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Laguna Beach Unified reports midyear gains in reading and math; special education team outlines services and parent-mentor program
Summary
District staff reported midyear LCAP results showing reading and math growth, described special education processes under IDEA, and highlighted a parent-mentor program and new intervention efforts including a Read to Succeed dyslexia initiative and peer-mentoring.
District administrators presented the midyear Local Control and Accountability Plan (LCAP) update and a comprehensive report on special education services and outcomes at the Feb. 13 Laguna Beach Unified School District board meeting.
The special education presentation summarized federal and state obligations under the Individuals with Disabilities Education Act (IDEA) and described the district’s evaluation, eligibility and individualized education program (IEP) processes. Director of Special Education Irene White said the district currently serves 241 students in-district with special education services and an additional 30 students in SELPA or out-of-district placements. “We support students individually based on what they need,” White said, noting that 64% of eligible students receive 80% or more of their services in general education settings.
Why it matters: The report outlined how the district is meeting legal requirements, expanding targeted interventions, and using parent mentors and peer mentors to increase inclusion and outcomes for students with disabilities. Staff and parent mentors argued that early, intensive intervention matters for closing achievement gaps.
Key program highlights: White and SELPA director Raylan Nelson described the district’s “Read to Succeed” dyslexia intervention (after-school and targeted supports), CPI (Crisis Prevention Intervention) and de-escalation training for instructional assistants and the launch of a peer-mentor program to pair students with disabilities with trained peers. Parent mentors—trained volunteers who connect with families—said their role includes outreach, helping families navigate IEP processes and providing community supports. One parent mentor said the program helped her “relax completely” and feel “not alone” when her child struggled during the pandemic.
Midyear LCAP and assessment results: District staff reported midyear i-Ready diagnostic testing showing reading and math gains from fall to midyear. Districtwide early college credit participation and Advanced Placement enrollments were also highlighted: staff said roughly 68 students were participating in dual enrollment, and AP course enrollments remain substantial across 24 AP offerings. Administrators noted decreases in the numbers of students placed in intensive Tier-3 interventions and increases in Tier-1 performance bands among English learners, students with disabilities and economically disadvantaged students.
Attendance and behavioral indicators: The district’s midyear attendance average was about 96%; chronic absenteeism was about 8–9% at midyear, below county and statewide averages, and suspension rates remained low (about 1.2% midyear). Social-emotional supports include nine school counselors, four school social workers, four student support specialists and four school psychologists.
Next steps: Staff invited board members to site tours of intervention programs and said they would return with end-of-year LCAP reports in May. Parents and board members asked for more disaggregated counts in future reports to make percentage changes easier to interpret.
Ending: Board members thanked staff, parent mentors and teachers for programs that combine academics and social-emotional supports; administrators said they will provide more detailed breakdowns and welcome board site visits.
