2022-2023 LCAP for Public Comment

Click here to view the draft 2022-2023 LCAP. The Public Hearing will be held during the regularly scheduled Board meeting at Val Verde High School on June 7, 2022 at 6pm. The Board will accept written and oral comments.

For questions prior to the meeting, please email gowen@valverde.edu.

Local Control & Accountability Plan/Learning Continuity Plan

The 2021-2022 LCAP was adopted by the Board of Education on June 15, 2021

Val Verde Unified's LCAP Goals College and Career Ready: Students graduating from the Val Verde Unified School District will possess the academic and technical skills required to pursue college and career options of their choosing. Parent Engagement: Val Verde Unified School District is committed to embracing a collaborative culture for students, parents, teachers, staff, and the community that sustains exceptional parental involvement and promotes the social, emotional, and academic growth of our students. Positive School Climate: The Val Verde Unified School District will maintain safe and effective learning environments where students develop positive social relationships and a sense of school connectedness. Maintain and Modernize Facilities: The Val Verde Unified School District will offer safe, clean, and well-maintained schools that are technology-enriched.

Local Control Funding Formula

The district receives funding based on the demographic profile of the students we serve to improve the outcomes of students.

Funding under the LCFF consist of the following components:

1. Grade span-specific base grants that reflect adjustments for grades K–3 class sizes and grades 9–12 career technical education; 2. Supplemental grants equal to 20 percent of the adjusted base grants multiplied by the LEA’s unduplicated percentage of English learners, free and reduced-price meal eligible, and foster youth students; and

3. Concentration grants equal to 65 percent of the adjusted base grants multiplied by an LEA’s percentage of unduplicated pupils above 55 percent.

Local Control and Accountability Plan

The Local Control and Accountability Plan (LCAP) explains how the district intends to meet annual goals for all students, with specific activities to address the eight priorities included in Education Code (EC) 52060(d) as described below:

1. Compliance with Williams requirements: appropriate teacher assignment, sufficient instructional materials, and facilities in good repair. 2. Implementation of the academic content and performance standards adopted by SBE, including how the programs and services will enable English learners to access the common core academic content standards and the English Language Development standards. 3. 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. 4. Pupil achievement as measured by multiple indicators including, but not limited to, assessment data, college readiness, and language proficiency. 5. 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. 6. School climate as measured by multiple indicators including, but not limited to, pupil suspension and expulsion rates as well as other local measures assessing the safety and school connectedness. 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. 7. Pupil outcomes, in the subject areas comprising a broad course of study.

8. Other Local Priorities

Learning Continuity & Attendance Plan (Learning Continuity Plan) 2020-2021

“The Learning Continuity and Attendance Plan (Learning Continuity Plan) is a key part of the overall budget package for K-12 that seeks to address funding stability for schools while providing information at the local educational agency (LEA) level for how student learning continuity will be addressed during the COVID-19 crisis in the 2020–21 school year. The provisions for the plan were approved by the Governor and Legislature in June in SB 98 and can be found in EC Section 43509.

The Learning Continuity Plan is intended to balance the needs of all stakeholders, including educators, parents, students and community members, while both streamlining engagement and condensing several preexisting plans. In particular, it was important to combine (1) the intent behind Executive Order N-56-20, published in April 2020,which envisioned an off cycle Local Control and Accountability Plan (LCAP) due December 15th, and (2) the ongoing need for LEAs to formally plan to return to school in the midst of the uncertainty and of COVID-19, without requiring two plans. The Learning Continuity Plan replaces the LCAP for the 2020–21 school year.

The Learning Continuity Plan adoption timeline of September 30, 2020 is intended to ensure the Learning Continuity Plan is completed in the beginning of the 2020–21 school year. Additionally, the timeline is intended to allow for communication of decisions that will guide how instruction will occur during the 2020–21 school year. This includes in-person instruction, according to health guidance, and distance learning, while providing critical opportunities for stakeholder engagement.

The Learning Continuity Plan template memorializes the planning process already underway for the 2020–21 school year and includes descriptions of the following: addressing gaps in learning; conducting meaningful stakeholder engagement; maintaining transparency; addressing the needs of unduplicated pupils, students with unique needs, and students experiencing homelessness; providing access to necessary devices and connectivity for distance learning; providing resources and supports to address student and staff mental health and social emotional well-being; and continuing to provide school meals for students.”