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Azusa Unified reports midyear LCAP gains, flags math and subgroup gaps
Summary
At its Feb. 10 meeting, Azusa Unified presented a midyear Local Control and Accountability Plan update showing progress on career readiness and school climate but identified math-instruction gaps and subgroup performance shortfalls; trustees requested deeper analysis at an April study session.
Miss Garcia Medina presented Azusa Unified School District's midyear Local Control and Accountability Plan (LCAP) update on Feb. 10, outlining progress on district goals and calling attention to persistent achievement gaps and math challenges.
Garcia Medina told the board the midyear report tracks 51 specific metrics across district goals and provides high-level and subgroup data. She reported that 36% of third graders and 35% of fourth graders were on or above grade level on the district's i-Ready diagnostic administered in December. She also said the district has a remaining balance of approximately $7,000,000 in LCAP funds and that the report is year two of a three-year plan.
On academic outcomes, Garcia Medina highlighted a gap in subgroup performance and said the district will "continue to look at data and analyze data to determine next steps," emphasizing a need to strengthen math instruction at all grade levels. For ninth-grade on-track metrics she cited that 70% of grades earned by ninth graders were A'through'C. For 11th grade the presentation noted 43% of juniors met or exceeded standards in English language arts while math proficiency for that grade was reported at 15%.
The presentation noted growth in career and college readiness indicators; the district said the CCI measure rose by 10.2 percentage points to 44% and that 24% of graduates completed a full CTE pathway. Garcia Medina singled out Sierra High School's 94% graduation rate and said the district-wide rate is 88%, with a three-year LCAP graduation target of 95%.
Trustees sought additional detail. One board member asked for a grade-by-grade breakdown of dual-language-immersion scores (the slide showed 21% meeting ELA standard in the DLI program versus 34% districtwide) and for comparison to statewide trends. Another member queried why the districtwide percentage (88%) appeared lower than the two high-school rates cited (94% and 89%) and asked staff to verify whether an averaging or reporting issue explains the discrepancy. Trustees also asked for clarification of the "1%" middle-school dropout metric and requested year-to-year YouthTruth survey trends for school-climate context.
Garcia Medina and staff answered that the midyear document provides a baseline and that an April study session will include a deeper, school-by-school and subgroup analysis. "We can definitely work with our ed services team to... pull that data and provide some kind of graphic" for trustees, Garcia Medina said.
The board did not take action on the LCAP at the meeting; staff said the midyear report and the full dataset are available on the district website and will be examined in more depth at the April study session.
