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Fillmore Unified board hears midyear LCAP update showing mixed academic results, subgroup gains
Summary
District administrators presented a midyear update on the Local Control and Accountability Plan showing some gains for targeted subgroups, flat systemwide CAASPP performance and lower midyear i‑Ready proficiency rates; no board action was required.
The Fillmore Unified School District board on a midwinter meeting received a midyear report on the district's Local Control and Accountability Plan (LCAP), with administrators saying the update shows targeted gains for some student subgroups while overall academic indicators remain flat or below desired proficiency levels.
The midyear presentation from Dr. Isaac Huang, assistant superintendent of educational services, and Roger Adams, assistant superintendent of human resources and student services, summarized budget context, progress on district actions and midyear outcome data tied to state and local metrics. The district noted LCFF revenue currently a little over $52,000,000 and said the midyear update is informational only; no board approval was required.
The report reflected a patchwork of results. Districtwide CAASPP (state) results were described as largely flat compared with 2023–24, but administrators flagged growth among homeless students in both ELA and math and an increase in the percentage of students served inside the general education classroom for 80% or more of the day (least restrictive environment) from 57% to 72%.
Midyear i‑Ready scores presented as interim data showed lower proficiency at midyear than the prior year's year‑end summative results: administrators cited a 2024 summative ELA proficiency of 33% versus a 25% midyear figure and 28% in math at summative 2024 versus 18% midyear in 2024–25. Administrators emphasized i‑Ready is a midyear diagnostic and must be interpreted differently than year‑end summative tests.
The presentation included several subgroup highlights: math gains for students experiencing homelessness (reported as rising from about 12% in 2023 to 26% in 2024) and increases in some Career Technical Education (CTE) completion measures (from about 18% to nearly 26%). The district also reported the number of students earning the Seal of Biliteracy rose from 30 to 53.
Administrators warned of continuing challenges. Reclassification rates for English learners were steady, and a district presenter singled out English learners as a group with persistent needs. The presentation also noted families' hesitancy to complete FAFSA and CADAA financial aid forms amid federal changes, which the district said is likely depressing college‑aid application rates.
Trustees pressed staff on implications and next steps. Trustee Bridal asked how teachers use i‑Ready data and what interventions follow a weak midyear signal. Staff said principals and teachers have access to data and that i‑Ready baselines are administered against the upcoming grade level, which affects interpretation; they described ongoing teacher collaboration through PLCs and progress‑monitoring cycles.
Trustees also raised two specific concerns: Trustee Bridal and Trustee Baile(y) (both spoke during the public discussion) expressed alarm about low proficiency levels at some sites — specifically pointing to Sierra High School's small sample CAASPP scores — and urged targeted review. Administrators acknowledged small high‑school cohorts can cause year‑to‑year volatility but said monitoring and targeted supports would continue.
Trustees asked about supports for students with disabilities after seeing higher suspension rates for that subgroup in district data. Director Trina Tafoya and staff described additional behavior supports the district has placed in school sites: two behavior analysts (BCBAs), registered behavior technicians (RBTs), targeted training for staff, in‑class support and individualized functional behavior assessments and behavior intervention plans when needed. Staff said wellness and PBIS‑aligned interventions are being expanded.
The midyear update will inform writing of the 2025–26 LCAP; administrators said they and the superintendent attended a county LCAP kickoff and expect to return a proposed 2025–26 plan to the board for adoption in June.
Ending: The presentation was informational; there was no board action tied to the midyear LCAP update. Trustees asked staff to prioritize deeper review and supports for English learners, Sierra High School and students with disabilities, and to bring refined metrics and intervention timelines as the district develops the 2025–26 LCAP.
