District presents Year 2 LCAP progress, highlights supports for English learners and plans to expand Saturday school and teacher-leader coaching

Dr. Tracy Pumapilla, presenting the district’s Local Control and Accountability Plan (LCAP) Year 2 report at a parent meeting, said the district has seen measurable gains on its local iReady test but still plans targeted actions to support unduplicated pupils — including low‑income students, English learners, foster youth and students experiencing homelessness. "We are on progress to meet our goals," Pumapilla said, while also noting some areas need extra support.

The LCAP guides how the district spends supplemental state funds for unduplicated pupils. Pumapilla summarized local December-to-March iReady results, which the district uses as a midyear data point: reading proficiency rose from roughly 36% in December to about 44% in March, while math rose from roughly 25% to about 36%, with similar subgroup gains for low‑income students (reading 32% to 41%; math 22% to 33%). The district also reported roughly 3,900 low‑income students, more than 1,200 English learners, about 760 reclassified fluent‑English students, approximately 21 foster youth and about 51 students identified as experiencing homelessness at the October count.

Why it matters: the LCAP is the district’s public plan for targeting extra funds to students with greater needs. Pumapilla said the district will use multiple data sources — iReady, SBAC and other local measures — to finalize year‑2 targets and actions, and that written responses to questions from the meeting will be posted on the district website.

Key actions and changes for Year 2

- Teacher‑leader coaching: The district plans a more structured schedule for teacher leaders to co‑plan and teach alongside classroom teachers. Pumapilla described math TOSAs (teachers on special assignment) focusing on grade‑level units (for example, fractions-heavy units in fourth grade) and rotating across grades by trimester to provide content expertise directly in classrooms.

- Expanded Saturday school and chronic‑absence strategies: The district reported reducing chronic absenteeism from about 30% in 2023 to about 20% in 2024 and plans to expand Saturday school offerings from four events this year to ten next year (including a fall and spring series) as a reengagement and learning-recovery strategy.

- PBIS implementation and external review (ACER): The district said it will conduct PBIS (Positive Behavioral Interventions and Supports) walkthroughs using an Authorized California PBIS External Reviewer (ACER) protocol to collect evidence on implementation across classrooms, common areas and playgrounds. Staff emphasized focusing on observable routines, active supervision and adult‑student interactions, including the district’s “5-to-1” positive‑to‑redirect interaction target.

- Site allocations and parent engagement: Site allocations from the LCAP will continue to fund school‑level supports (for parent workshops, community liaisons, clerical hours or family events) through each school’s Single Plan for Student Achievement (SPSA). Staff encouraged parents to bring ideas to principals and site councils and noted Title I parent‑involvement funds can also support these activities.

Questions from parents and next steps

Parents raised questions about year‑over‑year comparisons (e.g., whether December scores this year are higher than last year’s December); Pumapilla said those comparisons are available and that staff will provide the historic slide deck and written responses to the questions collected during the meeting. A parent described a classroom incident she heard and urged more attention to teacher‑student interactions; district staff said climate data from the PBIS walkthroughs and social‑emotional supports (social workers, community site coordinators, Second Step curriculum) would inform follow‑up.

Pumapilla noted the district will present the Year 2 LCAP to the Board of Trustees on June 5, with formal board approval expected about two weeks later. The district will post the finalized plan and responses to parent questions on its website once they are complete.

Ending: The presentation emphasized continuing districtwide data collection and a set of targeted actions — coaching in classrooms, more Saturday school, PBIS implementation reviews and site allocations — intended to accelerate gains for students who receive supplemental LCAP funding. Staff committed to providing written follow‑up and to sharing the plan at the board presentation and subsequent approval process.