2024-2027 Local Control and Accountability Plan (LCAP)
2024-2027 Local Control and Accountability Plan (LCAP)
2024-2027 Local Control and Accountability Plan (LCAP)
The Local Control Accountability Plan (LCAP) is a three-year plan, updated annually, outlining the district's strategies to support student outcomes and defining its goals and priorities.
During the June 6, 2024, Board meeting, SMCSD will present a draft of the 2024-27 LCAP to the Board of Trustees for review. As part of the Public Hearing and adoption process, the public is invited to review and provide feedback on the LCAP draft. Comments are being accepted through Monday, June 17, 2024 10:00 AM. Comments for either plan can be submitted via the linked forms: https://forms.gle/rS6pnmuHkG9NgSmq7
LCAP Goals
Actions
LCAP Goals
Goal 1 Success in the Early Years
State Priorities addressed by this goal.
An explanation of why the LEA has developed this goal:
The LEA developed this goal based on a comprehensive data analysis of student metrics that demonstrated a need to focus on early learning. We analyzed the following assessments: ESGI, MAP Growth and F&P. These assessments highlighted a need
Measuring and Reporting Results
Actions
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Goal 2 Improve MS Outcomes
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Goal #
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Description
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2
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Rigorous and Equitable Teaching and Learning for HS, College, and Career Readiness
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State Priorities addressed by this goal.
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An explanation of why the LEA has developed this goal:
The LEA developed this goal to ensure students are ready to achieve and compete academically as they transition into high school, college, and into the workforce
Measuring and Reporting Results
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Metric #
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Metric
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Baseline
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Year 1 Outcome
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Year 2 Outcome
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Target for Year 3 Outcome
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Current Difference from Baseline
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2.1
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MAP:
Increase % of 3-8 scoring high average/high in Reading and Math
MAP:
Decrease % of 3-8 scoring in the red percentile band in Reading and Math
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36% ELA
28% Math
18% ELA
31% Math
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40%
33%
15%
27%
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45%
36%
12%
24%
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50% ELA
40% Math
8%
20%
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+14%
+12%
-10%
-11%
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2.2
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CAASPP: Increase average distance from standard on SBAC, grades 3-8 in ELA and Math
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-7.8 points below standard ELA
-43,7 points below standard Math
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-3 points
-38 points
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2 points above standard
-33points
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7 points above standard
-28 points
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+14.8
+15.7
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2.3
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MAP:
Increase % 6-8 scoring high average/high in ELA/Math
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32% ELA
21% Math
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37%
25%
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40%
30%
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45% ELA
35% Math
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+13%
+14%
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MAP:
Decrease % 6-8 scoring in the red percentile band in ELA/Math
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21% ELA
43% Math
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17%
38%
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14%
33%
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10% ELA
28% Math
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-11%
-15%
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2.4
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CAASPP:
Increase % of students meet/exceed standard on ELA and Math SBAC, grades 6-8
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41.5% ELA
23.36% Math
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44%
27%
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47%
30%
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50% ELA
34% Math
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+8.5%
+10.6%
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2.5
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CAASPP/ELPAC:
Increase % of English Learners who make progress towards English Proficiency
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60.4% making progress towards English language proficiency
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65%
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70%
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75%
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+15%
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2.6
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% of middle school students dropping out of school
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0
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0
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0
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0
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Maintain
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2.7
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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
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Standard Met
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Standard Met
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Standard Met
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Standard Met
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Maintain
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Actions
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Action #
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Title
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Description
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Total Funds
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Contributing
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2.1
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Professional Development:
Differentiated instruction
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Provide Professional Development about differentiated instruction for all students based on assessment data and utilizing small group configuration.
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$0
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No Contribution
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Professional Development:
Alignment to Standards
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Provide Professional Development to support implementation of tasks with high DOK (depth of knowledge) and rigor aligned to grade level standard.
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$0
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No Contribution
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Professional Development: Integrated and Designated ELD
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Provide Professional development to support the implementation of integrated ELD (GLAD training) and designated ELD academic discussion, student agency and ownership of learning and equity focused practices in all classrooms 3-8.
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$0
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No Contribution
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Professional Development: Differentiated PD
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Staff engage in professional learning that is differentiated based on need/skills and leverages expertise of SMCSD staff.
