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Robla board hears literacy appeals as midyear LCAP shows low reading rates
Summary
Public commenters urged the district to adopt a Science of Reading resolution and to expand culturally relevant book giveaways; district staff presented the 2024–25 LCAP midyear update showing 21% of third graders reading at grade level and other metrics and next steps for parent and instructional supports.
Public commenters and county educators urged the Robla School District board to adopt policies emphasizing the Science of Reading and to expand book distribution as district staff presented the 2024–25 Local Control and Accountability Plan (LCAP) midyear update.
The Sacramento Literacy Foundation, which distributed books in the district this fall, and the Sacramento County Office of Education (SCOE) pressed the board to adopt some version of SCOE’s Science of Reading resolution to guide instruction and training.
The appeals came ahead of a staff presentation on the LCAP midyear update, which reported multiple indicators below long‑term targets and described in‑progress actions for parent engagement, safety-plan updates, and instructional supports.
“My name is Bridal. I am the program associate at the Sacramento Literacy Foundation,” the commenter said, describing a book giveaway that put “over 2,880 new culturally relevant books” into homes and classrooms for 576 TK–second grade students this past fall and urging continued partnership with Robla schools. April Javis, executive director of the Sacramento Literacy Foundation, said the foundation has given about 16,000 books to TK–second graders across the county over three years and asked the board to consider adopting the SCOE resolution, saying, “Right now this district is only at 21 percent of your third graders are reading a grade level.”
Shonna Pitt, assistant superintendent of educational services at SCOE, described the countywide Sacramento County Reads initiative and cited county data: “over 56 percent of Sacramento County students are not reading at grade level” and she provided subgroup percentages from state assessments for foster youth, homeless students, African American students, English learners and students with disabilities.
District staff told the board the LCAP midyear update addresses required accountability timelines and summarized progress across goals. The presentation reported: a phonics survey for kindergarten and first grade showing early movement toward targets; fifth‑grade FitnessGram participation at about 91.4 percent; STAR assessment results (grades 2–6) at 38 percent meeting or exceeding at the first trimester (above a baseline of 32.2 percent but short of year‑end desired outcomes); and continued identification for differentiated assistance for chronic absenteeism among students with disabilities.
Staff said some LCAP actions are fully underway, while others remain in progress or have not yet started. Examples given: - Student mentor program (action 2.1): not yet started because the district is planning required training before rollout. - School safety plans: being updated to reflect new buildings and changed exit routes. - Parent education: SCOE clinicians and district staff have run evening and morning parent activities; a parent delegation attended the California Association for Bilingual Education regional conference with district staff support. - Adult English classes and online programs (Duolingo, USA Learns, Lexia English): some resources are available now and the district is exploring in‑person instructor‑led classes in spring.
On instructional supports, staff described consideration of a consultant to build districtwide instructional coherence and support many new teachers. The board later approved a separate contract for Marzano Resources (recorded in the board’s action items).
The presenter described next steps: staff will write the LCAP annual update and begin planning the 2025–26 LCAP, produce an infographic summary for district stakeholders, and gather input at the district PAC/DELAC meeting on March 18. The update will inform budget and program priorities for the next school year.
Board members and staff emphasized the district’s focus on keeping students safe and improving instruction. The public commenters and county official urged specific adoption of parts of SCOE’s Science of Reading resolution, and staff provided a timeline for when the board and community will have further opportunities to review proposed LCAP changes and related instructional proposals.
The district did not adopt a Science of Reading resolution at this meeting; public commenters provided materials to the board and asked the district to consider the resolution as part of LCAP and instructional planning.
