The California State Board of Education adopted Curriculum Standards, which all schools are expected to use as a framework for their curriculum. Districts are held accountable for teaching those standards and students are tested annually on their progress towards mastering those standards. SARCs are updated each January with data from the previous school year.
SARC - School Accountability Report Card 2022-23 (data from 2021-22, published in 2022-23, approved by the Board of Trustees January 24, 2023)
School Plans for Student Achievement (SPSA) are required to describe a continuous development, implementation, and monitoring cycle including collection and analysis of student performance data, setting priorities for program improvements and learning targets, rigorous use of effective solution strategies, and ongoing monitoring of results. The purpose of the SPSA is to provide a structured means to improve student academic performance that has been approved by both the School Site Council and the Board.
Existing law requires the SBE, to the greatest extent possible, to take steps to minimize duplication of effort in meeting state and federal accountability requirements at the local level. The alignment between the SARC, SPSA data elements, and LCAP, will enhance the focus on the state priorities at the school level and minimize local efforts in meeting state and federal accountability requirements while continuing to provide parents and the public with powerful tools to facilitate the understanding of school conditions and performance.
SPSAs are reported to the Board of Trustees in May of each year for the following school year.
SPSA - School Plans for Student Achievement 2023 - 2024
As part of the Local Control Funding Formula (LCFF), school districts, county offices of education and charter schools are required to develop, adopt, and annually update a three-year Local Control Accountability Plan (LCAP), beginning on July 1, 2014.
The LCAP is required to identify annual goals, specific actions, and measure progress for student subgroups across multiple performance indicators, including student academic achievement, school climate, student access to a broad curriculum, and parent engagement. School districts are required to obtain parent and public input in developing, revising, and updating LCAPs.
The academic priorities must be aligned to the district's spending plan. County superintendents must review school district LCAPs and ensure alignment of projected spending, services, and goals. County Offices of Education are required to provide technical assistance when they disapprove an LCAP. The state Superintendent of Public Instruction may intervene if a school district fails to show improvement across multiple subgroups in three out of four consecutive years.