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$0
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No Contribution
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Professional Development: Student Agency
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Provide Professional development to support implementation of tasks that promote student voice and choice
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$0
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No Contribution
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Professional Development:
High School Readiness
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Provide Professional development to support implementation of measuring high school readiness beyond grades
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$0
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No Contribution
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Professional Development: Ongoing Instructional Coaching
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Provide Professional development to support and feedback on equity focused practices and culturally relevant pedagogy.
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$52,500
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Unrestricted General Fund
(Ed Strategy Consultant)
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2.2
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Professional Learning Communities: Protected PLC time
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Protected weekly time for teachers to engage in collaborative grade level learning teams
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$0
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No Contribution
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2.3
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Data-Driven Continuous Improvement: Teacher Data Access
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Teachers will have access to COST referral type, attendance, suspension, interventions, CHKS data, assessments results through Aeries or a data dashboard.
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$4,550
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Unrestricted General Fund
(Salesforce and ION, Total $15,100)
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Data-Driven Continuous Improvement:
Cycles of Inquiry
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Implement cycles of inquiry at the site level that are integrated into PD cycles, including PLC’s.
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$0
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No Contribution
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Data-Driven Continuous Improvement:
Progress Monitoring
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Develop clear systems for gathering, monitoring and reporting on ELA, Math and other core academic areas.
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$0
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No Contribution
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2.4
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Comprehensive Curriculum:
ELA ( Pilot Year 1)
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Purchase, adopt, and implement research based, standards aligned, culturally relevant curriculum in all content areas for 3-8
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$20,957
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Lottery, Instructional Materials
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Comprehensive Curriculum:
Newcomer Support
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Purchase, adopt, and implement research based, standards aligned, culturally relevant curriculum in all content areas for 3-8
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“See Above”
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Lottery, Instructional Materials
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2.5
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Instructional Coach
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Instructional Coach: Support and guide professional learning, coaching and data monitoring for all teachers specifically focused on literacy.
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*Cost associated with this action can be found in Goal 1, Action 1.6
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2.6
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Classified Salaries SSC'S
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Instructional and Social-Emotional Support for students in grades TK-8.
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* Cost associated with this goal can be found in action 1.7
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2.7
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Aligned Schedules
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Align master schedule and prep schedule to ensure students have access to a broad course of study
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Goal 3 Whole Child: Healthy, Safe, Challenged and Supported Students
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Goal #
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Description
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3
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Whole Child: Healthy, Safe, Challenged and Supported Students
A. Students Attend School Everyday
B. Students and Families are Connected and Have a Sense of Belonging
C. Schools are inclusive all students and staff
D. Students have access to clean facilities
E. Students have access to nutritious meals
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State Priorities addressed by this goal.
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An explanation of why the LEA has developed this goal:
Measuring and Reporting Results
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Metric #
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Metric
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Baseline
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Year 1 Outcome
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Year 2 Outcome
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Target for Year 3 Outcome
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Current Difference from Baseline
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3.1
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Reduce Chronic Absenteeism
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32%
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25%
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20%
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17%
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-15%
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3.2
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Increase the average daily attendance rate
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93%
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94%
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95%
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96%
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+3%
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3.3
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Increase % of of students in Middle School reporting feelings connectedness
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51%
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65%
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75%
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85%
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+34%
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3.4
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Increase % of families reporting feelings connectedness
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TBD
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TBD
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TBD
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TBD
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TBD
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3.5
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Increase % of opportunities for meaningful family involvement
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TBD
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TBD
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TBD
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TBD
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TBD
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3.5
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Reduce number of out of school suspension rates
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4 suspensions (TK-5th grade) 25 suspensions (6-8th grade)
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3 suspensions (TK-5th grade) 20 suspensions (6-8th grade)
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2 suspensions (TK-5th grade) 15 suspensions (6-8th grade)
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1 suspensions (TK-5th grade) 10 suspensions (6-8th grade)
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-3 (TK-5)
-15 (6-8)
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3.6
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Reduce the number of expulsions
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0
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0
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0
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0
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0
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3.7
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Increase % of students reporting clean facilities
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13%
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35%
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50%
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65%
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+52%
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3.8
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SARC Priority 1:
(FIT Report)
-School Facilities are maintained in good repair
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Good
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Good
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Good
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Good
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Good
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3.9
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Increase % of students reporting eating breakfast
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46%
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56%
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65%
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75%
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+29%
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Actions
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Action #
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Title
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Description
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Total Funds
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Contributing
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3.1
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Full Service Community School: Community Partnerships
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Build and collaborate with local partnerships to offer comprehensive whole child/whole family services focusing on positive physical, mental, and emotional health outcomes.
