Local Control Accountability Plan (LCAP)
LCAP Overview
The LCAP is an important component of the LCFF. Under the LCFF all LEAs are required to prepare an LCAP, which describes how they intend to meet annual goals for all pupils, with specific activities to address state and local priorities identified pursuant to EC Section 52060(d).
A requirement in the development of the LCAP is to solicit input from parents, teachers, students, local bargaining units, staff and other community members in regard to what they think which goals would be most effective for implementation in schools toward reaching state priorities.
EC sections 52060 and 52066 specify that the LCAP must include a description of the annual goals to be achieved for each student group for each state priority. Goals must address each of the state priorities and any additional local priorities; however, one goal may address multiple priorities. An LEA may identify which school sites and subgroups have the same goals, and group and describe those goals together. If a single goal requires longer than one year to implement fully, the LCAP should reflect the annual incremental actions, services, and expenditures, as well as the annual anticipated progress, that the district expects to achieve for each student group. These annual benchmarks will assist LEAs and the community to monitor the progress of the plan.
Tuolumne County Superintendent of Schools Office LCAP and Annual Update
As noted above, there are eight state priority areas for which school districts, with parent and community input, must establish goals and actions:
- Providing all students access to fully credentialed teachers, instructional materials that align with state standards, and safe facilities.
- Implementation of California’s academic standards, including the Common Core State Standards in English language arts and math, Next Generation Science Standards, English language development, history social science, visual and performing arts, health education and physical education standards.
- Parent involvement and participation, so the local community is engaged in the decision-making process and the educational programs of students.
- Improving student achievement and outcomes along multiple measures, including test scores, English proficiency and college and career preparedness.
- Supporting student engagement, including whether students attend school or are chronically absent.
- Highlighting school climate and connectedness through a variety of factors, such as suspension and expulsion rates and other locally identified means.
- Ensuring all students have access to classes that prepare them for college and careers, regardless of what school they attend or where they live.
- Measuring other important student outcomes related to required areas of study, including physical education and the arts.
There are two additional priority areas required to be addressed by County Schools Offices:
Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section 48926. (Priority 9)
Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share information, responding to the needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10)
TCSOS LCAP
| Goal 1: Provide individual and group counseling services during the regular instructional day to support and provide timely interventions to expelled and probation referred students in order to assist students to develop strategies for successful transition back into their District of Residence or alternative educational opportunities.
Goal 2: Create a climate of support and compassion toward students by providing teachers, parents/guardians, support staff, juvenile correctional officers (JCOs), and District of Residence (DOR) administrative staff professional development in Response to Intervention (RtI), Positive Behavior Intervention System (PBIS), and trauma informed practices through Multi-Tiered Systems of Support in order to learn strategies to engage and address issues with at-risk youth. Goal 3: Provide students standards aligned curriculum and technology to lead to greater enrollment in CTE courses, A-G courses, dual enrollment, and employment opportunities. Goal 4: Strengthen communication between Community/Court School programs, parents, and community members. |
Thank you to all stakeholders who participated in the revision process by attending an LCAP stakeholder engagement meetings completing the stakeholder survey. We appreciate your involvement and support of this very important process.
Approved LCAPs
- TCSOS APPROVED_2018_LCAP_Belleview_Elementary_School
- TCSOS Approved 2018 BOFG LCAP
- TCSOS APPROVED_2018_LCAP_Columbia_Elementary_School
- TCSOS Approved 2018 Curtis Creek LCAP
- Foothill Leadership Academy Charter – Authorizer: TCSOS
- Gold Rush Charter School 2018 LCAP– Authorizer: Summerville Union High School District
- TCSOS Approved _2018_LCAP_Jamestown_Elementary
- TCSOS APPROVED 2018_LCAP_Sonora_Elementary_School
- TCSOS Approved_2018_LCAP_Sonora_Union_High_School_District
- TCSOS APPROVED 2018_LCAP_Soulsbyville_Elementary_School
- TCSOS APPROVED 2018_LCAP_Summerville_Elementary_School
- TCSOS Approved_2018_Summerville Union High School District LCAP
- Connections Visual and Performing Arts Academy
- TCSOS Approved 2018_LCAP_Twain_Harte_School
LCAP Resources
- CDE Schedule of Textbook Adoptions: CDE textbook adoptions
- New and Improved ED Data Site: http://www.ed-data.org
Tuolumne County Superintendent of Schools Office – 2017-20 LCAP and Annual Update
Please review the TCSOS LCAP 2017_2020 Final
Public Hearing: June 11, 2018
Adoption: June 18, 2018
Please direct all questions to Superintendent Marguerite D. Bulkin at mbulkin@tcsos.us
List of Stakeholder meetings:
TCSOS LCAP: The LCAP is an important component of the LCFF. Under the LCFF all LEAs are required to prepare an LCAP, which describes how they intend to meet annual goals for all pupils, with specific activities to address state and local priorities identified pursuant to EC Section 52060(d).<br /> A requirement in the development of the LCAP is to solicit input from parents, teachers, students, local bargaining units, staff and other community members in regard to what they think which goals would be most effective for implementation in schools toward reaching state priorities.<br /> EC sections 52060 and 52066 specify that the LCAP must include a description of the annual goals to be achieved for each student group for each state priority. Goals must address each of the state priorities and any additional local priorities; however, one goal may address multiple priorities. An LEA may identify which school sites and subgroups have the same goals, and group and describe those goals together. If a single goal requires longer than one year to implement fully, the LCAP should reflect the annual incremental actions, services, and expenditures, as well as the annual anticipated progress, that the district expects to achieve for each student group. These annual benchmarks will assist LEAs and the community to monitor the progress of the plan.<br /> As noted above, there are eight state priority areas for which school districts, with parent and community input, must establish goals and actions:</p> <p>Providing all students access to fully credentialed teachers, instructional materials that align with state standards, and safe facilities.<br /> Implementation of California’s academic standards, including the Common Core State Standards in English language arts and math, Next Generation Science Standards, English language development, history social science, visual and performing arts, health education and physical education standards.<br /> Parent involvement and participation, so the local community is engaged in the decision-making process and the educational programs of students.<br /> Improving student achievement and outcomes along multiple measures, including test scores, English proficiency and college and career preparedness.<br /> Supporting student engagement, including whether students attend school or are chronically absent.<br /> Highlighting school climate and connectedness through a variety of factors, such as suspension and expulsion rates and other locally identified means.<br /> Ensuring all students have access to classes that prepare them for college and careers, regardless of what school they attend or where they live.<br /> Measuring other important student outcomes related to required areas of study, including physical education and the arts.</p> <p>There are two additional priority areas required to be addressed by County Schools Offices:</p> <p>Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section 48926. (Priority 9)<br /> Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share information, responding to the needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10)</p> <p>
Approved LCAPs
LCAP Resources
LCAP Overview
The LCAP is an important component of the LCFF. Under the LCFF all LEAs are required to prepare an LCAP, which describes how they intend to meet annual goals for all pupils, with specific activities to address state and local priorities identified pursuant to EC Section 52060(d).
