LCFF Budget Overview for Parents

School districts receive funding from different sources: state funds under the Local Control Funding Formula (LCFF),  other state funds, local funds, and federal funds. LCFF funds include a base level of funding for all LEAs and extra  funding - called "supplemental and concentration" grants - to LEAs based on the enrollment of high needs students  (Foster Youth, English learners, and low-income students).

Budget Overview for the 2026-27 School Year

This chart shows the total general purpose revenue Montecito Union School District expects to receive in the coming  year from all sources.

The text description for the above chart is as follows: The total revenue projected for Montecito Union School District is  $21,318,627, of which $20,002,148 is Local Control Funding Formula (LCFF), $938,593 is other state funds, $324,585  is local funds, and $53,301 is federal funds. Of the $20,002,148 in LCFF Funds, $60,896 is generated based on the  enrollment of high needs students (Foster Youth, English learner, and low-income students).

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LCFF Budget Overview for Parents

The LCFF gives school districts more flexibility in deciding how to use state funds. In exchange, school districts must  work with parents, educators, students, and the community to develop a Local Control and Accountability Plan (LCAP)  that shows how they will use these funds to serve students.

This chart provides a quick summary of how much Montecito Union School District plans to spend for 2026-27. It  shows how much of the total is tied to planned actions and services in the LCAP.

The text description of the above chart is as follows: Montecito Union School District plans to spend $20,465,783 for  the 2026-27 school year. Of that amount, $547,040 is tied to actions/services in the LCAP and $19,918,743 is not  included in the LCAP. The budgeted expenditures that are not included in the LCAP will be used for the following:

The Expenses not included in the LCAP are for costs related to instruction, including instructional materials, Special  Education, staff salaries and benefits, general facilities upkeep, repairs, and utilities costs.  

Increased or Improved Services for High Needs Students in the LCAP for the 2026-27  School Year 

In 2026-27, Montecito Union School District is projecting it will receive $60,896 based on the enrollment of Foster  Youth, English learner, and low-income students. Montecito Union School District must describe how it intends to  increase or improve services for high needs students in the LCAP. Montecito Union School District plans to spend  $116,542 towards meeting this requirement, as described in the LCAP.

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LCFF Budget Overview for Parents

Update on Increased or Improved Services for High Needs Students in 2025-26 This chart compares what Montecito Union School District budgeted last year in the LCAP for actions and services  that contribute to increasing or improving services for high needs students with what Montecito Union School District  

estimates it has spent on actions and services that contribute to increasing or improving services for high needs  students in the current year.

The text description of the above chart is as follows: In 2025-26, Montecito Union School District's LCAP budgeted  $110,353 for planned actions to increase or improve services for high needs students. Montecito Union School District  actually spent $110,353 for actions to increase or improve services for high needs students in 2025-26.

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Local Control and Accountability Plan

The instructions for completing the Local Control and Accountability Plan (LCAP) follow the template.

Plan Summary [2026-27]

General Information

A description of the LEA, its schools, and its students in grades transitional kindergarten–12, as applicable to the LEA. LEAs may also provide  information about their strategic plan, vision, etc.

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We are guided by our Core Beliefs:

1. We commit to creating a school community in which each student is known and nurtured in an atmosphere of physical and emotional  safety, as well as trust and respect.

2. We believe in seeking joy, wonder, and the love of learning.

3. We commit to providing a comprehensive experience that allows our students to reach their highest potential academically, artistically,  athletically, and socially.

4. We believe collaboration among the community, parents, the school board, administration, and staff leads to decisions that are made in  the best interest of our students. “Together we are better.”

5. We believe all students, employees and volunteers can meet high standards of excellence.

6. We commit to researching, developing, and applying best practices in order to continually improve all aspects of MUS. 7. We believe educators are learners who model and nurture intellectual curiosity and rigor, and interdisciplinary and collaborative inquiry. 8. We commit to designing and delivering a relevant, rigorous, and integrated curriculum that engages students in critical and creative  thinking, and allows them to be inquirers and problem solvers.

9. We commit to teaching character attributes such as leadership, kindness, respect, persistence, integrity, courage, and empathy through  example, digital citizenship, purposeful instruction, and meaningful application.

10. We believe service to others is an essential component of Montecito Union School and the greater community. 11. We commit to developing the dispositions of personal responsibility and accountability for our learning community. 12. We commit to modeling and promoting environmental stewardship.

At Montecito Union School, we believe in shared leadership, and much of our best thinking is done through committees and teams. These  teams and committees change over time as the needs of our district change. Recent committees include: Safety, Character, Literacy, Math  Adoption, Facilities, Teaching and Learning Collaborative, Strategic Initiatives Steering Committee, Project Connect (focused on the following  mission: Strengthen our systems, structures, and practices to improve overall outcomes for students with special education, emotional,  and/or neurodiverse needs by improving communication, collaboration, understanding, and trust between tier 1, tier 2, and tier 3 educators),  and Curriculum Council. These Committees include a broad range of perspectives and stakeholders and often include teachers, classified  staff members, parents, Board Members, and community members. These teams and committees provide feedback on our LCAP goals and  progress. Whereas the Strategic Plan and Local Control Accountability Plan provides the “what and why” of our work, the work of these  committees and teams provides the “how.” Montecito Union School has school-wide professional learning community (PLC) meetings led by  the principal and other school leaders. In these collaborative sessions, teachers engage in professional growth opportunities and carry out  work related to the Strategic Initiatives, the Local Control Accountability Plan, and specific action steps delineated by committees and other  teams. The work continues in robust grade-level professional learning committees that meet weekly and are attended by the principal. This  year, literacy has been our main focus for professional development, and much of our committee work was dedicated to the improvement of  literacy achievement.

Parent participation is widely encouraged in a variety of ways. Every year, two comprehensive surveys are sent to parents about a wide  range of topics. This informs our Local Control Accountability Plan as well as our Strategic Plan. Parents also attend and participate in  committees, board meetings, performances, parent education and support classes, and Superintendent Coffees that take place monthly.

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The Montecito Union School Foundation (MUSF) serves as our parent teacher organization. While MUSF meetings are open to all families,  the MUSF Board serves as our LCAP Advisory Committee.

Our staff has been and continues to be, extensively trained in the tenets of Visible Thinking. Visible Thinking is a flexible and systematic  research-based approach to integrating the development of students' thinking with content learning across subject matters. An extensive and  adaptable collection of practices, Visible Thinking has a double goal: on the one hand, to cultivate students' thinking skills and dispositions,  and on the other, to deepen content learning. By thinking dispositions, we mean curiosity, concern for truth and understanding, a creative  mindset, not just being skilled, but also alert to thinking and learning opportunities and eager to take them on. When you walk into any of our  classrooms, expect to see students being asked: Why? What makes you say that? Tell me more! Students are regularly asked to provide  evidence for their answers, to engage in dialogue with each other, to connect to each other’s thinking, to think deeply and abstractly, and to  apply their understanding to novel situations. Throughlines help students make connections from facts, details, and formulas to patterns,  trends, and ideas. We firmly believe that teaching students to think will empower them on high-stakes tests as well as in their future studies  and careers.

