Local Control and Accountability Plan (LCAP) is a tool for local educational agencies to set goals, actions, services, and leverage resources to support positive student outcomes that address local and state priorities. The LCAP provides an opportunity for local educational agencies (LEAs) to share their stories of how, what, and why programs and services are selected to meet their local needs.
Senate Bill 98 (SB 98) established the Learning Continuity and Attendance Plan (Learning Continuity Plan), which is intended to balance the needs of all stakeholders, including educators, parents, students and community members, while streamlining meaningful stakeholder engagement and condensing several preexisting plans. The Learning Continuity Plan replaces the LCAP for the 2020–21 school year and supersedes the requirements in Executive Order N-56-20. This plan is intended to memorialize the planning process that is already underway for the 2021–22 school year. All LEAs, which includes school districts, county offices of education, and charter schools are required to complete the Learning Continuity Plan.
Since November 1988, state law has required that schools receiving state funding to prepare and distribute a School Accountability Report Card (SARC). The purpose of the report card is to provide parents and the community with important information about each school. A SARC can be an effective way for a school to report on its progress in achieving goals.
The Expanded Learning Opportunities (ELO) Grant provides local educational agencies (LEAs) the opportunity to provide supplemental instruction and support to students, including those identified as needing academic, social-emotional, and other supports, including the provision of meals and snacks and accelerate the safe return to in-person instruction. The California Department of Education (CDE) estimated local education agency (LEA) allocations from the $6.6 billion made available as part of the Assembly Bill (AB) 86 COVID-19 relief package. Funds allocated must be spent by August 31, 2022.
Leaders in Educational Administration Program (LEAP) prepares certificated staff for positions as educational administrators. Approved by the California Commission on Teacher Credentialing (CTC) and based on the California Administrative Performance Expectations and the California Professional Standards for Educational Leaders.
A UCP (Uniform Complaint Procedures) complaint is a written and signed statement by a complainant alleging a violation of federal or state laws or regulations, which may include an allegation of unlawful discrimination, harassment, intimidation, bullying or charging pupil fees for participation in an educational activity or non-compliance with the requirements of our LCAP.
A Williams Complaint is another type of UCP (Uniform Complaint Procedures) addressing insufficient instructional materials, emergency or urgent facilities conditions that pose a threat to the health and safety of pupils, and teacher vacancy or misassignment. Williams Complaints may be filed anonymously.
Esser III Expenditure Plans
School districts, county offices of education, or charter schools, collectively known as LEAs, that receive Elementary and Secondary School Emergency Relief (ESSER) funds under the American Rescue Plan Act, referred to as ESSER III funds, are required to develop a plan for how they will use their ESSER III funds. In the plan, an LEA must explain how it intends to use its ESSER III funds to address students’ academic, social, emotional, and mental health needs, as well as any opportunity gaps that existed before, and were worsened by, the COVID-19 pandemic. An LEA may also use its ESSER III funds in other ways, as detailed in the Fiscal Requirements section of the Instructions. In developing the plan, the LEA has flexibility to include community input and/or actions included in other planning documents, such as the Local Control and Accountability Plan (LCAP), provided that the input and actions are relevant to the LEA’s Plan to support students.