Board hears LCAP updates: new reading screener selected, phonics adoption, translation/interpretation clarified and new environmental science course

District staff presented changes to the Local Control and Accountability Plan (LCAP) and program updates for the coming school year, including assessment, curriculum and family‑engagement items.

Key changes staff highlighted included: the selection of a K–2 reading difficulty screener (committee recommendation to adopt Amira), the planned adoption of a comprehensive phonics program and an ELA program to support reading, and a new environmental science course for high‑school students (textbook placed in the lobby for public review). Staff told the board that the district will use screening plus progress‑monitoring tools to follow students more frequently than an annual check.

Translation and interpretation: staff said parent feedback prompted a change in LCAP language from “translation” to “translation and interpretation” to recognize the difference between translated documents and in‑meeting interpretation services; the revised language will be reflected in the LCAP.

Chromebook monitoring and classroom technology: the district will offer parent workshops on a Chromebook monitoring app called Custodio that allows parents to limit and view student activity on devices outside the school day. Teachers are using a classroom monitoring system for Chromebooks and have requested additional training; staff said more professional development will be scheduled next year.

Interventions and curriculum notes: Board member Mr. Ray praised the addition of interpretation services and said he appreciated the LCAP’s inclusion of social‑emotional learning metrics alongside academic measures. Staff discussed DreamBox usage declines and told the board the drop reflected teacher choice of alternative intervention products (e.g., IXL, Prodigy Math) and changes in home access after COVID rather than a student access problem. Staff said they plan to continue incentivizing consistent usage where appropriate because students who meet certain usage markers have shown strong CAASPP growth in math.

Career and technical education, internships and pathway data: staff noted that the CTE completion metric is required and can be hard to interpret (students sometimes take single elective courses rather than complete a pathway). Staff said the state is building a data pipeline to permit follow up on whether students who complete CTE pathways access related college courses, which would provide another measure of program impact. Staff also noted internships are returning as a district option and expressed hope for grant and PCC partnerships.

Action taken later in the meeting: the board approved the recommended K–2 reading difficulty screener (Amira) as an action item later in the agenda.