Encompassing each academic area is our school-wide focus on implementing Costa and Kallick's 16 Habits of Mind. We were fortunate to  be one of a handful of schools in the United States named as an International Habits of Mind School of Excellence. Art Costa and Bena  Kallick have spent numerous days working with our staff and community so that we can better develop those mental qualities, attitudes, and  dispositions that all students need to be successful, such as demonstrating persistence, flexibility, empathy and more. Teachers weave  instruction in the Habits of Mind throughout all areas, such as identifying traits of historical figures or literary characters, seeing connections  between persistent or flexible animals in science, or noting the importance of striving for accuracy in mathematics. The Habits of Mind serve  as a framework for student character development. Proactive dialogue circles (Mustang Meetings) are utilized routinely in all classrooms as a  vehicle for building Habits such as listening with empathy, thinking about thinking, managing impulsivity, thinking and communicating with  clarity, thinking interdependently, and metacognition. Dialogue circles can be utilized for daily check-ins, establishing class norms,  celebrating successes, and exploring solutions to ongoing conflicts and complex problems. This classroom routine supports students with  vocalizing their needs and supporting others’ needs in an effort to maintain a positive, safe, and productive school community. When conflict  arises, administrators are trained in using dialogue circles as a vehicle for resolving issues. Staff members utilize dialogue circles in staff  meetings and PLCs to establish common needs and explore potential conflicts. This serves as a model for students about our core values  with respect to ongoing relationship building and conflict resolution. Over the course of a student’s tenure at MUS, they will learn that the  Habits of Mind help develop the grit and persistence necessary for lifelong success in a world where content knowledge is vast, fast, and  fleeting. The circle structure becomes a key component in managing conflict.

The school utilizes restorative approaches for managing student misbehavior. This high-accountability, high-support system focuses energy  on students identifying the impacts of their behavior and strategies for helping to mitigate these impacts. In addition to Mustang Meetings,  mindfulness practices are embedded into the classroom and into recess to give students skills to slow down, better manage impulsivity, and  increase focus and attention. At MUS, we see recess as an important element in students' social-emotional development. To support this  development, daily pathways exist to allow students to explore service-learning opportunities, play sports, and participate in STEAM-based  activities. These pathways provide structure to the recess and allow students to form new relationships around common interests.

Behind the scenes, much is happening to solidify and expand upon teachers’ professional development. The staff meets in grade-level  teams weekly to develop common throughlines, activities, and assessments. They analyze students' work together and talk about their

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practice in order to grow professionally. The entire staff collaborates three times a month as well, practicing thinking routines, developing  common expectations, engaging in action research and book studies, and attacking “big picture” issues in teaching and learning. In addition,  each staff member has access to significant professional development dollars to use at their discretion with the approval of a leadership  committee, allowing for our teachers to explore areas of particular interest and need outside of our larger school initiatives. As stated  previously, literacy has been our key focus for professional development this year. Small class sizes are a part of our success, and the  Board asks for classes to maintain a school-wide average of 18 students per class or fewer. This year, we have an average of approximately  16.4 students per class. We have instructional assistants in each classroom help us ensure that we provide each of our students with the  time and attention he or she needs, and these diligent staff members are also given opportunities for professional development throughout  the year.

The school implements and continuously refines an organized and articulated set of common benchmark assessments to help us celebrate  student successes, while also enabling us to quickly identify students who are struggling. Regular child study meetings are held where a  committee of diverse stakeholders (special educators, classroom teachers, specialists, administration and parents) come together to create  individualized plans for student intervention that support achievement. In addition to a resource teacher, speech therapist, counselor, and  psychologist, we also employ reading and math specialists to provide individual or small group intervention when students are struggling to  have their needs met in the regular classroom.

In addition to our strong focus on language arts and mathematics, we also believe that our students benefit from development in the arts,  world language, and other areas. Students enjoy regular visits to our well-equipped music and art rooms, our outdoor learning area called  Nature Lab, our Science Lab, and our Innovation Lab.

Each second and third-grader is immersed in instruction with an individual violin for two years of strings study with a music specialist. In  regards to technology, each third, fourth, fifth, and sixth-grader is assigned an Apple laptop for composition, research, and presentations,  while TK-2 students are each assigned an iPad. We have a balanced view of technology, wanting students to be adept at technology but  also valuing human interaction wanting to think carefully about screen time in the school. Our art teachers display the students’ amazing  

works of art in our professionally designed art gallery. Our physical education teachers help support healthy living and sportsmanship  through bi-weekly outdoor sessions for each class. Our Spanish teachers work with students twice weekly, encouraging cultural awareness  and language acquisition. Our science specialist coordinates lessons in our Science Lab and our Innovation Lab with exciting equipment and  materials in addition to engaging STEAM activities to support classroom science units. A math specialist supports teachers by helping  design lessons and providing professional development, as well as providing MTSS support for students. A librarian is on hand for weekly  classroom visits and is available to help connect students to over 8,500 physical titles as well as over ten literary and research databases.  Students receive instruction in computer science, the safe use of technology, coding, robotics, multimedia, and more.

Students at Montecito Union receive an enriched education through many other activities supported generously by the MUSF. Individual  grade levels partake in residencies, bringing in experts for extended study of African drumming, movement, poetry, storytelling, primitive  living, and much more. Numerous field trips bring learning to life, helping students make connections to discussions and text in the  classroom. All of these incredible attributes of Montecito Union help us to provide our students with our vision of a global standard of  educational excellence. We prepare our students to think, to be good citizens, to appreciate and understand the arts, and ultimately to fulfill  our mission by launching inspired thinkers who positively impact the world!

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Reflections: Annual Performance

A reflection on annual performance based on a review of the California School Dashboard (Dashboard) and local data. 

Looking at the 2025 California School Dashboard, there is much to celebrate. Additionally, there are some indications that continued effort is  needed.

ACADEMIC PERFORMANCE

English Language Arts: For "all students," we are pleased with the "Blue/Highest of Five Bands" academic achievement in English Language  Arts with 106.7 points above standard. All reported statistically significant groups were also in the "Blue/Highest of Five Bands" category. No  performance color was reported for the following student groups as there were not enough students in the category to report the data  publicly: African American, English learners, Hispanic, homeless, two or more races, scoioeconomically disadvantaged, and students with  disabilities.

Mathematics: For "all students," we are pleased with the "Blue/Highest of Five Bands" academic achievement in Mathematics with 94.9  points above standard. All reported statistically significant groups were also in the "Blue/Highest of Five Bands" category. No performance  color was reported for the following student groups as there were not enough students in the category to report the data publicly: African  American, English learners, Hispanic, homeless, two or more races, scoioeconomically disadvantaged, and students with disabilities.

English Learner Progress: We have a small number of English learners with seven students, so, as indicated above, they did not receive a  performance color on the academic standards. 100% of our students were rated to have maintained their ELPI level of 1, 2L, 2H, 3L, or 3H.  We will continue to support these learners, helping them progress in their English language acquisition.

Implementation of Academic Standards: We are pleased to have met the standard for the implementation of state academic standards.

ACADEMIC ENGAGEMENT

Chronic Absenteeism: The Dashboard shows that for "all students" the chronic absenteeism rate was 7.4%. While this is significantly better  than the California state average of 17.1%, we were rated as "Orange/Fourth Highest of Five Bands" largely because our chronic  absenteeism increased by 0.7%. Two student groups performed at the "Blue/Highest of Five Bands" level for chronic absenteeism: Hispanic  and two or more races. Two student groups performed at the "Orange/Fourth Highest of Five Bands" level: students with disabilities and  white. Four student groups did not receive a performance color as they are present in numbers not high enough for public reporting: African  American, English learners, homeless, socioeconomically disadvantaged.

