Local Control Accountability Plan

School districts must outline how Local Control Funding Formula (LCFF) funds will be spent in its Local Control and Accountability Plan (LCAP).  The district’s stated goal in its LCAP is to recruit and retain fully credentialed teachers and to increase the percentage of highly qualified teachers. Competitive salaries are not a priority.How is the District spending its resources to support teaching and learning at YCUSD? YCTA encourages local educators and community members to read the LCAP and YCTA report detailing our professional input to determine the priorities for YCUSD.  Contact us if you have questions.


                                      YCTA perspective on LCAP Priorities 

Sharing our wisdom from the classrooms of our District: 

What do we need to better educate and serve our students?


The YCTA Discernment Process

Stage 1:  Assemble YCTA LCAP Advisory Committee 3/10 and 3/12/14.  Representatives were recruited from every site and program.

Stage 2:  First round of open-ended data collection.  An open-ended survey using the LCAP template was distributed to all YCTA members. After committee members shared feedback from their groups, a second round survey was drafted asking for more specific feedback to prioritize 

Stage 3:  Second round targeted data collection. Committee members brought back comments and priorities from their groups. The committee discussed the highest priorities to add details for the summary report.

Stage 4:  Summary Report. 

Stage 5:  Dissemination and Distribution of YCTA Perspective on Priorities. 

Highest Priorities

Hire and Retain High-Quality Teachers and Educators - Compensation

YCTA members believe that YCUSD needs to attract, hire and retain the best personnel for our students. Providing teachers competitive comparable salaries will assure that YCUSD can attract and retain the best teachers and other educators. Despite a recent increase, teachers are still below the average.

Support and Nurture High-Quality Teachers and Educators – Professional Development

High quality professional development encourages and supports teachers to continue to improve their practice to meet the new Common Core Standards (CCSS) and diverse needs of our students. 

Professional development should be provided on paid teacher time without disrupting instruction. The teacher work year should be increased to include professional development time within the contracted work year. Professional development should not disrupt student instruction. The District should not use substitute teachers to pull teachers out of their classrooms; instead, make this a priority by providing the time within the contracted work periods.

Professional development should be planned in consultation with teachers. A professional development committee including a majority of classroom teachers should review the feedback from teachers to suggest, plan, and evaluate effective professional development. Provide quality professional development that is relevant to the each subject area

Professional development should be provided by current, practicing classroom teachers preferably from within the District or leading research experts. To bring the leading experts to us, we should explore the possibilities of webinars. 

Trust and Respect High-Quality Teachers and Educators – Professional Discretion

Bring the joy of teaching and learning back into the classroom. Allow teachers to teach in the moment, exercise their creativity, and capitalize on student interest. Allow for flexibility in pacing and instruction. Instead of an overemphasis on ELA and math, we need to expose our students to a diverse and rich curriculum. Students can learn literacy and math skills and concepts in multiple content areas which include science, social science, art and music as well as English and math. The diversity of our students and teachers can be our greatest strength: a one-size-fits-all approach serves neither. This requires trusting teachers to exercise professional judgment. Hire great teachers, support them and trust them and we can do great things.

Encourage teacher flexibility to engage students in thinking and problem solving. Teachers should be allowed to adjust their teaching to meet the needs of their students. Pacing guides should only come as a product of collaboration by the teachers who will be delivering the instruction. Pacing guides and timing suggestions should never be rigidly imposed nor monitored without regard for the diversity of student needs and outcomes.

An over-reliance on district mandated testing has not contributed to positive classroom environment or effective teaching that goes beyond the limits of multiple-choice tests. An overemphasis on testing at the expense of teaching time has narrowed the focus of instruction and leads to an emphasis on student deficiencies instead of their strengths.

The District should provide collaboration time during paid time without disrupting instruction.  Minimum days or full day teacher workdays need to be implemented for grade level/content are collaboration at all levels, site specific as a District-wide initiative. This requires trusting teachers to exercise professional judgment and requires a structure that developed by effective teacher leadership teams.

Effective teacher leadership should include paid grade level (or grade level clusters) lead teachers at the elementary level and content leads at the secondary level. Effective leadership requires respecting the input of all stakeholders and making decisions as a team. Teacher leaders should be practicing classroom teachers; not released on special assignment. This will help to ensure authentic and meaningful learning.

More data needed re: instructional coaching model

Conditions of Learning.

Every teacher should have all the teaching materials appropriate for their students as well as a fully-equipped room in which to teach and prepare for instruction. We need to assure that every teacher has the basics. 

Every school should have library facilities. Every school should have at least one additional room to provide a space for music and small counseling groups. 

Unfortunately the SBAC will require a diversion of funds to provide the technology to support the assessment. We urge caution in this area. Equip classrooms with relevant technology that teachers have selected and will actually use. Provide ongoing training to teachers to implement technology in the classroom.

