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Compliance and Accountability

Ravenswood City School District must comply with all applicable federal, state, county, and local requirements. This page includes documents and plans that relate to each of the various compliance, accountability, and data requirements that the district is subject to. The information provided here often uses standardized templates to comply with the relevant reporting requirements.

 
 

Ravenswood strives to make data-driven decisions with an equity-based mindset, to manage our resources responsibly, sustainably, and strategically, in service of all students.

 
For more information please email our Director of Curriculum & Instruction, Lara Burenin at lburenin@ravenswoodschools.org.
Plans and Documents           

Plans and Documents           

Local Control and Accountability Plan (LCAP) and LCAP Federal Addendum

In order to receive federal Every Student Succeeds Act (ESSA) funds, the District is required to complete a Local Education Agency (LEA) Plan that describes how it intends to meet annual goals for all students and address state and local priorities. Three items comprise the LEA Plan: the Local Control and Accountability Plan (LCAP), Consolidated Application (ConApp), and the LCAP Federal Addendum.
 
Covering a three-year period, LCAPs are updated annually to reflect progress and changes in district circumstances and/or needs. These plans address student performance in identified areas for growth. The LCAP also clarifies how districts spend funds received through the Local Control Funding Formula (LCFF).
 
Current LCAP Documents
The LCAP was Board Approved on June 24, 2021
Mid-Year Update:
Section 124(e) of Assembly Bill 130 requires us to present an update to the 21-22 LCAP, on or before February 28, 2022, at a regularly scheduled meeting of the governing board. At the meeting, we must include all of the following components:
 

The goal of the LCFF is to significantly simplify how state funding is provided to local educational agencies (LEAs). LEAs will receive funding based on the demographic profile of the students they serve and gain greater flexibility to use these funds to improve outcomes of students. The LCFF creates funding targets based on these students characteristics.
 
For school districts and charter schools, the LCFF funding targets consist of grade span-specific base grants plus supplemental and concentration grants that reflect student demographic factors. Supplemental and concentration grant amounts are calculated based on the percentage of “unduplicated pupils” enrolled in the LEA on Census Day (first Wednesday in October).
 
“Unduplicated” means that each pupil is counted only once even if the pupil meets more than one of these criteria (EC sections 2574(b)(2) and 42238.02(b)(1):(1) are English learners(2) meet income or categorical eligibility requirements for free or reduced-price meals under the National School Lunch Program(3) are foster youth
 
 
This formula and finance system also requires districts to create a Local Control Accountability Plan (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.
 
The State and Local Priorities are:1 - “Basic Conditions of Learning”
2 - “State Standards”
3 - “Parental Involvement”
4 - “Pupil Achievement”
5 - “Pupil Engagement”
6 - “School Climate”
7 - “Course Access”
8 - “Other Pupil Outcomes”
 
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). The LCAP provides an opportunity for local educational agencies (LEAs) to share their stories of how, what, and why programs and services are selected to meet their local needs.
 
Within California, LEAs that apply for Every Student Succeeds Act (ESSA) funds must also complete the LCAP Federal Addendum as part of meeting the requirements for the ESSA LEA Plan. The LCAP Federal Addendum describes the actions that the District will take to ensure that certain programmatic requirements are met, particularly relating to the federal funds received through categorical programs. Actions described include the district's student academic services designed to increase student achievement and performance, coordination of services, needs assessments, consultations, supplemental services, services to homeless students, and others as required.
 
Archived LCAP-related Documents

School Plan for Student Achievement (SPSA)

Education Code Section 64001 specifies that schools and districts that receive state and federal funding through the district's Consolidated Application (ConApp) process must prepare a School Plan for Student Achievement (SPSA) for any recipient school. The purpose of the SPSA is to describe school planning efforts across education services at the school. The content of the SPSA shall be aligned with goals for improving student achievement and address how funds will be used to improve academic performance.
 
Each SPSA was developed in collaboration with the school's combined School Site Council/English Learner Advisory Committee (SSC/ELAC) and addresses how funds provided to the school will be used to improve the academic performance of all pupils. All SPSA goals are also closely aligned with the Ravenswood LCAP. 
 