While chronic absenteeism does not appear to be influencing student performance, this is an area for growth.

One reason for the change is the increase in expectations for students to receive credit for independent study. When the state raised the  requirements, we found significant decrease in the number of families who chose to pursue independent study and a significant decrease in  the students that completed the required work for independent study. Moving forward, we will modify our actions to include referral of  families to the South Santa Barbara County School Attendance Team as needed to further support them in reaching attendance goals.

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Particular analysis and attention will be paid to the student subgroups rated "Orange/Fourth Highest of Five Bands." Please see the analysis  of Goal 2 for more information.

Access to a Broad Course of Study: we are pleased to have met this standard. All our students have access to 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.

CONDITIONS AND CLIMATE

Suspension Rate: The Dashboard shows that for "all students" the suspension rate was that 1.2% of students were suspended for at least  one day. While this is less than half the average rate of the state at 2.9%, we were given an "Orange/Fourth Highest of Five Bands" largely  because our suspension rate increased by 1.2% (from 0% to 1.2%). Two student groups performed at the "Blue/Highest of Five Bands" level  for suspension rate: Hispanic, two or more races, and students with disabilities. One student group performed at the "Orange/Fourth Highest  of Five Bands" level: white. Four student groups did not receive a performance color as they are present in numbers not high enough for  public reporting: African American, English learners, homeless, socioeconomically disadvantaged.

With such a small pupil number in our district, even small changes can sometimes lead to statistically significant percentage changes, and  this is especially true in this case. We use suspensions rarely, and do not feel any changes to our actions are appropriate at this time,  especially as our overall rate is so low. That said, we will monitor this closely and continue to pursue the actions of conditions and climate  described in our LCAP. If this rate rises again, we will make changes to our existing actions or create new actions, but after an analysis of  this issue we have chosen not to make changes to actions at this time.

Basics: Teachers, Instructional Materials, Facilities. We are pleased to have met this standard. 96.8% of our teachers are rated clear  (compared to a state average of 82.5% and a county average of 83.6%); all of our students have access to curriculum-aligned instructional  materials; our school facilities are safe, clean, and functional as shown by our yearly facilities assessment tool.

Parent and Family Engagement. We are pleased to have met this standard. We build strong relationships between school staff and families  as evidenced by our comprehensive yearly surveys and attendance at events throughout the year. We build partnerships for student  outcomes as evidenced by the high participation rates at conferences. We seek input for our decision making during Superintendent  Coffees, during Board Meeting, and during Montecito Union School Foundation Meetings.

Local Climate Survey. We have met this standard according our our yearly comprehensive surveys.

INFORMATIONAL PURPOSES

Science: For "all students," we are pleased with the "Blue/Highest of Five Bands" academic achievement in Science with 26.3 points above  standard. One student groups performed at the "Blue/Highest of Five Bands" level for suspension rate: white. No other student groups were  reported as the numbers of students were too low.

English Language Arts Growth: For "all students" we are pleased to have demonstrated "Exceptional Growth/Highest of Five Categories." All  reported student groups were either in the "Exceptional Growth/Highest of Five Category" or the "Accelerated/Second Highest of Five Groups  Category."

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Reflections: Technical Assistance

As applicable, a summary of the work underway as part of technical assistance. 

Comprehensive Support and Improvement

An LEA with a school or schools eligible for comprehensive support and improvement must respond to the following prompts. Schools Identified

A list of the schools in the LEA that are eligible for comprehensive support and improvement. 

Support for Identified Schools

A description of how the LEA has or will support its eligible schools in developing comprehensive support and improvement plans. 

Monitoring and Evaluating Effectiveness

A description of how the LEA will monitor and evaluate the plan to support student and school improvement.

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Engaging Educational Partners

A summary of the process used to engage educational partners in the development of the LCAP. 

School districts and county offices of education must, at a minimum, consult with teachers, principals, administrators, other school personnel,  local bargaining units, parents, and students in the development of the LCAP. 

Charter schools must, at a minimum, consult with teachers, principals, administrators, other school personnel, parents, and students in the  development of the LCAP. 

An LEA receiving Equity Multiplier funds must also consult with educational partners at schools generating Equity Multiplier funds in the  development of the LCAP, specifically, in the development of the required focus goal for each applicable school. 

A description of how the adopted LCAP was influenced by the feedback provided by educational partners.

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monthly from September, 2023 to June 2024. Every month, the superintendent gave a report on progress made towards goals and possible  direction for future goals. LCAP Advisory Committee/MUSF Board Members were encouraged to give feedback and ask questions. While  every meeting included opportunities for parents and LCAP Advisory Committee Members to ask questions and give feedback, LCAP was  discussed particularly February-April of 2024. As a direct result of this engagement, Goal 3, Action 2 was created to emphasize safety. That  action now reads: "Administrators will maintain the quality of the facilities, with special emphasis on the safety and security of the school." In  addition, parents of special needs learners expressed agreement in including the maintenance of our inclusionary practices in Goal 1, Action  6: "Inclusive opportunities will continue for all students to benefit from standards-based instruction for individual achievement in both ELA and  Math." Finally, parents of English learners agreed with our inclusion of Goal 1, Action 3: In collaboration with administrators, teachers will  provide effective direct instruction and appropriate materials to English learners."

In the month of February, 2024, the Executive Director of the Santa Barbara County SELPA and special educator administrators from the  Santa Barbara County Education Office (SBCEO) were given the opportunity to read and review the draft LCAP goals, actions, and metrics.  They gave feedback and asked questions. As a direct result of this engagement, 1) "SBCEO" was added to Goal 1, Action 2, which now  reads: "In collaboration with teachers, Santa Barbara County Education Office (SBCEO) administrators, and service providers, administrators  will provide aligned, appropriate, effective materials and instruction to all students. This includes effective classroom instruction and Tier 2  intervention." 2) "SBCEO" was added to Goal 1, Action 5, which now reads: In collaboration with administrators, Santa Barbara County  Education Office (SBCEO) administrators, and service providers, teachers and other service providers will implement effective strategies to  support students who are not yet on grade level in the areas of English Language Arts and Mathematics." and 3) Goal 1, Action 6 was  created, which reads: Action 6: Inclusive opportunities will continue for all students to benefit from standards-based instruction for individual  achievement in both ELA and Math."

Students gave input in a variety of ways. This includes Mustang Meetings, interviews with students, discussion circles, conversations with  groups of 6th graders around activism, student-led initiatives, and various polls and surveys throughout the year. As a direct result of this  engagement, it was determined that Tier 2 intervention was helpful to many students. This led to further support for Goal 1, Action 2, which  reads: "In collaboration with teachers, Santa Barbara County Education Office (SBCEO) administrators, and service providers, administrators  will provide aligned, appropriate, effective materials and instruction to all students. This includes effective classroom instruction and Tier 2  intervention."

The following MUSD Board Meetings featured LCAP on the agenda:

January 16, 2024: Training shared and a theory of action was presented. Comments welcomed.

February 20, 2024: Mid-Year LCAP Update/Annual Update to the 2023–24 LCAP and Budget Overview for Parents. Comments welcomed. March 14, 2024 Local Control Accountability Plan: Draft Goals and Action Steps presented. Comments welcomed. April 16, 2024 Local Control Accountability Plan: Draft Goals, Action Steps, and Metrics presented. Comments welcomed. May 21, 2024 Full Draft presented. Comments welcomed.

