LCAP
The Local Control Accountability Plan (LCAP) is an important component of the Local Control Funding Formula (LCFF) . Under the LCFF all educational institutions are required to develop, adopt, and regularly update a three-year LCAP describing how they intend to meet annual goals for all pupils. The LCAP is also required to measure progress for student subgroups across multiple performance indicators, including academic achievement, school environment, access to a broad curriculum, and parent engagement. School districts and charter schools are required to obtain parent and public input in developing, revising and updating LCAPs.
The LCAP goals are aligned to the overall needs and expectations of the district and state. Due to close to 87% of our students qualifying as unduplicated (i.e. Foster Youth, English Learners and Low-Income) students, all of our goals listed in this LCAP are intended to serve all Bayshore students with the exception of focused services for our English Learners.
Working closely with staff, parents and community partners we created a new LCAP for 2024-2027. Our new goals are the following types:
- Broad Goals: Goal 1 and Goal 3
- Focus Goals: Goal 2 and Goal 4
The four (4) goals of the LCAP are:
- Goal 1 (BG). Sense of belonging: 13 Actions/Services and address Priorities: 3, 5, 6, and 8.
- We will foster a culture of collaborative engagement that rests on the four pillars of the community school framework (i.e. integrated student supports, family and community engagement, collaborative leadership & practices, extended learning experiences) resulting in our students, families and staff members reporting feelings of belonging in, ownership of, and support from Bayshore Elementary School District.
- Goal 2 (FG): Chronic Absenteeism: 4 Actions/Services and addresses Priorities: 5 and 6
- Over the course of this LCAP period, we aim to no longer be identified for Differentiated Assistance (DA) and Additional Targeted Support and Improvement (ATSI) for chronic absenteeism. We will significantly reduce the chronic absenteeism rates among our students, including but not limited to those from our unduplicated student populations (English Learners, low-income and foster youth), our students with disabilities and our Hispanic students. We recognize that regular school attendance is critical for academic success and overall well-being.
- Goal 3 (BG): Academics: 13 Actions/Services and addresses Priorities: 1, 2, 4, 7, and 8.
- All students, particularly our unduplicated students, Hispanic students and students with disabilities, will demonstrate growth towards meeting or exceeding standard in ELA and Math as measured by local and state standardized assessments.
- Goal 4 (FG): Reclassification of English Learners: 4 Actions/Services and addresses Priorities: 2, 3, 4, and 8.
- We will significantly reduce the number of “long term” English Learners who have been in BESD since Kindergarten and/or at least 5 years as measured by annual ELPAC data and formative assessments, in order to qualify for reclassification. We aim to reclassify all English Language Learners by their 6th concurrent year in BESD.
