groups, and individuals with exceptional needs. The master schedule, enrichment programs, and 8th-grade completion rates are utilized as tools.|Students have access to a broad course of study for grades K-8 during the 2025-2026 school year, including unduplicated student groups and students with special needs in both programs. All students had access to board-approved standards-based materials. Student learning is enhanced when teachers’ understanding of standards and instructional delivery is deepened through professional learning. The district continued to work with Paxton/Patterson - College & Career Ready Labs - to provide the best college and career preparation for our students. The learning systems engage students with problem-based, real-world technology. It empowers students to discover their interests and aptitudes, along the pathway to post-secondary success. The unique programs concentrate on STEM Education, Health Science Careers, and Architecture & Construction. Also, they carry the most respected line of tools, equipment, supplies, and furniture for schools. All teachers received professional learning in Cognitively Guided Instruction, which provides teachers with the knowledge to help develop students as mathematical thinkers and problem solvers. Professional learning was provided to effectively administer a newly adopted science program, Amplify. All students received the required minutes of PE instruction as well.|The barriers identified for 1st - 6th grade students are specific to students with disabilities. While WUSD has implemented a full-inclusion model, there are still challenges related to scheduling related services and differentiating instruction to meet the individual needs of a broad spectrum of learners. For grades 6-8, scheduling conflicts also contribute to a small number of English learners and students with disabilities not able to enroll in some courses, as they are receiving more intensive intervention and support services during specific times throughout the day.|Woodville Union School District will continue to ensure all students have access to and are enrolled in a broad course of study supported by highly skilled teachers. Actions include: • Tulare County Office of Education data collection/monitoring of student involvement progress for extra-curricular activities • Regularly monitor student progress and provide needed support and intervention • Provide professional learning opportunities to teachers and administrators on evidence-based instructional strategies for broad course of study • Improve tutoring and credit recovery options for students to improve grades • Continue to provide information to parents, students, and educational partners about graduation requirements, student scheduling, A-G requirements, and college readiness • Continue to ensure that all schools are offered the required subject areas • Continue to work with the MTSS committee to implement district and site multi-tiered systems of support that will address academic, behavioral, and social-emotional needs to provide a learning environment where all learners can be successful.|Met||2026-06-16|2026 54753250000000|Farmersville Unified|7|The district is using several courses, as well as student enrollment in these courses, to represent a broad course of study for the 2026-2027 school year. A broad course of study consists of courses beyond the core curriculum and includes honors / advanced placement, STEM, Foreign Language, Dual enrollment, and CTE courses. Data representing a broad course of study is disaggregated by grade spans, significant student groups, and unduplicated pupil criteria.|The broad course of study results indicate that the district continues to expand course access for all students and subgroups. Student enrollment continues to slowly increase year after year in the following courses: Dual Language, Foreign Language, and STEM. The following courses saw slight declines in enrollment, including Advanced Placement, although there have been significant increases over the last few years, with students participating in CTE courses as well as being dual-enrolled or concurrently enrolled in college courses at the junior high and high school level. Given that our district is small and has only one comprehensive high school, we can focus our efforts to make sure that our high school offers a broad course of study and makes it accessible to our English Learners, students with disabilities, socioeconomically disadvantaged students, and foster youth.|Our largest obstacle has been the inconsistent overarching academic achievement of students in the K-8 schools, leading into the high school. The need for remediation in reading, writing, and math has been our greatest obstacle in providing access to a broad course of study. This is particularly the case with Advanced Placement (AP) courses as well as students taking additional years of science and math to meet A-G requirements for college entrance.|To ensure access to a broad course of study, the LEA has implemented professional development for teachers, developed a system of early detection and intervention for students who are struggling academically, and informed parents of methods they could effectively partner with the schools to ensure success. Targeted work in the areas of explicit direct instruction and professional learning communities will also help to improve instruction while making timely instructional decisions for students, thus mitigating many of the skill deficits that develop over time. Additionally, a focus on prioritizing and deepening strong CTE pathways at the high school will help relieve some of the scheduling hurdles preventing students from taking elective classes outside of those pathways.|Met||2026-06-23|2026 54755230000000|Porterville Unified|7|Porterville Unified uses multiple locally selected measures to monitor whether all students have access to and are enrolled in a broad course of study. Aeries is used to review course enrollment, schedules, credit progress, subgroup participation, and completion of graduation and A-G requirements. At the secondary level, counselors and administrators review master schedules, transcripts, CaliforniaColleges.edu information, A-G completion, CCI indicators, AP, CTE, dual enrollment, pathway completion, Seal of Biliteracy coursework, and extracurricular participation. Sites also use biweekly credit checks, quarterly academic progress monitoring, SST reviews, ILPs, and student discussions during PLCs to identify gaps and adjust support. At the elementary level, sites review daily schedules, instructional minutes, pacing guides, classroom observations, assessment data, and participation in intervention and enrichment to ensure students receive core instruction in ELA, mathematics, science, social studies, PE, fine arts, ELD, and social-emotional learning. Access for unduplicated student groups and individuals with exceptional needs is monitored through disaggregated dashboard and assessment data, CALPADS, LCFF data, IEP service tracking, 504 and IEP team processes, MTSS structures, Ellevation, ParentSquare, and collaboration among counselors, special education staff, English learner staff, social workers, student support specialists, intervention teams, and site leadership.|Overall, PUSD students have access to a broad course of study across grade spans. Elementary students receive instruction in core content areas, PE, fine arts, social-emotional learning, intervention, and enrichment, while secondary students access A-G aligned courses, electives, AP, honors, CTE pathways, dual enrollment, credit recovery, and college and career readiness supports. Schools report that English learners receive designated ELD and students with disabilities receive services aligned to IEPs while maintaining access to the general education curriculum when appropriate. Progress has been made through intentional data review, counselor monitoring, master schedule review, MTSS coordination, and expanded college and career supports. Site input also shows differences. Comprehensive high schools provide broad access to pathways, AP, CTE, dual enrollment, leadership, aviation, and extracurricular opportunities, while alternative or specialized settings may offer a more limited course of study because many students focus on graduation recovery. English learners and students with disabilities sometimes have fewer elective options when required support courses, ELD, or specialized services compete for space in the schedule. Elementary sites report generally consistent access, though pull-out services, staffing, and intervention needs can affect enrichment or core instruction. PUSD continues monitoring these differences to improve equitable access for all student groups.|The locally selected measures identified several barriers that can limit full access to a broad course of study for some students. Scheduling is the most common challenge, particularly when students need intervention, ELD, special education services, credit recovery, or pathway courses that compete for limited periods in the school day. At the secondary level, students who failed earlier courses may fall out of A-G alignment and must prioritize credit recovery, summer school, Edgenuity, or graduation requirements, reducing room for electives, AP, CTE, dual enrollment, or enrichment. English learners in pathways may have difficulty fitting ELD and A-G requirements into the same schedule, and newcomer English learners may need more time to develop language skills. Students with disabilities may experience barriers when specialized services are only available during core instruction, when RSP staffing is limited, or when bilingual special education support is not available. At elementary sites, limited elective choices, staffing constraints, intervention time, and pull-out services can affect access to fine arts, enrichment, or uninterrupted core instruction. Across sites, chronic absenteeism, behavior needs, social-emotional needs, gaps in foundational reading or math skills, technology access, limited family participation, and delayed responses to IEP, SST, or Tier III paperwork can also affect participation in the full course of study.|The locally selected measures identified several barriers that can limit full access to a broad course of study for some students. Scheduling is the most common challenge, particularly when students need intervention, ELD, special education services, credit recovery, or pathway courses that compete for limited periods in the school day. At the secondary level, students who failed earlier courses may fall out of A-G alignment and must prioritize credit recovery, summer school, Edgenuity, or graduation requirements, reducing room for electives, AP, CTE, dual enrollment, or enrichment. English learners in pathways may have difficulty fitting ELD and A-G requirements into the same schedule, and newcomer English learners may need more time to develop language skills. Students with disabilities may experience barriers when specialized services are only available during core instruction, when RSP staffing is limited, or when bilingual special education support is not available. At elementary sites, limited elective choices, staffing constraints, intervention time, and pull-out services can affect access to fine arts, enrichment, or uninterrupted core instruction. Across sites, chronic absenteeism, behavior needs, social-emotional needs, gaps in foundational reading or math skills, technology access, limited family participation, and delayed responses to IEP, SST, or Tier III paperwork can also affect participation in the full course of study.|Met||2026-06-25|2026 54755230114348|Butterfield Charter|7|Butterfield Charter uses several locally selected measures to monitor the extent to which students have access to and are enrolled in a broad course of study. Individual Learning Plans (ILPs) are aligned to each student's course of study and are used to monitor access, enrollment, progress, and graduation status across grade spans, student groups, and students with exceptional needs. Counselors, administrators, and advisory teachers conduct credit tracking and review course placement to ensure students are enrolled in appropriate classes and remain on track for graduation and postsecondary readiness. Aeries is used to collect and analyze student enrollment data, course enrollment reports, and subgroup information. The site also uses the PDSA cycle during MTSS meetings to monitor attendance, identify students requiring additional support, and adjust interventions. Students with exceptional needs receive targeted resource time to support progress within the curriculum. Butterfield also tracks CTE and elective enrollment by subgroup, including English learners, foster youth, socioeconomically disadvantaged students, students experiencing homelessness, GATE students, and students with exceptional needs. College and career activities, Graduate Outcomes interest inventories, and career exploration electives further support monitoring of access to academic and career pathways.|Butterfield students have access to a course of study that supports graduation, postsecondary planning, and individual student goals; however, access is more limited than the district as a whole because of the unique needs of the student population. Many students enroll at Butterfield needing credit recovery, flexible scheduling, or additional academic support, and some students are teen parents or have other life circumstances that require a more individualized pathway. As a result, students may have fewer opportunities to enroll in a wider range of electives or advanced coursework while they focus on completing graduation requirements. ILPs, Aeries data, course enrollment reports, credit checks, and MTSS review help staff monitor each student's progress and adjust course placement. The addition of a College and Career Counselor and support from Community Schools have increased awareness of opportunities such as CCGI, FAFSA, community college, university pathways, and postsecondary planning. Differences across student groups are addressed through personalized learning and transition planning, especially for English learners, foster youth, socioeconomically disadvantaged students, students experiencing homelessness, and students with exceptional needs. While progress has been made in expanding awareness and access, Butterfield continues to monitor course availability, credit status, and support needs to ensure students remain connected to a broad course of study.|A key barrier to providing full access to a broad course of study is that many Butterfield students are credit-deficient when they enroll or require a strong focus on credit recovery and graduation requirements. This can limit opportunities to take additional electives, career exploration courses, or broader enrichment options because course schedules must first prioritize completion of required credits. The independent study model and the needs of students who are teen parents or have significant outside responsibilities may also require flexible scheduling that narrows available course options. Other barriers identified through local measures include limited transportation, inconsistent Wi-Fi or technology access, and insufficient availability of intervention classes or other support resources. Student mindset, social-emotional learning needs, attendance challenges, and engagement concerns can also affect course persistence and access to the full range of opportunities. For some students, especially those with exceptional needs or those requiring intensive academic support, additional intervention time may be necessary, which can reduce flexibility in course selection. Addressing these barriers requires continued academic monitoring, targeted interventions, flexible support, and clear communication with students and families so that students can meet graduation requirements while also accessing meaningful postsecondary and career-connected opportunities.|Butterfield has implemented and will continue to refine actions that increase student access to a broad course of study while supporting the unique needs of its student population. With the support of the College and Career Counselor and Community Schools Counselor, the site is increasing awareness among staff, students, and families about postsecondary opportunities, including community college, university pathways, trades, CCGI registration, FAFSA completion, GPA requirements, and the course of study needed for graduation and future plans. The site is prioritizing a consistent, unified message so students understand that they qualify for and deserve access to postsecondary options. Butterfield will continue FAFSA workshops, career-focused presentations, and professional development on College/Career Indicator measures from the California Dashboard. PIQE and family engagement opportunities will help families better understand how to support student pathways. The site will also continue expanding A-G awareness, technology, arts, Linked Learning, career exploration, and elective opportunities when possible. Academic interventions, transition planning, mentoring, MTSS review, and after-school supports will be used to improve connectedness, address underdeveloped skills, and help students remain on track. These actions are intended to balance credit recovery and graduation requirements with meaningful access to college, career, and enrichment opportunities.|Met||2026-06-25|2026 54755230116590|Harmony Magnet Academy|7|Harmony Magnet Academy uses multiple measures to track student access to and enrollment in a broad course of study. Because pathway students have a set course of study that provides immediate access for all students, monitoring begins before students enter Harmony and continues throughout grades 9-12. Eighth-grade STAR, CAASPP, ELPAC, diagnostic data, teacher recommendations, and other available records are reviewed to identify students who may need additional support, including English learners, students with disabilities, socioeconomically disadvantaged students, foster youth, homeless students, Native American students, and migrant students. Counselors monitor student progress using Aeries, transcripts, credit checks, pathway placement, and college and career planning tools to ensure students remain on track for graduation, A-G completion, pathway completion, and postsecondary readiness. Pathway teams, teacher-led interventions, peer tutoring, benchmark checkpoints, common formative assessments, and counseling meetings provide additional information about student needs. Social-emotional and health-related data are also reviewed by counselors, the school psychologist, and the nurse when appropriate so that student schedules, interventions, and support plans preserve access to the full Harmony course sequence.|Harmony Magnet Academy provides students with broad access to a rigorous course of study through its wall-to-wall academy model in Engineering and Performing Arts. Pathway students have access to a course of study regardless of subgroup identification, and all students are enrolled in a sequence designed to support college, career, and graduation readiness. Courses are aligned to the CTE pathway structure and, with limited exceptions such as PE, Yearbook, ASB, Student Assistant, Lab Assistant, Cross-Age Tutor, and Freshman Academy, are University of California A-G approved. Results reflect strong access and outcomes, including 95.2% of seniors meeting UC/CSU A-G requirements, 92.9% of CCI-prepared, and 25.7% of students earning the Seal of Biliteracy. Counselors and pathway teams monitor enrollment and progress so that students from all subgroups, including English learners, students with disabilities, socioeconomically disadvantaged students, foster youth, homeless students, Native American students, and migrant students, are supported in remaining enrolled in the appropriate pathway, academic, and intervention courses needed for success.|Harmony Magnet Academy does not identify equity or access as a primary barrier to providing students with a broad course of study because the pathway structure is designed to provide access to all students. However, correct placement of students at the appropriate learning level remains a challenge. Students who enter behind academically, need remediation, or require additional intervention may have fewer opportunities for additional elective options because support courses must be scheduled to keep them on track for graduation, A-G completion, and pathway success. Scheduling can also be affected when students need specialized supports, counseling, SST, 504, IEP, or pathway intervention services. Family and student communication can create an additional barrier when participation or response rates are low, even though Harmony communicates through ParentSquare, Aeries, Google Classroom, phone calls, parent meetings, community meetings, Back-to-School Night, social media, individual conferences, pathway intervention teams, and flyers in English and Spanish. Socioeconomic factors, cultural or family expectations, attendance, and competing responsibilities may also affect consistent access and engagement, particularly for students who need additional academic or social-emotional support.|Harmony Magnet Academy will continue implementing and refining actions that ensure all students can access a broad course of study connected to college and career readiness. Increased student support is being used so students can pursue the full course of study, including pathway completion, A-G coursework, and postsecondary preparation. Learning plans for all students will continue to focus on underdeveloped skills, helping staff identify academic gaps and provide the level of intervention needed without unnecessarily limiting access to pathway and enrichment opportunities. Counselors, pathway teams, peer tutors, and teacher-led interventions will continue monitoring student progress through credit checks, benchmark data, formative assessments, and individual meetings. Harmony will also continue strengthening college and career exposure through relationships with postsecondary institutions and industry-aligned opportunities, including visits to Cal Poly Engineering, college tours, experiences with organizations such as JPL and Cal Tech, internships, UC Davis research connections, and performing arts opportunities. These actions support equity by helping students receive targeted academic, counseling, and social-emotional supports while remaining connected to the academy model and a comprehensive course of study.|Met||2026-06-25|2026 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 college dual-enrollment. The number of students at PMA limits the offerings. However, our music class struggles to keep students enrolled, so it will not be offered next year. 