(scheduled) June 4, 2024 Public Hearing. Comments welcomed.

(scheduled) June 11, 2024 Final Approval

Staff members, parents, family members, and members of the public attended these meetings and gave comments.

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The Montecito Teachers' Association (MTA) gave feedback during monthly meetings between MTA leaders and school administrators from  September, 2025-June 2026. They had the ability to ask questions and give feedback during live meetings, and also had access to a  document from January 2026-May 2026 with the draft goals, metrics, and actions. As a direct result of this engagement, it was determined  that the current goals, actions, and metrics were successful and should continue.

Parents gave input in a variety of ways. They were able to attend Superintendent Coffees monthly from August, 2025 to June, 2026 where  they were able to give feedback about the direction of the school as well as draft LCAP goals. Parents were invited to and attended Board  Office Hours monthly from August, 2025 to June 2026 where they were able to talk directly with one or two Montecito Union School District  (MUSD) Board Members about progress on current goals and possible future directions. Parents also attended MUSD Board Meetings  

monthly from August 2025 to June 2026. As a direct result of this engagement, it was determined that the current goals, actions, and metrics  were successful and should continue.

The LCAP Advisory Committee was made up of the Board Members of the Montecito Union School Foundation (MUSF) and included  parents, staff members, parents with students who have special needs, and parents with students who are English learners. MUSF meets  monthly from September 2025 to June 2026. Every month, the superintendent gave a report on progress made towards goals and possible  direction for future goals. LCAP Advisory Committee/MUSF Board Members were encouraged to give feedback and ask questions. While  every meeting included opportunities for parents and LCAP Advisory Committee Members to ask questions and give feedback, LCAP was  discussed particularly February-May of 2026. As a direct result of this engagement, it was determined that the current goals, actions, and  metrics were successful and should continue.

In the month of May, 2026, the Executive Director of the Santa Barbara County SELPA and special educator administrators from the Santa  Barbara County Education Office (SBCEO) were given the opportunity to read and review the draft LCAP goals, actions, and metrics. As a  direct result of this engagement, it was determined that the current goals, actions, and metrics were successful and should continue.

Students gave input in a variety of ways. This includes Mustang Meetings, interviews with students, discussion circles, conversations with  groups of 6th graders around activism, student-led initiatives, and various polls and surveys throughout the year. As a direct result of this  engagement, it was determined that the current goals, actions, and metrics were successful and should continue.

The following MUSD Board Meetings featured LCAP on the agenda:

January 20, 2026: A presentation as given regarding the eight state priorities, the draft theory of action for reviewing and updating this year's  LCAP, and the required metrics for various section. A discussion was held and comments were welcomed from Board Members, staff  members, and members of the public.

February 17, 2026: The Mid-Year LCAP Update/Annual Update to the 2024–25 LCAP and Budget Overview for Parents was presented and  approved. The 2026 Draft Goals and Metrics were presented, and comments were welcomed from Board Members, staff members, and  members of the public.

March 14, 2026: Local Control Accountability Plan: Draft Goals and Action Steps were presented again for review and discussion.  Comments were welcomed from Board Members, staff members, and members of the public.

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Goals and Actions

Goal

State Priorities addressed by this goal. 

An explanation of why the LEA has developed this goal. 

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Measuring and Reporting Results

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Goal Analysis [2025-26]

An analysis of how this goal was carried out in the previous year.

A description of overall implementation, including any substantive differences in planned actions and actual implementation of these actions,  and any relevant challenges and successes experienced with implementation. 

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An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of  Improved Services and Estimated Actual Percentages of Improved Services.

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A description of the effectiveness or ineffectiveness of the specific actions to date in making progress toward the goal. 

Action 1.1 High Quality Staff: In collaboration with teachers, administrators will attract and retain high quality teachers and staff that are  appropriately trained and credentialed for their assigned roles.

This action was effective in making progress toward the goal. Specifically, retaining our high quality teachers resulted in the continuation of  effective instruction using proven methods and materials.

Action 1.2 Effective Materials and Instruction: In collaboration with teachers, Santa Barbara County Education Office (SBCEO)  administrators, and service providers, administrators will provide aligned, appropriate, effective materials and instruction to all students. This  includes effective classroom instruction and Tier 2 intervention, meaning that the MTSS Literacy TOSA and MTSS Literacy Paraprofessional  will work with students not yet meeting standards in the area of literacy.

This action was effective in making progress toward the goal. Specifically, high quality intervention coupled with excellent classroom  instruction resulted in excellent literacy and mathematics progress, as evidenced by our local indicators, the vast majority of which were  improved from the last year, are above the baseline, and are above the expected outcome. In the minority of cases, the scores went down,  but as most scores are trending upward, we attribute that to inherent differences in student cohorts.

Action 1.3 Effective Materials and Instruction for English Learners: In collaboration with administrators, teachers will provide effective direct  instruction and appropriate materials to English learners. Approximately 0.49 full time equivalent certificated teachers will support our  English language learners.

This action was effective in making progress toward the goal. Specifically, English learners are showing excellent academic progress, as  evidenced by reports cards and local measures. As noted previously, we continued the practice from last school year of only using 0.49 FTE  in this area because the number of our English Learners has steadily declined along with our student population since the creation of this  LCAP action. With fewer students than when the action was created, less FTE is needed to accomplish the same results. That number is  now fewer than 11 students, so the number of students is not shared due to privacy concerns.

Action 1.4 Professional Development: In collaboration with teachers, administrators and outside experts will provide high quality professional  development to teachers and staff.

This action was effective in making progress toward the goal. Specifically, our high-quality professional development in literacy for teachers  and instructional assistants resulted in cohesive, systematic, and research-based instructional methods and materials. This, in turn, led to  advancement in the area of literacy, as evidenced by our local measures and report card scores.

Action 1.5 Support for Students Below Grade Level: In collaboration with administrators, Santa Barbara County Education Office (SBCEO)  administrators, and service providers, teachers and other service providers will implement effective strategies to support students who are  not yet on grade level in the areas of English Language Arts and Mathematics. Approximately 0.33 full time equivalent of our Math Specialist  will be spent to support students who are not yet on grade level in the area of mathematics.

This action was effective in making progress toward the goal. Specifically, mathematics and literacy scores continue to improve, as  evidenced by local measures and report card scores. Our methods and materials continue to improve, and the student scores are improving  right along with these efforts.

Action 1.6 Inclusive Opportunities for All Students: Inclusive opportunities will continue for all students to benefit from standards-based  instruction for individual achievement in both ELA and Math.

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A description of any changes made to the planned goal, metrics, target outcomes, or actions for the coming year that resulted from reflections  on prior practice. 

A report of the Total Estimated Actual Expenditures for last year’s actions may be found in the Annual Update Table. A report of the  Estimated Actual Percentages of Improved Services for last year’s actions may be found in the Contributing Actions Annual Update  Table.

Actions

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Goals and Actions

Goal

State Priorities addressed by this goal. 

An explanation of why the LEA has developed this goal. 

Measuring and Reporting Results

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Goal Analysis [2025-26]

An analysis of how this goal was carried out in the previous year.

A description of overall implementation, including any substantive differences in planned actions and actual implementation of these actions,  and any relevant challenges and successes experienced with implementation. 

