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Monrovia Unified presents first‑year LCAP review; board presses for clearer intervention data
Summary
District staff reviewed the first year of a three‑year Local Control Accountability Plan, noting gains in attendance and ELA but flags on secondary interventions and low survey response rates; board members pressed for disaggregated data and clearer survey definitions.
Scott Moses, Monrovia Unified’s director of educational services, presented the district’s first‑year Local Control Accountability Plan (LCAP) review, telling the board the plan retains four priorities — college and career readiness, staffing, supportive student‑centered cultures, and family engagement — and highlights steady attendance and improvement in English language arts.
Moses said the LCAP outreach produced nearly 550 online respondents in English and Spanish and about 180–200 in‑person participants across students, staff and families. "We had some key takeaways," Moses said, noting both strengths (communication and relational capacity) and areas needing attention (safety, interventions and facilities). He described planned steps, including a math task force, vertical articulation for science, a comprehensive ELD curriculum, newcomer programming and expanded tutoring opportunities.
Board president Hammond pressed staff on survey reach and representativeness. Noting the district distributes surveys to roughly 4,900 families, he calculated the online response at about 585 — “less than 12%” — and said, “We spend $6,000,000 on 12% of the people driving the bus,” urging staff to make sure the district uses that feedback carefully. Moses acknowledged the low response rate, confirmed the district will disaggregate results by site and subgroup, and said the team will improve survey design and add midyear site check‑ins.
Members also questioned the definition of "intervention," noting parents and staff may interpret the term differently. Moses said future survey versions will clarify terminology and that Ed Services will work to explain interventions to families so results are actionable. He described efforts to expand secondary interventions specifically — more interventionists, AVID tutors, beyond‑the‑bell tutoring and a focus on MTSS (multi‑tiered systems of support).
The board flagged a dip in intervention satisfaction driven by secondary sites. Moses agreed, attributing part of the discrepancy to differences between elementary and secondary staffing and scheduling, and pledged to provide disaggregated data and longitudinal comparisons (requested for 2024–25 and earlier years) so the board can track progress.
The presentation closed with an emphasis on embedding interventions and monitoring student‑level indicators (attendance, academic benchmarks and social‑emotional measures) so district teams can target supports earlier and more consistently.