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, 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.|"Funding and coordination has increased for field trips ensuring access to a broader course of study and career exploration for all students. 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. Two AP courses were offered for the first time in AY2024-25 (AP English and AP Spanish) with 13 students completing their course with a score of 3 or higher; 84.6% of students did complete A-G requirements. Eleven (84.6%) students among those who are ""prepared"" based on the College and Career Indicator in that year completed at least one CTE pathway, and 10 (76.9%) students completed at least one college credit course with a C or better. In addition, 30.8% earned the state seal of biliteracy."|In response to local measures and site input, Porterville Military Academy will continue refining actions that help all students access a broad course of study while staying on track for graduation and college and career readiness. This year, PMA hosted a Winter session so students could recover course credits and reduce barriers that may limit access to electives, A-G courses, CTE-related opportunities, competitions, field trips, leadership roles, and advanced coursework. The site has also strengthened follow-up on Edgenuity courses by monitoring student progress more consistently and using timely staff outreach to help students complete online coursework, recover credits, and remain connected to their course of study. PMA will continue to review Aeries, course enrollment, completion data, CCI information, and local progress data to identify students who need additional support. Existing actions will continue, including after-school tutoring, academic interventions, mentoring, transitional supports, and transportation options such as the late van so students can participate in athletics, clubs, competitions, tutoring, and enrichment activities. PMA will also seek resources, partnerships, field trip funding, staff training, and course options that expand access to A-G, Technology, Arts, Link Learning, and career exploration experiences. Together, these actions support a broader course of study while addressing credit recovery needs that could otherwise narrow student access.|Met||2026-06-25|2026 54755310000000|Dinuba Unified|7|TK–6: Course enrollment data, student schedules, and intervention/enrichment participation. Grades 7–8: Course enrollment data, elective participation, student schedules, and intervention program participation. Grades 9–12: Course enrollment data, transcripts, graduation status, A-G completion, CTE participation, and college and career readiness indicators. The District reviews data by student group and individuals with exceptional needs to ensure equitable access to a broad course of study.|Dinuba Unified School District provides all students access to a broad course of study that includes core academic courses, intervention and enrichment opportunities, visual and performing arts, physical education, electives, CTE pathways, and college and career readiness programs. Enrollment data is reviewed by student group and school site to ensure equitable access, and the District continues to monitor participation to address any barriers to student enrollment.|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||2026-06-25|2026 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.|For the 2025 graduating class, 42.7% of students met A-G requirements, 56.1% completed a Career Technical Education (CTE) pathway, and 51.8% were classified as “Prepared” on the California College/Career Indicator. During the 2025–26 school year, 81.7% of students were enrolled in a CTE pathway and 96.1% were enrolled in A-G coursework. Enrollment rates for English Learners were 66.7% in CTE pathways and 97.1% in A-G coursework, while 69% of students with disabilities participated in CTE pathways and 40.5% were enrolled in A-G courses. These results reflect the district’s commitment to expanding equitable access to college and career readiness opportunities. Woodlake Unified provides students with a comprehensive educational experience that includes rigorous academics, enrichment, and career exploration. Students have access to physical education, visual and performing arts, video production, STEAM, honors and Advanced Placement courses, Career Technical Education pathways, and dual enrollment opportunities. Elementary students in grades K–5 participate in STEAM instruction and receive specialized physical education, while music and band opportunities are available beginning in grade 3. To further expand enrichment opportunities, the district added two art teachers in 2024–25, increasing access to visual arts instruction and creative expression for students across TK–12, including those enrolled in alternative education programs.|Based on local measure results, Woodlake Unified identified a need to continue expanding access to college and career readiness opportunities for students at Bravo Lake High School. While progress has been made, ensuring that students in alternative education settings have equitable access to opportunities such as dual enrollment, Career Technical Education (CTE) pathways, A-G coursework, workforce readiness experiences, and postsecondary planning remains an important area of focus. The district will continue to strengthen and expand these opportunities so that all students are prepared for success in college, career, and life after high school.|To address this identified need, Woodlake Unified will continue to prioritize resources that expand college and career readiness opportunities for students at Bravo Lake High School. During the 2025–26 school year, Bravo Lake increased access to key postsecondary preparation opportunities, including dual enrollment courses, with 50% of students participating. The school also expanded A-G coursework access, with 100% of students enrolled in at least one A-G approved course, and increased pathway participation, with 75% of students enrolled in a pathway. The district will continue building on this progress by expanding college and career exploration opportunities, strengthening Career Technical Education (CTE) experiences, and increasing access to workforce readiness activities. Continued collaboration among Bravo Lake High School staff, Woodlake High School, the Director of College and Career Readiness, and the Work-Based Learning Coordinator will be essential to sustaining these efforts and ensuring students have access to rigorous coursework, career exploration, and individualized postsecondary planning supports.|Met||2026-06-17|2026 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) - 43.6% of high school students enrolled in CTE courses (-3.1% from previous year); nearly all student groups are proportionally represented (Aeries, May 2026). - 21.0% of high school seniors completed one or more CTE pathways (2025 Dashboard), with completion rates by group: White (26.8%), Latino (17.6%), socioeconomically disadvantaged (SED - 14.7%), English learners (EL - 0.0%), and students with disabilities (SWD - 10.7%). Advanced Placement (AP) and College Credit Courses - 28.2% of high school students enrolled in one or more college credit courses (+2.4% from previous year), with improved representation of student diversity (Aeries, May 2026). - 22.7% of high school students enrolled in one or more AP courses (+5.9% from the previous year), with Latino, SED, EL, and SWD students remaining underrepresented (Aeries, May 2026). - 78.0% of high school students passed one or more AP exams with a score of 3 or higher (College Board, 2025), including White (75.8%), Latino (65.9%), and SED (64.4%). Music and Art Electives - 13.6% of high school students and 19.85% of middle school students enrolled in music, with equitable access across all elementary sites (Aeries, May 2026). - 100% of 3-5 students receive art instruction, with consistent access across all elementary sites (Aeries, May 2026).|While Exeter Unified School District (EUSD) is committed to expanding access to a well-rounded education, several barriers continue to limit equitable participation: - Multi-Tiered System of Supports (MTSS): Educational partners report inconsistent implementation of MTSS across school sites, resulting in gaps in academic and behavioral supports that help students access the full range of course offerings. - English Language Development (ELD): At the middle and high school levels, ELD occupies one elective period, which can limit English learners’ access to a broader range of elective courses. - Academic Counseling Access: Some educational partners report limited access to academic counseling at the high school level, particularly in grades 9-10, resulting in fewer opportunities for students to receive individualized guidance related to course selection, graduation requirements, and college and career planning. - Awareness of Course Offerings: Some students report limited awareness and understanding of the full range of academic, elective, Career Technical Education (CTE), and college credit course options available at their school sites, which may impact students’ ability to fully access available pathways and opportunities. - Music Program Participation: Local data suggest that as opportunities for college credit and Career Technical Education (CTE) coursework have expanded, fewer students are selecting music courses as electives.|In response to local data identifying access gaps, EUSD has implemented and will continue to implement targeted strategies to ensure equitable access to a broad course of study for all students: English Language Development & Early Learning - Maintain full-time ELD teachers at Wilson Middle and Exeter Union High. - Continue funding Bilingual Aide positions. - Fully implement a Universal Transitional Kindergarten (UTK) program. Career Pathways & Course Access - Expand all current Career and Technical Education (CTE) pathways with significant enhancements to Education and Health pathways. - Launch a new Industrial Maintenance pathway starting August 2026. - Continue Spanish and Introduction to Agriculture courses in middle school. - Make CTE and college credit courses available to all high school students. College and Career Planning - Implement a comprehensive districtwide college and career guidance plan: Exposure (TK-5), Exploration (6-8), and Application (9-12). - Fund college/career field trips, guest speakers, and fairs. - Ensure all high school students maintain a digitally accessible four-year academic planner. Academic Support & Advanced Coursework - Launch AVID (Advancement Via Individual Determination). - Introduce Integrated Math I and Advanced English Language Arts courses in middle school. Arts & Enrichment - Continue music instruction (grades 3-12), visual arts (TK-12), and districtwide after-school drama programs (TK-12).|Met||2026-06-11|2026 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 2025-26 school year through 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 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 2026-27 Local Performance Indicator Self-Reflection for Tuolumne County Superintendent of Schools Page 15 of 17 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 enroll in college courses through a dual enrollment program with Columbia College, including vocational programs.|Met||2026-06-23|2026 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 and inclusive for Unduplicated Students and Individuals with Special Needs • Grades K-8,Eureka and Big Ideas Math, Benchmark ELA, iReady Diagnostic and Daily Practice for Reading & Math • Grades K-8 SPARKS Physical Education Curriculum • Grade K - Kindergarten Assessment that is a locally developed comprehensive test for literacy and math. • Grade 1 Literacy & Fluency test that is a locally developed test specifically for 1st graders to test reading fluency. • Grades K-2 iReady Daily Practice and Diagnostic in reading and math • Grades 3-8 CAASPP ELA & Math (no students take CAA) • Grades 3-8 Get More Math Program • Grades 5 & 8 CAST State Science Test • Grades 5 & 7 PFT - the State's Physical Fitness Test • Grade 8 - Scholastic Math Inventory (SMI) and the Scholastic Reading Inventory (SRI). This test is administered to diagnose students in order to select the appropriate placement for them in high school English 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 26/27.|Additional funds have been allocated in 2026-2027 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||2026-06-18|2026 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. Last year 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. To address this, the district is actively working to reduce participation barriers through targeted scheduling, staff support, and outreach underrepresented families.|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. Finally, transportation and awareness issues can limit participation in ELOs.|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||2026-06-15|2026 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 2025-2026). 5. Curtis Creek offers private music lessons for all of its students. 6. Curtis Creek provided over 19 field trips to its students in 2025-2026|Met||2026-06-24|2026 55723630000000|Jamestown Elementary|7|Jamestown School District monitors access to a broad course of study through ongoing review of master schedules, student schedules, report cards, English Learner program participation, Individualized Education Programs (IEPs), intervention services, and enrollment data. The District uses its student information system to analyze participation and access by grade span, English Learner status, socioeconomic status, foster youth, homeless status, and students with disabilities. District staff review course offerings and participation throughout the year to ensure equitable access to core academic subjects, visual and performing arts, music, physical education, science, technology, intervention and enrichment opportunities, social-emotional supports, and expanded learning programs. Participation in specialized programs, including Dual Language Immersion, English Language Development, special education services, WIN intervention and enrichment periods, counseling services, and Expanded Learning Opportunities Program (ELOP) offerings, is also monitored. Enrollment and participation data are reviewed regularly to identify and address barriers to access for unduplicated student groups and students with exceptional needs, ensuring all students have equitable opportunities to participate in and benefit from a broad course of study aligned with state standards and local priorities.|Jamestown School District, a TK–8 district serving students at Jamestown Elementary School and Chinese Camp Science Academy, uses master schedules, enrollment reports, program participation data, English Learner records, and Individualized Education Programs (IEPs) to monitor access to a broad course of study. Both school sites provide access to core academic subjects, visual and performing arts, music, physical education, science, technology, social-emotional learning, and intervention and enrichment opportunities. All students receive instruction from credentialed art and music teachers. The District provides additional opportunities through its Dual Language Spanish Immersion Program (K–6), Chinese Camp Science Academy's STEAM model, WIN intervention and enrichment periods, English Language Development services, counseling supports, special education services, Expanded Learning Opportunities Program (ELOP) offerings, and after-school high school Spanish courses. Review of enrollment and program data indicates students across grade spans, school sites, English Learner status, socioeconomic status, and disability status have equitable access to District programs and services. No significant disparities in access to a broad course of study were identified. The District continues to monitor data to ensure equitable access for all students.|Based on locally selected measures, Jamestown School District has identified several challenges that may limit expansion of educational opportunities. As a small rural TK–8 district, budget constraints, staffing shortages, facility capacity, and scheduling limitations affect the District's ability to add elective courses, specialized enrichment programs, and career exploration opportunities. Recruiting and retaining qualified staff remains challenging, particularly in special education, bilingual education, and other hard-to-fill positions. Additionally, balancing intervention, enrichment, English Learner services, counseling supports, and core instruction within the school schedule requires careful coordination. Despite these challenges, data indicate that all student groups currently have equitable access to the District's broad course of study. The District will continue to monitor participation and enrollment data and pursue opportunities to expand programs and services while maintaining equitable access for all students.|In response to locally selected measures, Jamestown School District has continued to strengthen programs that ensure equitable access to a broad course of study. The District has implemented a WIN (What I Need) framework that provides targeted intervention and enrichment opportunities while maintaining access to core academic instruction. Students also receive English Language Development services, special education supports, counseling services, and academic interventions as needed. To expand learning opportunities, the District increased its art program from 0.6 FTE to 1.0 FTE and continues to provide music instruction through credentialed teachers. Additional enrichment opportunities include after-school clubs, athletics, drama productions, and Expanded Learning Opportunities Program (ELOP) offerings. Students also have access to electives, leadership opportunities, technology-based learning experiences, and after-school high school Spanish courses for high school credit. The District has increased instructional and paraprofessional support for students requiring additional assistance and continues to review enrollment, participation, and program data to guide staffing, scheduling, and resource allocation decisions. The District remains committed to expanding enrichment and career exploration opportunities while maintaining equitable access for all students.|Met||2026-06-24|2026 55723710000000|Sonora Elementary|7|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 TK–8 grade spans, Sonora Elementary School District utilizes a combination of master schedule audits, student information system (SIS) course enrollment tracking, and Individualized Education Program (IEP) service matrices. Additionally, site leadership and counseling teams review quarterly enrollment reports and progress-monitoring data to verify that all students, regardless of subgroup, receive equitable access to core academic subjects, physical education, visual and performing arts, STEM enrichment modules, and targeted intervention or support courses.|Based on master schedule audits, student information system tracking, and Individualized Education Program (IEP) matrices, Sonora Elementary School District ensures 100% of enrolled students across TK–8 grade spans have access to and are enrolled in a broad course of study. All elementary and middle-grade students receive daily core instruction in English Language Arts, Mathematics, Science, and Social Studies, along with scheduled physical education and integrated visual and performing arts. Across grade spans, access is maintained evenly across the district's site offerings, ensuring consistent foundational course access for all students. When analyzing data by student groups, local tracking reveals key progress as well as areas of ongoing focus regarding equitable access. Progress has been made in ensuring unduplicated student groups—including socioeconomically disadvantaged students, English learners, and foster youth—are fully integrated into core academic and enrichment modules rather than isolated in stand-alone remediation. However, scheduling reviews for Students with Disabilities have historically highlighted minor differences in access to elective offerings or STEM enrichment due to the timing of specialized push-in or pull-out support services. In response, site teams and special education staff continue to refine scheduling matrices to ensure students with exceptional needs receive their required IEP supports without sacrificing equal access to all.|Budgetary constraints, acute staffing shortages, and limited classroom space present significant barriers to hiring additional teachers for enrichment and electives throughout the school day, challenges that are further compounded by frequent turnover in governance, staff, and district leadership.|To ensure equitable access to a broad course of study for all students, Sonora Elementary School District is taking specific administrative and structural actions aimed at removing scheduling and resource barriers. The district is overhauling its master scheduling procedures to institutionalize designated intervention and support windows. This structural change ensures that Students with Disabilities and English learners receive specialized instruction and IEP services without missing core academic content, physical education, or enrichment offerings. To address spatial constraints, the district is optimizing existing classroom and multi-purpose spaces to accommodate STEM modules, art instruction, and targeted support programs. To mitigate the impacts of fiscal limitations, severe staffing shortages, and ongoing turnover in governance, staff, and leadership, the LEA is expanding collaborative partnerships with the Tuolumne County Superintendent of Schools (TCSOS) and local community organizations. These partnerships bring itinerant specialists, shared instructional resources, and enrichment opportunities directly into TK–8 classrooms. Finally, site teams are utilizing Student Data Review Teams (SDRTs) to continuously audit enrollment data, ensuring unduplicated student groups are systematically integrated into high-interest modules and core courses for continuous improvement.