As Belle Haven Elementary has been identified for Comprehensive Support and Improvement (CSI), their SPSA will also be used to meet the applicable CSI requirements, to develop and implement a plan to improve student outcomes.
 
Board Approved on October 28, 2021:
 
Additional CSI Documentation:

School Accountability Report Card (SARC)

State law requires that schools receiving state funding prepare and distribute a School Accountability Report Card (SARC). The purpose of the report card is to provide parents and the community with important information about each school, including reporting on school and district data aligned to the state priorities from the Quality Schooling Framework. 
 
The School Accountability Report Card shall include, but is not limited to, the conditions listed in EdCode Section 33126. The governing board of each school district annually shall issue a School Accountability Report Card for each school in the school district, publicize those reports, and notify parents or guardians of pupils that a hard copy will be provided upon request.
 
"2021 SARCs" Reported Using Data from the 20-21 School Year, Published during 21-22:
As reported on January 6, 2022 - The California Department of Education (CDE) have announced that they are unable to provide completed teacher data tables before the legislated deadline. The CDE SARC team encourages all LEAs to post their Board approved 2020-21 SARCs by the February 1 due date without the teacher data. A second Board review/approval of the SARCs once the teacher data tables are populated will not be required. These documents will be updated when the information is available. 

ESSER III Expenditure Plan

School districts that receive Elementary and Secondary School Emergency Relief (ESSER) funds under the American Rescue Plan Act, referred to as ESSER III funds, are required to develop a plan for how they will use their ESSER III funds. In the plan, an LEA must explain how it intends to use its ESSER III funds to address students' academic, social, emotional, and mental health needs, as well as any opportunity gaps that existed before, and were worsened by, the COVID-19 pandemic.
 

Expanded Learning Opportunities Grant Plan (ELOG)

The Expanded Learning Opportunities Grant Plan must be completed by school districts that receive Expanded Learning Opportunities (ELO) Grant funds under California Education Code (EC) Section 43521(b). The plan must be adopted by the local governing board or body of the LEA at a public meeting on or before June 1, 2021, and must be updated to include the actual expenditures by December 1, 2022.
 

Educator Effectiveness Block Grant

As part of Assembly Bill 130, the State created an Educator Effectiveness Block Grant. Through this program, Ravenswood has automatically been awarded $606,365.00. These funds can be expended during the 2021-22 school year or at any point until the end of the 2025-2026 school year.
 
The district must develop and adopt an plan for spending these funds. The initial plan was presented in a public meeting of the governing board (October 28, 2021) before its adoption in a subsequent public meeting (November 18, 2021). 
 
           

           

State Assessments           

State Assessments           

Summary

At the end of each school year, students in California public schools take several statewide tests. Teachers and students use these end-of-year state assessments to identify strengths and areas for improvement for the incoming school year. The test results may be used for local, state, and federal accountability purposes. 

 
On January 1, 2014, California Education Code Section 60640 established the California Assessment of Student Performance and Progress (CAASPP) System of assessments. While the district has a broad testing window for these assessments (March through May), site-specific testing windows may vary.
The CAASPP System includes the following required assessments which are administered annually in the spring:
These English Language Arts (ELA), Mathematics, and Science tests measure whether students are on track to college and career readiness. In grade 11, once students are part of the Sequoia Union High School District, results from the ELA and math assessments can be used as an indicator of college and career readiness.
 
Pursuant to California Education Code Section 60615, parents/guardians may annually submit to the school a written request to excuse their child from any or all of the CAASPP assessments. Please contact your school Principal if you have any questions about the assessments.
 

In addition to the CAASPP System, students who are identified as English Learners at all grade levels are administered the English Language Proficiency Assessments for California (ELPAC).

Students in grades 5 and 7 are also expected to take the Physical Fitness Test (PFT). 

California Assessment of Student Performance and Progress (CAASPP)

California is part of the Smarter Balanced Assessment Consortium (SBAC). The SBAC or Smarter Balanced assessments are computer adaptive assessments aligned with the Common Core State Standards (CCSS). 

Ravenswood students in grades 3 through 8 are administered English Language Arts (ELA) and Mathematics assessments. This is often collectively referred to as "CAASPP" testing.

