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:
School safety and climate for learning information
School completion rates
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 district’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.
In addition to these eight areas, a district may also identify and incorporate in its plan goals related to its own local priorities.
Title IX Statement
Title IX prohibits sex discrimination in the education programs and activities of entities that receive federal financial assistance. These programs and activities include "all of the operations of ... a college, university, or other postsecondary institution, or a public system of higher education." 20 U.S.C. § 1687(2)(A); see also 45 C.F.R. § 86.2(h). Therefore, Title IX's nondiscrimination protections apply to student recruitment, admissions, educational programs (including individual courses), research, housing, counseling, financial and employment assistance, health and insurance benefits and health services.
Integrated Pest Management Plan
Pests are populations of living organism (animals, plants, or microorganism) that interfere with use of schools and other facilities for human purposes. Integrated Pest Management (IPM) is an approach that establishes a sustainable approach to managing pests by combining biological, cultural, physical and chemical tools in a way that minimizes economic, health and environmental risks.
Math Placement Policy (Revised 2020-21)
The California Mathematics Placement Act of 2015 requires school districts that serve pupils entering grade nine and that have not already done so to adopt “a fair, objective, and transparent mathematics placement policy” before the beginning of the 2016–17 school year.
ESSER III PLAN
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.
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.