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Travis Unified presents midyear LCAP and dashboard showing gains in ELA and English‑learner progress
Summary
District staff told the board that five of seven statewide indicators improved year‑over‑year; highlights included Vanden and Travis Elementary earning blue status in ELA and English‑learner progress rising to 55.1%, while math and chronic absenteeism remain areas of concern.
Nick, the district’s LCAP presenter, told the Travis Unified School District Board that the district’s midyear Local Control and Accountability Plan review and the local California School Dashboard show measurable gains and clear areas for follow‑up. “We improved in 5 out of 7 indicators,” Nick said, and he highlighted that Vanden and Travis Elementary earned blue status in English language arts.
The nut graf: The presentation connected dashboard measures to LCAP investments across four district goals — academic achievement, socioemotional wellness, family engagement and basic services — noting that most improvements align with areas where the district has targeted resources. Nick said English‑learner (EL) progress rose to 55.1% (an 11.6‑point increase), outperforming statewide growth and crediting expanded ELD supports and coaching.
In the body, Nick walked trustees through the measures the dashboard captures — status and change — and the implications for the LCAP. He said 5 of 7 district indicators improved, one held steady and one fell. On ELA: “Vanden and Travis Elementary both earned blue. That is the highest status you can earn for ELA,” he said. On math, he described statewide headwinds and said Travis’s math rating remains an area of focus. On English‑learner progress he noted the 11.6‑point gain and singled out targeted secondary supports. On chronic absenteeism Nick reported a midyear rate of about 10.5% and said the district will continue monitoring and intervene where needed.
Trustees pressed for specifics about which investments produced gains and how the LCAP would prioritize improvements. One trustee said the board should see line‑item actions in the spring LCAP that directly address shortfalls such as math performance. Nick replied that the spring revision will reflect targeted actions and potential adoptions, such as new math materials, tied to the data.
The presentation also included operational indicators: the district reported 88% of LCAP expenditures obligated, 100% of students have required instructional materials, and a range of supports — intervention specialists, MTSS/WIN teams, expanded CTE and counseling — intended to improve outcomes. Nick told the board he will return in spring with the full LCAP package and updated student‑survey results.
The board did not take a formal vote on the LCAP presentation at this meeting. Moving forward, trustees asked staff to make the spring LCAP responsive to the dashboard data and to provide school‑level examples of successful practices for replication.
