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Board hears midyear LCAP update; math and science scores flagged for intervention
Summary
At its midyear LCAP review, the academy reported declines in math and science test results and outlined targeted supports — instructional coaches, new intervention models and a refreshed credit-recovery approach — aimed at improving outcomes, particularly for ninth graders.
The Palmdale Aerospace Academy board received a midyear Local Control and Accountability Plan (LCAP) progress report that identified declines in state-assessed math and science scores and described how the district plans to respond.
Mister Schatz, presenting the midyear LCAP, summarized the academy's three goals — rigorous instructional programs, a multi-tiered system of support, and a safe, positive school environment — and walked trustees through actions tied to those goals. He told the board that math declined by nine points and science by four points compared with the prior reporting period, and cautioned that the dashboard's color bands can obscure context: "Our college and career [preparedness] was 70.8% but the dashboard colors changed because the state increased by 3 points," he said.
School leaders emphasized multiple measures beyond state summative tests to track progress. They noted widespread use of NWEA benchmark assessments, ongoing weekly walkthroughs with administrators, the deployment of instructional coaches across elementary, middle and high school, and redesigns to tutoring (afterschool at the high school; in-day intervention at elementary and middle).
Doctor Sullivan, who presented high-school performance data, identified ninth grade as a pivotal year and highlighted D/F-rate concentrations in science (26.6%) and math (19.9%) in the first semester. Sullivan described steps taken with Solution Tree and other partners to create proficiency maps, align PLCs and target interventions to specific teachers and periods. The school has launched after-school tier 2 supports and is increasing outreach to raise student participation.
Trustees pressed for clearer targets, comparative data with neighboring districts and an update on the effectiveness of credit-recovery programs. Board members also flagged the tension between high graduation rates (reported at 98.4%) and below-standard performance in some tested areas, asking staff to demonstrate how diploma completion maps to preparedness for postsecondary steps.
Administrators said they would return with supplemental materials, including comparative district data and a revised slide set showing the exact sources of budgeted LCAP expenditures. The board did not take action on the LCAP that night but voted earlier in the meeting on budget and audit items tied to implementation funding.
