LCAP GOALS (Target Subgroups) PLANNING TEMPLATE
State Categories & Priorities
A. Conditions of Learning
1: Basic
2: Implementation of State Standards
7: Course Access
B.
Possible Goals
Possible Outcomes
Full implementation of CCSS and ELD standards in all
classrooms throughout the district.
 By 2014-15, all sites will move up one
implementation level on the Stages of
Implementation of CCSS rubric.
 By 20xx, all schools will adopt and implement
instructional pedagogy and curricular materials
aligned to the CCSS (A-1, A-2)
 Provide professional learning for teachers &
administrators related to the instructional and
cultural shifts exemplified in new standards and
assessment systems with a special emphasis on
meeting the needs of at-risk and/or underrepresented student subgroups (A-1, A-2)
Create an observation/reflection walkthrough tool
for administrators and staff to measure progress
toward implementation of CCSS standards in all
subjects (A-2)
Provide coaching for teachers to support full
implementation of CCSS Standards in all core
subjects (A-2)
Align and modify as necessary common
assessments to be used formatively and summatively
to gauge progress on common core standards in all
ELA, Math, Science and Social Science (B-4, B-8)
All students will graduate from high school
completing a rigorous course of study which provides
multiple pathway options into a career or postsecondary education.
Over eight years, increase EAP % College
Readiness in math to __% for low income students.
The number of students enrolled in A-G courses
will increase from _____ to _____.
Over eight years, increase CAHSEE pass rates in
math to __% for low income students.
Over eight years, increase low income students
EAP % College Readiness in ELA to __%.
Over eight years, increase low income students
CAHSEE pass rates in ELA to __%.
Review and revise the master schedule as needed
to provide access to all student subgroups, and that
reflects an increased representation of low income
students, in higher level math, science and STEM
course offerings (A-7, C-5)
Administer interest survey to low income students
in order to increase the number of CTE courses
offered (A-7, C-6)
CCSS will guide curriculum and instructional
strategies in all classrooms in order to prepare
students with the necessary college and career
readiness and 21st century skills.
 Low income students will increase one SBAC
performance level from baseline levels by ___%
annually.
By 20xx-xx, increase by ___% low income students
who demonstrate mathematical fluency.
Monitor academic progress of low income students
on local and state measures (B-4, B-8)
 Develop or refine the system to Identify students
that are in need of additional support in meeting the
expectations in the CCSS (B-4, C-5)
Create academic support structure that provides
enrichment to students based on needs (B-8)
Engagement
4: Pupil Achievement
8: Other Pupil Outcomes
C.
Engagement
3: Parental Involvement
5: Pupil Engagement
6: School Climate
Low Income
Students
Possible Objectives/Actions/Tasks
Note: Same symbol indicates cluster of goal, outcomes, and actions/tasks.
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LCAP GOALS (Target Subgroups) PLANNING TEMPLATE
State Categories & Priorities
A. Conditions of Learning
1: Basic
2: Implementation of State Standards
7: Course Access
B.
Possible Goals
An implementation rubric will be identified and
utilized to determine implementation of ELD
standards in all core subject areas.
3 full days of ELD training will be held during the
20__-__ school year for teachers and
administrators.
The district will increase their rate of English
learner reclassification from __% to __%.
English learner students will increase one SBAC
performance level from baseline levels by ___%
annually.
By 20xx, all schools will adopt and implement
instructional pedagogy and curricular materials
aligned to the CCSS and ELD standards (A-1, A-2)
Provide Professional Learning for teachers &
administrators to implement ELD standards in all
classrooms (A-2)
Create an observation/reflection walkthrough tool
for administrators and staff to measure progress
toward implementation of CCSS and ELD standards in
all subjects (A-2)
Provide coaching for teachers to support full
implementation of ELD Standards in all core subjects
(A-2)
 Align and modify as necessary common
assessments to be used formatively and summatively
to gauge progress on ELD standards in all core
subjects (B-4, B-8)
Provide access for all English learners to rigorous
course offerings.
Over eight years, increase EL students EAP %
College Readiness in Math to __%.
By 20xx-xx, increase by ___% EL students who
demonstrate mathematical fluency.
Over eight years, increase EL students CAHSEE
pass rates in Math to __%
Over eight years, increase EL students EAP %
College Readiness in ELA to __%.
Over eight years, increase EL students CAHSEE
pass rates in ELA to __%.
