Barstow Unified presents midyear LCAP showing mixed gains, staffing delays slow equity spending

Mister Godfrey, the district’s LCAP lead, presented the Barstow Unified School District’s 2025–26 midyear Local Control and Accountability Plan (LCAP) to trustees on Feb. 24, highlighting both measurable gains and persistent staffing challenges.

Godfrey said the report, condensed from 222 pages to a 67‑page midyear summary, lays out 13 goals. ‘‘Goal 1 includes targets to increase third‑grade reading, raise English learner proficiency and A–G completion, and ensure students are prepared for college or careers,’’ he told the board. He cited a districtwide graduation rate increase from 83% to 86.5% and called out improvements in high‑school CTE completer rates (45.5% to 53.3%).

At the same time, Godfrey flagged a rise in teacher misassignments — from about 28.3% to 34% — which he described as ‘‘a large determiner of student academic growth.’’ He also said the district has roughly $19 million in LCAP funds allocated to equity goals and about $3 million more aimed at transportation, noting that hiring delays are the primary reason some equity multiplier actions remain unspent.

Trustees pressed for clarity on dashboard metrics and fund carryover. Heldrich asked whether distance‑from‑standard (DFS) values are comparable across grade spans; Godfrey explained the calculations vary by grade and recommended a future presentation from the county accountability lead for deeper technical detail. On fund timing, Godfrey said equity multiplier allocations generally carry forward and that sites often require time to recruit staff before expenditures occur.

Godfrey reviewed site‑level highlights: Cameron Elementary and Monterey Elementary recorded double‑digit gains in several student groups; Barstow High showed notable math improvements but continued to struggle with long‑term English learners and students with disabilities; some sites reduced suspension and chronic absenteeism rates while others still need targeted interventions. He said many equity multiplier actions are staffing‑oriented (intervention teachers, bilingual liaisons, additional paraeducators) and several positions remain vacant, limiting implementation.

Godfrey outlined next steps: disaggregate LCAP survey data, convene the parent advisory council in March/April for input, meet with equity‑multiplier principals, and deliver a full LCAP report to the board in June. ‘‘We will bring forward recommendations based on both the data and stakeholder feedback,’’ he said.

The presentation included a brief Williams Act update noting no inaccuracies in school accountability report cards and that certain teacher assignment data will appear in the third quarter.

The board did not take formal action on the LCAP midyear report during the meeting; staff said the full LCAP will return for board consideration as a complete package in the spring.