District presents midyear LCAP update and student achievement data; board asks for finer breakdowns
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Summary
East Whittier assistant superintendents and curriculum staff presented midyear LCAP expenditures through December, implementation status and student achievement trends showing steady ELA, mixed math results and ELPAC gains; trustees requested more granular D vs. F and subgroup data.
District instructional leadership presented a midyear update on the Local Control and Accountability Plan (LCAP) and a separate student achievement report covering the 2025–26 year.
Assistant Superintendent Dr. Trina Gonzalez introduced the midyear LCAP update, explaining the required public-reporting of goals, actions and expenditures. Dr. Andrea Roman (midyear LCAP lead) reviewed expenditures through December, listed actions completed versus in progress (for example, collaboration between special and general education and parent engagement events), and noted some items not-yet-started because other funding sources are being used. Roman announced the next community LCAP meeting (March 11) and invited public participation.
Interim Director Sean Jaramillo reviewed student achievement indicators: CAST results in English language arts (ELA) and math for grades 3–8, summative ELPAC outcomes for English learners, and middle-school course grades. Jaramillo said elementary ELA remains steady overall, middle-school ELA showed growth particularly in grades 6–7 with grade 8 rebounding, and district elementary math varied by grade with mixed trends. He noted more than half of English learners advanced at least one ELPAC proficiency level this year and that quarter-1 D/F rates for middle schools have declined by semester.
Trustees asked for additional disaggregations and clarified metrics. One trustee asked the presenters to separate Ds and Fs (rather than the combined "D and F" metric) so the board can better calibrate interventions; staff agreed to provide that breakdown. Board members also asked what measurement systems coaches would use to demonstrate impact; staff said available interim assessments (Star reading/mathematics) and local assessment alignment to CAASPP could be used, along with anecdotal and schedule-based accountability for coaching cycles.
Staff emphasized next steps: convene an assessment committee to align local measures with CAASPP, continue professional learning focused on embedded coaching and site-based supports, and develop 90-day action plans and MTSS teams for targeted support. Presenters linked LCAP actions to targeted supports for students with disabilities, English learners and students needing tiered intervention.
The presentation concluded with board questions and a commitment to deliver the requested data breakdowns to the trustees and the public.