Local Control & Accountability Plan/Learning Continuity Plan
The 2022-2023 LCAP was adopted by the Board of Education on June 21, 2022
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
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