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    WCSD is seeking input from students, staff, families, and community members on the district’s initial draft of the Learning Continuity and Attendance Plan.  The purpose of this plan is to describe how the district will address the impacts of COVID-19 and maintain continuity of student learning in the coming year.  The final document will include the district’s plans for:

    • Providing distance learning and, when public health conditions allow, in-person instruction
    • Measuring student progress and participation and address learning loss
    • Providing supports for English Learners, Foster Youth, Homeless Youth, Students with Unique Needs, and Low-income students
    • Ensuring access to devices and connectivity
    • Providing resources and supports to address student and staff mental health and social-emotional well-being
    • Student and family engagement and outreach to re engage students who are absent, unengaged, or at risk of learning loss
    • Providing school meals for students during distance learning and in-person instruction
    • Increasing/improving services for English Learners, Foster Youth, Homeless Youth, and Low-Income students

    The draft will be presented in a public hearing at the September 8th Board meeting and the final draft will be presented for adoption at the September 21st Board meeting. 

    Click here to review the: 

    WCSD Learning Continuity and Attendance Plan 

    Click here for the: 

    Learning Continuity and Attendance Plan Stakeholder Input Survey

     Background Information on Learning Continuity and Attendance Plan

    Senate Bill (SB) 98External link opens in new window or tab. established that the Local Control and Accountability Plan (LCAP) and an annual update to the LCAP are not required for the 2020–21 school year and that the California Department of Education (CDE) shall not publish the California School Dashboard in December 2020 based on performance data on the state and local indicators. SB 98 supersedes the requirement to develop and adopt an LCAP by December 15, 2020, which was established by Executive Order N-56-20, which was published in April 2020.

    SB 98 establishes California EC Section 43509 and the Learning Continuity and Attendance Plan (Learning Continuity Plan) requirements for the 2020–21 school year.

     

    Local Control Accountability Plan (LCAP) 

    Background on LCAP/LCFF

    In 2013, California adopted a new formula for determining how much money each school district will receive call the Local Control Funding Formula (LCFF).  California state law sets out the system for funding public schools. State leaders largely decide how much money is available to schools each year as part of the state budget process. 

    School Boards decide how to use the funds, but under the new system they must get input from their local communities. They also have to tie their budgets to improvement goals by creating a Local Control and Accountability Plan (LCAP).  The plan is a three-year plan that must be updated each year. It must include both goals for the school district and for each numerically significant subgroup (30 or more students for all subgroups except foster youth which is 15 or more). The plans must specify the actions a school district will take to achieve these goals and must be aligned with the district’s annual budget.

    School districts are also required to solicit input from employees, bargaining units, parents, students and community members in crafting the LCAP. In addition, the LCAP must include annual goals in eight areas in three categories:

    Conditions of Learning

    • Teachers are appropriately assigned and fully credentialed; students have access to standards-aligned instructional materials; and school facilities are maintained and in good repair
    • Implementation of State Board Education adopted academic content standards
    • Student enrollment in a broad course of study including all subject areas

    Pupil Outcomes

    • Pupil achievement including standardized tests, college and career readiness, English learner proficiency and reclassification, 
    • Other student outcomes in all subject areas

    Engagement

    • Parent involvement, input in decision making and participation in programs for unduplicated pupils and students with special needs
    • Pupil engagement, attendance, chronic absenteeism, dropout and graduation rates
    • School climate, suspension and expulsion rates, safety and school connectedness
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