Local Control & Accountability PLan (LCAP)

The Local Control and Accountability Plan or LCAP is a critical part of California’s new Local Control Funding Formula (LCFF). It is a three-year, district-level plan that is updated annually. The plan describes the school district’s key goals for students as well as the specific actions (with expenditures) the district will take to achieve the goals and the means (metrics) used to measure progress.

The LCAP addresses the needs of all students, including specific student groups, and all districts must specifically address English learners, foster youth, and low-income students. In addition, the LCAP must address the state of California’s eight priority areas that include student academic achievement, school climate, student access to a broad curriculum, and parent engagement.

2016-2019 Jamestown School District LCAP

2016-2017 LCAP Update

(revised August 2017)

2017-2018 LCAP Update

(revised August 2018)

2018-2019 LCAP Update

(revised August 2019)

The three-year static LCAP is undergoing review and revisions before adoption by the board for approval by the state.

The updated goals for the 2016-2019 LCAP are:

  1. Support student achievement by aligning curriculum and Common Core Standards and offering targeted intervention.
  2. Invest in technology to support student achievement, implementation of the Common Core Standards, and the Smarter Balanced
  3. Improve campus climate to impact student/parent connectedness to school by building a safe, nurturing learning community.
  4. Increase communication and connection between home and school to support student success.
  5. Prioritize safety and maintenance of district facilities.
  6. Ensure a broad course of study for all students.
  7. Build the capacity of the facility to deliver rigorous high quality Common Core Standards-based instruction to students.

Crossroads – the path to local control

The Chinese Camp School was recently featured in a LCAP Video produced by the California Collaborative for Educational Excellence.

Eight Priorities Create Accountability

The Local Control and Accountability Plan puts school information and answers in your hands.


Basic Services

Providing all students with access to fully credentialed teachers in their subject areas, as well as instructional materials that align with state standards, and safe, properly maintained school facilities.

Implementation of State Standards

Ensuring school programs and services enable all students, including English learners, to access California’s academic content and performance standards, including Common Core Standards for English Language Arts and Math, Next Generation Science Standards, and English Language Development Standards.


Course Access

Ensuring all students have access to a broad course of study in all required subject areas, including math, social science, science, visual and performing arts, health, physical education, career and technical education and others, that prepares them for college and careers, regardless of what school they attend or where they live.

Student Achievement

Improving achievement and outcomes for all students, as measured in multiple ways, such as test scores, English proficiency and college and career preparedness.

Other Student Outcomes

Measuring other important indicators of student performance in all required areas of study.

Student Engagement

Providing students with engaging programs and course work that keeps them in school, as measured in part by attendance rates, dropout rates and graduation rates.

Parent Involvement

Efforts by the school district and schools to seek input from all parents, and to engage parents in decision-making, as well as promoting parent participation in programs that meet the needs of their students and all students. (See the PTA National Standards for Family-School Partnerships Assessment Guide for suggested ways to measure progress.)

School Climate

Factors both inside and outside the classroom that impact student success such as health, safety, student discipline and school connectedness, as measured in part by suspension and expulsion rates, and surveys of students, teachers and parents.