|Met||2026-06-11|2026 55723890000000|Sonora Union High|7|The Sonora Union High School District uses several locally selected measures and tools to track student access to and enrollment in a broad course of study. These tools help evaluate progress across different grade spans, unduplicated student groups (such as foster youth, English learners, and low-income students), and individuals with exceptional needs. The key measures include: CAASPP ELA and Math Scores: These standardized test scores are used to assess students' proficiency in English Language Arts and Mathematics across all grade levels. They help identify achievement gaps and ensure all student groups are progressing. California Science Test Scores: These scores track student performance in science, ensuring that all students, including those from unduplicated groups and those with exceptional needs, have access to quality science education. A-G Completion Rates: The rates at which students complete the A-G course requirements for California State University and University of California admissions are monitored. This measure ensures students are prepared for college and career opportunities. CTE Pathway Completion Rates: The completion rates of Career and Technical Education pathways are tracked to ensure students have access to and are engaged in vocational training programs that align with industry standards. We are particularly focused on monitoring results for low-income students, Hispanic students, students with disabilities, English learners, and foster youth|District-Wide Access: Sonora Union High School District offers a broad course of study to all students, encompassing both core subjects and a variety of electives. The district is committed to ensuring equitable access to these educational opportunities for all student groups, including low-income students, Hispanic students, students with disabilities, English learners, and foster youth. Career Technical Education (CTE) Program: The district provides an extensive CTE program available to all students. Electives: All students have access to a range of elective courses, including art and physical education. These electives are designed to enrich students' educational experiences and provide opportunities for personal growth and development. Dual Enrollment Opportunities: Students across the district can enroll in Columbia College courses through the Middle College program or dual enrollment agreements. This allows students to earn college credits while still in high school, enhancing their readiness for post-secondary education and careers. Sonora High School Specific Programs: At Sonora High School, students have additional access to specialized pathways and courses. The district has made significant progress in expanding access to a broad course of study over time. Efforts to include more dual enrollment opportunities, enhance CTE programs, and provide diverse elective options have been instrumental in this progress.|Despite comprehensive educational offerings in Sonora Union High School District, several key barriers hinder equitable access to a broad course of study for all students: Skill Gaps: Many incoming students perform below grade level, requiring substantial scaffolding to succeed in advanced coursework. Professional Development Needs: Staff require expanded training in Universal Design for Learning (UDL), trauma-informed theories, relational practices, and culturally responsive instruction. MTSS Implementation: Expanded Multi-Tiered Systems of Support (MTSS) training is necessary to deliver effective academic and behavioral interventions. Changing Mindsets: Stakeholders must challenge assumptions about student potential, encouraging all learners to pursue rigorous A–G and CTE pathways. Student Motivation: Targeted strategies are needed to increase engagement and personal investment among disconnected learners. Interactive Instruction: Teachers need practical techniques to make daily lessons more interactive, relevant, and engaging for every student. By addressing these barriers through targeted professional development, expanded support systems, and inclusive classroom practices, the district can ensure all students have equitable access to a broad and rigorous curriculum.|Sonora Union High School District is expanding access, rigor, and student support through several key initiatives: CTE & Dual Enrollment Grants: Expanding funding to increase career technical training and college-credit opportunities for all students. Cassina High Community Schools Grant: Providing wrap-around services, including mental health support, academic tutoring, and family engagement programs. Curriculum Rigor Upgrades: Replaced General Biology with Biology CP and upgraded all general education English, science, and social science courses to College Prep (CP) status. Inclusive Professional Development: Training educators in Universal Design for Learning (UDL), trauma-informed practices, brain-based concepts, and culturally responsive interventions. MTSS Implementation: Expanding Multi-Tiered Systems of Support training to deliver timely, targeted academic and behavioral assistance. Specialized Student Supports: Delivering targeted counseling to at-risk students (foster youth, English learners, low-income) via Sonora High's Learning Director and behavioral support through the Student Support Center. Through strategic grants, higher academic standards, and holistic support systems, the district remains committed to providing every student with an equitable, high-quality education.|Met||2026-06-22|2026 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||2026-06-16|2026 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 their 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 students' 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||2026-06-17|2026 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. 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 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||2026-06-24|2026 55724130112276|Gold Rush Home Study Charter|7|Gold Rush Charter School uses multiple locally selected measures to monitor the extent to which all students, including unduplicated student groups (English Learners, Socioeconomically Disadvantaged students, Foster Youth, and Homeless Youth) and students with exceptional needs, have access to and are enrolled in a broad course of study. These measures include student enrollment records, course schedules, individualized learning plans, transcript reviews, special education service plans, English Learner progress monitoring, course completion reports, and regular student-teacher conferences. The school also reviews participation in core academic courses, electives, enrichment opportunities, dual enrollment courses, career exploration activities, and college and career readiness programs. Access to instructional materials, educational technology, and support services is monitored to ensure equitable participation across grade spans and student groups. Data from these measures are reviewed annually through the Local Control and Accountability Plan (LCAP) process and ongoing program evaluations to ensure all students have access to a comprehensive, standards-aligned course of study.|Gold Rush Charter School (GRCS) uses individualized learning plans, enrollment reports, curriculum access logs, transcript reviews, and course participation data to monitor student access to a broad course of study. Analysis of these measures indicates that all students, including English Learners, Socioeconomically Disadvantaged students, Foster Youth, Homeless Youth, and students with exceptional needs, have equitable access to and are enrolled in a comprehensive, standards-aligned course of study. Students across all grade spans have access to core academic subjects, visual and performing arts, career technical education (CTE), enrichment opportunities, and college and career readiness programs. High school students also have access to dual enrollment and college coursework. Review of enrollment and participation data found no significant differences in access or enrollment among student groups or school sites. Students with disabilities participate in the same broad course of study as their peers while receiving supports and accommodations identified in their IEPs. English Learners receive designated and integrated language supports to ensure access to grade-level content. Over time, GRCS has expanded access to postsecondary opportunities through on-site college courses, transportation assistance to college events, and 1:1 Chromebooks and hotspots. The school continues to provide both digital and hard-copy instructional materials to support diverse learning needs. Based|Several barriers continue to limit consistent and equitable access to a broad course of study for all students at GRCS. First, geographic isolation remains a significant challenge, particularly for students in remote areas who rely on independent study or hybrid models. While digital platforms expand access, they do not fully replicate hands-on learning experiences such as science labs, performing arts, CTE pathways, and collaborative electives. Second, transportation constraints limit participation in before- and after-school enrichment opportunities, field trips, and in-person elective courses, reducing access for students without reliable family transportation. Third, staffing and scheduling constraints—especially in a small LEA—restrict the ability to offer a wide range of specialized electives at every grade level. Teachers often serve multiple roles, which limits course diversity and frequency.|In response to locally selected measures and identified access gaps, GRCS has implemented and is continuing to refine several actions to ensure equitable access to a broad course of study for all students. GRCS is adding Spanish as a new elective offering and is actively exploring additional elective courses to further expand student choice and enrichment opportunities, particularly in world languages and interest-based electives. To reduce transportation barriers, the LEA is purchasing a school transportation vehicle to increase access to in-person enrichment, electives, and school-based activities that may otherwise be inaccessible for some students. To strengthen instructional consistency for independent study students, GRCS is assigning students to teachers by grade band, improving alignment of instruction, support, and course access across grade levels. In addition, GRCS is expanding synchronous instruction opportunities several times per week to increase real-time engagement, strengthen access to rigorous instruction, and better replicate the benefits of in-person learning for remote and independent study students. Collectively, these actions reflect a focused effort to expand access, improve instructional delivery, and ensure all students can participate in a broad and engaging course of study regardless of program or location.|Met||2026-06-05|2026 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. 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 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||2026-06-24|2026 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 implemented in the 2024-25 school year. For the 2026-27 school year the LEA will continue expanding Career Technical Education for our junior high students.|Met||2026-06-18|2026 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 2 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 foreign language at the elementary level using Duolingo, starting in 2022–23 —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, Horticulture, and Ag Mechanics. To further provide variety and choices, the high schools offer dual enrollment courses through local community colleges. Additionally, the Edmentum online program is utilized for credit recovery and to cater to students' specific interests, ensuring a more comprehensive and accessible curriculum.|Met||2026-06-24|2026 56105610000000|Ventura County Office of Education|7|VCOE Schools and Programs rely on several locally selected measures 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. These measures include master schedules, the student information system, student transcripts, Individualized Education Programs (IEPs), the VCOE Course of Study, and curriculum frameworks.|Based on our locally selected measures, all students have access to, and are enrolled in, a broad course of study. VCOE Schools and Programs offer a range of educational programs designed to meet the needs of a diverse student population, including court and community schools, special education programs for students with extensive support needs, programs for students with social-emotional and behavioral needs, programs for students with autism spectrum disorder, and a career technical education program. Upon enrollment, staff review each student's IEP (if applicable) along with their transcript and school file to determine appropriate program and course placement. In high schools offering diploma-track programs, the master schedule ensures access to coursework leading to a high school diploma while preparing students for their post-secondary goals. In special education schools serving high school students with extensive support needs, students are offered coursework leading to either a certificate of completion or a high school diploma, along with an adult transition plan. English Learner students also participate in English language development courses to strengthen their English proficiency. All students across VCOE Schools and Programs have access to Board-adopted, standards-aligned curriculum, and administration reviews curriculum frameworks, course materials, and course offerings on an annual basis.|Barriers that may limit access to a broad course of study for some students within VCOE Schools and Programs include cognitive disabilities, medical needs, and significant behavioral challenges, given the specialized nature of the educational programs described above. These factors can, at times, affect a student's ability to fully access the broad course of study offered.|To ensure continued access to a broad course of study for all students, VCOE staff will conduct an annual review of course curriculum, instructional materials, master schedules, standards-aligned textbooks and materials, and individual student schedules. The team will also work to expand educational accessibility by offering staff professional learning 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, in accordance with SP 6146.1/6146.4.|Met||2026-06-22|2026 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 2025-26 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 Driver’s 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.|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. Driver’s 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 some participation in intervention courses for English Language Arts and mathematics.|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 an increase in participation in CTE courses over the past few years. 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||2026-06-02|2026 56105610112417|Ventura Charter School of Arts and Global Education|7|VCS monitors student access to and enrollment in a broad course of study through review of the school's master schedule, student enrollment records, and course offerings. All students, including unduplicated student groups (English learners, low-income students, and foster youth) and individuals with exceptional needs, have access to the same standards-aligned curriculum and instructional program appropriate to their grade level. Because the school serves elementary and middle school grade spans and does not track students into different academic pathways, all students are enrolled in the full course of study, including English language arts, mathematics, science, history-social science, physical education, visual and performing arts, and other required subjects. Student schedules, enrollment data, and Individualized Education Programs (IEPs), when applicable, are reviewed to ensure equitable access and participation for all students.|Based on review of the school's master schedule, enrollment records, and instructional program, all students have access to and are enrolled in a broad course of study aligned to California State Standards. Students in all grade levels receive instruction in English language arts, mathematics, science, history-social science, physical education, visual and performing arts, and other required subject areas. The school operates a single site and provides the same comprehensive educational program to all students. Review of enrollment and scheduling data indicates no differences in access to, or participation in, the broad course of study among student groups, including English learners, low-income students, foster youth, and students with disabilities. Students with exceptional needs access the same grade-level curriculum with appropriate accommodations, modifications, and supports as identified in their Individualized Education Programs (IEPs). VCS continues to monitor enrollment, scheduling, and student program participation to ensure equitable access for all students. Current data indicate that all students are enrolled in and have access to the full course of study offered by the school.|Based on review of the school's master schedule, enrollment records, and instructional program, all students have access to and are enrolled in a broad course of study aligned to California State Standards. Students in all grade levels receive instruction in English language arts, mathematics, science, history-social science, physical education, visual and performing arts, and other required subject areas. The school operates a single site and provides the same comprehensive educational program to all students. Review of enrollment and scheduling data indicates no differences in access to, or participation in, the broad course of study among student groups, including English learners, low-income students, foster youth, and students with disabilities. Students with exceptional needs access the same grade-level curriculum with appropriate accommodations, modifications, and supports as identified in their Individualized Education Programs (IEPs). At this time, VCS has not identified barriers to student access or enrollment in a broad course of study. The primary challenge affecting program expansion is limited state funding, which may constrain the school's ability to offer additional enrichment opportunities and elective courses beyond the current instructional program. Despite these fiscal constraints, all students continue to have access to the full standards-aligned course of study provided by the school.|Based on the results of the locally selected measures, VCS will continue its current practices to ensure that all students have access to a broad course of study. The school will annually review master schedules, enrollment data, curriculum implementation, and student participation to confirm that all students, including English learners, low-income students, foster youth, and students with disabilities, continue to have equitable access to the full instructional program. VCS will continue to provide appropriate accommodations, modifications, and supports to students with exceptional needs to ensure access to grade-level curriculum. In addition, VCS will seek opportunities to expand enrichment and elective offerings as resources permit. No significant revisions to the educational program are currently necessary, as local measures indicate that all students have access to and are enrolled in a broad course of study.|Met||2026-06-23|2026 56105610121756|BRIDGES Charter|7|Bridges annually measures progress in the extent to which all students have access to and are enrolled in a broad course of study consistent with the California Education Code for Grades 1–6 and 7–8, including programs and services developed for unduplicated students and individuals with exceptional needs. Results are reported to the governing board at a regularly scheduled meeting and to stakeholders and the public through the Dashboard. In 2025–26, all TK–8 students had access to and were enrolled in a full course of study including ELA, Mathematics, Science (NGSS-aligned), History-Social Science, Physical Education, Visual and Performing Arts (including a new formal music partnership with Burch Studio Collective), Health, World Language, and Career Technical Education exploration. 100% of students participated in service learning projects. Unduplicated students and students with exceptional needs received additional individualized programs and services through the MTSS framework, including targeted intervention, EL support, and special education services.|In 2025-26, all TK-8 students at Bridges Charter School had access to and were enrolled in a broad course of study consistent with California Education Code requirements. Bridges offers a comprehensive, integrated curriculum across all required subject areas including English Language Arts, Mathematics, Science (aligned to Next Generation Science Standards), History-Social Science, Physical Education, Visual and Performing Arts, Health, World Language, and Career Technical Education exploration. Arts integration is a distinguishing feature of our program, with Visual and Performing Arts woven throughout the curriculum at all grade levels. This year, Bridges expanded its music programming through a formal partnership with Burch Studio Collective, providing structured music instruction to students across grade spans. One hundred percent of students participated in service learning projects, reflecting our commitment to civic engagement and real-world interdisciplinary learning as core components of a broad course of study. All students, regardless of subgroup status, have equitable access to the full course of study. Unduplicated students — including English Learners, socioeconomically disadvantaged students, and foster youth — and students with exceptional needs receive the same broad course of study as their peers, supplemented by additional individualized supports through our MTSS framework, including Tier II intervention, EL support, and special education services.|Bridges Charter School does not identify any systemic barriers preventing access to a broad course of study for all students. All TK-8 students are enrolled in and have access to the full course of study across all required subject areas, and no student groups have been identified as lacking access to any component of the curriculum. However, Bridges acknowledges two areas of ongoing attention that have the potential to affect the depth and quality of access over time if not proactively addressed. First, students with exceptional needs and English Learners sometimes require additional scaffolding and differentiated support to fully access and engage with the breadth of the curriculum. While these students are enrolled in the full course of study, ensuring that instruction is truly accessible — not merely present — requires sustained investment in Universal Design for Learning, integrated ELD instruction, and differentiated classroom practices. This is reflected in our LCAP actions and professional development priorities for 2026-27. Second, our hybrid homeschool program, which serves approximately 20% of our student population, presents unique considerations around access to the full course of study, as parents are primarily responsible for curriculum delivery in this model. Bridges monitors the participation and outcomes of this population carefully and provides structured support and resources to ensure that homeschool families are equipped to deliver instruction.