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$0
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No
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Full Service Community School:Parent Engagement
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Implement 3 family engagements that are focused on academic achievement (Ex. Literacy night, Science fair, math night)
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$30,000
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Grant Funded
(CEI Grant)
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Full Service Community School: Parent and Student Voice and Choice
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Increase opportunities for shared power and voice through surveys, parent and community committees, task force and other engagement events. (CHKS, LCAP, Budget Advisory, DELAC, DPAC, Coffee with the Superintendent)
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$0
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No
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Full Service Community School: Intercession and Extended Learning
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Operate Extended Learning Programming everyday afterschool until 6pm
Deliver 30 days of extracurricular programming during the Spring and Winter recesses for unduplicated students and provide Summer learning and intervention opportunities for students TK-6
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$389,108
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Grant Funded
(ASES/ELOP)
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Full Service Community School: Improve Your Tomorrow
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Partner with Improve Your Tomorrow to increase academic success rates and high school readiness skill building for Young Men of Color, grades 6-8.
Funding will provide one 1.0 Program Director and a .5 Mentor fellow to support push in, pull out and extended day intervention.
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$62,500
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Grant Funded
(CCSPP)
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3.2
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Food Services: Conscious Kitchen
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Provide a healthy and nutritious meal program, accessible to every student TK-8, locally grown, fully organic and freshly prepared each day.
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$213,172
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Unrestricted General Fund Contribution
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3.3
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Enrichment:
Garden Program
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Operate two fully functional garden programs with curriculum for in school student enrichment, community commerce and service opportunities
MCCT to fund an instructor
Rise Up 94965! to fund an instructor
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$60,000
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Grant Funded
(Rise Up and MCCT)
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Enrichment:
Art
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Increase student opportunities through art instruction and integration.
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$250,244
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Unrestricted General Fund + Prop 28
(2 Art Teachers, 1.0 MS and .50 Elementary)
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Enrichment:
Music
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Increase student opportunities through music instruction and integration.
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$40,000
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Grant Funded
(Rise Up and Arts +)
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Enrichment:
Field Trips
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Provide a robust list of relevant, outcomes based field trip options to enhance and reinforce classroom instruction for students TK-8
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$
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Unrestricted General Fund
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3.4
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Student Health: SEL Curriculum
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Implement the identified curriculums with fidelity and integrate the SEL skills throughout the academic content.
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$16,152
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County Grant
(Kelvin, Wayfinder)
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Student Health:
Universal Health Screenings
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Identify and host regular universal health screenings for students and families including dental, STI, vision, hearing and mental health screenings.
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$0
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No Contribution
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Student Health: Mental Health and Wellbeing
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Marin Health and Human Services will provide funding to place one fully licensed social worker and one social work intern in our school. The fully licensed social worker will provide supervision for the social work Intern.
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$341,076
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County Grant
(Health and Human Services)
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3.5
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Multi-Tiered Systems of Support: MTSS Structures
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Implement whole school systems that include PBIS, COST, and 6-week culture/climate plan.
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$0
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No Contribution
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Multi-Tiered Systems of Support: Attendance
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Utilize staff, teachers, community providers and data resources to track, maintain and support positive attendance intervention strategies.
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$0
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No Contribution
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3.6
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District and school communication
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Increase utilization of two-way communication tools and one-way communication to increase parent and community engagement.
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$4,100
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Unrestricted General Fund
(Parent Square)
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3.7
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Classified Salaries SSC'S
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Instructional and Social-Emotional Support for students in grades TK-8.
*Cost associated with this goal can be found in action 1.7
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*Cost associated with this goal can be found in action 1.7
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Goal 4 Elimination of Disproportionalities
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Goal #
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Description
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4
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Elimination of Disproportionalities
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State Priorities addressed by this goal.
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An explanation of why the LEA has developed this goal: The LEA has established the goal of Eliminating Disproportionalities to support Black, Latinx, English Language Learner, and students with disabilities in increasing scores on MAP and CAASPP tests, and increasing reclassification rates.
