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District reports small gains on state dashboard; officials outline LCAP actions and midyear spending
Summary
Visalia Unified presented its Local Control and Accountability Plan (LCAP) midyear update and student performance report, reporting modest gains in ELA and math and targeted spending across five LCAP goals, with midyear expenditures generally near expected 50% usage.
Visalia Unified School District officials on Feb. 11 gave the board an LCAP midyear update that showed modest academic gains and described how district and site programs are funded to support student learning.
Nut graf: The district reported incremental improvements on the state dashboard this year — including small gains in ELA and math — and outlined LCAP actions and how funds have been spent at midyear to support achievement, student engagement and community outreach.
Administrator of business services Jim Sullivan presented the dashboard metrics and spending update. Key data he reported included: - English language arts: the district is identified as “orange” on the state dashboard; ELA grew 2.9 points (maintenance). Sullivan explained the state’s “distance from standard” metric and how it maps to color classifications. - Math: district growth of 1.5 points (maintenance). - English learner progress: 45.3% of English learners showed growth on the ELPAC. - College and career readiness: 42.7% of students met the college‑and‑career indicator. - Graduation rate: up 2.2 percentage points; no student groups marked in red. - Chronic absenteeism: improved by 3.3 percentage points; suspension rate remained around 5%.
Sullivan also reported midyear expenditure rates for LCAP goal funds and actions: approximately 53% expended for Goal 1 (academic achievement) and 57% expended for Goal 2 (student engagement); community and family engagement funds expended at about 52%. Schools designated for equity multiplier funds (for example Sequoia and Creekside) had higher spending rates (Sequoia 66% expended; Creekside 50% expended) that align with targeted supports such as additional counselors and intervention teachers.
Board members asked for clarification on subgroup performance and whether color bands reflected growth or maintenance in distance from standard; Sullivan confirmed that in several subgroup cases the groups were maintaining their placement on the dashboard even when far below standard, and that small subgroup populations (for example American Indian students or long‑term English learners) can show substantial percent swings from small numeric changes.
Ending: Sullivan said district staff will continue committee meetings and community surveys in March and April, and a draft LCAP will return to the board in May with an expected approval in June.