For more information:

California Science Test (CAST)

The California Science Test (CAST) is a computer-based assessment that measures students' achievement of the California Next Generation Science Standards (CA NGSS). Students apply their knowledge and skills of the Science and Engineering Practices, Disciplinary Core Ideas, and Cross-Cutting Concepts. The CAST is administered in grades five and eight (and once at high school).

 

For more information:

  • This CDE Webpage links to each of the "Parent Guides to Understanding". These are two-page flyers that answer key questions about California's assessment programs. Information is also included about how parents can support student success

  • Starting Smarter Websites for CAASPP and ELPAC help parents to understand student scores and reports, view sample test questions, and provide additional resources to support student learning

California Alternate Assessments (CAA)

Some students will take alternate versions of state assessments. California Alternate Assessments (CAA) for ELA, Mathematics and Science are administered to students with disabilities. The student's individualized education program (IEP) team decides if is appropriate to use the alternate assessments. There is also an alternate version of English Language Assessments for California (ELPAC) for students with disabilities who are also identified as English Learners.

Just like the CAASPP, these are computer-based tests, with the CAA for ELA and Mathematics assessments administered to students in grades 3-8, and the CAA for Science administered to students in grade 5 and 8. 

 

What do the Alternate Assessments Measure?

  • CAA for ELA and Mathematics are aligned with alternate achievement standards—called the Core Content Connectors—and linked to the Common Core State Standards (CCSS). 

  • CAA for Science is aligned with alternate achievement standards—called the Science Core Content Connectors—which are linked to the performance expectations from the California Next Generation Science Standards (CA NGSS).

  • The ELPAC measures proficiency in listening, speaking, reading and writing in English. The Alternate ELPAC is aligned with California English Language Development Standards.

 

For more information:

Physical Fitness Test (PFT)

The Physical Fitness Test (PFT) used in California schools is called the FitnessGram®. The main goal of the test is to help students in starting lifelong habits of regular physical activity, and evaluate their overall physical fitness. Ravenswood students in grades 5 and 7 would typically take this test in the Spring.

For more information:

 

English Language Proficiency Assessments for California (ELPAC)

The English Language Proficiency Assessments for California (ELPAC) is the required state test that must be given to students identified as "English Learners" . State and federal law require that districts annually administer a state test of English Language Proficiency (ELP) to all eligible students in kindergarten through grade twelve.

The ELPAC is aligned with the 2012 California English Language Development Standards. It consists of two separate assessments:

  • "The Initial" is a shorter assessment, only administered to students (whose primary language is a language other than English) when they first enrol in a California school. This is used to identify if the student is considered an "English Learner" (EL).

  • "The Summative" is an annual summative assessment, administered to all EL students, used to identify their current English language proficiency level, and to measure their progress in learning English.

Resources

Parent Guides to Understanding:

Webpages:

 

Alternate Assessments:

 
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There are a number of ways that you can maximize your child's learning capabilities throughout the school year, which can lead to confident test-taking.

Some of these strategies include:

  • Assisting your child with homework and ensuring that your child is completing all homework assignments

  • Helping to develop good study habits, thinking skills, and a positive attitude towards education from an early age

  • Ensuring that your child has good attendance at school

  • Staying in communication with your child's teacher

  • Encouraging your child to read as much as possible

  • Educational games and programs that your child enjoys

  • Helping your child learn how to follow directions carefully

           

           

Systems and Processes           

Systems and Processes           

California School Dashboard

The California School Dashboard is part of the California Department of Education’s (CDE) school accountability system. It provides educators, parents, and the public with information about how local schools and districts are performing. 

The Dashboard: 

  • Uses multiple measures to track success

  • Emphasizes equity by displaying data for student groups

  • Enables local education agencies to make decisions addressing local needs

  • Focuses on continuous improvement

Information on how to understand the different Dashboard measures and data reports is detailed on this San Mateo County Office of Education webpage

State and Local Priorities

There are three areas of priorities in California public education. Each area is broken down into several priorities.

Conditions of Learning

  • Basic Services: Districts should provide all students access to fully credentialed teachers, instructional materials that align with state standards, and facilities that are maintained in good repair.

