Superintendent outlines mid‑year LCAP priorities, reports ~$3.4M in supplemental budgeting

The district superintendent delivered the board’s mid‑year Local Control and Accountability Plan update on required metrics, funding and next steps, saying the district must file the mid‑year report by Feb. 28.

The presentation summarized that the district organizes the LCAP around seven focus goals — equity, school climate and wellbeing, teaching and learning, college and career preparation, English‑learner development, co‑teaching, and district communications — and that supplemental LCFF funds have been allocated to target students most in need. “We’ve allocated approximately $1.2 million in supplemental funds for wellbeing staff across the district,” the superintendent said, and reported the district has budgeted about $3.4 million in supplemental LCFF funds overall and spent approximately $2.7 million to date.

Why it matters: The mid‑year LCAP update is a statutory checkpoint that ties the district’s local spending priorities to measurable goals for student groups identified in state accountability rules. The board said it will use the update to guide a study session and more detailed public review before the full LCAP adoption in June.

Key details and measures - Safety and climate: Using the California student health survey, the superintendent said 63% of ninth‑graders reported feeling safe or very safe in the most recent cycle, with subgroup differences; among Black ninth‑grade students the rate was lower and the district noted low survey participation within that subgroup and targeted efforts to raise response rates. - Funding allocations: The presentation indicated approximately $1.2M in supplemental LCFF dollars support wellbeing staff (counselors and social workers) and additional supplemental funds have been used for instructional supports such as tutoring and bilingual aides. The superintendent said the district budgeted about $3.4M in supplemental funds and to date has spent roughly $2.7M. - Instructional supports: The district described a teacher coaching and observation program, expanded designated and integrated ELD supports, co‑teaching teams (22 co‑teaching groups this year), and universal design for learning practices to increase access. - College and career: The superintendent highlighted expansion of dual‑enrollment pathways and ongoing conversations with Skyline College to create certificate and credit opportunities so students graduate with both high‑school and college credits. - English‑learner supports and the Bridge program: Enrollment shifts in immigration patterns mean fewer new EL students this year; the superintendent said the Bridge program saw lower participation and is paused pending review, with some students continuing to receive services.

Board response and follow up Board members asked for more disaggregated data on subgroup performance, especially Latino/Hispanic results and students with disabilities. The board scheduled a deeper study session in April and public meetings in May and June to review LCAP details and adopt the final plan by the stated adoption date. The superintendent and staff committed to return with more detailed metrics on reclassification rates, subgroup participation in surveys and the Bridge program’s status.

Next steps: The board will hold a study session in April and public hearings in May and June ahead of the LCAP and budget timeline. The superintendent said the district will provide further materials and campus walkthroughs to inform the board’s review.