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East Side presents midyear LCAP update showing persistent gaps for English learners, progress in early‑warning monitoring
Summary
The district’s midyear Local Control and Accountability Plan report highlighted improvements in early‑warning identification and some reductions in suspensions but showed persistent underperformance for long‑term English learners and other unduplicated groups; staff will monitor local measures and refine assessments.
The East Side Union High School District presented its midyear update on the 2024–25 Local Control and Accountability Plan (LCAP) at the Feb. 13 board meeting, showing progress on early‑warning identification while highlighting continuing gaps for English learners and other unduplicated populations.
Presentation summary: Teresa Marquez, associate superintendent for educational services, summarized California Dashboard indicators and local measures used to track LCAP goals. The presentation aligned district goals — college and career readiness, graduation, English learner achievement, restorative climate, and attendance — with state and local data and described actions and expenditures tied to each goal.
Key findings: - Early‑warning system: The district’s early‑warning reports identified about 10,300 students at risk in the latest semester marking period; roughly 5,200 were flagged at the highest risk level. Marquez told trustees the red/high‑risk cohort is driven primarily by course grades (F’s and multiple D’s) rather than behavior or absences, and that the system is showing progress compared with the previous year (at‑risk share down from 64% to 52% year‑over‑year for the comparable marking period). - Suspension and restorative climate: The districtwide suspension rate showed improvement (reported at 2.9%), though disproportionality persists for students of color, students with disabilities and foster youth. Staff noted Foothill continuation school’s targeted equity funding and a 20‑point increase in its graduation rate as a positive targeted outcome. - English learner outcomes: English‑learner (EL) indicators remain an area of concern. Staff reported that EL reclassification and A–G completion rates lag district averages; local measures and assessment choices need alignment for long‑term ELs. The district noted it will report EL outcomes disaggregating long‑term ELs and newer arrivals moving forward. - Expenditures and oversight: At midyear the district had expended about 45–50% of funds allocated to LCAP goals overall; LCAP‑specific allocations are on pace with year‑to‑date spending. Staff emphasized follow‑up items: consistent verified local assessments for dashboard alternative schools (DOS), teacher credential monitoring, and monitoring charter and continuation school finances.
Why it matters: LCAP is the district’s accountability and planning document tied to Local Control Funding Formula allocations for unduplicated students (English learners, foster youth, socioeconomically disadvantaged). The midyear review provides the board a snapshot of performance and how LCAP funds are being spent to target needs.
Board and stakeholder engagement: Marquez outlined upcoming LCAP community and stakeholder sessions and invited board members to district and student equity council meetings. Trustees asked for additional materials on incoming freshmen preparedness and program status for the district’s Vietnamese-language offerings.
Ending: Staff said they will continue to refine local assessments and verified data approaches, monitor credentialing and finances at charter/continuation sites, and report back to the board during routine oversight and the final LCAP update later in the year.
