Moreland presents LCAP annual update emphasizing literacy, attendance recovery and mental‑health supports

Moreland School District staff presented the local control and accountability plan (LCAP) annual update to the board, highlighting academic successes, continuing equity gaps and a set of planned actions for the coming year.

Staff reported districtwide results on the California Dashboard and local measures: the district maintained a high (green) status in math, reported a 21% gain in I‑Ready scores, and moved some students with disabilities from red to yellow in ELA and math. On climate measures, the district reported an 8‑percentage‑point increase in students reporting a sense of belonging (to 67%) and a 2‑point increase in feeling safe at school. At the same time, staff flagged chronic absenteeism and English learner performance in ELA for targeted work.

The presentation described multiple investments planned or already under way to address the identified needs. For early literacy, the district will roll out the DIBELS literacy screener and continue professional development focused on foundational literacy, phonics and phonemic awareness; staff said new instructional materials and training (including prior Columbia Teachers College writing work) support those efforts. For multilingual learners, the district will continue tiered English Language Development (English 3D) and other targeted instruction.

For social‑emotional learning and school climate, the board heard about the recently adopted Character Strong curriculum (see separate item) and expanded counseling: staff said each site has a counselor and that Baker will receive an additional full‑time counselor as part of therapeutic supports. The LCAP also adds service‑learning activities after parent and student input prioritized hands‑on, community‑engagement opportunities.

On staffing and retention, staff noted a high retention rate in the 90% range after a COVID‑era dip, early hiring efforts and newly negotiated salary steps to honor length of service. The federal addendum portion of the LCAP shows how Titles I–IV funds will be used to support low‑income students, educator professional development and enrichment (including music and Project Lead The Way opportunities).

Trustees commented on measurement and asked about timelines for implementation and evaluation. Staff responded that perception survey measures, site feedback and district progress measures (dashboard indicators and local screeners) will guide assessment of program effectiveness and that the board will receive follow‑up reports during implementation.