Azusa Unified presents LCAP midyear update showing gains and persistent gaps
Loading...
Summary
District staff told the board the local control and accountability midyear update shows modest gains in career-readiness and school climate but continued achievement gaps and a math proficiency challenge; the board asked for detailed, longitudinal subgroup data ahead of an April study session.
Miss Garcia Medina presented Azusa Unified School District’s midyear Local Control and Accountability Plan (LCAP) update at the board meeting on Feb. 10, 2026, outlining district goals, tracked metrics and next steps.
"I'm thrilled to be here this evening, to share with you our mid year progress on our local control and accountability mid year update," Garcia Medina said, noting the report tracks 51 specific metrics across district goals and is the second year of a three-year plan. The presentation highlighted areas of progress and continuing need, including early literacy and math instruction.
Key midyear findings presented to the board included: 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; 70% of ninth-grade grades earned so far were A–C; the district reported an approximate remaining LCAP balance of $7,000,000; a districtwide graduation rate of 88% and a 94% graduation rate reported for Sierra High School in 2025. Garcia Medina also flagged a persistent math proficiency challenge (15% proficiency for 11th grade math) and said staff plan increased supports and credit recovery in mathematics.
Garcia Medina said the district will dive deeper into subgroup and year-over-year trends at an April board study session and invited board members to review the full midyear written report posted with the agenda. "We will be able to look at year to year trends over the past 3 years," she said, and recommended additional analysis for subgroup outcomes.
Board members asked for further breakdowns and longitudinal comparisons. One member asked for grade-by-grade details for the dual language immersion subgroup, noting the presentation showed 21% meeting ELA standards for DLI students versus 34% districtwide, and requested comparisons to statewide figures and historical trend charts at the April study session. Board members also requested year-to-year YouthTruth survey trend data and clarification on how district averages relate to individual school rates.
The district identified next steps including targeted interventions for English learners, expanded professional learning on math instruction, and continued work with parent advisory groups, DLAC and student advisory to refine actions for the remaining LCAP cycle. Staff said they will provide more detailed graphics and subgroup analyses before the April study session.
The board did not take an immediate action on the LCAP update; the presentation was accepted for review and further study.
