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Millbrae board hears year‑one LCAP review; district plans UDL rollout and fidelity checks
Summary
District staff presented year‑one results from the three‑year Local Control and Accountability Plan, reporting modest student outcome gains and outlining steps — including a districtwide Universal Design for Learning rollout, a new reading screener, and fidelity checklists — intended to deepen tiered supports and family engagement.
Catherine Wasliff, director of educational services for the Millbrae Elementary School District, presented a year‑one update to the district’s three‑year Local Control and Accountability Plan (LCAP), reporting modest gains in several student outcome measures and outlining next steps including a Universal Design for Learning (UDL) professional‑development rollout and new fidelity checks for tiered instruction.
Wasliff said the LCAP is “our collective promise to build a more equitable, engaging, and effective school district that’s grounded in community voice and student need,” and reviewed the district’s four LCAP goals: structured literacy, academic achievement, student engagement, and multilingual learner supports.
Why it matters: the LCAP ties district spending to measured activities and student outcomes. Trustees and staff described the update as a working document that the district will revise each year to respond to student data and community input.
District staff reported specific year‑one outcomes and program changes. For literacy, the district will adopt DIBELS as its universal reading screener to replace FASTbridge; Wasliff said the fidelity checklists piloted with site principals will guide implementation of tier‑1 instruction before escalating interventions. Wasliff reported that “64–65.39 percent of MESD students met or exceeded the standard for ELA,” an increase of 2.77 percentage points from the prior year.
On academic achievement, staff reported 62.55 percent of third‑through‑eighth graders met or exceeded standards for the 2023–24 school year, a 1.5 percentage‑point increase overall; staff noted a decline for the students with disabilities subgroup and said UDL and changes to tier‑1 instruction are intended to address that gap. For student engagement, the chronic absenteeism rate for 2023–24 was reported at 9.9 percent, a 1.8 percentage‑point decline. On multilingual learners, Wasliff reported 65.5 percent of English learners made progress, an 11.4 percentage‑point increase, and said the district was in the “blue” level on the state dashboard for that subgroup.
Wasliff described revisions to actions in the LCAP including steps to expand designated English‑language development, targeted professional learning for paraeducators who support newcomers, and refined family engagement strategies informed by the Panorama family and student survey. She said the district engaged parents, staff and students through site meetings, parent coffees and the campus “carousel” activities used to collect feedback.
Trustees asked follow‑up questions about UDL, tiered interventions and professional development. Wasliff said the district purchased a county‑office package and will “launch on August 12” with ongoing site support, a trainer‑of‑trainers model and site walkthroughs so UDL coaching is embedded beyond a one‑time workshop. She described UDL as a framework for access — “engagement, representation and action and expression” — not a curriculum.
Staff also summarized the district’s local indicators (priority 1, basic services; priority 2, standards implementation; priority 3, parent engagement; priority 6, school climate; priority 7, course access). On the teacher assignment monitoring report (TAMO/Dataquest) for 2022–23, staff reported 90 FTEs with 93.5 percent classified as clear and 0.6 percent out of field.
The board opened and closed a public hearing on the LCAP with no public speakers; adoption of the LCAP and the 2025–26 budget was scheduled for the board’s June 17 meeting.
The presentation included references to evidence‑based reading programs (Orton‑Gillingham and other interventions) and to the district’s dashboard colors used for monitoring. Trustees requested further detail on how UDL training will be staged across sites and asked staff to return with continued updates as the plan is implemented.
Ending: The board will consider final LCAP adoption at its June 17 meeting; staff said they will continue to report local‑indicator data and site implementation progress in board updates.