  • Implementation of State Standards: Districts should implement California’s academic standards, including the Common Core State Standards for English/language arts, mathematics, Next Generation Science, English language development, history-social studies, visual and performing arts, health education, and physical education.

  • Course Access: Districts should ensure that students can enroll in a broad course of study in a variety of subject areas.

Engagement

  • Parental Involvement: Districts must seek parent input in decision-making and promote parent participation in the educational programs of all students.

  • Pupil Engagement: Districts must measure pupil engagement through school attendance rates, chronic absenteeism rates, dropout rates, and high school graduation rates.

  • School Climate: Districts must measure school climate through student suspension and expulsion rates and other locally identified means, such as surveys of pupils, parents, and teachers on school safety and connectedness.

Pupil Outcomes

  • Pupil Achievement: Districts should improve student achievement and outcomes according to multiple measures, including test scores, English proficiency, and college and career preparedness.

  • Other Pupil Outcomes: Districts should measure additional important student outcomes related to required areas of study, including physical education and the arts

More information about these Priorities can be found at this California Department of Education (CDE) webpage

Federal Program Monitoring (FPM)

Federal and state laws require the California Department of Education (CDE) to monitor the implementation of categorical programs operated by local educational agencies (LEAs). In California, this is done through a process called "Federal Program Monitoring" (FPM). The FPM process ensures that LEAs meet fiscal and program requirements of federal categorical programs and mandated areas of state responsibility.

Categorical Programs are established by state or federal legislation, are designed to supplement the existing core instructional program, and are typically developed to serve a specific targeted group or area of need.

Over the past few years, Ravenswood has received funding from the following categorical programs:

  • Title I, Part A - Improving Academic Achievement, Improving Basic Programs

  • Title II, Part A - Supporting Effective Instruction

  • Title III, Part A - Language Instruction for English Learners

  • Title III, Part A - Language Instruction for Immigrant Students

  • Title IV, Part A - Student Support and Academic Enrichment

  • After School Education and Safety Program (ASES) - Expanded Learning

  • Stimulus Funding in response to the COVID-19 Pandemic (including Learning Loss Mitigation Funding, ESSER I, ESSER II, ESSER III, In-Person Instruction and Expanded Learning Opportunities Grants, GEER I, GEER II, GEER III)

 

What is the FPM Process?

Each LEA in the state belongs to one of eleven regions, which are assigned to one of four cycles (A, B, C, or D). Each school year, data and evidence from approximately 132 LEAs across two Cycles are analyzed by CDE in either an "onsite" or "online" review.

  • Onsite Review - consists of data and document review, in-person interviews with staff and families, site visits, and classroom observations

  • Online Review - primarily consists of data and document review, though some staff interviews may be requested by the CDE FPM Reviewer. 

Several factors, including compliance history, academic achievement, program size, and fiscal analysis are considered in identifying LEAs for reviews. Based on these factors, we may be selected for an onsite or online monitoring every two years.

 

Ravenswood's FPM Schedule

Ravenswood is located in Region 4, assigned to Cycle B.

2017-18: Online Review

2019-20: Onsite Review

2021-22: Online Review

2023-24: We can expect to be selected for an Onsite Review

 

What does FPM Actually Review?

CDE Program offices develop, and annually revise a document known as a "Program Instrument". This document represents federal or state laws, regulations, or controlling judicial decisions, arranged into core and supporting items. The LEA provides evidence to demonstrate of each of these "items". This helps the CDE to determine whether an LEA is meeting the requirements of each program. Each program instrument also contains appropriate legal citations, and may change from year to year to correspond with changes in laws, regulations, or judicial decisions. 

The schedule provided to the LEA will identify what will be reviewed for each program at the district level, and at the site level. 

For more information about the specific Program Instruments, please visit this CDE webpage. 

Consolidated Application Reporting System (ConApp or CARS)

The Consolidated Application (ConApp) is used by the California Department of Education (CDE) to distribute categorical funds from various state and federal programs to the District.

Annually in June, the District submits the spring release of the application to document our participation in these programs and provide assurances that the District will comply with the legal requirements of each program. Program entitlements are estimated through the formulas provided.

The winter release of the application is submitted in February of each year and contains the District entitlements for each funded program. From this information, the District allocates funds for programs, services, and resources at both the district and school site level.