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NVUSD presents LCAP midyear update showing modest gains, continued gaps for multilingual and transient students
Summary
Superintendent Mercedes Musetti and instructional staff told the Napa Valley Unified School District board that midyear assessment and benchmark data show incremental growth districtwide, while multilingual learners, foster youth and students in temporary housing continue to lag; the presentation laid out targeted strategies including LETRS, MTSS/EduClIMBER and expanded internships at Valley Oak High School.
Superintendent Mercedes Musetti told the Napa Valley Unified School District Board of Education that the district is seeing incremental academic growth at midyear but persistent gaps for several student groups. “We received over 3,000 parent responses, and over 4,000 student responses on the annual benchmark survey,” Musetti said, noting the community feedback will inform the incoming LCAP.
Instructional staff presented the LCAP 2025–26 midyear progress report, covering four districtwide goals: college and career readiness; high-impact tier 1 instruction for multilingual learners; family engagement; and student wellness. Data slides showed the district’s CAASPP and STAR benchmark trends: districtwide percentages meeting standards rose in ELA and math, but multilingual learners, foster youth and students in temporary housing remain below the overall average.
Doctor Boone and Doctor Bood (Instructional and Data Services) traced gains to targeted instructional strategies. They cited early literacy investments and LETRS professional learning cohorts, a new math instructional guide and an IXL pilot for classroom-aligned practice. “Students who engage in the recommended amount of IXL are making greater progress than those who do not,” an instructional lead reported during the presentation.
Staff described ongoing MTSS refinements and a phased EduCLIMBER rollout to standardize intervention tracking across 10 pilot schools this spring, with districtwide scaling planned for 2026–27. The presentation also highlighted social-emotional indicators from the California Healthy Kids Survey: roughly 70% of elementary students report feeling connected and cared for, with lower but improving results in secondary grades.
Valley Oak High School—identified for equity-multiplier funding because of high student transiency and socioeconomic indicators—was singled out for site-specific interventions. Staff described a shift toward career-readiness strategies using equity funds, including a 40%-time counselor/internship coordinator role and a first cohort of 11 students who completed internships during the fall semester, accruing more than 100 internship hours.
Board members praised the depth of data and cross-department collaboration. Trustees asked follow-up questions about sustaining LETRS investment, how IXL usage will be monitored, and metrics for the Valley Oak internship program. The board received the midyear LCAP report and will discuss related budget and LCAP items in future meetings.
