PGUSD presents LCAP community‑input update; district cites improved belonging but flags student sadness and bullying as growth areas

The Pacific Grove Unified School District’s executive director of educational services, Larry Hedquist, presented an LCAP (Local Control and Accountability Plan) community‑input update summarizing quantitative and qualitative feedback collected through California Healthy Kids surveys, MAP and DIBELS local assessments, Core SEL measures, and community and student focus groups.

Hedquist said the LCAP is the district’s three‑year planning document and that the district is currently in year one. He told the board, “It is required of all LEAs in public schools in the state of California. It is a 3 year document. We are currently in year 1 of the 3 year LCAP for Pacific Grove Unified.” The presentation reviewed stakeholder engagement from fall through spring, highlighted student survey gains in belonging and facility perceptions, and flagged recurring growth areas such as chronic absenteeism, student sadness, subtle bullying (mean rumors and tone-based interactions), and parent engagement.

Key findings and metrics: District presenters summarized multiple data sources: - California Healthy Kids: elementary students reported improvements in connection and perceived school safety; some student subgroups showed notable gains in the “I belong at my school” item. However, Hedquist emphasized that small subgroup populations can produce volatile percentage swings. - Core SEL: middle and high school Core SEL results showed many students falling in the moderately unhealthy/ slightly unhealthy range for social‑emotional health; Hedquist noted this aligned with other survey signals indicating persistent sadness and social stress. - MAP and DIBELS: MAP median percentiles showed slight shifts fall-to-winter (reading median percentile decreased from 65 to 62; math increased 63 to 65). DIBELS early‑literacy monitoring showed an overall small reduction in students requiring intensive reading intervention (96 to 92 district‑wide from fall to winter), with mixed grade‑level variation.

Stakeholder feedback: Hedquist summarized themes from parent advisory committees, DLAC (District English Learner Advisory Committee), student advisory committees and community input sessions: strengthen academic rigor while making work accessible and differentiated; expand targeted academic supports and tiered intervention; prioritize cultural proficiency and curriculum that reflects students’ cultures; and boost parent engagement through clearer, more digestible outreach (trustees and parents suggested a “parent job fair” or consolidated volunteer-opportunities packet to make involvement easier).

Student voice: Hedquist said students emphasized caring staff and hands-on learning but also reported workload concerns in honors classes and facility needs (playground and restroom repairs, water fountains, vaping sensors). He noted students often described bullying as subtle — sarcasm, tone, or backhanded compliments — which can be difficult to address through standard disciplinary responses.

Next steps and timeline: Hedquist said staff will incorporate stakeholder input into the draft LCAP, hold a public hearing at the May 15 board meeting, and bring a final LCAP to the June 5 board meeting for approval. He underscored the district will continue using mixed methods (quantitative and qualitative) to triangulate needs and refine actions.

Why it matters: The LCAP directs how district resources are prioritized and is central to planning for academic, social‑emotional and equity work across sites. Trustees said they want continued focus on parent engagement strategies, grade‑level alignment, and implementing classroom‑level supports that address both academic rigor and students’ social‑emotional needs.