|Based on our review of local data and educational partner input, Bridges has determined that no major systemic revisions are required to ensure access to a broad course of study, as all students are currently enrolled in and have access to the full curriculum across all required subject areas. In 2025-26, Bridges completed a full adoption of CKLA Amplify for ELA in grades TK-5 and implemented mClass Dibels as our state-approved dyslexia screener, ensuring early identification and support for students who may struggle to access the ELA curriculum without intervention. Our math curriculum committee completed a pilot, but has decided to conduct another year of piloting with California Reveal Math; the committee will recommend an adoption for 2026-27, aligned to the updated California Math Framework. To ensure meaningful access for students with exceptional needs and English Learners, Bridges will continue investing in professional development in Universal Design for Learning, Integrated ELD, and differentiated instruction. Our bilingual coordinator will continue supporting Spanish-speaking families in the hybrid program to ensure homeschool students are accessing a complete and standards-aligned course of study.|Met||2026-06-15|2026 56105610122713|River Oaks Academy|7|River Oaks Academy 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 River Oaks Academy students. All ROA students have access to all offerings.|Identifying barriers preventing River Oaks Academy 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. River Oaks Academy 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.|River Oaks Academy offers an extensive catalog of more than 150 A–G approved courses, providing students with a wide range of options to meet their graduation requirements. Beyond our core curriculum, we encourage students to expand their learning by taking advantage of opportunities at the local Continuing Education Center (CEC) and community colleges, enriching their overall educational experience. At River Oaks Academy, we are committed to nurturing each student’s interests. Our passion-driven approach allows us to go beyond standard offerings—if a student is interested in a subject not currently available, we have the flexibility to design a personalized course to support their goals. This commitment ensures that every student’s unique talents and aspirations are recognized and developed. We also place a strong emphasis on preparing students for life beyond high school. Career pathway courses at local community colleges offer practical skills and real-world insights, helping students explore potential career options. In addition, our college and career seminar provides guidance and resources to support a smooth transition to higher education or the workforce. At the same time, we remain dedicated to strengthening our math and science programs, continuing to expand and enhance these offerings to meet the evolving needs of our students. Through innovation and a student-centered approach, River Oaks Academy empowers students to achieve academic success and confidently pur|Met||2026-06-02|2026 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||2026-05-18|2026 56724470000000|Briggs Elementary|7|Briggs School District monitors student access to a broad course of study through a review of course offerings, student enrollment data, master schedules, and program participation across both school sites. The district analyzes enrollment and participation data by grade span and student group, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities, to ensure equitable access to core academic programs and enrichment opportunities. As a TK-8 district, Briggs provides all students access to standards-aligned instruction in English language arts, mathematics, science, history-social science, physical education, visual and performing arts, and other enrichment opportunities. The district also reviews Individualized Education Programs (IEPs), intervention participation, and specialized support services to ensure that students with exceptional needs have access to the general education curriculum and appropriate educational opportunities. These measures are used to monitor equity of access, identify potential barriers to participation, and support continuous improvement in providing all students with a comprehensive educational program.|Briggs School District provides all students with access to a broad course of study aligned with California State Standards across both school sites. Through review of course offerings, master schedules, student enrollment data, and program participation, the district has determined that students have equitable access to core academic subjects, including English language arts, mathematics, science, history-social science, physical education, and visual and performing arts, as well as enrichment and intervention opportunities designed to support student success. Analysis of local measures indicates that there are no significant differences between school sites or among student groups in access to the district's educational program. English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities are provided access to the same rigorous academic curriculum and are supported through targeted services and interventions as needed. Students with exceptional needs participate in the general education curriculum to the maximum extent appropriate, as determined through the Individualized Education Program (IEP) process. As a small TK-8 district, Briggs School District is able to closely monitor student participation and access to programs and services. The district will continue to review enrollment and participation data to ensure equitable access to a comprehensive course of study and to identify opportunities to further enhance educational|Based on the review of local measures, Briggs School District has not identified significant barriers that prevent students from accessing a broad course of study. As a small TK-8 district, the district is able to provide all students with access to California State Standards-aligned instruction and monitor participation in academic programs, interventions, and enrichment opportunities. While all students have access to the district's educational program, the district recognizes that limited enrollment and staffing resources, which are common in small school districts, can affect the range of elective and enrichment opportunities available compared to larger districts. The district continues to maximize available resources and community partnerships to provide students with meaningful educational experiences and support services. Briggs School District will continue to monitor student participation and educational partner feedback to ensure equitable access to programs and to identify opportunities for expansion and improvement as resources allow.|In response to the review of local measures, Briggs School District will continue to monitor student access to academic programs, intervention services, and enrichment opportunities to ensure that all students have equitable access to a broad course of study. The district will regularly review enrollment, participation, and achievement data to identify any emerging gaps in access among student groups and make adjustments as needed. The district will continue to maximize available staffing and resources to provide comprehensive educational opportunities across both school sites. Briggs will also explore opportunities to enhance enrichment programs, expand student learning experiences, and leverage community partnerships that support student engagement and achievement. In addition, the district will continue to review the needs of English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students to ensure that appropriate supports and services are in place to facilitate full participation in the general education curriculum. These ongoing efforts will help maintain equitable access to a broad course of study and support positive outcomes for all students.|Met||2026-06-04|2026 56724540000000|Fillmore Unified|7|Fillmore Unified School District (FUSD) uses local measures including QSIS, master schedules, course enrollment reports, graduation tracking, IEPs, and program participation data to monitor student access to a broad course of study. Enrollment and participation data are reviewed by grade span and student group, including English learners, low-income students, foster youth, migrant students, homeless youth, and students with exceptional needs, to identify and address potential gaps in access. School sites annually review master schedules to ensure students have access to standards-aligned coursework, electives, Career Technical Education (CTE), visual and performing arts, Advanced Placement (AP), dual enrollment, and intervention supports. IEP teams review course placement and access to the general education curriculum to ensure meaningful participation in the least restrictive environment. Secondary counselors monitor transcripts, graduation progress, A-G completion, and college and career readiness indicators. Students needing additional support may access credit recovery, summer school, online learning, dual enrollment, and other flexible pathways. These measures help ensure equitable access to a rigorous and well-rounded educational program for all students.|Fillmore Unified School District (FUSD) provides all students access to a broad course of study aligned with state standards and designed to support college, career, and life readiness. Enrollment, course participation, and program data indicate that students across all grade spans have access to core academics, science, technology, visual and performing arts, physical education, intervention supports, and enrichment opportunities. Students who are English Learners, low-income, migrant, foster youth, homeless, or students with exceptional needs receive additional supports to promote equitable access to grade-level curriculum and educational opportunities. Fillmore High School offers a comprehensive range of electives, Career Technical Education (CTE) pathways, Advanced Placement (AP) courses, dual enrollment opportunities, and college and career readiness programs. Sierra High School provides an individualized instructional model focused on credit completion, graduation, and academic success through flexible scheduling, targeted supports, and coursework aligned to graduation requirements. To increase access and address individual student needs, the district offers online learning, credit recovery, summer school, and dual enrollment opportunities. FUSD continues to monitor enrollment and participation data to address barriers and ensure equitable access to rigorous and relevant coursework across school sites and student groups.|Fillmore Unified School District (FUSD) has identified several barriers that may limit equitable access to a broad course of study for some students. Review of enrollment, course participation, achievement data, and educational partner feedback indicates that English Learners, students with disabilities, migrant students, and students requiring academic intervention or credit recovery may face challenges accessing available educational opportunities. At the secondary level, required support services such as designated English Language Development (ELD), specialized instructional services, intervention courses, & credit recovery can limit schedule flexibility and reduce access to electives, Advanced Placement (AP) courses, Career Technical Education (CTE) pathways, visual and performing arts, and other enrichment opportunities. Master schedule constraints and course conflicts may also prevent students from enrolling in courses aligned with their interests, graduation plans, or college & career goals. The district also recognizes that transportation challenges, limited awareness of available programs, and family awareness of educational opportunities may affect participation in advanced coursework, dual enrollment, college & career readiness programs, & extracurricular activities. FUSD continues to address these barriers through schedule adjustments, targeted academic supports, counseling services, expanded credit recovery options, & increased outreach to students and families.|To ensure equitable access to a broad course of study, Fillmore Unified School District (FUSD) continues to implement programs, services, & scheduling practices designed to remove barriers & expand opportunities. These efforts are informed by ongoing analysis of student achievement, enrollment, & educational partner feedback. District initiatives include PLCs, co-teaching, reading intervention, & SEL supports, designated & integrated English Language Development (ELD), mathematics interventions, & expanded Universal Prekindergarten (UPK) & Transitional Kindergarten (TK) programs. To support English Learners and other student groups, FUSD strengthens reclassification efforts, provides AVID tutors & instructional aides, & offers targeted academic interventions. Newcomer students receive coordinated support through collaboration among staff & family liaisons. At the secondary level, scheduling revisions, including zero-period Physical Education and summer school options for required courses, increase flexibility and student access to electives, Career Technical Education (CTE), visual and performing arts, & college & career readiness programs. The district also expands access to online learning, credit recovery, summer school, dual enrollment, & CTE pathways through partnerships with local colleges. Counseling services & Wellness Centers help remove barriers to learning. FUSD will continue monitoring enrollment & participation data to ensure equitable access for all students.|Met||2026-06-02|2026 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||2026-06-22|2026 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||2026-06-04|2026 56724705630363|Golden Valley Charter|7|All Golden Valley Charter School (GVCS) student's are provided with an individualized learning plan that incorporates his/her grade level course of study. Additionally, every student has the opportunity to add to the required course of study courses that interest him/her personally. The parent/guardian, student, and GVCS credentialed teacher work together to develop a plan that implements a broad course of study and includes special interest courses. Progress and results are tracked and then documented on the monthly learning plan. Additionally, high school students go through a course selection process, which monitors and tracks the extent to make sure all high school students are enrolled in a broad course of study.|Golden Valley Charter School credentialed teachers ensure that all TK-12 students are enrolled, at minimum, in the school’s required course of study, which includes courses of special interest. Every semester teachers review the courses of study for each student. To fulfill the individual student’s choices, access to course materials are provided to all students through the GVCS library and individual orders from vendors for materials/services not readily available from the library.|Golden Valley Charter School (GVCS) 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||2026-06-01|2026 56725040000000|Mupu Elementary|7|Mupu Elementary School District monitors equitable access to a broad course of study through multiple local measures and data sources. The district reviews student enrollment schedules, master schedules, teacher assignments, course offerings, and participation in enrichment opportunities to ensure all students, including unduplicated student groups and students with exceptional needs, have access to California's required academic content and a well-rounded educational program. Additional monitoring includes Individualized Education Program (IEP) reviews, English Learner progress monitoring, student transcripts, classroom observations, and ongoing review of student participation in intervention and enrichment programs. The district also monitors access through student achievement data, including CAASPP, STAR Reading and Mathematics, ELPAC, attendance, and local assessments, to ensure all students are successfully participating in core instruction and supplemental programs. Educational partner feedback gathered through annual LCAP surveys, Parent Club meetings, staff collaboration, and student input is also used to evaluate whether current course offerings, enrichment opportunities, outdoor learning, visual and performing arts, expanded learning opportunities, technology, and extracurricular programs meet the needs and interests of all students. These measures guide continuous improvement and help ensure equitable access to a comprehensive educational program for every student|Mupu Elementary School District ensures that all students have equitable access to a broad course of study aligned with California's academic standards. As a single-school TK-8 district, there are no differences in course availability across school sites. All students, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities, have access to the same core academic program, intervention and enrichment opportunities, visual and performing arts, physical education, outdoor learning, Expanded Learning Opportunities (ELOP), and extracurricular activities. Students with exceptional needs receive accommodations and specialized services through their IEPs, while English learners receive designated and integrated English Language Development instruction. Review of local data indicates there are no significant disparities in access or enrollment among student groups. Educational partner feedback has supported continued expansion of outdoor learning, field trips, career awareness, and enrichment opportunities. The district will continue monitoring participation and student outcomes to ensure equitable access to a comprehensive educational program for every student.|Mupu Elementary School District has not identified significant barriers preventing students from accessing a broad course of study. As a small rural TK-8 district, all students have equitable access to the same standards-aligned instructional program, enrichment opportunities, and support services regardless of student group. The district's primary challenges relate to its small size and limited resources, which can affect the variety of elective offerings and specialized programs available. To address these challenges, the district continues to expand partnerships with community organizations, enhance outdoor learning opportunities, provide Expanded Learning Opportunities (ELOP), integrate technology, and offer enrichment activities that broaden students' educational experiences. The district also provides specialized services and accommodations for students with disabilities and designated and integrated English Language Development for English learners to ensure equitable access to the curriculum. Mupu will continue monitoring participation and educational partner feedback to identify and address any barriers that may emerge.|In response to local data and educational partner feedback, Mupu Elementary School District will continue expanding opportunities that ensure all students have access to a well-rounded educational experience. The district will strengthen mathematics instruction through implementation of the California Mathematics Framework and adoption of high-quality instructional materials, while continuing to enhance outdoor learning, field trips, visual and performing arts, technology integration, career awareness, and Expanded Learning Opportunities (ELOP). The district will also continue developing partnerships with community organizations to provide students with authentic learning experiences beyond the classroom. Students with disabilities and English learners will continue receiving the supports and services necessary to fully access the core curriculum. Educational partner feedback and student participation data will continue to be reviewed annually to evaluate program effectiveness, identify emerging needs, and guide continuous improvement, ensuring equitable access to a broad course of study for every student.|Met||2026-06-25|2026 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 begin implementing a new math curriculum in the 2026-27 school year.|Met||2026-06-23|2026 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||2026-06-24|2026 56725205630405|Valley Oak Charter|7|Valley Oak Charter utilizes multiple locally selected measures and monitoring systems to ensure that all students, including unduplicated student groups and students with exceptional needs, have access to and participate in a broad course of study aligned with California State Standards. For students in grades TK–8, access is monitored through instructional planning documents, curriculum selections, work samples, learning logs, and regular teacher review of student progress across all required content areas, including English Language Arts, mathematics, science, social studies, visual and performing arts, health, and physical education. For students in grades 9–12, Edmentum Courseware provides access to a comprehensive selection of A–G aligned core courses, electives, world languages, career exploration pathways, and other college and career readiness opportunities. Middle school students also have opportunities to access advanced coursework and exploratory electives that support their individual interests and goals. 2026-27 Local Performance Indicator Self-Reflection for Valley Oak Charter Page 22 of 26 IXL is utilized as a key instructional and progress-monitoring tool to support mathematics and English Language Arts instruction. IXL diagnostic and skill proficiency data provide ongoing information regarding student learning, standards mastery, and instructional needs, helping teachers identify potential gaps in access, participation, and achievement.