BSFCS Local Control Indicators

Bellevue-Santa Fe Charter School

CA Dashboard Local Control Indicators

  • Enrollment: 164
  • Socioeconomically Disadvantaged: 3.6%
  • English Learners: .6%
  • Foster Youth: 0%
  • Grade Span: K-6
  • Charter School: YES

Appropriately Assigned Teachers, Access to Curriculum-Aligned Instructional Materials, and Safe, Clean and Functional School Facilities (Priority 1)

This page displays the information submitted by the local educational agency on the local performance indicator for appropriately assigned teachers, access to curriculum-aligned instructional materials, and safe, clean and functional school facilities (Priority 1).

Standard: Local educational agency annually measures its progress in meeting the Williams settlement requirements at 100% at all of its school sites, as applicable, and promptly addresses any complaints or other deficiencies identified throughout the academic year, as applicable; and provides information annually on progress meeting this standard to its local governing board and to stakeholders and the public through the evaluation rubrics.

Number/percentage of misassignments of teachers of English learners, total teacher misassignments, and vacant teacher positions:

 0

Number/percentage of students without access to their own copies of standards-aligned instructional materials for use at school and at home:

0

Number of identified instances where facilities do not meet the “good repair” standard (including deficiencies and extreme deficiencies):

0

Self-Reflection Tool for Implementation of State Academic Standards (Priority 2)

This page displays the information submitted by the local educational agency on the local performance indicator for the implementation of state academic standards (Priority 2).

Standard: Local educational agency annually measures its progress implementing state academic standards and reports the results to its local governing board at a regularly scheduled meeting of the local governing board and to stakeholders and the public through the evaluation rubrics.

LEAs chose to either provide a narrative summary of their progress in the implementation of state academic standards based on locally selected measures or tools, or to complete the reflection tool.

Option 2: Reflection Tool (Completed by San Luis Coastal Unified)

Recently Adopted Academic Standards and/or Curriculum Frameworks

1. Local educational agency’s progress in providing professional learning for teaching to the recently adopted academic standards and/or curriculum frameworks identified below.

Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability

English Language Arts – Common Core State Standards for English Language Arts

4 – Full Implementation

English Language Development (Aligned to English Language Arts Standards)

3 – Initial Implementation

Mathematics – Common Core State Standards for Mathematics

5 – Full Implementation and Sustainability

Next Generation Science Standards

3 – Initial Implementation

History-Social Science

1 – Exploration and Research Phase

2. Local educational agency’s progress in making instructional materials that are aligned to the recently adopted academic standards and/or curriculum frameworks identified below available in all classrooms where the subject is taught.

Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability

English Language Arts – Common Core State Standards for English Language Arts

4 – Full Implementation

English Language Development (Aligned to English Language Arts Standards)

3 – Initial Implementation

Mathematics – Common Core State Standards for Mathematics

5 – Full Implementation and Sustainability

Next Generation Science Standards

2 – Beginning Development

History-Social Science

1 – Exploration and Research Phase

3. Local educational agency’s progress in implementing policies or programs to support staff in identifying areas where they can improve in delivering instruction aligned to the recently adopted academic standards and/or curriculum frameworks identified below (e.g., collaborative time, focused classroom walkthroughs, teacher pairing)

Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability

English Language Arts – Common Core State Standards for English Language Arts

4 – Full Implementation

English Language Development (Aligned to English Language Arts Standards)

3 – Initial Implementation

Mathematics – Common Core State Standards for Mathematics

4 – Full Implementation

Next Generation Science Standards

3 – Initial Implementation

History-Social Science

1 – Exploration and Research Phase

Other Adopted Academic Standards

4. Local educational agency’s progress implementing each of the following academic standards adopted by the State Board of Education for all students.

Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability

Career Technical Education

3 – Initial Implementation

Health Education Content Standards

3 – Initial Implementation

Physical Education Model Content Standards

5 – Full Implementation and Sustainability

Visual and Performing Arts

4 – Full Implementation

World Language

N/A

Support for Teachers and Administrators

5. The local educational agency’s success at engaging in the following activities with teachers and school administrators during the 2015-16 school year (including summer 2015).

Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability

Identifying the professional learning needs of groups of teachers or staff as a whole

5 – Full Implementation and Sustainability

Identifying the professional learning needs of individual teachers

4 – Full Implementation

Providing support for teachers on the standards they have not yet mastered

4 – Full Implementation

Self-Reflection Tool for Parent Engagement (Priority 3)

This page displays the information submitted by the local educational agency on the local performance indicator for parent engagement (Priority 3).

Standard: Local educational agency annually measures its progress in: (1) seeking input from parents in decision making; and (2) promoting parental participation in programs, and reports the results to its local governing board at a regularly scheduled meeting of the local governing board and to stakeholders and the public through the evaluation rubrics.

The local educational agency was asked to provide a narrative summary of its progress toward (1) seeking input from parents/guardians in school and district decision making; and (2) promoting parental participation in programs.

The summary of progress is required to be based on either information collected through surveys of parents/guardians or other local measures. As part of the response, the local educational agency was asked to describe why it chose the selected measures, including whether progress on the selected measure is related to goals it has established for other Local Control Funding Formula priorities in its Local Control and Accountability Plan.

Option 1: Survey

The local educational agency administered a local survey to parents/guardians in at least one grade within each grade span that the local educational agency serves (e.g., K–5, 6–8, 9–12), and was asked to summarize the following:

  1. The key findings from the survey related to seeking input from parents/guardians in school and district decision making;
  2. The key findings from the survey related to promoting parental participation in programs; and
  3. Why the local educational agency chose the selected survey and whether the findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan.
Bellevue-Santa Fe Charter School (BSFCS) administered a local survey to all grade levels to engage parents/guardians in the process of developing the Local Control Accountability Plan (LCAP). BSFCS has two parent representatives on the Governing Board.  BSFCS parents/guardians are participants in our monthly Governing Board meetings and Town Hall meeting (April 2017).   Meetings have included shared data regarding our survey results, student performance on state tests, budget history, budget projections, current LCAP focus areas, and information on the new accountability system. This data is also available on our website.  Key findings from the survey related to seeking input from parents/guardians in school and district decision making included the following themes: Economic Equity, Homework, Curriculum Implementation, Behavioral Expectations and Procedures.  The impact of the information and ideas collected at the various stakeholder meetings and survey results was gathered, analyzed, and has been instrumental in the creation of the LCAP. Key findings from the survey related to promoting parental participation in programs has resulted in a direct impact on our LCAP Focus Areas of Goals 1-3.  Actions from these goals include BSFCS providing professional development on instructional practices relative to classroom management, state standards, students with special needs, mindfulness, and trauma related behaviors; Time will be dedicated to teacher review of current practices and grade level curriculum; Verification of site-based practices for behavior intervention strategies, assessment for student growth, academic interventions, academic expectations, and communication systems; Governing Board review of homework policy and behavior expectations policy;  Improvement of facilities and site-based practices for student safety and wellness; Two annual Town Hall Meetings; Parent/Guardian Education Events regarding state standards, BSFCS philosophies, and topics of interest.  LCAP survey was chosen as it directly impacts our LCAP planning and budget.

School Climate (Priority 6)

This page displays the information submitted by the local educational agency on the local performance indicator for school climate (Priority 6).

Standard: Local educational agency administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness, such as the California Healthy Kids Survey, to students in at least one grade within the grade span(s) that the local educational agency serves (e.g., K-5, 6-8, 9-12), and reports the results to its local governing board at a regularly scheduled meeting of the local governing board and to stakeholders and he public through the evaluation rubrics.

The local educational agency was asked to provide a narrative summary of the local administration and analysis of a local climate survey that captures a valid measure of student perceptions of school safety and connectedness in at least one grade within the grade span (e.g., K-5, 6-8, 9-12).

The School Climate Survey asks students to reflect on their perception of their “safety” at school.  BSFCS students report feeling cared for (70% Strongly Agree, 20% Agree, 10% Neutral), safe on our school sites (80% Strongly Agree, 20% Agree), doing interesting activities (80% Strongly Agree, 20% Agree), being supported by adults (80% Strongly Agree, 20% Agree), having quality instruction (100% Strongly Agree), and growing in their learning (90% Strongly Agree, 10% Agree).  Students also report disagreement in having too much homework (50% Strongly Disagree, 30% Disagree, 10% Neutral, 1% Strongly Agree).