Compliance

 

 

School Accountability Report Card (SARC)

 

The California Department of Education requires that all California public schools, including Charter Schools, annually provide information about themselves to the community allowing the public to evaluate and compare schools for student achievement, environment, resources, and demographics.

 

Although there is great variation in the design of school report cards, they generally begin with a profile that provides background information about the school and its students. The profile usually summarizes the school's mission, goals, and accomplishments. State law requires that the SARC contain all of the following:

 

  • Demographic data

  • School safety and climate for learning information

  • Academic data

  • School completion rates

  • Class sizes

  • Teacher and staff information

  • Curriculum and instruction descriptions

  • Postsecondary preparation information

  • Fiscal and expenditure data

 

In addition, NCLB requires that SARCs contain reports concerning the "adequate yearly progress" of students in achieving state academic achievement standards; Title 1 Program Improvement; graduation rates at the secondary level; and, starting with the SARCs to be published in 2004–05, the extent to which "highly qualified" teachers are teaching core academic subjects.

 

You can also download the SARCs as PDF files here:

 

Local Control and Accountability Plan (LCAP)

 

The Local Control and Accountability Plan or LCAP is a critical part of California’s new Local Control Funding Formula (LCFF). It is a three-year, district-level plan that is updated annually. The plan describes the school's key goals for students as well as the specific actions (with expenditures) the district will take to achieve the goals and the means (metrics) used to measure progress.

 

The LCAP addresses the needs of all students, including specific student groups, and all districts must specifically address English learners, foster youth, and low-income students. In addition, the LCAP must address the state of California's eight priority areas:

 

  • Providing all students access to fully credentialed teachers, instructional materials that align with state standards, and safe facilities.
  • Implementation of California’s academic standards, including the Common Core State Standards in English language arts and math, Next Generation Science Standards, English language development, history-social science, visual and performing arts, health education and physical education standards.
  • Parent involvement and participation, so the local community is engaged in the decision-making process and the educational programs of students.
  • Improving student achievement and outcomes along multiple measures, including test scores, English proficiency and college and career preparedness.
  • Supporting student engagement, including whether students attend school or are chronically absent.
  • Highlighting school climate and connectedness through a variety of factors, such as suspension and expulsion rates and other locally identified means.
  • Ensuring all students have access to classes that prepare them for college and careers, regardless of what school they attend or where they live.
  • Measuring other important student outcomes related to required areas of study, including physical education and the arts. In addition to these eight areas, a district may also identify and incorporate in its plan goals related to its own local priorities.

 

 

Charter Petition
 
The petition is the central document to establishing a charter. The charter petition outlines the key information on the proposed educational program, student outcomes and assessments, operations, governance, policies, and how the school will meet legal requirements. The requirements for this document are outlined by California Education Code Section 47605.
Articles of Incorporation

 

Title IX Statement

 

Title IX of the Education Amendments of 1972 (“Title IX”) is a federal law that was passed to ensure students and staff, regardless of their sex, are treated equally and fairly.  Title IX prohibits discrimination on the basis of sex, which includes sexual harassment, in any of the education programs or activities of the Lifeline Education Charter School (“Lifeline”).  Specifically, Title IX provides that:  


No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.

 

Lifeline has designated the following individual as its Title IX Coordinator:

 

Brittany Lester

161 W. Victoria Street, Suite#200

Long Beach, CA 90805

(310) 885-1872

[email protected]

 

For more information visit the Title IX page here.
 
Uniform Complaint Procedure (UCP)
 
A Uniform Complaint Procedures (UCP) complaint is a written and signed statement alleging a violation of federal or state laws or regulations, which may include an allegation of unlawful discrimination, harassment, intimidation, or bullying. 
 
Education Protection Account Report
 
The Education Protection Account (EPA) was created in November 2012 by Proposition 30, The Schools and Local Public Safety Protection Act of 2012, and it was implemented in 2013. The EPA is governed by Section 36 of Article XIII of the California Constitution, which was amended by Proposition 55 in November 2016. The revenues generated from Section 36 of Article XIII of the California Constitution are deposited into a state account called the Education Protection Account. Of the funds in the account, 89 percent is provided to K-12 education and 11 percent to community colleges.

 

SELPA Local Plan Certification

 

In California, every local education agency (LEA) is required to belong to a Special Education Local Plan Area (SELPA). The SELPA is a consortium of LEAs responsible for the development of special education policies and procedures, distribution of federal and state special education funds, and providing a range of professional development pertaining to special education. With this support, the Charter SELPA’s partners continue to demonstrate the capacity to provide high-quality special education programs to their students. 

 

To view the SELPA Local Plan please visit here