School Site Council

The Role of a SSC


What is a School Site Council?

SSC’s make decisions at the school site regarding site programs and categorical programs, in addition to spending.  SSC's are made up of parents, community members, and school personnel.  The SSC decides upon academic instructional programs and all related categorical resource expenditures for a school.

A SSC is a school-community representative body made up of:

  • Principal
  • Teachers 
  • Other School Personnel
  • Parents or Community

Education Code Section 52852 (formerly 52012) specifies that a school improvement plan shall be developed by a school site council (SSC). The law says, The SSC shall be composed of the principal; representatives of teachers selected by teachers at the school; other school personnel selected by peers at the school; parents of pupils attending the school selected by such parents.”

Continued School Improvement:

School Improvement is a program for elementary, intermediate, and secondary schools to continue improvement of instruction, services, school environment, and organization at school sites according to plans developed by School Site Councils. The California Education Code states the school site council should:

  1. Measure effectiveness of improvement strategies at the school.
  2. Seek input from school advisory committees.
  3. Reaffirm or revise school goals.
  4. Revise improvement strategies and expenditures.
  5. Recommend the approved single plan for student achievement (SPSA) to the governing board.
  6. Monitor implementation of the SPSA

Single Plan for Student Achievement Plan

The purpose of the Single Plan for Student Achievement (SPSA) is to raise the academic performance of all students to the level of state achievement standards. California Education Code sections 41507, 41572, and 64001 and the federal No Child Left Behind Act (NCLB) require each school to consolidate all school plans related to state and federal funding. The California Department of Education has developed a planning guide and template for local educational agencies (LEAs) to meet the program requirements. 

Spanish Version


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Carr SSC Meeting Dates


All meetings are on Thursdays at 3:30 in the main office.

September 21, 2017
October 12, 2017
February 8, 2018
April 19, 2018
June 7, 2018

LCAP


Local Control and Accountability Plan

What is the Local Control and Accountability Plan?

The LCAP is a critical part of the new Local Control Funding Formula (LCFF). Each school district must engage parents, educators, employees and the community to establish these plans. The plans will describe the school district’s overall vision for students, annual goals and specific actions the district will take to achieve the vision and goals. The LCAPs must focus on eight areas identified as state priorities. The plans will also demonstrate how the district’s budget will help achieve the goals, and assess each year how well the strategies in the plan were able to improve outcomes. 

What are the 8 State priority areas that must be addressed?

There are eight areas for which school districts, with parent and community input, must establish goals and actions. This must be done both district-wide and for each school. The areas are:

  1.  Providing all students access to fully credentialed teachers, instructional materials that align with state standards, and safe facilities.

  2. Implementation of California’s academic standards, including the Common Core State Standards in English language arts and math, Next Generation Science Standards, English language development, history social science, visual and performing arts, health education and physical education standards.

  3. Parent involvement and participation, so the local community is engaged in the decision-making process and the educational programs of students.

  4. Improving student achievement and outcomes along multiple measures, including test scores, English proficiency and college and career preparedness.

  5. Supporting student engagement, including whether students attend school or are chronically absent.

  6. Highlighting school climate and connectedness through a variety of factors, such as suspension and expulsion rates and other locally identified means.

  7. Ensuring all students have access to classes that prepare them for college and careers, regardless of what school they attend or where they live.

  8. Measuring other important student outcomes related to required areas of study, including physical education and the arts.   In addition to these eight areas, a district may also identify and incorporate in its plan goals related to its own local priorities.