|Valley Oak Charter has continued to make strong progress in ensuring that all students, including unduplicated student groups and students with exceptional needs, have equitable access to and participation in a broad course of study. Through individualized learning plans, regular progress monitoring, and flexible instructional pathways, the school works to ensure that students have access to standards aligned instruction across all required subject areas, as well as enrichment, arts, wellness, and elective opportunities. For students in grades TK through 8, access to a broad course of study is monitored through curriculum selections, learning logs, work samples, instructional planning documents, and ongoing teacher review of student progress. For students in grades 9 through 12, Edmentum Courseware provides access to a comprehensive range of core academic courses, A through G aligned coursework, electives, world languages, health, and career exploration opportunities. IXL diagnostic and standards mastery data are utilized to monitor student progress in mathematics and English Language Arts and to help identify areas where additional support or intervention may be needed. The school's curriculum lending library continues to provide families with access to a wide variety of instructional materials that support personalized learning and home based instruction.|Valley Oak Charter is committed to providing all students with access to a broad course of study, including A through G aligned courses for high school students through Edmentum Courseware. All students have access to technology necessary to participate in instructional programs, including Chromebooks that may be borrowed for home use when needed, ensuring that access to technology is not a barrier to learning. As a small school, Valley Oak Charter continually seeks innovative ways to expand learning opportunities while maintaining personalized support and small class sizes. Through the use of Edmentum Courseware, dual enrollment opportunities, community partnerships, enrichment programming, and the Arts and Wellness Center, students have access to a diverse range of academic, enrichment, wellness, and elective experiences. High school students are able to access advanced coursework, college level classes, career exploration opportunities, and flexible pathways aligned with their individual goals and interests. VOC continues to partner with local community colleges to provide dual enrollment opportunities that expand access to advanced academic courses, career pathways, and college credit opportunities. The school also works closely with students and families during academic planning meetings to ensure that students are aware of available options and can develop educational pathways that support their postsecondary goals.|In response to the results of our locally selected measures, Valley Oak Charter will continue to expand opportunities that ensure all students, regardless of background, learning profile, or instructional setting, have access to a broad and enriching course of study. The school will continue to strengthen individualized academic planning processes to ensure students and families are aware of the full range of academic, enrichment, dual enrollment, and postsecondary opportunities available to them. VOC will continue to expand dual enrollment opportunities with local community colleges, providing students with increased access to college level coursework, career exploration pathways, and elective options that may not be available within the school's regular instructional program. Academic planning meetings will help students identify opportunities aligned with their interests, strengths, and future goals. The school will continue to support student success in Edmentum Courseware through ongoing progress monitoring, teacher support, and individualized intervention when needed. Staff will utilize IXL diagnostic and standards mastery data, Edmentum progress reports, work samples, and learning logs to identify students who may benefit from additional support and to ensure that all students are making progress toward academic goals.|Met||2026-06-24|2026 56725380000000|Oxnard|7|To ensure that all students in the Oxnard School District (OSD) have access to and are enrolled in a broad course of study, the district employs several locally selected measures and tools. Firstly, we monitor master schedules across all schools to verify the availability of appropriate courses. The Educational Services Department collaborates closely with schools to ensure the curriculum meets the needs of diverse grade spans and student groups, including those with exceptional needs. Additionally, the district provides schools with a content allocation plan specifically designed for biliteracy programs. This plan ensures that all schools can offer comprehensive courses aligned with educational standards. School principals oversee daily schedules for teachers and monitor the implementation of these standards through regular classroom visits and benchmark assessments. Furthermore, the district's comprehensive master schedule is audited to review student enrollment and the availability of required courses, such as English Language Development (ELD). These audits help identify any gaps or discrepancies in course offerings, ensuring equitable access to a broad and enriching curriculum for all students. By employing these measures and tools, OSD maintains a proactive approach to guaranteeing that every student has the opportunity to enroll in a diverse range of courses that support their academic growth and development across all grade levels and student demographics.|The Oxnard School District (OSD) ensures all students have equitable access to a broad course of study across all school sites through a district-wide approach. District administrators work closely with each school to develop master schedules that meet the diverse needs of the student population, ensuring standards-based instruction in all content areas. To support this initiative, OSD continues to have Teachers on Special Assignment (TOSAs) in key subject areas. These TOSAs collaborate with schools to enhance teachers’ skills and ensure comprehensive access to all curriculum areas. The district's commitment to biliteracy education is evident through its 10 district-wide biliteracy programs and 2 strand programs within schools, which integrate literacy standards with science and social studies to provide a robust educational experience. OSD emphasizes specialized strands at many schools, offering courses, electives, and clubs that allow students to pursue their interests. Additionally, the district's after-school program enriches student experiences by providing activities in science, music, and the arts, broadening their educational exposure beyond regular school hours. Through these efforts, OSD ensures that all students have access to a diverse and enriching course of study. The district monitors progress closely and remains committed to fostering an inclusive educational environment where every student can thrive academically and pursue their interests.|The Oxnard School District (OSD)has identified specific barriers hindering access to a broad course of study for some students, particularly those who require English Language Development (ELD). To address this challenge, we continue to implement the AVID Excel program and integrate ELD standards into elective courses. This innovative approach ensures that English learners receive essential language development instruction alongside enrichment opportunities. The district is transitioning to a new schedule model at our comprehensive middle schools that includes a second elective period. This change will allow all EL students greater access to both ELD and elective courses and provide access to intervention during the school day. The district still offers intervention opportunities before and after school. These interventions are targeted based on student needs, focusing initially on supporting unduplicated student groups. Additionally, the district offers enrichment activities after school and during the summer to enrich student learning experiences and further promote academic growth. By addressing these barriers and continually refining programs and offerings, OSD is dedicated to ensuring that all students have equitable access to a comprehensive and enriching course of study that supports their academic success and personal growth. We remain committed to fostering an inclusive educational environment where every student can thrive and reach their full potential.|The Oxnard School District (OSD) has made strategic revisions and decisions to ensure equitable access to a broad course of study for all students. Collaborating with partner agencies, OSD has reinforced its commitment to providing comprehensive education, including robust art and music programs across all schools. To further enhance access, the district meticulously analyzes and refines all master schedules. This ongoing effort ensures a broad course of study and promotes heterogeneous groupings at the middle school level, fostering diverse learning environments that benefit all students. Building on the success of the AVID Excel program, OSD has expanded opportunities and is offering a second elective, providing students with greater flexibility in their schedules to accommodate both academic needs and elective interests. The district is also conducting a thorough review of schedules tailored to student groups, ensuring all learners have equitable access to educational opportunities. By implementing these revisions and decisions, OSD is dedicated to fostering an inclusive educational environment where every student can thrive academically and pursue their passions across diverse disciplines. The district remains committed to continuous improvement, ensuring all students have the opportunities and support needed for academic success and personal growth.|Met||2026-06-17|2026 56725460000000|Oxnard Union High|7|OUHSD utilizes a multi-tiered system of tools and data practices to monitor the extent to which all students have access to, and are enrolled in, a broad course of study. Core systems include data dashboards, Synergy, and Cardonex, which provide real-time data on student enrollment across A-G, AP, IB, CTE, VAPA, and dual enrollment courses. These tools are used to monitor course placement and ensure access for all students, including students who are multilingual learners, students in foster care, students with an individualized education plan, and students experiencing homelessness. Course access and enrollment are monitored through master schedule development and district review processes. The District Curriculum Committee, in collaboration with Instructional Support Services, Special Education, and CTE, reviews and updates the course catalog to ensure alignment with UC A-G Requirements, California Education Code, and Board Policy. These processes support identification of gaps in course access across sites and student groups. Additional measures include analysis of California School Dashboard indicators, course enrollment patterns, program participation data, and educational partner input gathered through the OUHSD School Climate Survey and parent/caregiver engagement structures. These tools and processes provide ongoing monitoring of student access to a broad course of study and support efforts to address identified gaps.|All comprehensive high schools in OUHSD provide students access to a broad course of study that includes A-G coursework, AP, IB, CTE, VAPA, and dual enrollment opportunities. Enrollment data indicate that students continue to participate in rigorous coursework and college- and career-readiness pathways, though differences persist among student groups. Districtwide A-G completion rates and College and Career Indicator (CCI) outcomes continue to reflect variation across student groups, particularly among students who are multilingual learners, students in foster care, students experiencing homelessness, and students with an individualized education plan. California Dashboard data indicate that some student groups remain underrepresented in advanced coursework, dual enrollment participation, and high-skill CTE pathway sequences. The district’s CCI data show that 53.4% of graduates were classified as “Prepared,” reflecting opportunities for growth in A-G completion, AP/IB participation, dual enrollment, and CTE pathway participation. Participation in AP, dual enrollment, and CTE pathways has expanded through counseling, pathway development, and access to college- and career-readiness opportunities aligned with LCAP Goal 2. Graduation rates remain strong overall, though variation across student groups underscores the need for continued focus on equitable access to rigorous coursework, academic planning supports, and college- and career-readiness programs.|There are no structural barriers limiting the availability of a broad course of study, as all high schools maintain comprehensive course offerings aligned to Ed Code, Board Policy, and postsecondary readiness expectations. Analysis of data continues identifying barriers impacting student access, enrollment, participation, and completion across specific student groups. Educational partner feedback and data indicate that information access continues to vary across school communities, particularly for multilingual families and students navigating systems, including students who are multilingual learners and students with an individualized education plan. These differences can impact understanding of graduation requirements, A-G pathways, dual enrollment opportunities, and postsecondary readiness expectations. District data continue reflecting variation in participation and outcomes related to rigorous coursework and pathways across student groups. Lower levels of A-G completion and CCI preparedness among students who are multilingual learners, students in foster care, students experiencing homelessness, and students with an individualized education plan indicate the need for continued refinement of advising systems, outreach, supports, and pathway access. Climate Survey findings indicate that engagement and connection to learning vary across classrooms and sites. Lower levels of engagement and belonging may impact participation in advanced coursework and pathways.|In response to these findings, the district will continue implementation of actions aligned to LCAP Goal 1 and Goal 2, with a focus on equitable access to and completion of a broad course of study. Existing systems for course placement, academic planning, and master schedule development will continue to be refined to ensure that students are enrolled in courses that support A-G requirements, CTE pathways, AP and IB opportunities, dual-enrollment participation, and postsecondary readiness goals. Counseling practices will continue prioritizing academic planning, with focused attention on increasing participation and success for students who are multilingual learners, students in foster care, students experiencing homelessness, and students with an individualized education plan. Site teams will continue monitoring enrollment patterns, pathway participation, course completion, and CCI readiness outcomes. The district will continue to expand CTE pathways, dual-enrollment opportunities, and advanced coursework while aligning pathway offerings with student interests, workforce trends, and readiness. Family engagement efforts will continue improving access to information on graduation requirements, A-G pathways, and postsecondary readiness through multilingual communication and targeted outreach. Professional learning will continue supporting instructional practices that strengthen student engagement, inclusive instruction, and diverse learners' success.|Met||2026-05-27|2026 56725460115105|Camarillo Academy of Progressive Education|7|CAPE uses a comprehensive student data review process to monitor and track the extent to which all students have access to, and are enrolled in, a broad course of study aligned to their grade level, academic goals, and individual needs. The school reviews course enrollment data, graduation requirements, student progress, and individual learning plans across grade spans, including unduplicated student groups and students with exceptional needs. The rubric used by CAPE evaluates equitable access to required coursework, appropriate placement, instructional supports, and opportunities for enrichment. Student data is analyzed regularly to identify any gaps in access or participation and to ensure that all students receive the academic opportunities and supports necessary for success. Through ongoing review of enrollment patterns, student performance data, and educational needs, CAPE is committed to removing barriers and ensuring that every student has access to a broad, rigorous, and personalized course of study. CAPE has partnered with PARSEC this year to make data more manageable to easily accessible across the different assessment platforms.|Now that CAPE has partnered with PARSEC we are able to quickly look at different subgroups of students to identify if there is something in the curriculum that we are missing. CAPE has regular data team meetings, a full time math interventionist and a full time reading interventionist that use data to help drive instruction and coaching to the CAPE Teaching Team.|CAPE does not have any barriers that prevent from providing access to a broad course of student for all students.|CAPE has adopted a new math program for the 2026-2027 school year and will be looking at data to evaluate if it is a good fit with our community. PARSEC is working monthly with our staff to ensure we are able to use the data to drive instruction and supplement the curriculum as needed.|Met||2026-06-03|2026 56725460120634|Architecture, Construction & Engineering Charter High (ACE)|7|The ACE Career Plan for all students|All ACE students participate in the International Baccalaureate Career-Related Studies Program|Due to the school's small size, it is difficult to provide students with 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||2026-06-17|2026 56725530000000|Pleasant Valley|7|"PVSD analyzes multiple data sources to determine student access to a broad course of study. At all levels, the Q Student Information System is used to review course offerings and course enrollment. Additionally,the SIRAS information system provides data on least restrictive environment metrics, including indicator 5a, which is also a metric on PVSD's Local Control Accountability Plan. Elementary campuses provide a ""What I Need"" time for students to have their needs met through a fluid intervention, extension, or enrichment model. Middle school campuses have a similar period built into the schedule where student needs are analyzed and these supports are provided in response through this structure."|PVSD students have access to a broad course of study. All elementary-serving campuses provide transitional kindergarten programs. In an effort to provide a targeted experience that meets the needs of our youngest learners, PVSD employs a staggered start model in transitional kindergarten and kindergarten. This model allows for students to have a targeted hour of instruction with a reduced teacher to student ratio. PVSD offers a two way dual immersion program on one of our TK-5 campuses with a fifty-fifty language model. Throughout the district, students benefit from arts opportunities, and these opportunities have expanded through AMS (Arts and Music in Schools) funding. At the middle school level, there is an array of exploratory courses as well as specialized electives, including some CTE (Career Technical Education) offerings available for students. Students benefit from intervention, extension, and enrichment opportunities at both the elementary and middle school levels. In the 2025-26 school year, PVSD implemented a primary learning center model to support students.|The analysis of master schedules of middle school students throughout the district shows that there are fewer offerings for exploratory and specialized elective courses at the TK-8 campuses due to the campuses being smaller. While the TK-8 campuses do offer accelerated options in mathematics, they do not have other advanced offerings. At the comprehensive middle school level, based on master schedule design, there is variation in the honors courses offered at both comprehensive middle schools. An additional constraint at the middle school level with regard to course access is that some students may have a directed studies course in lieu of an exploratory or elective per their individualized education plans.|Based on the success of the model thus far, PVSD will continue the primary learning center model as a way to positively impact long-term broad course of study access for students with disabilities. At the middle school level, PVSD continues to iterate and calibrate offerings for the intervention, extension, and enrichment. Attention will be given to how to provide these opportunities in a sustainable way at the TK-8 campuses. With regard to arts offerings, each campus revisits their local arts plan yearly to make adjustments and refinements with the program model revisited every three years in alignment with the LCAP cycle of planning.|Met||2026-06-18|2026 56725530139592|Peak Prep Pleasant Valley|7|All students have a homeroom 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.|All students have a homeroom 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.|N/A--all students are accessing the courses of study. The only barrier we notice is that the home environment may impede logging in for the day (although they still have access). Students with limited or no internet access are provided 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 with a hotspot or a computer. The major barrier is identifying them and ensuring they receive the 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 conduct check-ins to ensure nothing has changed.|Met||2026-05-07|2026 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 in finding the staffing to offer a broad range of courses.|We continue to search for teachers who 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||2026-06-23|2026 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, logistics and manuafacturing, 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 have developed and are continuing to develop 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 and is expanding to the 6th grade in the 2026-2027. The district is engaging in professional devlopment to create more inclusive environments for all students, including special education students, and is exploring the expansion of co-teaching options for special education and general education teachers. 