Gateway Unified presents midyear LCAP report showing mixed progress on proficiency, attendance and staffing

Gateway Unified School District staff presented the district’s midyear Local Control and Accountability Plan (LCAP) monitoring report at the board meeting, reporting budgeted actions, current expenditures and preliminary student-achievement indicators for 2024–25.

The report covered the LCAP’s four broad goals: increase proficiency (ELA, math, science), support college-and-career readiness, create safe and supportive schools, and engage the community while building a qualified workforce. The presentation included NWEA interim growth data, CAST proficiency forecasting and site-level implementation details.

District staff said $2,400,000 was budgeted under the proficiency action and about 52% of that allocation had been expended to date. The college-and-career action carries a $1,100,000 budget with roughly 42% expended, and the district reported a 30.3% A-G completion rate for the class of 2024 districtwide (41% at the comprehensive high school). Staff said a CALPADS reporting issue undercounted CTE completers in prior reporting and that adjustments will show a larger increase next year.

For targeted supports, staff reported budgets and expenditure rates including: $100,000 total budget for Indian education (61% expended across state, federal and LCAP allocations); $411,000 budgeted for teacher collaboration (8% expended so far but expected to be charged at year-end for PLC Mondays); $190,000 for English learner supports (56% expended); and $1,500,000 for students with disabilities supports (40% expended). Attendance-related supports tied to the LCAP have approximately $4,000,000 budgeted, with 57% expended, and include attendance clerks and attendance software.

On assessments and interim metrics, staff showed NWEA fall-to-winter growth with many grade levels exceeding projected growth percentiles in reading and math. The presentation differentiated achievement (proficiency) from growth (percentile gain) and highlighted 7th grade as a site of concern where growth plateaued. Staff emphasized teacher- and site-level analysis, noting district-level charts are an overview and that site teams and individual teachers examine classroom data and individual student progress for targeted intervention.

Facilities and equity multiplier funds were also discussed. The district said it has budgeted “about $3.5 million†for facilities-related items included within the LCAP reporting (staffing, custodial, deferred maintenance funded from other sources) and reported approximately 54% expended. Staff described the state equity multiplier funds as new, restricted dollars intended for identified sites; the district reported those funds are in an initial planning year and 16% expended so far.

Staff outlined curriculum and instructional investments, including adoption work for an ELA curriculum (described as the 95% reading curriculum for TK–5), piloting Mystery Science, intervention software, and professional development including a ‘‘science of reading’’ certification pathway for TK–5 teachers. The report noted site- and teacher-level interventions such as PLCs, RTI/MTSS teams, tier 3 small-group instruction and behavior intervention supports.

Board members asked follow-up questions about calendar alignment for interventions, the math focus and the handling of reporting anomalies in CALPADS. Staff clarified some reporting timing (mix of 2023–24 and 2024–25 data points) and explained certain low CTE counts were due to reporting configuration; staff said corrections in CALPADS will show higher completer totals next year.

District leaders did not present a formal resolution tied to the midyear LCAP report; the item was presented as information and monitoring. The board thanked staff and asked for continued site-level focus on plateauing grades and on improving chronic absenteeism.

The presentation concluded with a reminder that the district will continue site visits, PLC supports and targeted interventions through the spring.