Accountability and Compliance

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.

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

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.

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.

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.
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SARC-AIUPNA2021-2022

SARC-AIUPNA2020-2021