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PYLUSD presents midyear LCAP: revenues tick up, many student metrics rising but LTELs remain a concern
Summary
District staff told the board the midyear Local Control and Accountability Plan shows modest revenue gains and improved outcomes on many state measures, while long‑term English learners (LTELs) and some subgroup indicators need targeted intervention.
Assistant Superintendent Dr. Olivia Young presented the Placentia‑Yorba Linda Unified School District’s midyear Local Control and Accountability Plan (LCAP) update, telling the Board that the district’s general fund revenues rose to about $370.0 million at first interim while budgeted expenditures increased to roughly $403.2 million.
Why it matters: The midyear update is intended to show whether planned actions are yielding the outcomes the district set for the three‑year LCAP cycle. Trustees and staff said the analysis will inform revisions to the 2025–26 LCAP that the board will study in April and adopt in June.
The presentation outlined student outcome data across multiple measures. Dr. Young reported statewide Smarter Balanced English language arts proficiency at 65.32%, a 0.57‑point increase from the prior year; disaggregated results showed small declines for English learners but gains for socioeconomically disadvantaged students and foster youth. The college and career readiness indicator rose to about 59.8%, driven in part by higher CTE pathway participation and more AP/IB exam takers.
District elementary diagnostics using i‑Ready showed a winter ELA level of about 62% on or above grade level (up 4%) and math at 49% (reported as a 21% increase year over year). Graduation rates improved to 95.4%. AP pass rates rose roughly 3.4% while A‑G completion dipped slightly (−0.2 points).
A recurring concern focused on English learners and, specifically, long‑term English learners (LTELs). Staff said the district’s EL reclassification rate increased, which reduces the size of the remaining EL pool and can influence aggregate progress measures; EL progress indicators declined in some measures. The presentation noted targeted actions: additional EL Roadmap professional development, EL snapshot goal setting, expanded interim ELPAC assessment blocks, teacher‑administered ELPAC pilots, and middle‑ and high‑school interventions to accelerate reclassification and language growth.
Staff also highlighted promising reductions in disciplinary removals and chronic absenteeism: the overall suspension rate was reported at 0.06%, and chronic absenteeism fell from 17.8% to 12.2% districtwide. The district plans an “Attend to Achieve” attendance campaign, increased attendance monitoring, and partnerships with community organizations to sustain gains.
On implementation, staff described three implementation tiers for LCAP actions—fully implemented (≥30% of budget expended), in progress (1–29%), and not started—and said most actions were on track to reach full implementation by year end. Examples include scheduling SPED trainings and preserving funding for after‑school math and reading interventions.
What’s next: Staff said they will use this midyear analysis to revise metrics and actions for the coming LCAP. The board will review a study session in April and consider LCAP approval in June.