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||2026-06-24|2026 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||2026-06-17|2026 56726030000000|Simi Valley Unified|7|Simi Valley Unified School District uses course enrollment reports, student schedules, master schedules, Individualized Education Program data, English learner data, and student-group reports to monitor access to a broad course of study. Data are reviewed by grade span, school, unduplicated student group, and students with exceptional needs. The district does not require prerequisites for students to enroll in advanced courses or electives. Schools review enrollment patterns to identify groups that may be underrepresented in advanced coursework, electives, Career Technical Education, and other specialized programs. The district is increasing inclusion in general education classes for students with special needs and English learners so they can access grade-level standards, electives, and the full range of course offerings. Elementary schools are adding universal access time to provide Tier 2 intervention or enrichment without removing students from Tier 1 instruction. Secondary schools are implementing Flex periods to provide supplemental Tier 2 support while protecting access to core courses and electives. These measures help the district identify access gaps and adjust schedules, supports, and placement practices so all students can participate in a broad course of study.|Simi Valley Unified School District provides nearly all students access to a broad course of study in the general education setting. Except for students with extraordinary learning needs, such as students with severe disabilities or newcomers with little or no English proficiency, students have the opportunity to participate in general education classes, electives, advanced courses, and other programs. Even for students with the most significant needs, schools work to include them in general education classes to the greatest extent appropriate, with supports based on individual needs. Access is generally consistent across student groups, including English learners, students with disabilities, and unduplicated students. However, differences exist among school sites because larger schools can offer a wider range of electives, advanced courses, and specialized programs than smaller schools. The district continues to review enrollment patterns, master schedules, and student-group participation to identify gaps and expand access where possible. Overall, most students are enrolled in a broad course of study, and the district is making progress toward greater inclusion and equitable access. Continued work will focus on reducing site-based differences, increasing opportunities at smaller schools, and ensuring that students with the greatest learning or language needs participate in general education courses whenever appropriate.|The primary barriers to providing equal access to a broad course of study are school size, staffing, scheduling, and the level of support some students require. Larger schools can offer more electives, advanced courses, and specialized programs because they have greater enrollment and staffing. Smaller schools may have fewer course sections, making it more difficult to provide the same range of options. Master schedule limitations can also create conflicts between required courses, intervention services, advanced classes, and electives. Students who need additional academic, behavioral, language, or special education support may have less room in their schedules for electives or advanced coursework. This can especially affect English learners, students with disabilities, newcomers with little or no English proficiency, and students with significant learning needs. Staffing shortages and limited availability of appropriately credentialed teachers may further restrict specialized course offerings. In addition, some students may need transportation, counseling, or other supports to participate in programs offered at another school. The district is addressing these barriers by increasing inclusion in general education, reviewing enrollment and scheduling patterns, adding universal access and Flex periods, and providing supplemental supports without removing students from core instruction or electives whenever possible.|In response to the identified barriers, Simi Valley Unified School District is revising school schedules and expanding staff training to protect student access to a broad course of study. Elementary schools are incorporating universal access periods, and secondary schools are implementing Flex periods, so students can receive Tier 2 intervention, enrichment, language support, or other supplemental services without being removed from Tier 1 instruction, electives, or advanced courses. The district is also providing professional learning for both general education and special education teachers on inclusive practices. Training will focus on supporting students with disabilities and English learners in general education settings, using appropriate accommodations and supports, and increasing meaningful participation in grade-level coursework. In addition, teachers will receive training in Universal Design for Learning and differentiation. These approaches help teachers plan lessons with multiple ways for students to access content, participate in learning, and demonstrate understanding. The district will continue reviewing master schedules, course enrollment, and student-group participation to identify remaining access gaps and adjust staffing, schedules, supports, and placement practices. These actions are intended to increase inclusion and ensure that intervention needs do not limit access to core classes, electives, advanced coursework, or specialized programs.|Met||2026-06-16|2026 56726110000000|Somis Union|7|Somis Union School District uses multiple locally selected measures to monitor student access to and enrollment in a broad course of study for all students, including unduplicated pupil groups and students with exceptional needs. These measures include student enrollment data, master schedules, course participation records, IEP service reviews, English Learner program placement, and quarterly reviews of student achievement and intervention data. Superintendent, teachers, and support staff regularly analyze these data by grade span and student subgroup to ensure equitable access to core academic instruction, enrichment opportunities, intervention services, STEM, visual and performing arts, physical education, technology, and extended learning programs. Student progress and program participation are reviewed through MTSS, SST, IEP, and LCAP monitoring processes to identify and address any barriers to equitable access and participation.|Students have full access. We are a single site district.|There are no current barriers preventing Somis USD from providing access to a broad course of study for all students.|No revisions, decisions, or new actions are necessary for Somis USD.|Met||2026-06-05|2026 56726520000000|Ventura Unified|7|The primarily metric is the analysis of secondary master schedules amidst declining enrollment (e.g., retaining of electives, singleton AP courses, intervention courses, co-teaching courses, etc.). In addition, dual enrollment rates are also analyzed.|VUSD has been highly successful with increasing access to dual enrollment courses and to retaining a broad course of study at all secondary schools even though declining enrollment is putting significant pressure on master schedules to reduce offerings. In addition, GATE courses in middle school that were formerly reserved primarily for GATE-identified students have transitioned to honors courses where students can enroll by choice.|Ongoing declining enrollment and limited successful partnerships with local community colleges to expand CCAP on-campus dual enrollment are the barriers.|Expanding ISPE access to allow for students to enroll in additional electives and working with community colleges and the local Cal State University to provide additional courses that VUSD cannot provide.|Met||2026-06-23|2026 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 seven 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 seventh 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 SAI programs continues to increase despite declining enrollment and the introduction of co-teaching. CVUSD collects student voice input through the local LCAP survey and focus groups. 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 six years ago that includes a student school board trustee who attends all school board meetings and provides student voice to board agenda items. SDAC is composed of high school students from all 5 high schools. It includes both AP/IB students and CP students. The Middle School Advisory Group, or MSAG, is a district-level student group that gives middle school students an opportunity to share their experiences, ideas, and concerns with CVUSD staff. MSAG members represent middle school students across the district and help identify ways to improve school culture, student well-being, and the overall middle school experience.|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 (SWD) whose IEPs provide students with access to 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, 70% 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||2026-06-03|2026 56738740000000|Oak Park Unified|7|OPUSD monitors student access to a broad course of study using a variety of local and state data sources. Local measures include site master schedules, course request data, class rosters, and Aequitas reports within the Q student information system to review enrollment patterns and course access across student groups. Student achievement data from the California Assessment of Student Performance and Progress (CAASPP), California Science Test (CAST), and English Language Proficiency Assessments for California (ELPAC) are analyzed by student group to ensure equitable access to standards-aligned instruction. FastBridge and Multitudes assessment data are reviewed to monitor early literacy and numeracy development in the primary grades. The district also regularly reviews D/F rates, mathematics placement data, A–G completion rates, Advanced Placement (AP) participation and exam performance, Gifted and Talented Education (GATE) identification rates, graduation rates, and Least Restrictive Environment (LRE) data to identify potential barriers and opportunities for improvement. Additional information from the California School Dashboard and DataQuest is used to evaluate student outcomes and participation across student groups. To support equitable access and transparency, families may utilize a formal appeals process when requesting course placement changes.|All OPUSD students have access to a broad course of study aligned with state requirements and local priorities. Elementary students, including those in independent study, have access to core academics, visual and performing arts, music, Multi-Tiered System of Support (MTSS) interventions, and curriculum-connected enrichment. Middle school students participate in standards-based core instruction and a variety of elective courses that support student interests. At the high school level, course offerings reflect each school's program while providing access to rigorous academics, A–G courses, Career Technical Education (CTE) pathways, visual and performing arts, Advanced Placement (AP) courses, and alternative learning options. Students with disabilities have access to the full range of courses and supports, including co-taught classes and inclusive instructional settings. Least Restrictive Environment (LRE) data continues to reflect the district's commitment to inclusive practices. Student outcomes indicate that access remains strong. In 2024–25, the district's graduation rate was 96.7%, including 95.7% for socioeconomically disadvantaged students. While some California School Dashboard student group data is suppressed due to small sample sizes, the district regularly reviews local enrollment, achievement, course participation, and LRE data to monitor equitable access and participation across schools and student groups.|Based on locally selected measures, OPUSD has not identified significant barriers that prevent students from accessing a broad course of study. As a relatively small district, however, limited funding and staffing resources can affect the district’s ability to expand course offerings or add specialized programs. To address these challenges, OPUSD actively seeks and leverages alternative funding sources, including Proposition 28 Arts and Music in Schools funding, state and federal grants, and partnerships with outside organizations, to sustain and expand learning opportunities for students. The district regularly evaluates enrollment patterns, course participation, and student outcome data to ensure that all student groups have equitable access to available programs and courses. OPUSD will continue to explore creative staffing models, funding opportunities, and partnerships that support student interests while maintaining a broad and comprehensive educational program across all schools.|In response to local data and educational partner feedback, OPUSD will continue expanding access to a broad course of study through targeted program enhancements, new course offerings, and strategic use of available resources. During 2026–27, the district will continue the additional support day at Oak Park High School and expanded academic support at Medea Creek Middle School, allowing students to access intervention and enrichment without sacrificing electives or other opportunities. To expand access to rigorous coursework, OPUSD will continue its partnership with CSU Channel Islands to offer advanced math dual enrollment courses during the school day, enabling students to earn college credit while in high school. The district will also continue refining its mathematics program through curriculum review, pilot testing of new instructional materials, and support for the Geometry co-teaching model. Additional efforts include expanding career exploration opportunities, supporting Career Technical Education pathways, and maintaining a wide range of arts, enrichment, and extracurricular programs. The district will continue leveraging Proposition 28 funding, grants, and partnerships to sustain and enhance student opportunities. OPUSD will also monitor enrollment, course participation, and student outcome data to identify and remove barriers, ensuring all students have equitable access to a broad, engaging, and rigorous course of study.|Met||2026-06-29|2026 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) 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. 2024-25 CA DataQuest data shows an overall graduation rate of 95%, which is higher than the CA statewide graduation rate. The graduation rates for individual student populations are SED- 93.6%, SWD 84%, and EL- 90.6%. MUSD’s A-G completion rate is 49.3%. The College/Career Indicator reported that 61.6% 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||2026-06-16|2026 56739400121426|IvyTech Charter|7|IvyTech Charter School uses a layered set of 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 school's student information system (SIS) serves as the primary data infrastructure for tracking course enrollment, attendance, and academic progress across the student population. Enrollment data within the SIS is reviewed by grade span to ensure that students at each level are accessing an appropriately broad and standards-aligned course of study. This system also supports disaggregation by student group, allowing the school to monitor enrollment patterns for English Learners and students with exceptional needs served under IEPs. Each student's individualized educational pa, developed by the school counselor in collaboration with the student and family, documents the specific courses and learning pathways the student is pursuing. These plans function as a student-level enrollment record and ensure that course access is not only available in the aggregate but deliberately designed for each individual learner based on their academic goals, grade level, and any applicable IEP requirements.|IvyTech's student information system, individualized learning plans, A–G tracking, and credit deficiency monitoring collectively confirm that all enrolled students have access to a broad, standards-aligned course of study appropriate to their grade span. This access is consistent across student groups: English Learners and students with exceptional needs served under IEPs are enrolled in the same course offerings as their peers, with learning plans tailored to reflect any IEP-mandated accommodations or modifications without reducing access to core curriculum. A notable structural distinction exists between grade spans. High school students are enrolled in A–G eligible coursework, providing a direct pathway to college and career readiness. Middle school courses, by contrast, are not classified as A–G eligible, a standard distinction that reflects the grade-level nature of middle school curriculum rather than a gap in access. Middle school students at IvyTech receive a broad course of study aligned to state standards across core subject areas. Credit deficiency monitoring ensures that any student whose progress narrows their effective course of study is identified and supported promptly. No systemic disparities in access have been identified across student groups.|Based on the results of IvyTech's locally selected measures, including SIS enrollment data, individualized learning plans, A–G completion tracking, and credit deficiency monitoring, the school has not identified any systemic barriers preventing students from accessing a broad course of study at this time. All students, including English Learners and students with exceptional needs served under IEPs, are enrolled in standards-aligned coursework appropriate to their grade span, and no student group has been identified as experiencing disproportionate barriers to course access. IvyTech will continue to monitor enrollment patterns, credit deficiency trends, and learning plan adherence annually to ensure that barriers do not emerge as the school grows, particularly as enrollment expands in the middle school program. Any access gaps identified through future monitoring cycles will be addressed promptly through adjustments to staffing, scheduling, or instructional supports as needed.|Because locally selected measures have not identified systemic barriers to course access, IvyTech is not implementing major new actions in this area. Instead, the school is reinforcing and sustaining the structures that have produced equitable access across student groups, while making targeted investments that expand the breadth of the course of study available to students as the school grows. Credit deficiency monitoring is reviewed on an ongoing basis to identify students whose progress may be narrowing their effective course of study, allowing for timely intervention. IvyTech will continue these practices and reassess annually whether growth in enrollment, particularly in the expanding middle school program, necessitates additional staffing or course offerings to maintain equitable access for all students.|Met||2026-06-09|2026 56746170000000|Ventura County ROP|7|||||Not Met|||2026 56768280000000|Santa Paula Unified|7|Santa Paula Unified School District provides TK–12 students with access to a broad course of study that prepares them for college, career, and civic life. Elementary students receive instruction in core academics, arts, physical education, and technology, while secondary students have access to UC/CSU A-G courses, Advanced Placement (AP), dual enrollment, Career Technical Education (CTE), world languages, visual and performing arts, and electives. The district has expanded college and career opportunities through additional dual enrollment partnerships, high-demand CTE pathways, work-based learning experiences, and enhanced college and career advising. Santa Paula High School offers the district's most comprehensive advanced coursework, while middle and alternative education programs provide career exploration and pathways to graduation. The district monitors enrollment data to ensure equitable access. To address lower participation rates among English Learners, socioeconomically disadvantaged students, and students with disabilities in advanced coursework, the district provides targeted counseling, family outreach, and intentional recruitment into AP, CTE, and dual enrollment programs.|Santa Paula Unified School District provides TK–12 students with a broad course of study that prepares them for college, career, and civic life. Elementary students receive instruction in core academics, visual and performing arts, physical education, and technology. Secondary students have access to UC/CSU A-G courses, Advanced Placement (AP), dual enrollment, Career Technical Education (CTE) pathways, world languages, visual and performing arts, and electives. The district has expanded college and career opportunities through additional dual enrollment partnerships, high-demand CTE pathways, work-based learning experiences, and strengthened college and career advising through the College and Career Guidance Initiative (CCGI). Students also have opportunities to earn college credit and industry-recognized credentials while in high school. The district monitors enrollment data to ensure equitable access. While all students have access to a broad course of study, English Learners, socioeconomically disadvantaged students, and students with disabilities are underrepresented in AP, dual enrollment, and some college preparatory courses. To address these gaps, the district provides targeted counseling, family outreach, master schedule improvements, and intentional recruitment into advanced coursework, CTE pathways, and dual enrollment opportunities.|Although Santa Paula Unified School District provides students with access to a broad course of study, barriers continue to limit equitable participation. Scheduling constraints at the secondary level can restrict students' ability to enroll in Advanced Placement (AP), dual enrollment, Career Technical Education (CTE), Visual and Performing Arts (VAPA), and intervention courses simultaneously. Students requiring additional academic support often have fewer opportunities to access advanced coursework and electives. English Learners, students with disabilities, foster youth, and socioeconomically disadvantaged students continue to be underrepresented in AP, dual enrollment, and college preparatory courses. Additional challenges include limited student and family awareness of available pathways, transportation barriers, and staffing capacity to expand specialized programs. To address these challenges, SPUSD is strengthening master scheduling, academic and college/career counseling, and implementation of the College and Career Guidance Initiative (CCGI). The district is also expanding dual enrollment, CTE pathways, industry partnerships, and targeted outreach to underrepresented student groups while investing in staff capacity to ensure equitable access to college and career opportunities for all students.