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Bear Valley Unified reviews LCAP goals as graduation, assessments and dual enrollment improve
Summary
District staff reviewed Local Control and Accountability Plan priorities, reported preliminary assessment gains and higher graduation and AP pass rates, and noted areas of continuing concern including chronic absenteeism and subgroup outcomes.
Bear Valley Unified staff presented the districtfs Local Control and Accountability Plan (LCAP) priorities and recent outcomes, saying graduation rates, some assessment results and AP pass rates improved while chronic absenteeism and subgroup performance remain areas of focus.
Why it matters: The LCAP sets district goals tied to funding priorities; the board was shown metrics staff will use to measure progress and to target interventions for student groups who are behind.
Staff reported that combined graduation rates rose from 85.6% to 91.6% for the larger high school grouping between the referenced years, and that preliminary 11th-grade CAST (California Science Test) scores improved from 43% meeting/exceeding to 52% (02/2025 data labeled preliminary). Math proficiency for that cohort rose from about 18% to 24%. The percentage of students earning a 3 or better on AP exams increased from 44% to 61% in the period identified on slides. Dual-enrollment participation was highlighted: 36 freshmen formed a cohort on track to meet A-G requirements, and 67 dual-enrollment students completed 630 college credits in the 2024-25 school year; staff said one student earned 38 credits over two years.
The districtfs chronic absenteeism rate declined from 29.6% in 2022 to 26.5% in the February 2024 reporting period, which staff described as improvement but still above ideal levels. Staff also noted subgroup disparities: long-term English learners (LTELs) showed large gaps in "distance from standard" (examples presented on slides showed deep negative differences), with LTEL outcomes including a reported 0% college- and career-readiness indicator for that group and higher suspension and absenteeism rates (suspension 9.2% and chronic absenteeism 24.1% reported for LTELs in the presentation). Districtwide suspension was listed at 5.6%, with foster youth at 20%, homeless students at 7.7%, and students with disabilities at 8.2%.
Staff said the LCAP measurable objectives will include A-G completion, graduation rates, attendance, suspension and expulsion metrics, engagement survey results and college- and career-readiness measures. The slides explained "distance from standard" (DFS) as a per-student measure of how far a score is from the threshold to meet standards and said the district will report DFS averages by school and subgroup.
Ending: The board was scheduled to consider LCAP adoption on June 18; staff said they will provide more disaggregated reports and follow-up on subgroup progress in upcoming planning sessions.
