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District presents midyear LCAP update and California Dashboard; mixed results on achievement and attendance
Summary
Washington Unified presented a midyear Local Control Accountability Plan (LCAP) update and California Dashboard results: ELA and math remained in orange, graduation and college-career indicators improved, chronic absenteeism fell but remains above pre-pandemic levels; district outlined actions and next steps.
The Washington Unified School District presented its midyear Local Control Accountability Plan update and California Dashboard results at the Feb. 13 board meeting, showing modest gains in graduation and college-and-career indicators but persistent challenges in English language arts, math and chronic absenteeism.
Assistant Superintendent of Educational Services Audrey Street and Director Stephanie Groat led the presentation. The dashboard compares two years of state test and accountability data and assigns color-coded performance ratings. Highlights the district reported:
- Graduation rate: 92.9%, an increase from the previous year and above the statewide average; several student subgroups showed double-digit gains in graduation rate. - College and career readiness: district improved overall, moving to green from yellow on the dashboard measure that aggregates several indicators (AP/IB performance, college credit, CTE paths and other measures). - English language arts (CAASPP): overall status remained in orange; the district is below state average and several subgroups (English learners, students with disabilities, long-term English learners) declined. - Mathematics: overall status orange; several subgroups declined, though foster youth and some others showed strong gains. - Chronic absenteeism (TK–8): fell to 20.6% (a 5.1 percentage-point decline). District leaders said they aim to return to pre-pandemic chronic-absence levels (about 10.5% in 2019). - Suspension rate: the district reported declines in suspensions across many student groups and emphasized alternatives to exclusionary discipline.
Street noted the dashboard now includes science (no color assigned this year because only one year of data is available), a new long-term English learner subgroup, and college indicators in the five-by-five charts. She said the district is using the dashboard findings to target LCAP actions and continue professional development, co-teaching supports and alternatives to suspension.
The presentation included a separate midyear update from Washington Middle College High School, a dependent charter within the district. Middle College reported strong outcomes for the small cohort of juniors and seniors: high college-pass rates for dually enrolled students, 100% graduation for the most recent cohort, and zero suspensions reported for multiple years.
Board members asked several technical questions about subgroup calculations, cohort definitions for graduation, the membership thresholds for colored ratings and site-specific patterns; staff said they would follow up with details as requested. The board directed staff to continue community engagement for LCAP input and to bring back updated midyear implementation actions at future meetings.
Ending: District staff said the midyear update will feed into LCAP planning and site-level interventions; the district will return to the board with further detail on site-specific supports and on actions to address students with disabilities who are lagging on some indicators.