Providing a tablet for every child did not rank high among the priorities. Teachers expressed concerns with regards to viability of that option given the inherent costs in both start-up and maintenance as well as the challenge of tracking potential losses and damage to equipment.

Provide a Diverse and Broad Course of Study to ALL students


We need to teach a rich and diverse program that develops ELA and math skills within the context of other content areas. Interdisciplinary connections should be explicit. An overemphasis on ELA and math in isolation does not serve our students. I.e. the 3 hours of ELA time and one hour of ELD/ELE.  The arts and sciences must be provided more time within the day. Students can develop their Common Core Literacy skills within the context of other subjects. 


Support Career and Technological Education (CTE) with facilities, equipment, and curriculum.  Vertically articulate possible career pathways for a continuum of services 6-12. Build community partnerships.

Increase access for all students (6-12) to a broad selection of electives such as woodshop, small engines, and home economics. Assure that all students have access and not restricted by their need for intervention services. Struggling learners need access to courses that will encourage them to enjoy learning, feel successful, and a desire to attend school. 

Intervention to support English Language Learners and Struggling Learners


ELD/ELE time and curriculum does not effectively support English Learners’ access to Common Core.  Provide effective instruction within content areas rather than a separate pullout. Provide additional personnel if pullout intervention is necessary.

The K-5 ELD template does not meet the needs of their students. We should use the EL Supplemental materials provided with our adopted ELA curriculum. Students should learn language skills within multiple contexts. District K-5 ELD teachers should be the driving force in revisions of the ELD instructional model.

Struggling Learners

Effective intervention needs to be provided within the instructional day by providing additional personnel and smaller class sizes. Support the effective interventions of RTI pyramid by providing adequate personnel.

Supporting all Learners

Smaller class sizes and caseloads allow teachers to address the needs of all students.

Climate for Learning

Build a climate of recognition for all student success i.e. attendance, effort, academic achievement, positive student behaviors, citizenship, contribution, and leadership skills.

Discipline issues have increased while motivation and engagement have decreased with an overem-phasis on deficiencies and rote skill mastery. The joy of learning has diminished and undermined the confidence and feelings of success for our students.  Bring the joy of learning back through using “teachable moments,” authentic lessons, and a movement away from scripted pacing. When students and teachers are enjoying our work together, we can expect less discipline issues and increased attention and participation.

We need to build a climate of shared responsibility that will hold all students accountable to learning at a level appropriate for that child rather than a prescriptive one-size-fits-all level. We need to celebrate learning and growth that values all aspects of our children not just their reading and math scores. We need to engage students in learning and capitalize on what they love. We need to build their successes.   Support classroom instruction with counseling and support services so that we can encourage and support students to learn.

Section 1:  Conditions of Learning

A.       Quality of teachers, instructional materials, and facilities:  (State Priority # 1)

·         Hire and retain good teachers and educators

·         Support them with professional development and collaborative working environments

·         Allow them to use their expertise.  Trust them to do the work

·         Provide comparable teaching stations for all teachers

·         Provide all teachers with the materials required to teach all their students

B.      Instruction aligned with Standards:  (State Priority # 2)

·         Provide high-quality teacher-led professional development

·         Provide time to collaborate


C.      Broad Course of Study:  (State Priority #7)


·         Teach literacy and math across disciplines to allow students to experience a rich curriculum at K-5 that includes regular and consistent exposure to more than English and math by including science, social science, music and art

·         Ensure that struggling students and English learners have access to a broad selection of electives

·         Support electives at the middle school level

·         Support CTE within articulated pathways and community partnerships


Section 2:  Pupil Outcomes

A.      Student achievement (State Priority #4)

·         Provide quality professional development

·         Provide time for teachers to collaborate

·         Build a climate where learning is enjoyable and relevant so that students will be fully engaged. 

·         Get away from rigid pacing and timing prescriptions and allow teachers to teach in the moment and grab kids excitement and interest.


B.      Other pupil outcomes and indicators of performance in required areas of study. ( State Priority #8)


·         We need to educate the whole child

·         We need to build a climate that nurtures students strengths

·         We need to build their persistence in learning and problem solving

·         We need to encourage a love of learning and a sense of responsibility for their learning


Section 3:  Engagement

A.      Parental involvement, (State Priority #3)

·         We need teacher collaboration time to address communication with parents. 

·         We know that our student is largely impacted by a good working relationship between teacher, school and parent.  We need communication time.

·         We need to build a climate of shared responsibility


B.      Pupil engagement, (State Priority #5)

·        Pupils will be more engaged when we build a climate of shared responsibility.  We need the support of all staff to communicate to our students that we expect them to learn.

·        We need to bring back the joy of learning to engage students in meaningful learning that they experience as relevant and enjoyable.


C.      School climate, (State Priority #6)

·        Building a climate of learning that is fun and relevant will improve student engagement and reduce disciplinary issues.

·        Building a climate of success rather than a focus on deficiencies will increase feeling of self worth and reduce disciplinary issue.