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District reports modest winter gains in early literacy; LCAP midyear shows mixed subgroup performance
Summary
District presentation showed winter DIBELS screening and CAASPP trends with about 2.5 percentage points year-over-year growth in early literacy overall; staff emphasized Orton-Gillingham training for K–2 teachers, MTSS supports and equity‑focused interventions for low-income Hispanic and English-learner students.
District staff presented the student performance update, focusing on winter DIBELS results and CAASPP comparisons and placing them in the context of the Local Control Accountability Plan (LCAP) midyear report.
Staff said winter DIBELS data show roughly 2.5 percentage points of year-over-year growth districtwide and described how the district uses DIBELS as both a screener (to identify students at risk of reading difficulty) and a progress monitor. The district has trained all K–2 teachers in Orton‑Gillingham methods and said MTSS (multi-tiered systems of support) interventions and additional aide time are in place for early grades. Presenters cautioned that small cohort sizes make subgroup interpretation volatile: staff reported 61 low-income Hispanic students assessed in winter 2025 and 65 in 2026, and urged attention to individual students on watch lists.
The LCAP midyear update (year two of a 2024–2027 plan) showed the district meeting or making progress on most of its 46 student-focused metrics (35 on track or met), while noting a few metrics not yet meeting targets and several data points pending spring data. Staff highlighted English-learner progress (current 61% versus a year‑3 target of 65%) and a reduction in the percent of students at risk of becoming long-term English learners (baseline 6% moved down to about 2.5%).
Trustees asked clarifying questions about assessment comparability across grade transitions, distribution of outcomes across schools, summer program monitoring and whether the district has an explicit numeric goal for certain subgroups; staff said specific target numbers could be provided on request and noted ongoing principal-led site work to address school-level distributions.
Ending: Staff will provide additional subgroup targets and requested comparative figures as follow-up; no binding policy changes were made at the meeting.
