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Public Information

Local Control and Accountability Plan for Anahuacalmecac International University Preparatory
 

What is the Local Control and Accountability Plan (LCAP)? (Revised January 8, 2018)

The LCAP is intended as a comprehensive planning tool to support student outcomes and is an important component of the local control funding formula (LCFF). Under the LCFF, all local educational agencies (LEAs) including school districts, county offices of education (COEs), and charter schools are required to prepare an LCAP, which describes how they intend to meet annual goals for all pupils, with specific activities to address state and local priorities identified pursuant to California Education Code (EC) sections 52060(d), 52066(d), and 47605.

Must school districts and COEs address all state priorities in each year or over the three year period? (Revised January 8, 2018)

All state priorities must be addressed in each year of the LCAP. EC sections 52060 and 52066 specify that the LCAP must include a description of the annual goals to be achieved for all students and each student group (as identified in ECSection 52052) for each state priority as applicable to the type of LEA. A goal may address multiple priorities. Further, an LEA may include additional local priorities. Goals in the aggregate must address each of the state priorities and any additional local priorities. Also, as referenced in the LCAP instructions, each goal must identify the state and/or local priorities addressed by the goal.

How does a goal “address” a state priority? (Revised January 8, 2018)

A goal addresses a state priority if one or more of the expected annual measurable outcomes in the goal table uses one or more of the applicable required metrics for that priority (e.g. high school graduation rate for the pupil engagement priority).

As explained in the previous question, the LCAP must include a description of the annual goals for all students and each student group to be achieved for each state priority as applicable to the type of LEA.

Does an LCAP need to address each state priority equally? (Revised January 8, 2018)

No. While the LCAP must include annual goals to be achieved for each state priority, an LEA may choose to focus its LCAP on a specific subset of the state priorities and any local priorities. An LEA does not need to address each priority equally in terms of number of related goals, planned actions/services or expenditures. For example, a district governing board might adopt an LCAP goal that addresses three state priorities and describes a limited number of planned actions/services and expenditures to achieve the goal, and adopt another LCAP goal that addresses only one priority yet describes a much greater number of planned actions/services and expenditures to achieve that goal.

What State Standards must the LCAP address as part of Priority 2? (Revised January 8, 2018)

The LCAP must include goals and related actions/services that address implementation of the academic content and performance standards adopted by the SBE. The content standards adopted by the SBE are listed below:

  • English Language Arts – Common Core State Standards for English Language Arts
  • Mathematics – Common Core State Standards for Mathematics
  • English Language Development
  • Career Technical Education
  • Health Education Content Standards
  • History-Social Science
  • Model School Library Standards
  • Physical Education Model Content Standards
  • Next Generation Science Standards
  • Visual and Performing Arts
  • World Language

The list of the standards may also be accessed at the CDE's Content Standards Web page.

Further, Priority 2 requires the description of how programs and services will enable English Learners to access the English-Language Arts (PDF) and Mathematics (PDF) Common Core academic standards adopted pursuant to EC Section 60605.8 and the English Language Development standards adopted pursuant to EC Section 60811 for purposes of gaining academic content knowledge and English language proficiency.

FROM: https://www.cde.ca.gov/fg/aa/lc/lcfffaq.asp

National School Lunch Program 2016-2017
School Accountability Report Card (SARC)
Measurable Student Outcomes
At Anahuacalmecac, every student will strive toward mastery of essential academic and life skills necessary to succeed in attaining a university education of international standards. These essential skills will be measured through teacher-developed tests, school-wide interim assessments, IB PYP/MYP and Anahuacalmecac College-ready Diploma (ACD) program assessments, and statewide assessments, currently the state-approved assessment system, California Assessment of Student Performance and Progress. All students will work towards mastery of state standards and the criteria set forth in the No Child Left Behind Act (or subsequent federal educational legislation). Anahuacalmecac aims to support all students achieve grade level proficiency in core subjects and enrichment opportunities in order to achieve college-ready graduation for all. Toward this end Anahuacalmecac is committed to sustaining growth in student achievement based upon baseline assessments and personal proximal levels of development for each student.
 
It is Anahuacalmecac’s goal that all our graduates will have completed the full battery of A-G requirements, achieve cultural fluency and maintain high levels of multilingual fluency and literacy.
Anahuacalmecac Local Educational Agency Plan and Single Plan for Student Achievement

Approved Charter Petition - Authorized by State Board of Education 2015
Plan for English Learners
SELPA Participation Agreement and Assurance
SELPA Membership and Compliance
Health/Safety and Emergency Plans
Anahuacalmecac Schedules and Calendars
Anahuacalmecac Policies and Plans
Anahuacalmecac 2017 Board Meeting Agendas and Minutes

Williams Act

What is a complaint?

A complaint is a written and signed statement alleging a violation of federal or state laws or regulations, which may include an allegation of unlawful discrimination, harassment, intimidation, or bullying. If the complainant is unable to put the complaint in writing, due to conditions such as a disability or illiteracy, the agency shall assist the complainant in the filing of the complaint.

Williams Complaints

A Williams Complaint, another type of UCP complaint, regards instructional materials, emergency or urgent facilities conditions that pose a threat to the health and safety of pupils, and teacher vacancy or misassignment and may be filed anonymously. Williams Complaints are filed with the principal, or their designee, of the school in which the complaint arises. Schools have complaint forms available for these types of complaints, but will not reject a complaint if the form is not used as long as the complaint is submitted in writing.

If a Williams Complaint requirement is allegedly not being met, a Williams Complaint form may be obtained by clicking on the CDE web page to obtain a sample Williams Complaint form

 
 
TITLE IX, SECTION 504, AND UNIFORM COMPLAINT PROCEDURES
 
Charter School shall designate at least one employee to coordinate its efforts to comply with and carry out its responsibilities under Title IX of the Education Amendments of 1972 (Title IX) and section 504 of the Rehabilitation Act of 1973 (“Section 504”), including any investigation of any complaint filed with Charter School alleging its noncompliance with these laws or alleging any actions which would be CHARTER OF ANAHUACALMECAC 111 prohibited by these laws.
 
Charter School shall notify all of its students and employees of the name, office address, and telephone number of the designated employee or employees. Charter School shall adopt and publish complaint procedures providing for prompt and equitable resolution of student and employee complaints alleging any action that would be prohibited by Title IX or Section 504.
Charter School shall adopt and implement specific and continuing procedures for notifying applicants for admission and employment, students and parents of elementary and secondary school students, employees, sources of referral of applicants for admission and employment, and all unions or professional organizations holding collective bargaining or professional agreements with Charter School, that Charter School does not discriminate on the basis of sex or mental or physical disability in the educational programs or activities which it operates, and that it is required by Title IX and Section 504 not to discriminate on any such basis.
 
Charter School shall establish and provide a uniform complaint procedure in accordance with applicable federal and state laws and regulations, including but not limited to all applicable requirements of California Code of Regulations, title 5, section 4600 et seq.
 
Charter School shall adhere to all applicable federal and state laws and regulations regarding pupil fees, including Education Code sections 49010 - 49013, and extend its uniform complaint procedure to complaints filed pursuant to Education Code section 49013.
 
Charter School shall extend its uniform complaint procedure to complaints filed pursuant to the Local Control Funding Formula legislation provisions set forth in Education Code section 52075