|In response to its locally selected measures, Santa Paula Unified School District will continue expanding equitable access to a broad course of study for all students. The district will use enrollment and achievement data to identify underrepresented student groups and provide targeted outreach, academic counseling, and individualized four-year planning through the College and Career Guidance Initiative (CCGI). SPUSD will continue expanding dual enrollment opportunities, industry-aligned Career Technical Education (CTE) pathways, and work-based learning experiences in partnership with postsecondary institutions and local industry. Investments in instructional resources, industry certifications, and specialized equipment will further strengthen college and career readiness. The district will refine master scheduling to increase access to rigorous coursework while ensuring students receive needed academic supports. Professional learning for counselors, teachers, and administrators will focus on expanding equitable access to advanced coursework and career pathways. SPUSD will regularly monitor participation and achievement data by student group to evaluate progress, make data-informed adjustments, and ensure every student has access to a comprehensive course of study that prepares them for college, career, and civic life.|Met||2026-06-24|2026 57105790000000|Yolo County Office of Education|7|Yolo County Office of Education (YCOE) ensures that all students have access to, and enrolled in a broad course of study. The WASC self-study highlighted this effort as well. 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 Subject.com to offer a comprehensive range of courses similar to those in comprehensive high schools. Programs like 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 Individualized Education Programs (IEPs), respectively. YCOE also uses local assessments, credit attainment data, and student perception surveys to monitor course access and outcomes, especially for small student groups not reported on the state dashboard as well as to support ongoing progress monitoring. All services are designed to ensure equity and alignment with student needs.|YCOE ensures that all students have access to, and are enrolled in a broad course of study. The recent WASC self-study 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 Subject.com to offer a comprehensive selection of aligned courses. Access is consistent across sites; however, CCCS offers expanded options such as dual enrollment, CTE opportunities, and independent study (CEP). All unduplicated students and students with disabilities have equitable access, supported through ILPs and IEPs. Local classroom assessment, credit attainment data, and enrollment tracking are used to monitor access and progress.|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. Plans to support more access for CTE courses at Dan Jacobs are in process for the 2026-27 school year. While Subject.com expand course options, concerns about student engagement and alignment to interests have been noted. Continued focus will be placed on course access for students in all CCCS and Dan Jacobs programs.|YCOE also has added dual enrollment opportunities and expanded CTE options as well. Staff received professional learning in Universal Design for Learning and Integrated English Language Development (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 administrators create Individualized Learning Plans (ILPs) that include access to a broad course of study and are 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 Subject.com and other adopted curricula.|Met||2026-06-23|2026 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, coding, 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 all students in the regular classroom, with support, whenever possible. EPIC will continue to offer TK and expanded learning opportunities to all students.|Met||2026-06-16|2026 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, historically over 85% 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 and graduates many “completers”. When we analyze World Language we see more complexity . In 10th grade, we historically see 75% to more of students participate in World Language. Those courses, are show less representation of unduplicated students, those with disabilities than their peers. These enrollment rates arch downward as students promote past three years of language, 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||2026-06-04|2026 57726780119578|Da Vinci Charter Academy|7|Four-Year Graduation Planning: All high school students develop a personalized four-year academic plan centered on achieving A–G eligibility. Counselors work in close partnership with students and families to ensure that everyone in grades 9–12 has full access to a comprehensive range of academic pathways. In grades 7–8, students follow a structured course sequence designed to guarantee exposure to a broad curriculum and seamless progression through core program requirements, and develop strong foundation within the DVCA’s Learning Outcomes. Annual Reviews and Alignment: Each year, the Counseling Department conducts program planning sessions that include comprehensive transcript reviews. When necessary, counselors schedule meetings with families to discuss strategic course adjustments. To ensure absolute alignment with each student’s academic and personal long-term goals, course request forms must be reviewed and approved by students, counselors, and parents/guardians alike. Collaborative Special Education Support: Operating as an inclusive learning community, DVCA ensures that the IEP process features deep collaboration between the Counseling Department and the Special Education team. This ongoing partnership helps maximize student access to general education courses while fully honoring the specific goals and accommodations of each student's IEP.|To evaluate access to a broad course of study, DVCA utilizes a locally developed Broad Course of Study Tool, which provides a comprehensive annual snapshot of student enrollment across all subject areas. Both DVCA and DJUSD administrators review this tool to assess schoolwide course equity. Recent data from this snapshot confirms that 100% of our Special Education and unduplicated students (including socioeconomically disadvantaged students, English learners, and foster youth) were successfully enrolled in core academic subjects, including English, Social Science, Mathematics, and Science. Strategic Priorities for the New School Year While DVCA maintains a strong foundation in core academic enrollment, a primary area for growth in the upcoming school year is expanding student access to Career Technical Education (CTE), World Languages, dual-enrollment opportunities, and Visual and Performing Arts (VAPA) courses. Moving forward, DVCA is actively working to increase the number of students who successfully complete CTE pathways, earn the State Seal of Biliteracy, and participate in arts programming. The charter remains firmly committed to ensuring that every student can engage with a diverse, enriching array of elective content areas that prepare them holistically for college, career, and life beyond high school.|On a schoolwide level, Da Vinci Charter Academy (DVCA) does not identify any significant or systemic barriers to course access for its students, including across all monitored student subgroups. The master schedule consistently provides ample opportunities for students to enroll in coursework that fulfills high school graduation requirements, meets A–G college eligibility standards, and accommodates a diverse range of academic interests. While high school access remains open, DVCA notes specific scheduling parameters for students in grades 7–8. To establish a strong academic foundation, all junior high students are required to take a core introductory course titled “Research and Communications.” Because this course utilizes a dedicated period within the standard school day, it naturally reduces the number of available periods remaining for elective coursework. Consequently, access to a wider variety of elective options is somewhat restricted at the junior high level compared to the high school program. The strategic integration of 9th-grade students onto the high school campus continues to drive positive structural improvements across our program: Moving 9th grade to the high school site has successfully expanded student access to both general electives and formalized Career Technical Education (CTE) pathways. The growth in the high school student population has prompted a corresponding increase in staffing allocations and overall course offerings.|Course offerings are intentionally refined each year to maximize multi-pathway access, boost the number of official CTE pathway completers, and establish a firm foundation for future programmatic growth. At the junior high level, foundational CTE coursework, but not pathway related, is introduced early to students through a dedicated Computer Science curriculum. To ensure instructional excellence, all CTE instructors are fully credentialed, and all courses are formally approved by the Board of Education. Following the acquisition of specialized facilities—including a state-of-the-art recording studio, the highly anticipated Digital Sound Design pathway is now fully implemented and active for the current school year. Together, these three distinct pathways significantly strengthen DVCA’s career-readiness programming and provide a richly diversified curriculum. Coming in the 2026-27 school year DVCA is adding an additional two course sequence of Business and Entrepreneurship pathway. While schoolwide enrollment data confirms that DVCA does not have systemic disparities in overall course access for unduplicated student populations or students receiving Special Education services, the academy has identified lower historical A–G college eligibility rates among these specific subgroups. Closing this equity gap remains a top priority for our staff.|Met||2026-06-04|2026 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 enrolled in courses based on schools, grade spans, unduplicated student groups and individuals with exceptional needs.|EUSD is a small rural school district. Students have access the same classes at the elementary and middle school. At Esparto High School and Madison Community High School the counselor and administrators quarterly review who is enrolled in courses and how successful they are being in the courses. The goal is to always provide access to any student who would like to pursue a class regardless of ethnicity or ability. There is difficulty with some of our migrant students to gain the same level of access. This occurs due to the fact that not all of our students are able to return back to our school district each year.|There is difficulty with some our migrant students to gain the same level of access. This occurs due to the fact that not all of our students are able to return back to our school district each year. Some of our students with disabilities are not able to access the course of study based upon the academic achievement.|EUSD has provided additional courses over the summer, breaks and after school to help support students. Tutoring is also available for our secondary students to ensure access to all courses.|Met||2026-06-10|2026 57726940000000|Washington Unified|7|Washington Unified School District (WUSD) uses multiple locally selected measures and systems to monitor 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. At the TK–5 level, access is tracked through student enrollment in standards-aligned core content areas including English Language Arts, Mathematics, Science, and Social Science, along with participation in Physical Education and Visual and Performing Arts programs. School sites also monitor access to Designated English Language Development (ELD) for English Learners, and teachers are supported in implementing Integrated ELD strategies across content areas to ensure equitable access to instruction. At the 6–8 and 9–12 grade levels, the master scheduling process serves as a primary tool to ensure equitable access to required courses and a wide range of academic and enrichment opportunities. Annual review of master schedules helps confirm that students across all groups have access to electives and programs such as Career Technical Education (CTE), Advanced Placement (AP) courses, Visual and Performing Arts, and AVID. Enrollment data in these courses is regularly reviewed to monitor participation patterns across student groups. WUSD also uses ongoing analysis of course enrollment data, subgroup participation rates, and grade-level offerings to identify potential gaps in access.|Washington Unified School District (WUSD) ensures 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 Science—as well as Physical Education, Visual and Performing Arts (VAPA), English Language Development (ELD), and expanded learning opportunities such as Career Technical Education (CTE), Advanced Placement (AP), and AVID at the secondary level. The district uses locally selected measures and tools to monitor access and enrollment, including master schedule reviews, course enrollment data disaggregated by student group, and site-level Single Plans for Student Achievement (SPSAs). These tools allow WUSD to evaluate equitable access for all students, including English Learners, foster youth, students with disabilities, and socioeconomically disadvantaged students. Overall, data indicates that students across the district are enrolled in a broad course of study; however, there are some site-level differences in course offerings based on enrollment, staffing, and program structures. For example, Elkhorn Elementary provides a Dual Immersion program that offers a bilingual instructional pathway, while other sites may offer varying enrichment or elective opportunities aligned to student interest and community context. While access is broadly available across all schools, the district recognizes the importance of continued work.|Washington Unified School District (WUSD) recognizes that while all students have access to a broad course of study, there are persistent systemic barriers that can impact equitable participation and success across student groups. Based on analysis of locally selected measures, key barriers include differences in academic preparation and readiness, particularly for English Learners, students with disabilities, and socioeconomically disadvantaged students. These differences can affect access to and success in more rigorous coursework and elective pathways without additional supports. Another barrier is variability in course and program availability across school sites. Differences in staffing capacity, enrollment levels, and funding resources can result in inconsistent access to specialized programs, electives, and enrichment opportunities between schools. The district also identifies a need for expanded and ongoing professional learning to strengthen inclusive instructional practices, differentiation strategies, and culturally responsive teaching so that all students can fully access grade-level content and advanced coursework. In addition, limited availability of support personnel such as counselors, intervention staff, and specialized service providers can restrict the district’s ability to fully individualize academic pathways and remove structural barriers for students with exceptional needs.|Washington Unified School District (WUSD) is committed to ensuring equitable access to a broad and rigorous course of study for all students. In response to local measures and identified barriers, the district has implemented and continues to refine systems designed to strengthen access while supporting the academic success of historically underserved student groups. A key area of focus has been the refinement of district systems of support, particularly at the middle school level where balancing core academic intervention with access to electives remains essential. WUSD has strengthened its implementation of Multi-Tiered Systems of Support (MTSS), with school sites maintaining active MTSS teams that regularly review formative and summative data, teacher input, and observational evidence to identify student needs and design targeted supports. These efforts are intended to address learning gaps without limiting student participation in a full course of study. The district has also reinforced data-driven scheduling and placement practices to ensure that intervention structures do not inadvertently restrict access to electives such as Visual and Performing Arts (VAPA), Career Technical Education (CTE), Advanced Placement (AP), and other enrichment opportunities. This includes ongoing review of enrollment patterns and course access by student group to support equitable participation.|Met||2026-06-25|2026 57726940124875|Sacramento Valley Charter|7|SVCS is fully compliant with the Williams Act, which ensures that each K-8 pupil has access to and is enrolled in a broad course of study based on grade spans, unduplicated student groups, and individuals with special needs. Each year, the school receives a visit from a Williams Act team, during which each of these criteria are examined for compliance. SVCS has passed these measures each school year.|Based on the finalized Williams Act report summary for 2025-2026, SVCS is fully compliant to the extent that every student has access to, and is enrolled in, a broad course of study.|There are no barriers preventing any students from having access to or being enrolled in a broad course of study.|There are no revisions necessary at this time.|Met||2026-06-17|2026 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||2026-06-22|2026 57726940135939|Washington Middle College High|7|WMCHS ensures that all students have access to a broad course of study through the master scheduling process, as well as individualized academic pathway planning and ongoing monitoring led by the school counselor and AVID teachers. These systems help ensure students are appropriately placed in courses and have access to the full range of academic and elective opportunities, including Career Technical Education (CTE), Advanced Placement (AP), Visual and Performing Arts, and AVID, while also supporting progress toward an Associate of Arts degree whenever possible. All courses are open to students across all groups, regardless of background, ability, or perceived barriers, in order to support postsecondary readiness and student achievement goals. WMCHS also fulfills its obligation to increase and improve services for high-need students through the strategic use of LCFF Supplemental and Concentration funds, along with other restricted funding sources. Additional supports provided to meet student needs include targeted staffing, expanded access to technology, and supplemental academic and social-emotional supports designed to remove barriers and promote equitable access to rigorous coursework.|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.|All students at Washington Middle College High School have access to, and are enrolled in, a broad course of study. WMCHS ensures equitable access to learning opportunities by providing high-quality instruction, supporting multiple pathways for student success, and offering aligned professional learning for staff focused on promoting college and career readiness.|Washington Middle College High School continuously reviews its systems to ensure that students receive appropriate academic and English Learner supports while maintaining full access to a broad course of study. For the 2026–27 school year, WMCHS will continue to refine and evaluate strategies designed to meet the needs of high-need students, including ongoing weekly professional learning community (PLC) meetings. WMCHS also maintains a Multi-Tiered System of Support (MTSS) team that meets regularly to collaborate with staff in reviewing student data from formative and summative assessments, as well as classroom observations. This data is used to identify gaps in learning, determine instructional next steps, and recognize individual student needs. Based on these findings, individualized support plans are developed to accelerate student progress while preserving access to a comprehensive educational program.|Met||2026-06-25|2026 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 expanded with Prop 28 funding. Additionally, all WHS 9th graders take semester-long courses in Ethnic Studies and Personal Finance to meet state graduation requirements. College and Career Access Pathways (CCAP) with Woodland Community College include CTE and dual enrollment opportunities in Agriculture, Culinary Arts, and Early Childhood Education. In 2026–27, the historic Senior Capstone project will be implemented as a graded, credit-bearing “G” elective. WHS graduation requirements will be amended to include the Senior Capstone as one of the elective courses required for graduation.|At both WMS and WHS, English Learners are required to take a designated ELD elective which reduces 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.|In 2026-2027, the District will sustain 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’s purpose is to surface trends, strengths, and barriers in current instructional practices and develop professional learning 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 team to re-envision the secondary Math pathway, with a priority to increase student access to rigorous coursework.