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An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of  Improved Services and Estimated Actual Percentages of Improved Services. 

A description of the effectiveness or ineffectiveness of the specific actions to date in making progress toward the goal. 

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A description of any changes made to the planned goal, metrics, target outcomes, or actions for the coming year that resulted from reflections  on prior practice. 

A report of the Total Estimated Actual Expenditures for last year’s actions may be found in the Annual Update Table. A report of the  Estimated Actual Percentages of Improved Services for last year’s actions may be found in the Contributing Actions Annual Update  Table.

Actions

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Goals and Actions

Goal

State Priorities addressed by this goal. 

An explanation of why the LEA has developed this goal. 

Measuring and Reporting Results

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Goal Analysis [2025-26]

An analysis of how this goal was carried out in the previous year.

A description of overall implementation, including any substantive differences in planned actions and actual implementation of these actions,  and any relevant challenges and successes experienced with implementation. 

An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of  Improved Services and Estimated Actual Percentages of Improved Services. 

A description of the effectiveness or ineffectiveness of the specific actions to date in making progress toward the goal.

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A description of any changes made to the planned goal, metrics, target outcomes, or actions for the coming year that resulted from reflections  on prior practice. 

A report of the Total Estimated Actual Expenditures for last year’s actions may be found in the Annual Update Table. A report of the  Estimated Actual Percentages of Improved Services for last year’s actions may be found in the Contributing Actions Annual Update  Table.

Actions

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Increased or Improved Services for Foster Youth, English Learners, and Low Income Students [2026-27]

Required Percentage to Increase or Improve Services for the LCAP Year

The Budgeted Expenditures for Actions identified as Contributing may be found in the Contributing Actions Table.

Required Descriptions

LEA-wide and Schoolwide Actions

For each action being provided to an entire LEA or school, provide an explanation of (1) the unique identified need(s) of the unduplicated  student group(s) for whom the action is principally directed, (2) how the action is designed to address the identified need(s) and why it is being  provided on an LEA or schoolwide basis, and (3) the metric(s) used to measure the effectiveness of the action in improving outcomes for the  unduplicated student group(s).

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Limited Actions

For each action being solely provided to one or more unduplicated student group(s), provide an explanation of (1) the unique identified need(s)  of the unduplicated student group(s) being served, (2) how the action is designed to address the identified need(s), and (3) how the  effectiveness of the action in improving outcomes for the unduplicated student group(s) will be measured. 

For any limited action contributing to meeting the increased or improved services requirement that is associated with a Planned Percentage of  Improved Services in the Contributing Summary Table rather than an expenditure of LCFF funds, describe the methodology that was used to  determine the contribution of the action towards the proportional percentage, as applicable.

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Additional Concentration Grant Funding

A description of the plan for how the additional concentration grant add-on funding identified above will be used to increase the number of staff  providing direct services to students at schools that have a high concentration (above 55 percent) of foster youth, English learners, and low income students, as applicable.

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2026-27 Total Planned Expenditures Table

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2026-27 Contributing Actions Table

1. Projected  LCFF Base  Grant

2. Projected  LCFF  

Supplemental  and/or  

Concentration  Grants

3. Projected  Percentage to  Increase or  Improve  

Services for  the Coming  School Year

(2 divided by  1)

LCFF  

Carryover —  Percentage (Percentage  

from Prior  Year)

Total  

Percentage to  Increase or  Improve  

Services for  the Coming  School Year

(3 + Carryover  %)

4. Total  

Planned  

Contributing  Expenditures  (LCFF Funds)

5. Total  

Planned  

Percentage of  Improved  

Services  

(%)

Planned  

Percentage to  Increase or  Improve  

Services for  the Coming  School Year

(4 divided by  1, plus 5)

Totals by  Type

Total LCFF  Funds

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2025-26 Annual Update Table

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2025-26 Contributing Actions Annual Update Table

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2025-26 LCFF Carryover Table

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Local Control and Accountability Plan Instructions

Plan Summary

Engaging Educational Partners

Goals and Actions

Increased or Improved Services for Foster Youth, English Learners, and Low-Income Students

For additional questions or technical assistance related to the completion of the Local Control and Accountability Plan (LCAP) template, please  contact the local county office of education (COE), or the California Department of Education’s (CDE’s) Local Agency Systems Support Office,  by phone at 916-319-0809 or by email at LCFF@cde.ca.gov. 

Introduction and Instructions

The Local Control Funding Formula (LCFF) requires local educational agencies (LEAs) to engage their local educational partners in an annual  planning process to evaluate their progress within eight state priority areas encompassing all statutory metrics (COEs have 10 state priorities).  LEAs document the results of this planning process in the LCAP using the template adopted by the State Board of Education.

The LCAP development process serves three distinct, but related functions:

• Comprehensive Strategic Planning: The process of developing and annually updating the LCAP supports comprehensive strategic planning,  particularly to address and reduce disparities in opportunities and outcomes between student groups indicated by the California School Dashboard  (California Education Code [EC] Section 52064[e][1]). Strategic planning that is comprehensive connects budgetary decisions to teaching and  learning performance data. LEAs should continually evaluate the hard choices they make about the use of limited resources to meet student and  community needs to ensure opportunities and outcomes are improved for all students.

• Meaningful Engagement of Educational Partners: The LCAP development process should result in an LCAP that reflects decisions made through  meaningful engagement (EC Section 52064[e][1]). Local educational partners possess valuable perspectives and insights about an LEA's programs  and services. Effective strategic planning will incorporate these perspectives and insights in order to identify potential goals and actions to be  included in the LCAP.

• Accountability and Compliance: The LCAP serves an important accountability function because the nature of some LCAP template sections  require LEAs to show that they have complied with various requirements specified in the LCFF statutes and regulations, most notably:

o Demonstrating that LEAs are increasing or improving services for foster youth, English learners, including long-term English learners, and  low-income students in proportion to the amount of additional funding those students generate under LCFF (EC Section 52064[b][4-6]).

o Establishing goals, supported by actions and related expenditures, that address the statutory priority areas and statutory metrics (EC sections  52064[b][1] and [2]).

▪ NOTE: As specified in EC Section 62064(b)(1), the LCAP must provide a description of the annual goals, for all pupils and each  subgroup of pupils identified pursuant to EC Section 52052, to be achieved for each of the state priorities. Beginning in 2023–24, EC

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Section 52052 identifies long-term English learners as a separate and distinct pupil subgroup with a numerical significance at 15  students.

o Annually reviewing and updating the LCAP to reflect progress toward the goals (EC Section 52064[b][7]).

o Ensuring that all increases attributable to supplemental and concentration grant calculations, including concentration grant add-on funding  and/or LCFF carryover, are reflected in the LCAP (EC sections 52064[b][6], [8], and [11]).

The LCAP template, like each LEA’s final adopted LCAP, is a document, not a process. LEAs must use the template to memorialize the  outcome of their LCAP development process, which must: (a) reflect comprehensive strategic planning, particularly to address and reduce  disparities in opportunities and outcomes between student groups indicated by the California School Dashboard (Dashboard), (b) through  meaningful engagement with educational partners that (c) meets legal requirements, as reflected in the final adopted LCAP. The sections  included within the LCAP template do not and cannot reflect the full development process, just as the LCAP template itself is not intended as a  tool for engaging educational partners.

