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Lawndale board reviews LCAP annual report; district targets long‑term English learners and chronic absenteeism
Summary
District staff presented the Local Control and Accountability Plan (LCAP) year‑one report, showing progress on multiple local indicators and outlining targeted supports — including expanded Saturday schools, teacher‑leader classroom co‑teaching for fractions, and summer English‑learner programming.
Lawndale Elementary School District staff presented the district’s Local Control and Accountability Plan annual report at the June 5 school board meeting, saying the first year of the three‑year plan showed measurable progress on several local indicators while identifying continuing needs for long‑term English learners and foster youth.
The presentation to the Board of Trustees included student assessment data, targeted actions for year two, and next steps for public feedback. District presenters said the report and a draft LCAP will be posted on the district website and returned for final adoption at the June 26 board meeting.
The district framed the LCAP as a plan to meet the needs of its unduplicated pupils (low‑income students, foster youth and English learners). Staff reported districtwide progress in the dashboard markers the board monitors but singled out three continuing priorities: chronic absenteeism, suspensions among foster youth and academic growth for long‑term English learners (LTELs).
To address those gaps, staff described several specific strategies. The district said it will expand Saturday school offerings from four days this year to 10 days next year to reduce chronic absenteeism; deploy math teacher leaders and TOSAs (teachers on special assignment) to co‑teach fractions across grades 3–5; and use language‑development programming (including TREK ELD and lunchtime/library supports) targeted at LTELs. Director Letty Varela described the district’s local assessments and how they differ from universal screeners: "The local assessments are created by our teacher leaders... Our open response is more a comprehensive assessment that takes in multiple standards and has students apply their learning," she said.
Staff also described use of one‑time learning recovery funds to support professional learning communities, AVID supports aimed at college and career readiness, and expanded attendance monitoring tools. On reading, presenters said early grades show solid phonics and fluency but that comprehension and vocabulary dip in grades 3–5, prompting a renewed focus on tier‑2 and tier‑3 academic vocabulary in K–2 instruction and through teacher leader coaching.
Board members asked whether English learners would receive summer support; staff replied the district will provide summer programming for English learners similar to last year. The presentation also noted next steps for public input: written responses to questions will be posted with the draft LCAP and staff will present a final draft for board approval on June 26.
Discussion only: the board conducted a public hearing on the LCAP as required by Education Code 52062; the hearing opened and closed on June 5 with no public speakers and no final action. The board did not adopt the LCAP that night but was scheduled to take final action on a posted final draft at its June 26 meeting.
