Bassett Unified gives midyear LCAP update showing gains in attendance and reclassification efforts
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Summary
Interim Superintendent Dr. Julie Harrison presented the district midyear LCAP update Feb. 17, noting gains in English-learner reclassification, improved attendance and lower chronic absenteeism while outlining targets, measures and supplemental/concentration spending.
Interim Superintendent Dr. Julie Harrison presented Bassett Unified School District’s midyear Local Control Accountability Plan (LCAP) update at the board’s Feb. 17 meeting, outlining progress on three district goals: academic achievement, safe and student-centered schools, and college-and-career readiness.
Harrison said the LCAP is a three-year plan focused on goals, actions and expenditures supported by supplemental/concentration funds. She told the board the district is in “year 2, progress and monitoring,” and described targeted interventions for English learners and long-term English learners, site-based TOSAs and literacy supports for TK–3 students. “We have TOSAs on-site…Goal 1 is also about interventions in small groups,” she said.
On measures, Harrison reported several district-level trends: districtwide average daily attendance around 95 percent (the board’s stated “gold standard” target is 97 percent), chronic absenteeism down from 23 percent in 2023–24 to about 14 percent year to date (the LCAP target is 8 percent), a suspension rate near 1 percent, 0 percent expulsions and historically high graduation rates. She noted growth on ELPAC interims and an uptick in EL reclassifications and cited increases in the district’s college-and-career indicator and pathway completion rates.
Board members pressed for clarification on measures and timing. Harrison explained EAP/CAASPP measures are taken in 11th grade and can differ from AP pass rates, which reflect students who took and passed an AP exam. On graduation declines, Harrison said the change in a small district often reflects only a few students: “because we're a small district…there were two students” whose changes affected the rate, and some students who transfer to adult education are counted as dropouts under state cohort calculations.
Harrison briefly reviewed funding tied to LCAP goals, noting the district uses supplemental concentration funds to expand services and personnel at sites. She described a timeline of engagement — public presentations and stakeholder meetings through March, DAC/DLAC review in May and final board adoption in June — and invited the board to request additional detail on PBIS fidelity and site-level measures.
The board did not take a specific vote on the LCAP update at the meeting; members thanked staff and asked for follow-up reports on PBIS implementation, reclassification detail and plans to reduce chronic absenteeism.