If a county superintendent of schools has jurisdiction over a single school district, the county board of education and the governing board of the  school district may adopt and file for review and approval a single LCAP consistent with the requirements in EC sections 52060, 52062, 52066,  52068, and 52070. The LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted  and actual expenditures are aligned.

The revised LCAP template for the 2024–25, 2025–26, and 2026–27 school years reflects statutory changes made through Senate Bill 114  (Committee on Budget and Fiscal Review), Chapter 48, Statutes of 2023 and Senate Bill 153, Chapter 38, Statues of 2024.

At its most basic, the adopted LCAP should attempt to distill not just what the LEA is doing for students in transitional kindergarten through  grade twelve (TK–12), but also allow educational partners to understand why, and whether those strategies are leading to improved  opportunities and outcomes for students. LEAs are strongly encouraged to use language and a level of detail in their adopted LCAPs intended  to be meaningful and accessible for the LEA’s diverse educational partners and the broader public.

In developing and finalizing the LCAP for adoption, LEAs are encouraged to keep the following overarching frame at the forefront of the  strategic planning and educational partner engagement functions:

Given present performance across the state priorities and on indicators in the Dashboard, how is the LEA using its budgetary resources  to respond to TK–12 student and community needs, and address any performance gaps, including by meeting its obligation to increase  or improve services for foster youth, English learners, and low-income students?

LEAs are encouraged to focus on a set of metrics and actions which, based on research, experience, and input gathered from educational  partners, the LEA believes will have the biggest impact on behalf of its TK–12 students.

These instructions address the requirements for each section of the LCAP but may include information about effective practices when  developing the LCAP and completing the LCAP document. Additionally, the beginning of each template section includes information  emphasizing the purpose that section serves.

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Plan Summary

Purpose

A well-developed Plan Summary section provides a meaningful context for the LCAP. This section provides information about an LEA’s  community as well as relevant information about student needs and performance. In order to present a meaningful context for the rest of the  LCAP, the content of this section should be clearly and meaningfully related to the content included throughout each subsequent section of the  LCAP.

Requirements and Instructions

General Information  

A description of the LEA, its schools, and its students in grades transitional kindergarten–12, as applicable to the LEA. LEAs may also provide  information about their strategic plan, vision, etc. 

Briefly describe the LEA, its schools, and its students in grades TK–12, as applicable to the LEA.

• For example, information about an LEA in terms of geography, enrollment, employment, the number and size of specific schools, recent community  challenges, and other such information the LEA may wish to include can enable a reader to more fully understand the LEA’s LCAP.

• LEAs may also provide information about their strategic plan, vision, etc.

• As part of this response, identify all schools within the LEA receiving Equity Multiplier funding.  

Reflections: Annual Performance  

A reflection on annual performance based on a review of the California School Dashboard (Dashboard) and local data. 

Reflect on the LEA’s annual performance on the Dashboard and local data. This may include both successes and challenges identified by the  LEA during the development process.  

LEAs are encouraged to highlight how they are addressing the identified needs of student groups, and/or schools within the LCAP as part of  this response.

As part of this response, the LEA must identify the following, which will remain unchanged during the three-year LCAP cycle: • Any school within the LEA that received the lowest performance level on one or more state indicators on the 2023 Dashboard;  

• Any student group within the LEA that received the lowest performance level on one or more state indicators on the 2023 Dashboard;  and/or  

• Any student group within a school within the LEA that received the lowest performance level on one or more state indicators on the 2023  Dashboard.

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EC Section 52064.4 requires that an LEA that has unexpended Learning Recovery Emergency Block Grant (LREBG) funds must include one or  more actions funded with LREBG funds within the 2026-27, 2026-27 and 2027-28 LCAPs, as applicable to the LEA. To implement the  requirements of EC Section 52064.4, all LEAs must do the following:

• For the 2025–26, 2026–27, and 2027–28 LCAP years, identify whether or not the LEA has unexpended LREBG funds for the applicable  LCAP year.  

o If the LEA has unexpended LREBG funds the LEA must provide the following:

▪ The goal and action number for each action that will be funded, either in whole or in part, with LREBG funds; and  ▪ An explanation of the rationale for selecting each action funded with LREBG funds. This explanation must include:  

• An explanation of how the action is aligned with the allowable uses of funds identified in EC Section 32526(c)(2);  and

• An explanation of how the action is expected to address the area(s) of need of students and schools identified in the  needs assessment required by EC Section 32526(d).

o For information related to the allowable uses of funds and the required needs assessment, please see the  Program Information tab on the LREBG Program Information web page.

• Actions may be grouped together for purposes of these explanations.  

• The LEA may provide these explanations as part of the action description rather than as part of the Reflections:  Annual Performance.

o If the LEA does not have unexpended LREBG funds, the LEA is not required to conduct the needs assessment required by EC Section 32627(d), to provide the information identified above or to include actions funded with LREBG funds within the 2026-27,  2026-27 and 2027-28 LCAPs.

Reflections: Technical Assistance  

As applicable, a summary of the work underway as part of technical assistance. 

Annually identify the reason(s) the LEA is eligible for or has requested technical assistance consistent with EC sections 47607.3, 52071,  52071.5, 52072, or 52072.5, and provide a summary of the work underway as part of receiving technical assistance. The most common form of  this technical assistance is frequently referred to as Differentiated Assistance, however this also includes LEAs that have requested technical  assistance from their COE.

• If the LEA is not eligible for or receiving technical assistance, the LEA may respond to this prompt as “Not Applicable.”

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Comprehensive Support and Improvement

An LEA with a school or schools identified for comprehensive support and improvement (CSI) under the Every Student Succeeds Act must  respond to the following prompts:

Schools Identified  

A list of the schools in the LEA that are eligible for comprehensive support and improvement. 

• Identify the schools within the LEA that have been identified for CSI.  

Support for Identified Schools  

A description of how the LEA has or will support its eligible schools in developing comprehensive support and improvement plans. 

• Describe how the LEA has or will support the identified schools in developing CSI plans that included a school-level needs assessment, evidence based interventions, and the identification of any resource inequities to be addressed through the implementation of the CSI plan.

Monitoring and Evaluating Effectiveness

A description of how the LEA will monitor and evaluate the plan to support student and school improvement. • Describe how the LEA will monitor and evaluate the implementation and effectiveness of the CSI plan to support student and school improvement.

Engaging Educational Partners

Purpose

Significant and purposeful engagement of parents, students, educators, and other educational partners, including those representing the  student groups identified by LCFF, is critical to the development of the LCAP and the budget process. Consistent with statute, such  engagement should support comprehensive strategic planning, particularly to address and reduce disparities in opportunities and outcomes  between student groups indicated by the Dashboard, accountability, and improvement across the state priorities and locally identified priorities  (EC Section 52064[e][1]). Engagement of educational partners is an ongoing, annual process.

This section is designed to reflect how the engagement of educational partners influenced the decisions reflected in the adopted LCAP. The  goal is to allow educational partners that participated in the LCAP development process and the broader public to understand how the LEA  engaged educational partners and the impact of that engagement. LEAs are encouraged to keep this goal in the forefront when completing this  section. 

