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Sacramento County Office of Education Sacramento County Office of Education

LCAP Resources

​​​​​​​​Information for Local Educational Agencies (LEAs)

By July 1 of each year, LEAs are required to develop and adopt a three-year LCAP. The plan describes how state and local priorities will be addressed, setting annual goals for all students, plus significant subgroups of students. Planned actions must be included and the adopted budget must be aligned to the plan. Beginning in 2015, LEAs must annually provide an update detailing the progress that has been made in reaching the goals and describing the effectiveness of the actions taken in the previous LCAP year.

LCAP Sections​

  • Plan Summary
  • Annual Update
  • Stakeholder Engagement
  • Goals, Actions, & Services
  • Demonstration of Increased or Improved Services for Unduplicated Pupils

LCFF Priorities​

State Priorities​
​There are eight state priorities that must be addressed in the LCAP. (County offices of education have two additional priorities.) The priorities are grouped into three categories: Conditions for Learning, Engagement, and Pupil Outcomes. Each LCAP goal may include more than one priority.​

State LCAP Priorities diagram: Conditions for Learning, Pupil Outcomes, and Engagement 


Conditions for Learning
Priority 1: Basic Services ​
Compliance with Williams requirements: appropriate teacher assignment, sufficient instructional materials, and facilities in good repair
Priority 2: Implementation of State Standards 
Implementation of the academic content and performance standards adopted by the State Board of Education, including how the programs and services will enable English learners to access the common core academic content standards and the English Language Development standards.
Priority 7: Course Access 
The extent to which pupils have access to, and are enrolled in, a broad course of study that includes core subject areas (i.e., English, mathematics, social science, science, visual and performing arts, health, physical education, career and technical education, etc.), including the programs and services developed and provided to economically disadvantaged pupils, English learners, foster youth, and individuals with exceptional needs.
Priority 9: Expelled Youth (County Offices of Education Only)
Coordination of instruction with other agencies regarding expelled youth.
Priority 10: Foster Youth (County Offices of Education Only)
Coordination of services with other agencies regarding foster youth.

Engagement
Priority 3: Parent Involvement 
Parental involvement, including efforts the school district makes to seek parent input in making decisions for the school district and each individual school site, and including how the school district will promote parental participation in programs for economically disadvantaged pupils, English learners, foster youth, and individuals with exceptional needs.
Priority 5: Pupil Engagement
Pupil engagement as measured by multiple indicators including, but not limited to, rates associated with attendance, chronic absenteeism, dropout (middle and high school), and high school graduation.
Priority 6: School Climate
School climate as measured by multiple indicators including, but not limited to, pupil suspension and expulsion rates as well as other local measures assessing safety and school connectedness.

Pupil Outcomes
Priority 4: Pupil Achievement 
Pupil achievement as measured by multiple indicators including, but not limited to, assessment data, college readiness, and language proficiency.
Priority 8: Other Pupil Outcomes 
Pupil outcomes, if available, in the subject areas comprising a broad course of study.

Additional Resources​​

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