|Met||2026-06-25|2026 57727020139436|Compass Charter School of Yolo|7|We ensure that every scholar is enrolled in grade-level courses and our counselors use graduation pathway planning tools to make sure that every high school scholar has a pathway to graduation via a broad course of study. Our team has a robust catalog of course offerings linked to our student information system. Scholars enrolled in our Online Learning Program and those in our Options Learning Program who choose to take online courses have access to coursework via Accelerate Education. Our supervising teachers create personalized learning plans using a template to share a clear plan of study for scholars to access. For our English Learners, we adopted the Lexia ELD courses, which are research-based. Scholars advance in language proficiency, which allows them to access our full course offerings. Scholars with exceptional needs have access to supplemental resources to bolster skills to allow full participation in our course of study; these are accessed via our ClassLink single sign-on system. We regularly conduct self-audits to ensure that all scholars are enrolled in their courses per their Master Agreement. We expanded our MTSS tutoring offerings, and we reached out to unduplicated scholar groups to ensure they have the support they need to access the full course of study. For high schoolers, we also track scholar access to Accelerated Course Options Program (ACOP) courses and concurrent enrollment. Scholars with special needs who, per their IEP, cannot complete the grade-lev|All scholars at Compass Charter Schools have access to and are enrolled in a broad course of study. Our team has a robust catalog of course offerings based on standards-based, board-approved curriculum 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||2026-06-13|2026 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||2026-06-11|2026 57727100121749|Science & Technology Academy at Knights Landing|7|At the elementary level, a broad course of study includes English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, and other studies prescribed by the governing board. All students, including unduplicated student groups and individuals with exceptional needs, receive instruction in English Language Arts, Mathematics, Social Science, Science, and Physical Education. Students identified as English Learners also receive designated English Language Development instruction. Students in grades 5–6 receive Health Education, and all students in TK–6 participate in Visual and Performing Arts instruction. Students in 4-6 grades participate in our music program. In addition, all students have access to enrichment opportunities through the Expanded Minds After School Program as part of Sci-Tech’s Expanded Learning Opportunities Program (ELOP).|Using local measures such as enrollment records and classroom schedules, Sci-Tech has confirmed that all students have access to a broad course of study aligned with California Education Code 51210. As a single-school site, instructional access is consistent for all students. Credentialed multi-subject teachers provide instruction in English Language Arts, Mathematics, Social Science, Science, and Physical Education across all grades. Students in TK6 receive Visual and Performing Arts from a dedicated teacher, while students in grades 56 receive Health Education. Specialized support, including designated ELD and targeted in-class instruction, ensures English Learners have equitable curriculum access. Additionally, 4th graders receive violin classes, with strings and band options available for 5th and 6th graders. Sci-Tech monitors all student groups, including unduplicated students and those with exceptional needs, to maintain equitable access to core and enrichment programs. Beyond the core curriculum, all students can access academic support and enrichment through the Expanded Minds After School Program (ELOP). Further arts enrichment includes Yearbook design, Video News production, and various performances. The LEA remains committed to expanding enrichment and maintaining a broad course of study for every student.|Chronic absenteeism remains a critical barrier at the Science and Technology Academy. While overall attendance improved by 2.8%, several subgroups experience disproportionately high rates. Socioeconomically Disadvantaged students are the highest-need group at a 25% absenteeism rate with only 0.2% improvement, signaling a need for intensive interventions to address barriers like transportation and housing instability. Hispanic students show an elevated rate of 20.7%, while White students are at 13.8%. In contrast, Students with Disabilities improved significantly by 11.6%. These ongoing disproportionalities reinforce the necessity for continued equity-focused support and targeted family outreach across all impacted groups.|In response to the results of local measures and educational partner input, Sci-Tech will continue implementing and refining actions designed to ensure all students have equitable access to a broad course of study. While all students are provided access to academic and enrichment opportunities, chronic absenteeism data indicate that some student groups continue to experience barriers that impact consistent participation in instruction and school programs. Sci-Tech remains committed to ensuring all students have equitable access to a broad course of study. Despite providing academic and enrichment opportunities, chronic absenteeism data show that certain student groups still face barriers to consistent participation. To address this, the school is strengthening attendance intervention systems through proactive monitoring and targeted outreach. Specific focus is placed on Socioeconomically Disadvantaged and Hispanic students, who show higher rates of absenteeism. By partnering with families, Sci-Tech aims to overcome barriers such as transportation, health, and communication. Engagement is further supported by expanding enrichment opportunities, including science learning, robotics, arts, and leadership activities. Staff utilize positive behavior supports and social-emotional learning to foster school connectedness and encourage regular attendance. Additionally, bilingual communication systems and outreach from the CAFE Specialist ensure families are informed and engaged.|Met||2026-06-08|2026 57746250000000|Yolo County ROP|7|||||Not Met|||2026 58105870000000|Yuba County Office of Education|7|The LEA uses a set of locally selected tools to monitor 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. These tools include the Thomas E. Mathews Community School and Harry P. B. Carden Court School master schedules, which verify course availability across grade spans and ensure access to core, elective, CTE, and intervention offerings. The LEA also uses Aeries enrollment data, CALPADS Civil Rights course-enrollment reports, ILP/MTSS documentation, and LCAP required metrics to track individual student enrollment patterns and confirm equitable access. Together, these tools allow the LEA to monitor participation across student groups and ensure that all students are enrolled in a full, standards-aligned course of study.|The LEA’s review of locally selected tools confirms that all students have full access to, and are enrolled in, a broad course of study across grade spans. Master schedules, enrollment data, and ILP/MTSS documentation verify consistent access to core instruction, electives, CTE, intervention supports, and standards-aligned coursework for all students, including unduplicated student groups and students with exceptional needs. Across all measures, the LEA has not identified any differences in access or enrollment between school sites, student groups. All students continue to receive equitable access to the full course of study in alignment with the program model.|If future reviews were to identify barriers, the LEA would respond by adjusting master schedules, expanding course availability, strengthening staffing or credentialing supports, or enhancing MTSS/ILP structures to ensure that all students maintain equitable access to the full course of study. Continuous monitoring through existing tools ensures the LEA can respond quickly should any access issues emerge.|To support continuous improvement, the LEA will continue refining data-driven practices, such as quarterly literacy monitoring, bimonthly attendance, and suspension reviews, to ensure accurate course assignment and timely intervention. The LEA will also continue to engage families through ILP meetings and outreach to reinforce a shared understanding of course pathways and available supports. These actions align with the 26-27 priorities and ensure that all students maintain equitable access to the full course of study across both sites.|Met||2026-06-17|2026 58105870117242|Yuba Environmental Science Charter Academy|7|Every high school student has access to a high school school counselor. The counselor works with students and their families to create a four year plan for every high school student. Transcripts are evaluated twice a year to make sure that students are on track to graduate and have access to a broad course of study. CTE completers are tacked to determine the number of students completing a career pathway. Students that are enrolled with YES Charter the last three years of their high school career are likely to complete at least one CTE pathway. All students have access to, and are enrolled in, a broad course of study. The tools used to determine this are the Williams Visit by our County Office of Education, the school's schedule and each teacher's daily schedule, lesson plans and curriculum pacing guides. All TK-6 students are placed in a self contained homeroom with a multiple subject teacher who teaches all subjects. Students in grades 7-11 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. We strive to serve students with IEPs and students with exceptional needs through a push-in model as much as possible to maintain thier 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-11th 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||2026-06-25|2026 58105875830112|Yuba County Career Preparatory Charter|7|The LEA tracks students' access to and 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 consistent, 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 enable the academic advisor and enrollment team to ensure equitable access for all student groups, including those identified as unduplicated or enrolled in special programs.|Based on an ongoing review of enrollment data, ILPs, and course-access monitoring tools, YCCPCS has not identified any barriers preventing students from accessing a full and broad course of study. As a single-site LEA with standardized enrollment and advising processes, all students, including unduplicated student groups and students with exceptional needs, are enrolled in required courses aligned to graduation expectations. YCCPCS will continue to monitor access patterns throughout the year to ensure this remains true as enrollment shifts and student needs evolve.|YCCPCS has implemented new systems and procedures, including staff training (e.g., how to read student transcripts), in response to staff changes to strengthen support for student success. The academic advisor conducts transcript reviews upon enrollment and meets with students to review their educational paths. Systems are aligned with teacher processes for assigning work and tracking completion to ensure students graduate on time. Monitoring and early intervention with teachers helps prevent barriers to graduation. YCCPCS continues to review data and adjust local systems and strategies to better meet students' needs. These improvements have supported greater student persistence, academic growth, and higher credit completion rates. We continue to design programs to ensure all students have access to a broad course of study.|Met||2026-06-17|2026 58727280000000|Camptonville Elementary|7|All students have access to all studies|All students are enrolled in ELA, Math, Science, Social Studies, PE, Art, and a variety of electives that meet the individual interests of all students.|There are no barriers.|None|Met||2026-06-08|2026 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 offers 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 offered a course for eighth grade students to expose students to a variety of CTE pathways as they prepare to enter high school.|Met||2026-06-25|2026 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.|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||2026-06-23|2026 58727360121632|Paragon Collegiate Academy|7|For students in grades K through 5, a Broad Course of Study includes courses in English, Mathematics, Social Sciences, Science, Physical Education, music, and other studies that may be prescribed by the governing board. For students in grades 6- 8, a Broad Course of Studies includes courses in English, Social Sciences, Physical Education, Science, and Mathematics. Paragon will continue to explore and research into 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. If any barriers do arise, Paragon Collegiate Academy is determined to push through those barriers in order to provide what our students need to be successful.|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||2026-06-25|2026 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 has begun 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 attendance, achievement, school participation and other data to determine individual student needs and provide support, while working with other teachers as a collaborative team (we plan to have five different groups/teams each monitoring a different group of students. 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||2026-06-23|2026 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||2026-06-16|2026 58727510000000|Wheatland|7|Wheatland School District annually evaluates its progress in ensuring that all students have access to and are enrolled in a broad course of study aligned with the requirements of the California Education Code for grades 1–8. The district provides students with access to state-adopted curriculum, standards-aligned instructional programs, and a comprehensive educational experience that supports academic achievement and student success. Local data and program reviews indicate that students, including unduplicated pupils and individuals with exceptional needs, have equitable access to core academic subjects, intervention services, enrichment opportunities, and specialized supports designed to meet diverse learning needs. The district regularly monitors program implementation, student participation, and access to services to ensure that all students can engage in a rigorous and comprehensive course of study. Results of the district’s annual evaluation are presented to the Governing Board during a public meeting and shared with educational partners through established reporting processes, including the California School Dashboard and Williams Act compliance reviews. These practices demonstrate the district’s commitment to transparency, continuous improvement, and ensuring equitable access to high-quality educational programs for all students.|Using locally selected measures, including master schedule reviews, course enrollment data, and site-level program audits, Wheatland School District demonstrates strong implementation of practices that ensure all students have access to and are enrolled in a broad course of study consistent with the California Education Code. Students across grades 1–8 have access to core academic subjects, visual and performing arts, physical education, enrichment opportunities, and other standards-aligned instructional programs that support a well-rounded educational experience. Local data indicate equitable access across school sites and student groups, including English Learners, foster youth, and students with disabilities. The district’s review of course enrollment and program participation shows no significant disparities in access to required courses or educational opportunities. Over time, WSD has made consistent progress in maintaining equitable access by aligning course offerings across sites, reviewing enrollment trends annually, and monitoring program implementation through site-level audits. These ongoing practices demonstrate the district’s commitment to continuous improvement, transparency, and ensuring that every student receives a comprehensive, high-quality education regardless of background, program participation, or school attended.|Based on the results of locally selected measures, including master schedule reviews, enrollment reports, and site-level program audits, Wheatland School District demonstrates strong implementation of systems and practices that ensure all students have equitable access to a broad course of study aligned with California Education Code requirements. District data indicate that all schools consistently provide access to required academic subjects, enrichment opportunities, and specialized programs that support a comprehensive educational experience. Analysis of enrollment and participation data confirms that student groups, including English Learners, foster youth, low-income students, and students with disabilities, have equitable access to and participation in the district’s educational programs and course offerings. The district’s ongoing monitoring processes have identified no significant barriers that limit student access to a broad, standards-aligned curriculum. Through regular reviews of schedules, enrollment patterns, and program implementation, WSD continues to ensure consistency across school sites and maintain high expectations for equitable educational opportunities. Evidence from local measures demonstrates that the district has effective structures in place to support universal access to a comprehensive course of study and remains committed to continuous improvement in meeting the academic needs of all students.|Based on the results of locally selected measures, including master schedule reviews, enrollment data, and site-level program audits, Wheatland School District has determined that all students currently have equitable access to a broad course of study aligned with California Education Code requirements. Local data demonstrate that district systems, course offerings, and enrollment practices effectively support universal access to a comprehensive, standards-aligned educational program for all student groups. The district’s annual review process identified no significant barriers to student participation in core academic subjects, enrichment opportunities, or specialized programs. Enrollment patterns and program availability remain consistent across school sites and student groups, reflecting strong implementation of practices that promote equitable access and educational opportunity. As part of its commitment to continuous improvement, WSD will continue to monitor course availability, enrollment trends, and program participation through annual reviews and local data analysis. These ongoing monitoring practices ensure continued alignment with state requirements, responsiveness to student needs, and sustained access to a well-rounded educational experience for all students.|Met||2026-06-18|2026 58727516118806|Wheatland Charter Academy|7|||||Not Met|||2026 58727690000000|Wheatland Union High|7|Wheatland Union High School District uses multiple locally selected measures to monitor access to and enrollment in a broad course of study. These include regular master-schedule review to ensure access to all required core content areas (English, mathematics, science, social science, world language, visual and performing arts, CTE, and physical education). Counselors meet with students annually to develop and update four-year plans aligned to 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. Students with disabilities are supported through inclusive practices and individualized supports that enable them to participate in the full course of study. The district also provides Edmentum for credit recovery and individualized learning and offers dual enrollment through partnerships with Yuba Community College.|The district employs several measures and programs to ensure all students have access to, and are enrolled in, a broad course of study. Early College Access Program: Funded through grant, supplemental, and concentration funding, this program connects students to CTE pathways and allows them to earn college credit through Dual Enrollment, Articulated Credit, and Concurrent enrollment with Yuba Community College, with some students working toward an Associate Degree. Enrollment grew from 30 to 230 students in a single year. CTE Pathways: The district now offers 17 pathways, including Agriculture, Business, Education, Patient Care, Public Services, Video Production, Graphic Production, Kinesiology/Sports Medicine, Mental Health, Computer Science, and Artificial Intelligence. Course Access Metrics: The district monitors articulated and dual enrollment completion, districtwide A-G completion, the number of dual enrollment offerings, concurrent enrollment participation, Seal of Biliteracy recipients, and Golden State Seal Merit Diploma recipients. Intervention and Enrichment: After-school programming (ASSETS), online tutoring, credit recovery via Edmentum, and Summer School support academic progress. Support for Vulnerable Groups: The Wheatland Union Virtual Academy, EPD Independent Study, and Short-Term Independent Study address the unique needs of English learners, foster youth, and low-income students, providing tailored instruction and counselor and academic-technician support|Several barriers affect access to a broad course of study. First, support-class scheduling, where students needing additional English or math support, and English learners enrolled in ELD, use an elective period for that support. Second, course repetition, where failing and repeating a course reduces the number of electives a student can take. Third, a performance gap in mathematics that increases remediation time and can affect A-G progress. Fourth, scheduling constraints that limit elective availability, particularly when support or remediation must be fitted into the schedule. Fifth, resource allocation toward support and remediation that competes with elective and enrichment offerings. Sixth, awareness and guidance, where students and families benefit from clearer support in planning a balanced four-year course of study. Addressing these barriers is central to ensuring every student can explore diverse subjects and graduate Confident, Capable, and Connected.|Enhanced Credit Recovery: Self-directed online courses are embedded in the master schedule, supervised by an Academic Technician who supports goal setting, progress monitoring, and parent communication, with summer credit recovery offered on campus. Expanded Dual Enrollment and Articulated Credit: The district continues to grow its Early College Access Program with Yuba Community College, supported by personalized four-year plans across pathways including Agriculture, Business, Education, Patient Care, Kinesiology/Sports Medicine, Mental Health, Computer Science, Artificial Intelligence, Public Services, and Video Production. Mathematics Support: Targeted interventions and tutoring help students struggling with math meet A-G requirements and avoid remediation that would limit their elective options. Flexible Scheduling: Advisory is now part of the master schedule, supporting SEL, student voice, and balanced course planning. Counseling and Guidance: Strengthened academic counseling helps students and families understand the value of a broad course of study and build balanced schedules that include required courses and electives. Elective Resources: Continued investment in qualified staff, updated curriculum, and professional learning sustains a diverse and engaging elective program. Monitoring and Continuous Improvement: A regular review system tracks course access and enrollment data to identify and address disparities in real time, ensuring equitable access for all students.|Met||2026-06-25|2026