Requirements

Requirements

School districts and COEs: EC Section 52060(g) and EC Section 52066(g) specify the educational partners that must be consulted when  developing the LCAP:  

• Teachers,

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• Principals,  

• Administrators,  

• Other school personnel,  

• Local bargaining units of the LEA,  

• Parents, and  

• Students

A school district or COE receiving Equity Multiplier funds must also consult with educational partners at schools generating Equity Multiplier  funds in the development of the LCAP, specifically, in the development of the required focus goal for each applicable school.  

Before adopting the LCAP, school districts and COEs must share it with the applicable committees, as identified below under Requirements and  Instructions. The superintendent is required by statute to respond in writing to the comments received from these committees. School districts  and COEs must also consult with the special education local plan area administrator(s) when developing the LCAP.  

Charter schools: EC Section 47606.5(d) requires that the following educational partners be consulted with when developing the LCAP:  

• Teachers,  

• Principals,  

• Administrators,  

• Other school personnel,  

• Parents, and  

• Students  

A charter school receiving Equity Multiplier funds must also consult with educational partners at the school generating Equity Multiplier funds  in the development of the LCAP, specifically, in the development of the required focus goal for the school.

The LCAP should also be shared with, and LEAs should request input from, schoolsite-level advisory groups, as applicable (e.g., schoolsite  councils, English Learner Advisory Councils, student advisory groups, etc.), to facilitate alignment between schoolsite and district-level goals.  Information and resources that support effective engagement, define student consultation, and provide the requirements for advisory group  composition, can be found under Resources on the CDE's LCAP webpage.

Before the governing board/body of an LEA considers the adoption of the LCAP, the LEA must meet the following legal requirements: • For school districts, see Education Code Section 52062; 

o Note: Charter schools using the LCAP as the School Plan for Student Achievement must meet the requirements of EC Section  52062(a). 

• For COEs, see Education Code Section 52068; and  

• For charter schools, see Education Code Section 47606.5.

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• NOTE: As a reminder, the superintendent of a school district or COE must respond, in writing, to comments received by the applicable  committees identified in the Education Code sections listed above. This includes the parent advisory committee and may include the  English learner parent advisory committee and, as of July 1, 2024, the student advisory committee, as applicable. 

Instructions

Respond to the prompts as follows:

A summary of the process used to engage educational partners in the development of the LCAP.

School districts and county offices of education must, at a minimum, consult with teachers, principals, administrators, other school personnel,  local bargaining units, parents, and students in the development of the LCAP.

Charter schools must, at a minimum, consult with teachers, principals, administrators, other school personnel, parents, and students in the  development of the LCAP.

An LEA receiving Equity Multiplier funds must also consult with educational partners at schools generating Equity Multiplier funds in the  development of the LCAP, specifically, in the development of the required focus goal for each applicable school.  

Complete the table as follows:

Educational Partners 

Identify the applicable educational partner(s) or group(s) that were engaged in the development of the LCAP. Process for Engagement 

Describe the engagement process used by the LEA to involve the identified educational partner(s) in the development of the LCAP. At a  minimum, the LEA must describe how it met its obligation to consult with all statutorily required educational partners, as applicable to the type of  LEA.  

• A sufficient response to this prompt must include general information about the timeline of the process and meetings or other  engagement strategies with educational partners. A response may also include information about an LEA’s philosophical approach to  engaging its educational partners.  

• An LEA receiving Equity Multiplier funds must also include a summary of how it consulted with educational partners at schools  generating Equity Multiplier funds in the development of the LCAP, specifically, in the development of the required focus goal for each  applicable school.  

A description of how the adopted LCAP was influenced by the feedback provided by educational partners. 

Describe any goals, metrics, actions, or budgeted expenditures in the LCAP that were influenced by or developed in response to the  educational partner feedback.

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• A sufficient response to this prompt will provide educational partners and the public with clear, specific information about how the  engagement process influenced the development of the LCAP. This may include a description of how the LEA prioritized requests of  educational partners within the context of the budgetary resources available or otherwise prioritized areas of focus within the LCAP.  

• An LEA receiving Equity Multiplier funds must include a description of how the consultation with educational partners at schools  generating Equity Multiplier funds influenced the development of the adopted LCAP.  

• For the purposes of this prompt, this may also include, but is not necessarily limited to:

• Inclusion of a goal or decision to pursue a Focus Goal (as described below)

• Inclusion of metrics other than the statutorily required metrics

• Determination of the target outcome on one or more metrics

• Inclusion of performance by one or more student groups in the Measuring and Reporting Results subsection • Inclusion of action(s) or a group of actions

• Elimination of action(s) or group of actions  

• Changes to the level of proposed expenditures for one or more actions

• Inclusion of action(s) as contributing to increased or improved services for unduplicated students

• Analysis of effectiveness of the specific actions to achieve the goal

• Analysis of material differences in expenditures

• Analysis of changes made to a goal for the ensuing LCAP year based on the annual update process

• Analysis of challenges or successes in the implementation of actions

Goals and Actions

Purpose

Well-developed goals will clearly communicate to educational partners what the LEA plans to accomplish, what the LEA plans to do in order to  accomplish the goal, and how the LEA will know when it has accomplished the goal. A goal statement, associated metrics and expected  outcomes, and the actions included in the goal must be in alignment. The explanation for why the LEA included a goal is an opportunity for  LEAs to clearly communicate to educational partners and the public why, among the various strengths and areas for improvement highlighted  by performance data and strategies and actions that could be pursued, the LEA decided to pursue this goal, and the related metrics, expected  outcomes, actions, and expenditures.

A well-developed goal can be focused on the performance relative to a metric or metrics for all students, a specific student group(s), narrowing  performance gaps, or implementing programs or strategies expected to impact outcomes. LEAs should assess the performance of their student  groups when developing goals and the related actions to achieve such goals.

Requirements and Instructions

LEAs should prioritize the goals, specific actions, and related expenditures included within the LCAP within one or more state priorities. LEAs  must consider performance on the state and local indicators, including their locally collected and reported data for the local indicators that are  included in the Dashboard, in determining whether and how to prioritize its goals within the LCAP. As previously stated, strategic planning that

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is comprehensive connects budgetary decisions to teaching and learning performance data. LEAs should continually evaluate the hard choices  they make about the use of limited resources to meet student and community needs to ensure opportunities and outcomes are improved for all  students, and to address and reduce disparities in opportunities and outcomes between student groups indicated by the Dashboard.

In order to support prioritization of goals, the LCAP template provides LEAs with the option of developing three different kinds of goals:

• Focus Goal: A Focus Goal is relatively more concentrated in scope and may focus on a fewer number of metrics to measure  improvement. A Focus Goal statement will be time bound and make clear how the goal is to be measured.

o All Equity Multiplier goals must be developed as focus goals. For additional information, see Required Focus Goal(s) for LEAs  Receiving Equity Multiplier Funding below.

• Broad Goal: A Broad Goal is relatively less concentrated in its scope and may focus on improving performance across a wide range of  metrics.

• Maintenance of Progress Goal: A Maintenance of Progress Goal includes actions that may be ongoing without significant changes and  allows an LEA to track performance on any metrics not addressed in the other goals of the LCAP.

Requirement to Address the LCFF State Priorities

At a minimum, the LCAP must address all LCFF priorities and associated metrics articulated in EC sections 52060(d) and 52066(d), as  applicable to the LEA. The LCFF State Priorities Summary provides a summary of EC sections 52060(d) and 52066(d) to aid in the  development of the LCAP.  

Respond to the following prompts, as applicable: 

Focus Goal(s)

Description  

The description provided for a Focus Goal must be specific, measurable, and time bound.  

