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District presents midyear LCAP update, flags English‑learner progress and equity funding
Summary
Yucaipa‑Calimesa Joint Unified staff presented a midyear Local Control and Accountability Plan update that detailed six goals, midyear expenditures (including roughly $5 million linked to Goal 1), and mixed subgroup results — notably a decline for some English learners — and outlined next steps to strengthen monitoring and targeted interventions.
Staff presented a midyear update to the district’s Local Control and Accountability Plan (LCAP), reporting progress, midyear expenditures and several areas the district says need intensified attention.
The presentation, led by district staff during the board meeting, reviewed six strategic goals and their associated actions and metrics. Staff said Goal 1 (academic achievement and English language development) has midyear expenditures of about $77,800 for certain actions and that roughly $5,000,000 is accounted for under the larger Goal 1 package — about 60% of the LCAP allocation reported for those priorities. Staff said much of that funding is devoted to personnel (intervention specialists, librarians, paraprofessionals and other positions) required to deliver instruction and intervention services.
District presenters reviewed results across multiple measures: they reported substantial gains in some school sites and grade levels, while noting that English learner (EL) progress declined districtwide by roughly 9 percent in the last year. Staff cautioned that small subgroup counts at some sites (fewer than 11 EL students) make dashboard signals less reliable, and said the district is working with county partners to audit reclassification and data tagging to ensure accurate counting.
“We are required to report every metric and midyear expenditures,” a presenter said, summarizing the Assembly Bill 114‑driven requirement to present action‑level implementation and spending at midyear. Staff described actions that are fully implemented (for example, intervention teachers and librarians) and others that are partially implemented (professional development and college‑and‑career readiness supports). They highlighted targeted supports for foster youth, long‑term English learners, and low‑income students, and noted plans to reduce duplicative platforms for monitoring EL progress so teachers have fewer systems to consult.
The presentation described specific actions with measurable aims: increased counseling and behavioral health supports tied to declines in chronic absenteeism, investments in arts and career technical education (broadly funded through LCAP and Prop 28 where noted), and school‑level program support reserved for interventions identified in school improvement plans.
Board members asked for clarifying data about subgroup counts, survey response rates and the percent of students in various subgroups; staff committed to including detailed counts and the parent/student survey response figures in the weekly Friday letter for trustees. Staff also said equity multiplier funds — statutorily separate resources provided to sites with high mobility — are being used to expand a community liaison position and attendance‑engagement efforts, which they said contributed to a district attendance improvement.
The board did not take a vote on the LCAP itself at this meeting; staff emphasized next steps including continued data review, county collaboration on data tagging, and work to strengthen monitoring and reclassification processes for English learners.
