The purpose of this study was to conduct a document analyses on the prevalence of Extended Learning Time (ELT) models within publicly disseminated Local Control Accountability Plans (LCAP). The novelty of LCAP as a school improvement plan (SIP) provided an opportunity to explore how schools in California used the Local Control Funding Formula (LCFF) to describe proven and promising practices that improve student achievement. Growing evidence suggests that implementation of ELT are linked with improved student outcomes. This study sought to further analyze interventions highlighted in LCAPs in general, and the prevalence of ELT in particular. The researcher employed both quantitative and qualitative methods to answer the research questions. Document analyses of 100 publicly available LCAPs revealed the qualitative phenomenology of California's Local Educational Agencies' (LEA) implementation of evidence-based practices including ELT. LCAP narrative statements containing ELT were also qualitatively analyzed for theme and context. The quantitative component identified frequencies and locations of LEAs describing ELT and other evidence-based practices within their LCAPs. The data were analyzed in successive rounds, to classify the emergence and frequency and prominence of both ELT and non-ELT evidence-based practices. While prior studies have examined the use of ELT, the literature on the pervasiveness of ELT as an intervention within SIPs, specifically LCAPs, is sparse. The findings have implications for educational leaders seeking to analyze how LCFF and the LCAP process has included stakeholder involvement in the selection of ELT and other proven practices to narrow the existing achievement gap.