Review and revise the master schedule as needed
to provide access to all student subgroups, and that
reflects an increased representation of EL students, in
higher level math, science and STEM course offerings
(A-7, C-5)
Monitor EL academic progress on CELDT (B-4, B-8)
Identify students that are close to meeting
reclassification criteria (B-4)
Create academic support structure that provides
enrichment to EL students that are near
reclassification (A-7, C-5)
Monitor EL academic progress on CELDT to target
students not making annual progress or reaching
English proficiency (B-4)
Identify students that are long-term EL and provide
additional support to help them reach reclassification
(A-2, C-5, C-6)
Implement a robust communication plan for
effective, two-way communication with families of
English learners.
Increase the outreach strategies for family
engagement from ___ to ___.
District will communicate with EL parents in their
target language and provide interpretation and
translation at meetings and parent conf. (C-3, B-4)
Create a consistent calendar for stakeholder
meetings (C-4, C-6)
Pupil Outcomes
Engagement
3: Parental Involvement
5: Pupil Engagement
6: School Climate
English Learners
Possible Objectives/Actions/Tasks
Full implementation of ELD standards in all
classrooms throughout the district.
4: Pupil Achievement
8: Other Pupil Outcomes
C.
Possible Outcomes
Note: Same symbol indicates cluster of goal, outcomes, and actions/tasks.
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LCAP GOALS (Target Subgroups) PLANNING TEMPLATE
State Categories & Priorities
A. Conditions of Learning
1: Basic
2: Implementation of State Standards
7: Course Access
Foster Youth
B.
Possible Goals
Possible Outcomes
Possible Objectives/Actions/Tasks
 Close foster youth achievement gap; decrease
foster youth school mobility; decrease adverse effects
of school mobility on foster youth
(See LCAP template for foster youth)
 Gap between foster youth and general student
population will decrease by 10% on each metric.
(See LCAP template for foster youth)
Achieve and document significant progress
executing at least 5 of the 9 policy and data
deliverables listed in Appendix A (B-4, C-5, C-6)
(See LCAP template for foster youth)
CCSS will guide curriculum and instructional
strategies in all classrooms in order to prepare
redesigned Fluent English Proficient (R-FEP) students
with the necessary college and career readiness and
21st century skills.
By 2014-15, all sites will move up one
implementation level on the Stages of
Implementation of CCSS rubric
Over eight years, increase redesignated fluent EL
students EAP % College Readiness in ELA to __%.
Over eight years, increase redesignated fluent EL
students EAP % College Readiness in Math to __%.
Redesignated students will increase one SBAC
performance level from baseline levels by ___%
annually.
By 20xx-xx, increase by ___% redesignated fluent
EL students who demonstrate mathematical fluency
Over eight years, increase R-FEP students CAHSEE
pass rates in Math to __%.
Over eight years, increase R-FEP students CAHSEE
pass rates in ELA to __%.
By 20xx, all schools will adopt and implement
instructional pedagogy and curricular materials
aligned to the CCSS and ELD standards (A-1, A-2)
Provide professional learning for teachers &
administrators related to the instructional and
cultural shifts exemplified in new standards and
assessment systems with a special emphasis on
meeting the needs of R-FEP students (A-1, A-2)
Create an observation/reflection walkthrough tool
for administrators and staff to measure progress
toward implementation of CCSS standards in all
subjects (A-2)
Provide coaching for teachers to support full
implementation of CCSS Standards in all core
subjects (A-2)
Align and modify common assessments to be used
formatively and summatively to gauge progress on
CCSS in all core subject areas (B-4, B-8)
Review and revise the master schedule as needed
to provide access to R-FEP students in higher level
math, science and STEM courses.(A-7, B-8)
Monitor academic progress of R-FEP students on
local and state measures
Pupil Outcomes
4: Pupil Achievement
8: Other Pupil Outcomes
C.
Engagement
3: Parental Involvement
5: Pupil Engagement
6: School Climate
A. Conditions of Learning
1: Basic
2: Implementation of State Standards
7: Course Access
B.
Pupil Outcomes
4: Pupil Achievement
8: Other Pupil Outcomes
C.
Redesignated
Fluent English
Proficient Pupils
Engagement
3: Parental Involvement
5: Pupil Engagement
6: School Climate
Note: Same symbol indicates cluster of goal, outcomes, and actions/tasks.
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