Measuring and Reporting Results
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Metric #
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Metric
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Baseline
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Year 1 Outcome
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Year 2 Outcome
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Target for Year 3 Outcome
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Current Difference from Baseline
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4.1
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MAP Growth:
Increase % of African American Students Grades 1-8 scoring high average/high in reading and Math
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ELA: 20%
Math:13%
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ELA: 25%
Math: 20%
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ELA: 30%
Math: 25%
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ELA: 35%
Math: 30%
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+15%
+17%
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4.2
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MAP Growth:
Decrease % of African American Students Grades 1-8 scoring in red percentile band in reading and Math
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ELA: 32%
Math: 47%
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ELA: 29%
Math: 40%
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ELA: 24%
Math: 35%
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ELA: 20%
Math: 30%
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-12%
-17%
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4.3
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MAP Growth:
Increase % of Latinx Students Grades 1-8 scoring high average/high in reading and Math
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ELA: 27%
Math: 14%
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ELA: 30%
Math: 19%
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ELA: 35%
Math: 24%
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ELA: 40%
Math: 30%
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+13%
+16%
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4.4
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MAP Growth:
Decrease % of Latinx Students Grades 1-8 scoring in red percentile band in reading and Math
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ELA: 17%
Math: 30%
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ELA: 15%
Math: 25%
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ELA: 12%
Math: 20%
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ELA: 10%
Math: 15%
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-7%
-15%
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4.5
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CAASPP: Increase average distance from standard on SBAC, African American Students grades 3-8 in ELA and Math
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ELA: -72.9
Math: -109.1
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ELA: -70
Math: -107
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ELA: -68
Math: -104
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ELA: -66
Math: -100
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+6.9
+9.1
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4.6
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CAASPP: Increase average distance from standard on SBAC, Latinx Students grades 3-8 in ELA and Math
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ELA: -27.5
Math: -54.4
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ELA: -25
Math: -50
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ELA: -23
Math: -46
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ELA: -20
Math: -40
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+7.5
+14.4
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4.7
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CAASPP: Increase average distance from standard on SBAC, English Learner (EL) Students grades 3-8 in ELA and Math
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ELA: -33.8
Math: -53.2
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ELA: -30
Math: -50
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ELA: -26
Math: -45
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ELA: -20
Math: -40
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+13.8
+13.2
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4.8
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CAASPP: Increase average distance from standard on SBAC, SPED Students grades 3-8 in ELA and Math
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ELA: -88
Math: -113.3
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ELA: -85
Math: -110
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ELA: -82
Math: -105
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ELA: -78
Math: -100
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+10
+13.3
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4.9
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Increase the English Learner (EL) Reclassification Rate
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TBD
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TBD
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TBD
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TBD
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TBD
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4.10
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Increase % of English learner pupils who make progress towards English proficiency; or any subsequent assessment of English proficiency, as certificated by the state board.
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60.4% making progress towards English language proficiency
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65%
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70%
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75%
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+15%
|
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4.11
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Increase % of on-going structures for
meaningful family partnership with targeted populations (students w/IEPs, Black & Latino students)
|
TBD
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TBD
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TBD
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TBD
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TBD
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Actions
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Action #
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Title
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Description
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Total Funds
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Contributing
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4.1
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Professional Development:
Special Education-Inclusion
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Provide inclusion PD and coaching for teachers to support students with disabilities to include practices and curriculum modification. Ensure quality education and support services for students with special needs. Train general education teachers on differentiated instruction to fulfill individualized education programs (IEP) and 504 accommodations.
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$24,000
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Unrestricted General Fund contribution, SPED
(Contract)
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Professional Development: Special Education-Compliance
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Provide students with disabilities with the support and accommodations they need to reach their academic goals as identified in their Individual Education Plan (IEP).
|
$0
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No Contribution
|
|
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Professional Development:
ELD Support
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Integrate and designated ELD into all content areas, focused on skills students need to engage in core content. Ensure at least 30 minutes daily of ELD in all classrooms.
|
$0
|
No Contribution
|
|
|
Professional Development:
Differentiated Professional Learning
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Staff and leaders engage in personalized professional learning that is differentiated based on individual needs and skills, aligned with their identified growth goals, and leverages the expertise of SMCSD staff.
|
$0
|
No Contribution
|
|
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Professional Development: Equity focused pedagogical training and coaching
|
Staff receive professional development, support, and feedback on equity focused practices, implicit bias, antiracist and culturally relevant pedagogy.
