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Midyear LCAP: district reports gains in CCI and graduation while EL progress and some subgroup gaps remain
Summary
District staff presented the midyear Local Control and Accountability Plan update showing increases in college‑and‑career indicator, graduation and some assessment gains; English Learner Progress (ELPI) and several subgroup metrics require continued work and targeted interventions.
District staff presented the required midyear Local Control and Accountability Plan (LCAP) update, a year‑one report in the district’s three‑year LCAP cycle. The presentation summarized progress on 151 metrics that track student outcomes and the district’s LCAP actions.
High‑level highlights included growth in the college and career indicator (CCI) and an increase in graduation and dual‑enrollment participation. Site presentations noted improvement in CAST science scores and growth measures in some CAASPP results. Several student groups — notably students with disabilities, long‑term English learners (LTELs) and some socioeconomically disadvantaged subgroups — remained areas of concentrated focus.
Staff noted a complex interaction for EL progress indicators: higher reclassification rates in prior years reduce the tested cohort and can cause year‑to‑year ELPI declines even when reclassification success is high. As a targeted response, the district is acquiring leveled EL instructional materials (a separate textbook item on this agenda) and tracking interventions intended to boost long‑term EL outcomes.
For school climate metrics, suspension rates were down districtwide while attendance and connectedness metrics were generally improving; principals reported targeted programs to raise student engagement.
Staff will return with the full‑year data and proposed LCAP adjustments during the standard LCAP review cycle in spring/early summer.
