Local Control Accountability Plan (LCAP) = Excellence through Equity
The Local Control Funding Formula (LCFF) was adopted in California for public education in 2013. This plan allocates funds based on specific student needs and allows maximum flexibility at the local district level.
As part of LCFF, school districts now develop, adopt and update a three-year plan called the LCAP. Part of the development of the LCAP includes garnering input and feedback from community stakeholder groups, staff, parents and students. The LCAP has eight components that are identified here by the California State PTA website.
The LCAP plan is the roadmap of the Excellence through Equity plan approved by the SMMUSD Board of Education in 2016. The Board of Education and district leadership under the direction of Superintendent Dr. Ben Drati are working to achieve educational and extracurricular access and equity for all students.
LCAP Update 22-23
Local Control and Accountability Plan Annual Update 22-23 - English
Local Control and Accountability Plan Annual Update 22-23 in Spanish
Local Control and Accountability Plan Infographic 22-23 - English
Local Control and Accountability Plan Infographic 22-23 - Spanish
LCAP Update 21-22
Expanded Learning Opportunities Grant Plan 2020-21
LCFF Budget Overview for Parents 2020-21
Learning Continuity and Attendance Plan 2020-21
The SMMUSD Board of Education approved the Learning Continuity and Attendance Plan (LCP) at a special board meeting on Sept. 24, 2020. Senate Bill 98 established the plan in support of ongoing planning for the 2020-21 school year in the midst of uncertainty caused by the COVID-19 pandemic.
- Learning Continuity and Attendance Plan, September 24, 2020 - English
- Learning Continuity and Attendance Plan, September 24, 2020 - Spanish
LCAP Covid-19 Operations Report 2020
LCAP Update 2019-20
LCAP Update 2018-19
LCAP Federal Addendum 2018-19
LCAP Update 2017-18
LCAP Update 2016-17
Three-Pronged Approach to Equity through Excellence: Superintendent Dr. Ben Drati, August 2017
State of Our Schools presentation: Superintendent Dr. Ben Drati, Spring 2017
- All graduates are socially just and ready for college and careers
- English Learners will become proficient in English while engaging in a rigorous, culturally and linguistically responsive standards-aligned core curriculum
- All students and families engage in safe, well-maintained schools that are culturally responsive and conducive to 21st century learning
Extraordinary achievement for all while simultaneously closing the achievement gap.
SMMUSD Common Message
All students graduate ready for college and careers from schools that are safe, socially responsive, and academically-rigorous. This is accomplished through a self-reflective, shared system of accountability that consistently uses culturally relevant best practices to maximize equitable student outcomes.
We make decisions and allocate resources with “students first” in mind.
We meet our students where they are and provide the necessary resources and attention to make all students successful.
We engage students in meaningful, rigorous and relevant educational experiences where they are inspired, supported, challenged and motivated.
We are stronger when we collaborate, dialogue and listen to each other in a civil, productive way, to improve outcomes for our students.
We respect and value our diverse student and staff population as an integral part of our learning community.
We work and dialogue with each other in a respectful manner, setting the example for our students of how civil discourse leads to positive outcomes.