Reports & Accreditations
As a Charter School there are a number of reports and accreditations that we are required by law to have available to our CCDS families and the public. Below are those reports for the past two years. Should you need anything else, please contact the office.
2021 COVID-19 School Guidance Checklist
CCDS Education Protection Account
2021-22 EPA Final Expenditures
2019-20 EPA Final Expenditures
School Accountability Report Card (SARC)
Learning Continuity and Attendance Plan
“The Learning Continuity and Attendance Plan (LCP) is a key part of the overall budget package for K-12 that seeks to address funding stability for schools while providing information at the local educational agency (LEA) level for how student learning continuity will be addressed during the COVID-19 crisis in the 2020–21 school year. The provisions for the plan were approved by the Governor and Legislature in June in SB 98 and can be found in EC Section 43509.
The Learning Continuity Plan is intended to balance the needs of all stakeholders, including educators, parents, students and community members, while both streamlining engagement and condensing several preexisting plans.
CCDS Learning Continuity and Attendance Plan
Local Control Funding Formula Information and Resources for Parents
The LCAP is a critical part of the new Local Control Funding Formula (LCFF).
Each charter school must engage parents, educators, employees and the community to establish these plans. The plans will describe the charter school’s overall vision for students, annual goals and specific actions the charter school will take to achieve the vision and goals.
ESSER III Expenditure Plan
School districts, county offices of education, or charter schools, collectively known as Local Education Agencies (LEAs), 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.
2021 ESSER III Expenditure Plan
LCFF Budget Overview for Parents
This overview is normally included as part of the spring LCAP adoption. Due to the changes in the current year’s accountability as a result of COVID, the LCFF Budget Overview for Parents was revised to be a stand-alone document.
Questions and Answers
What is the Local Control Funding Formula (LCFF)?
Local Control Funding Formula: California’s 2013-14 Budget Act included landmark legislation that greatly simplifies the state’s school finance system. The changes introduced by the Local Control Funding Formula (LCFF) represent a major shift in how California funds Local Educational Agencies (LEAs). For nearly 40 years, California has relied on a system that included general purpose funding (known as revenue limits) and more than 50 tightly defined categorical programs to provide state funding to LEAs. Under LCAFF, California funds school districts, charter school, and county office of education equally per student with adjustments based on grade levels as well as demographic characteristics. LCFF replaces complexity in favor of equity, transparency, and performance.
What is the Local Control and Accountability Plan (LCAP)?
The LCAP is an important component of the LCFF. Under the LCFF all LEAs are required to prepare an 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 EC Section 52060(d)
CCDS is required to have an independent financial audit every year. These audits are reported to the Chico Unified School District, Butte County Office of Education and the California Department of Education. Below are the audits from the last three years.
State Testing (CAASPP)
California Assessment of Student Performance and Progress (CAASPP) results give us a key measure of how well students are mastering California’s challenging academic standards in English language arts/literacy and mathematics. The skills called for by these standards—the ability to write clearly, think critically and solve problems—are critical to success in college and 21st century careers.
The Accrediting Commission for Schools (ACS), Western Association of Schools and Colleges (WASC) is one of six regional accrediting associations in the United States. The Commission grants a status of accreditation when a school demonstrates the capacity to implement, monitor, and accomplish its action plan. The ACS/WASC accreditation process fosters excellence in elementary, secondary, and adult education by encouraging school improvement. A six-year cycle guides schools through an ongoing improvement process that includes implementation, assessment, and refinement of the schoolwide action plan on an annual basis.
WASC Mid-Cycle Progress Report 2019
We proudly are a WASC accredited school, which sets us apart as a reflective organization that is committed to excellence.