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FJUHSD presents midyear LCAP with academic targets and $187M in expenditures
Summary
District officials told trustees the midyear Local Control Accountability Plan shows modest gains—6% NWEA math growth, a 93.4% graduation rate—and outlined moonshot targets aiming for 80% college-and-career readiness by 2027. Staff will return with site plans and a June final LCAP for approval.
District staff presented a midyear update on the Local Control Accountability Plan (LCAP), updating trustees on student outcomes, spending and next steps for stakeholder engagement.
Assistant Superintendent Sylvia Kaufman and Director Josh Porter said the district is tracking toward multi‑year goals the board set to boost college and career readiness. Porter summarized key metrics and benchmarks, saying the district seeks “80 percent of all students [college and career] prepared by the year 2027,” and explained targets for CAASPP and graduation rates.
Porter reported that the district allocated about $187,250,278 to support LCAP goals this year and that approximately half of those funds were encumbered or expended at midyear. Staff highlighted diagnostic assessments and new districtwide data protocols. The NWEA winter administration showed roughly 6% growth in math from the fall baseline and maintained reading levels, staff said.
Kaufman described six high‑leverage strategic focus areas—PLC time, special education collaboration, district diagnostic exams, college and career readiness expansion, school‑based wellness and EL family engagement—and said additional site single plans and a SPED update will be brought to the board in spring. She also emphasized expanded professional learning (about 94 days including special education collab trainings) and earlier use of NWEA for grades 9–11.
Trustees pressed staff on subgroup visibility and metrics. Trustee Clister asked that the ATP program (an alternative pathway) be reflected in LCAP indicators; Kaufman said staff will ensure subgroup programs and the ATP cohort are accounted for in future reporting. Trustees also questioned reclassification pathways for English learners; Porter said reclassification uses multiple data points (ELPAC, grades, NWEA, observation protocols) and that the district is revising its EL master plan to make those pathways more explicit.
Staff outlined the timeline for continued community feedback and a draft to return for board approval in June, followed by review from the Orange County Department of Education. Kaufman said the district will continue targeted work on students identified for additional support—specifically homeless and foster youth—where the state dashboard recently flagged areas for improvement.
The presentation concluded with staff noting the LCAP remains a multi‑year, stakeholder‑driven plan and that the next formal LCAP approval is scheduled in June.
