Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Education Lcap topic
No spam. Unsubscribe anytime.
District presents LCAP midyear update; bridge newcomer program to pause amid low enrollment
Summary
Superintendent staff told the board the district has budgeted about $3.4 million in LCFF supplemental funds (about $1.2 million earmarked for wellness staff) and spent roughly $2.7 million so far; the Bridge newcomer program will pause next year due to low enrollment, and trustees scheduled further review at an April study session.
Miss Baca presented the Local Control and Accountability Plan (LCAP) midyear update, outlining funding, program status and metrics the board will review before adopting next summer. The presentation summarized statutory midyear reporting requirements and highlighted investments intended to support students with the greatest needs.
The district reported it allocated about $1,200,000 in LCFF supplemental funding for wellness staffing and budgeted roughly $3,400,000 in total LCFF supplemental funds; to date the district has spent just under $2,700,000. Baca said LCFF supplemental dollars are being used to fund wellness and attendance staff at comprehensive campuses with the highest percentages of unduplicated students, instructional coaching that has operated for more than a decade, and supports for English learners including designated ELD classes and bilingual paraprofessionals.
On program changes, staff told the board the Bridge newcomer program, launched in 2425 to accelerate English acquisition for 16–17-year-old newcomers, enrolled far fewer students this year than at its launch. Because of the reduced newcomer enrollments, the district will pause the Bridge program for the next school year; current students will continue to be supported by existing EL staff. Staff said the district can reactivate the program midyear if enrollment patterns change.
Baca highlighted work on equity through the National Equity Project framework and said sites are piloting a “catalyzed” survey to measure conditions that support equity. The presentation noted progress and persistent gaps: small gains on Smarter Balanced math outcomes overall but declines or flat results among some groups; lower a–g completion rates for students with IEPs remain an area of concern; and historically Hispanic/Latino students have trended below the district baseline on multiple measures. Trustees requested a deeper review at the April study session and pressed staff for subgroup analyses and actionable strategies.
Baca also described efforts to expand dual enrollment and college-career pathways with Skyline College so students can earn both high school and college credits. The presentation closed with next steps: a district advisory committee meeting in March, a board study session on April 18, a public hearing on the LCAP scheduled for June 2, and final adoption planned for June 18.
The board acknowledged the update and scheduled additional study-session time to review subgroup data and targeted interventions. The presentation and discussion were largely informational; no substantive policy vote was taken on the LCAP at this meeting.