• An LEA develops a Focus Goal to address areas of need that may require or benefit from a more specific and data intensive approach.  

• The Focus Goal can explicitly reference the metric(s) by which achievement of the goal will be measured and the time frame according to  which the LEA expects to achieve the goal.

Type of Goal 

Identify the type of goal being implemented as a Focus Goal.

State Priorities addressed by this goal.

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Identify each of the state priorities that this goal is intended to address.

An explanation of why the LEA has developed this goal.  

Explain why the LEA has chosen to prioritize this goal.  

• An explanation must be based on Dashboard data or other locally collected data.  

• LEAs must describe how the LEA identified this goal for focused attention, including relevant consultation with educational partners.  • LEAs are encouraged to promote transparency and understanding around the decision to pursue a focus goal.

Required Focus Goal(s) for LEAs Receiving Equity Multiplier Funding

Description 

LEAs receiving Equity Multiplier funding must include one or more focus goals for each school generating Equity Multiplier funding. In addition  to addressing the focus goal requirements described above, LEAs must adhere to the following requirements.

Focus goals for Equity Multiplier schoolsites must address the following: 

(A) All student groups that have the lowest performance level on one or more state indicators on the Dashboard, and (B) Any underlying issues in the credentialing, subject matter preparation, and retention of the school’s educators, if applicable. • Focus Goals for each and every Equity Multiplier schoolsite must identify specific metrics for each identified student group, as applicable.

• An LEA may create a single goal for multiple Equity Multiplier schoolsites if those schoolsites have the same student group(s) performing  at the lowest performance level on one or more state indicators on the Dashboard or, experience similar issues in the credentialing,  subject matter preparation, and retention of the school’s educators.  

o When creating a single goal for multiple Equity Multiplier schoolsites, the goal must identify the student groups and the  performance levels on the Dashboard that the Focus Goal is addressing; or,

o The common issues the schoolsites are experiencing in credentialing, subject matter preparation, and retention of the school’s  educators, if applicable. 

Type of Goal 

Identify the type of goal being implemented as an Equity Multiplier Focus Goal.

State Priorities addressed by this goal.

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Identify each of the state priorities that this goal is intended to address.

An explanation of why the LEA has developed this goal.  

Explain why the LEA has chosen to prioritize this goal.  

• An explanation must be based on Dashboard data or other locally collected data.  

• LEAs must describe how the LEA identified this goal for focused attention, including relevant consultation with educational partners.  • LEAs are encouraged to promote transparency and understanding around the decision to pursue a focus goal. • In addition to this information, the LEA must also identify: 

o The school or schools to which the goal applies 

LEAs are encouraged to approach an Equity Multiplier goal from a wholistic standpoint, considering how the goal might maximize student  outcomes through the use of LCFF and other funding in addition to Equity Multiplier funds. 

• Equity Multiplier funds must be used to supplement, not supplant, funding provided to Equity Multiplier schoolsites for purposes of the  LCFF, the Expanded Learning Opportunities Program (ELO-P), the Literacy Coaches and Reading Specialists (LCRS) Grant  Program, and/or the California Community Schools Partnership Program (CCSPP).  

• This means that Equity Multiplier funds must not be used to replace funding that an Equity Multiplier schoolsite would otherwise  receive to implement LEA-wide actions identified in the LCAP or that an Equity Multiplier schoolsite would otherwise receive to  implement provisions of the ELO-P, the LCRS, and/or the CCSPP. 

Note: EC Section 42238.024(b)(1) requires that Equity Multiplier funds be used for the provision of evidence-based services and supports for  students. Evidence-based services and supports are based on objective evidence that has informed the design of the service or support and/or  guides the modification of those services and supports. Evidence-based supports and strategies are most commonly based on educational  research and/or metrics of LEA, school, and/or student performance. 

Broad Goal

Description  

Describe what the LEA plans to achieve through the actions included in the goal.  

• The description of a broad goal will be clearly aligned with the expected measurable outcomes included for the goal.

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• The goal description organizes the actions and expected outcomes in a cohesive and consistent manner.  

• A goal description is specific enough to be measurable in either quantitative or qualitative terms. A broad goal is not as specific as a  focus goal. While it is specific enough to be measurable, there are many different metrics for measuring progress toward the goal.

Type of Goal 

Identify the type of goal being implemented as a Broad Goal.

State Priorities addressed by this goal.  

Identify each of the state priorities that this goal is intended to address.

An explanation of why the LEA has developed this goal.  

Explain why the LEA developed this goal and how the actions and metrics grouped together will help achieve the goal.

Maintenance of Progress Goal

Description  

Describe how the LEA intends to maintain the progress made in the LCFF State Priorities not addressed by the other goals in the LCAP.  • Use this type of goal to address the state priorities and applicable metrics not addressed within the other goals in the LCAP.  

• The state priorities and metrics to be addressed in this section are those for which the LEA, in consultation with educational partners, has  determined to maintain actions and monitor progress while focusing implementation efforts on the actions covered by other goals in the  LCAP.

Type of Goal 

Identify the type of goal being implemented as a Maintenance of Progress Goal.

State Priorities addressed by this goal.  

Identify each of the state priorities that this goal is intended to address.

An explanation of why the LEA has developed this goal.  

Explain how the actions will sustain the progress exemplified by the related metrics.

Measuring and Reporting Results:

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For each LCAP year, identify the metric(s) that the LEA will use to track progress toward the expected outcomes.  

• LEAs must identify metrics for specific student groups, as appropriate, including expected outcomes that address and reduce disparities  in outcomes between student groups.  

• The metrics may be quantitative or qualitative; but at minimum, an LEA’s LCAP must include goals that are measured using all of the  applicable metrics for the related state priorities, in each LCAP year, as applicable to the type of LEA.  

• To the extent a state priority does not specify one or more metrics (e.g., implementation of state academic content and performance  standards), the LEA must identify a metric to use within the LCAP. For these state priorities, LEAs are encouraged to use metrics based  on or reported through the relevant local indicator self-reflection tools within the Dashboard.

• Required metrics for LEA-wide actions: For each action identified as 1) contributing towards the requirement to increase or improve  services for foster youth, English learners, including long-term English learners, and low-income students and 2) being provided on an  LEA-wide basis, the LEA must identify one or more metrics to monitor the effectiveness of the action and its budgeted expenditures.  

o These required metrics may be identified within the action description or the first prompt in the increased or improved services  section, however the description must clearly identify the metric(s) being used to monitor the effectiveness of the action and the  action(s) that the metric(s) apply to.

• Required metrics for Equity Multiplier goals: For each Equity Multiplier goal, the LEA must identify:

o The specific metrics for each identified student group at each specific schoolsite, as applicable, to measure the progress toward the  goal, and/or

o The specific metrics used to measure progress in meeting the goal related to credentialing, subject matter preparation, or educator  retention at each specific schoolsite.  

• Required metrics for actions supported by LREBG funds: To implement the requirements of EC Section 52064.4, LEAs with  unexpended LREBG funds must include at least one metric to monitor the impact of each action funded with LREBG funds included in the  goal.  

o The metrics being used to monitor the impact of each action funded with LREBG funds are not required to be new metrics; they  may be metrics that are already being used to measure progress towards goals and actions included in the LCAP. 

Complete the table as follows:

Metric # 

• Enter the metric number.