Goal 1: Ensure Students Are College & Career Ready
LCAP Goals


100% of SCUSD students will graduate college and career ready with a wide array of postsecondary options and a clear postsecondary plan. Growth in Graduation Rate and College/Career Readiness will be accelerated for Students with Disabilities, English Learners, African American students, American Indian or Alaska Native students, Hispanic/Latino students, Native Hawaiian or Pacific Islander students, Foster Youth, Homeless Youth, and other student groups with gaps in outcomes until gaps are eliminated.


Actions Description
1.1 Prepare students for post-secondary education and careers through aligned pathway experiences that provide work-based learning opportunities.
1.2 Maintain academic and career counseling supports for students including scheduling guidance, mental health support, crisis intervention, suicide awareness, assistance with college applications, FAFSA support, and planning for credit recovery.
  • Continue providing additional counseling support to benefit unduplicated students including at-risk conferencing, campus visits, college and career awareness activities, summer school registration, college matriculation support, scholarship assistance, and prioritization of Homeless Youth and Foster Youth in registration and credit recovery.
  • Collaboration with the Urban College Action Network (UCAN) is focusing efforts on Black/African American students across all high schools to address credit recovery needs. 
  • Provide additional counseling staff for extended day support in late afternoons and evenings, support dual-enrollment course-taking, develop career exploration opportunities, establish college and career centers, and create a seamless transition from elementary to middle school. 
  • Coordinate district wide scheduling and direct support to school sites to determine appropriate staffing needs, eliminate unnecessary course titles that lead to tracking, support pre-registration, and maximize overall scheduling efficiency. 
  • Continued engagement in partnership with Linked Learning Alliance to audit master schedules and achieve increased efficiency with use of staffing; implemented by 1 Director of Master Scheduling position.
1.5 Provide students who are off-track for graduation access and support to program options that accelerate their progress toward on-track status. Programs include targeted access at individual high school sites as well as the central Sacramento Accelerated Academy (SAA); credit recovery site. Staff have and will continue to collaborate with Homeless Youth Services, Foster Youth Services, and staff supporting English Learners to monitor progress and prioritize these student groups in providing credit recovery options.
1.6 Fund Advanced Placement, International Baccalaureate (IB), PSAT, and SAT exams to ensure that no financial barriers prevent full participation.
1.7 Continue to provide expanded access to the International Baccalaureate (IB) program at target schools, particularly for low income students, English Learners, and underrepresented students. This allocation funds additional staff at the three IB sites (Umoja (formerly,Kit) Carson International Academy, Luther Burbank High School, and Caleb Greenwood Elementary), professional learning, and supplemental instructional materials.
1.8 Supplemental and Concentration Grant funding is allocated to school sites based on their number of low-income students and English Learners. These funds are for actions/strategies that benefit targeted student groups. Allocations are determined by each school site in their School Plan for Student Achievement (SPSA).
1.9 Use student data to provide interventions for struggling students in order to maintain on-track status for graduation and a-g course completion, especially for low-income students and English Learners. Funding provides stipends to department heads at district high schools to support their leadership of data use.
1.10 Improve postsecondary tracking of students with disabilities and the student response rate following their graduation/matriculation from SCUSD to inform transition planning.
1.11 Provide adult professional learning regarding individual transition planning for special education instructional staff and school site administration to support development of transition planning at key milestones including, but not limited to: Preschool to Elementary School, Elementary to Middle School, Middle to High School, High School to Post- Secondary activities and Change in special education placement.
1.12 Develop, build, and implement college and career readiness labs at the middle school level across the district. Planned enrollment of the first group of students in grades 7 and 8 by 2022-23 (Will C. Wood, Sam Brannan, Miwok, (formerly, Sutter, and Einstein Middle Schools), and expansion of sites, sections and grade levels in 2023-24 (Fern Bacon and California Middle Schools).
1.13 Continued implementation of State Seal of Civil Engagement, including the refinement of rubrics, expansion of entry points for students, creation of additional opportunities for engagement in K-12 curriculum, and expansion of the number and range of partnerships that provide students opportunity for community engagement.