A requirement in the development of the LCAP is to solicit input from parents, teachers, students, local bargaining units, staff and other community members in regard to what they think which goals would be most effective for implementation in schools toward reaching state priorities.
EC sections 52060 and 52066 specify that the LCAP must include a description of the annual goals to be achieved for each student group for each state priority. Goals must address each of the state priorities and any additional local priorities; however, one goal may address multiple priorities. An LEA may identify which school sites and subgroups have the same goals, and group and describe those goals together. If a single goal requires longer than one year to implement fully, the LCAP should reflect the annual incremental actions, services, and expenditures, as well as the annual anticipated progress, that the district expects to achieve for each student group. These annual benchmarks will assist LEAs and the community to monitor the progress of the plan.
As noted above, there are eight state priority areas for which school districts, with parent and community input, must establish goals and actions:
- Providing all students access to fully credentialed teachers, instructional materials that align with state standards, and safe facilities.
- Implementation of California’s academic standards, including the Common Core State Standards in English language arts and math, Next Generation Science Standards, English language development, history social science, visual and performing arts, health education and physical education standards.
- Parent involvement and participation, so the local community is engaged in the decision-making process and the educational programs of students.
- Improving student achievement and outcomes along multiple measures, including test scores, English proficiency and college and career preparedness.
- Supporting student engagement, including whether students attend school or are chronically absent.
- Highlighting school climate and connectedness through a variety of factors, such as suspension and expulsion rates and other locally identified means.
- Ensuring all students have access to classes that prepare them for college and careers, regardless of what school they attend or where they live.
- Measuring other important student outcomes related to required areas of study, including physical education and the arts.
There are two additional priority areas required to be addressed by County Schools Offices:
Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section 48926. (Priority 9)
Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share information, responding to the needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10)
Please review the TCSOS LCAP 2017_2020 Final
Public Hearing: June 12, 2017
Adoption: June 19, 2017
Please direct all questions to Superintendent Marguerite D. Bulkin at mbulkin@tcsos.us
List of Stakeholder meetings:
LCAP Overview
The LCAP is an important component of the LCFF. Under the LCFF all LEAs are required to prepare an LCAP, which describes how they intend to meet annual goals for all pupils, with specific activities to address state and local priorities identified pursuant to EC Section 52060(d).
A requirement in the development of the LCAP is to solicit input from parents, teachers, students, local bargaining units, staff and other community members in regard to what they think which goals would be most effective for implementation in schools toward reaching state priorities.
EC sections 52060 and 52066 specify that the LCAP must include a description of the annual goals to be achieved for each student group for each state priority. Goals must address each of the state priorities and any additional local priorities; however, one goal may address multiple priorities. An LEA may identify which school sites and subgroups have the same goals, and group and describe those goals together. If a single goal requires longer than one year to implement fully, the LCAP should reflect the annual incremental actions, services, and expenditures, as well as the annual anticipated progress, that the district expects to achieve for each student group. These annual benchmarks will assist LEAs and the community to monitor the progress of the plan.
As noted above, there are eight state priority areas for which school districts, with parent and community input, must establish goals and actions:
- Providing all students access to fully credentialed teachers, instructional materials that align with state standards, and safe facilities.
- Implementation of California’s academic standards, including the Common Core State Standards in English language arts and math, Next Generation Science Standards, English language development, history social science, visual and performing arts, health education and physical education standards.
- Parent involvement and participation, so the local community is engaged in the decision-making process and the educational programs of students.
- Improving student achievement and outcomes along multiple measures, including test scores, English proficiency and college and career preparedness.
- Supporting student engagement, including whether students attend school or are chronically absent.
- Highlighting school climate and connectedness through a variety of factors, such as suspension and expulsion rates and other locally identified means.
- Ensuring all students have access to classes that prepare them for college and careers, regardless of what school they attend or where they live.
- Measuring other important student outcomes related to required areas of study, including physical education and the arts.
There are two additional priority areas required to be addressed by County Schools Offices:
Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section 48926. (Priority 9)
Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share information, responding to the needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10)