|
$0
|
No Contribution
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|
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4.2
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Multi-Tiered Systems of Support:
Integrated Support Framework
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Tier 1 Differentiated Instruction and Tier 2 & Tier 3 Interventions based on data in a school wide model that includes timely screening and referral with continuous monitoring for ELA and Math. (pull-out intervention, 1-1 tutoring, learning center)
|
$300,000
|
Grant Funded
(Bridge the Gap)
|
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4.3
|
Data-Driven Continuous Improvement
|
Teachers will have access to COST referral type, attendance, suspension, interventions, CHKS data, assessments results through Aeries or a data dashboard.
|
$4,550
|
Unrestricted General Fund
(Salesforce and ION, Total $15,100)
|
|
4.4
|
Professional Learning Communities: Protected PLC time
|
Protected weekly time for teachers to engage in collaborative grade level learning teams to develop 12-week cycles of inquiry based on data and aligned to identified common agreements
|
$0
|
No Contribution
|
|
4.5
|
Instructional Coach
|
Instructional Coach: Support and guide professional learning, coaching and data monitoring for all teachers specifically focused on literacy.
|
*Costs associated in Goal 1, Action 1.6
|
Goal 5 Our Staff are High-Quality, supported and stable
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Goal #
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Description
|
|
5
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Our Staff are High-Quality, supported and stable.
A. Staff report overall wellness and satisfaction
B. Attract and retain diverse staff
C. Support Professional Development of all staff
D. Provide mentoring, coaching, and other supports to develop and retain staff
|
State Priorities addressed by this goal.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
An explanation of why the LEA has developed this goal:
Measuring and Reporting Results
|
Metric #
|
Metric
|
Baseline
|
Year 1 Outcome
24-25
|
Year 2 Outcome
25-26
|
Target for Year 3 Outcome
26-27
|
Current Difference from Baseline
|
|
5.1
|
Increase % of Staff who feel connectedness
(CHKS)
|
TBd
Classified:
Certificated:
|
TBD
|
TBD
|
85%
|
TBD
|
|
5.2
|
Increase % of staff who are satisfied with PD
|
TBD
Classified:
Certificated:
|
TBD
|
TBD
|
85%
|
TBD
|
|
5.3
|
Increase % of staff who feel PD has increased their effectiveness
|
TBD
Classified:
Certificated:
|
TBD
|
TBD
|
85%
|
TBD
|
|
5.4
|
Increase % staff who are satisfied with District Operations
|
TBD
Classified:
Certificated:
|
TBD
|
TBD
|
85%
|
TBD
|
|
5.5
|
Increase % of staff who are reflective of our rich diversity
|
Students: 73.3%
Classified:
Certificated:
|
TBD
|
TBD
|
TBD
|
TBD
|
|
5.6
|
Increase % staff retention
|
Classified: 1
Certificated: 5
|
TBD
|
TBD
|
Classified: 0
Certificated: 2
|
TBD
|
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5.7
|
SARC- Priority 1
Degree to which
teachers are
appropriately
assigned and fully credentialed in the subject
area and for
the pupils they are teaching;
|
68.81%
District Percent
State Percent:
83.12%
|
100%
|
100%
|
100%
|
+31%
|
|
|
|
|
|
|
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Action #
|
Title
|
Description
|
Total Funds
|
Contributing
|
|
5.1
|
Teacher Retention
|
Increase teacher retention and teachers of color through CAL Teach
|
$250,000
|
Cal State Teach Grant
|
|
Teacher Retention
|
BITSA Support for new teachers through county office of education
|
$7500
|
Unrestricted General Fund (Per Mentor)
|
|
|
5.2
|
Teacher Wellness
|
Increase teacher participation and agency in district wide systems so they feel empowered and apart of the team (ILT, Committees, PL Planning)
|
$0
|
No contribution
|
|
Teacher Wellness
|
Sunshine Committee to celebrate birthdays, holidays, and staff recognition (Teacher Appreciation Week)
|
$5,000
|
Unrestricted General Fund
|
|
|
5.3
|
Professional Development
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Provide opportunities for unions to meet with Sup 1x per month
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$0
|
No contribution
|
|
Professional Development
|
Teachers provide weekly, monthly, quarterly surveys regarding PD and overall satisfaction.
|
$0
|
No contribution
|
Local control and Accountability Plan Documents
Local control and Accountability Plan Documents
Local control and Accountability Plan Documents
