Fillmore Unified School District

This document presents the Fillmore Unified School District's 2024-2025 Self-Reflection Results for Local Performance Indicators, as required for the California School Dashboard. It reports successful fulfillment ('Met') across key state priorities, including Basic Conditions at School, Implementation of State Academic Standards, Parent Engagement, Local Climate Survey, and Access to a Broad Course of Study. The report details the district's performance and efforts to ensure compliance with these state requirements.

The Fillmore Unified School District's 2025-26 Local Control and Accountability Plan (LCAP) details how funds, particularly Local Control Funding Formula (LCFF) grants, will be used to serve students, with an emphasis on high-needs groups including foster youth, English learners, and low-income students. The plan is structured around five strategic goals: achieving the highest academic standards for postsecondary success, providing healthy and inclusive learning environments, attracting and retaining high-quality staff, upgrading and maintaining school facilities, and reducing non-stability rates at Sierra High School and Heritage Valley Independent Study. It aims to improve academic performance, student well-being, staff quality, and provide safe, modern learning environments for all students.

The Fillmore Unified School District's LCAP Mid-Year Update assesses the progress of its three-year Local Control and Accountability Plan, which outlines strategies and expenditures to achieve positive student outcomes. The plan's main strategic goals include raising academic achievement for all students, fostering a healthy school culture and community engagement, attracting and retaining high-quality staff, ensuring quality facilities, and addressing equity multipliers at Sierra High School and Heritage Valley Independent Study. This update enables real-time strategy evaluation and adaptability for continuous improvement.

This document serves as a program plan guide for Local Educational Agencies (LEAs) to develop their Expanded Learning Opportunities (ELO-P) programs. It outlines how to design program activities that support the whole child, focusing on Social and Emotional Learning (SEL) and development. The guide emphasizes eleven quality standards, including providing a safe and supportive environment, promoting active and engaged learning, fostering skill building, encouraging youth voice and leadership, advocating for healthy choices, ensuring diversity, access, and equity, maintaining quality staff, establishing a clear vision and mission, building collaborative partnerships, implementing continuous quality improvement, and effective program management. The objective is to create comprehensive before and after school, summer, and intersession learning opportunities that enhance students' academic, social, emotional, and physical well-being.

The document presents the Local Control and Accountability Plan (LCAP) for the 2025-26 academic year, outlining five key goals: Student Academic Success, Support for Every Student, Our Team, High Quality Facilities, and Equity Multiplier. The plan aims to improve student outcomes through specific actions, services, and allocated resources, demonstrating a commitment to transparency, continuous improvement, and equitable educational excellence for every student.