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Cypress trustees hear LCAP update as staff and families report different views on school climate
Summary
District staff presented the Local Control and Accountability Plan update, highlighting three LCAP goals — academics, family engagement and school climate — pilot supports for English learners and a rollout of the Second Step social-emotional curriculum; staff noted strong family ratings but lower staff perceptions on safe and engaging learning environments and promised follow-up data.
Vanessa DeSantis introduced an Arnold Elementary student media presentation before the board heard a detailed staff report on the district’s Local Control and Accountability Plan (LCAP).
"The LCAP provides an opportunity . . . to share our story of what, why, and how we do our programs and our services for the most vulnerable," said Tandy Taylor, who led the presentation. Taylor said the LCAP targets unduplicated students — socioeconomically disadvantaged students, English learners and foster youth — and aligns district goals to the State Board of Education’s priorities.
Taylor outlined three LCAP goals: academics (conditions of learning and achievement), parent involvement and pupil engagement/school climate. She described instructional supports such as TOSAs (teachers on special assignment), tiered small-group instruction, a district coaching model for professional development, and a pilot program for English learners. Taylor said the district is also implementing the Second Step social-emotional learning curriculum across grades TK–6.
Board members pressed staff for survey details after Taylor reviewed perception data showing strong family ratings but lower staff ratings on safety and engagement. "I have a question on page 2 . . . the number of surveys that were sent out or that we received," a trustee said. Taylor said she would provide precise participation percentages and explained that last year’s survey collection was an anomaly because the state had requested demographic data that limited student self‑response; this year the district increased outreach through teachers and families.
Staff also flagged measurement and implementation steps: the district uses standardized testing metrics for academics, checkpointed work through interim budget and committee reviews, and multiple committees (including an instructional advisory committee) to examine professional development and MTSS (multi-tiered system of supports). Cassie Henley, the teacher on special assignment for social-emotional learning, was cited during the presentation as reporting "1,600 lessons, collectively across the district" of Second Step instruction to date.
Taylor and trustees agreed to follow up: staff will supply survey response rates and additional, more granular staff feedback from committees and planned surveys. The district emphasized continued stakeholder engagement as it balances program implementation with state funding and reporting requirements.
The board did not take formal action on LCAP at this meeting; staff labeled the item an update and promised follow-up materials.
