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Trustees hear mixed literacy and math benchmarks, approve seven-period junior-high day for 2027–28
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Summary
District staff presented midyear LCAP and student-outcomes data showing uneven literacy and math results; after discussion and public input trustees approved a districtwide seven-period junior-high day in 2027–28 and directed staff to set aside implementation funding.
Santa Barbara — District leaders told trustees on Feb. 24 that early literacy and secondary math benchmark measures show pockets of progress alongside persistent gaps, and the board voted to implement a seven-period junior-high day across all sites in 2027–28.
Staff summary of results: Dr. Wilson and elementary director Denise Alvarado described the first-year rollout of the MCAS K–2 literacy screener and midyear findings. Alvarado said some schools, including Cleveland and McKinley for their respective measures, showed gains in early-grade foundational skills but that many students remained below benchmark at midyear. Secondary executive director Dr. Mary Anne Hu summarized IXL benchmark use in junior highs and high schools and reported modest reductions in the proportion of students at the far-below level in some grades.
Interventions and training: Presenters emphasized strengthening tier 1 instruction, using PLCs and targeted tier 2 interventions. Staff said LETRS training is under way for K–2 teachers and principals and that assessment platforms give teachers more specific, actionable data for progress monitoring.
Public concerns and dyslexia screening: Multiple public commenters asked how the district will identify and intervene for students with dyslexia and whether professional development specifically addresses dyslexic learners. Staff said MCAS and MTSS data are being used to pinpoint skill-level needs and that school-site SST (student study team) referrals can lead to further assessment and intervention; staff said it is too early to see broad spikes in referrals tied to MCAS.
Seven-period decision: After reviewing a feasibility analysis and a parent survey, trustees debated two adoption options: an immediate, districtwide implementation in 2027–28 (Option 1) or a phased rollout beginning with the two sites judged most ready. Principals and staff recommended a districtwide approach to avoid creating new inequities. The board adopted the districtwide Option 1 for 2027–28 and directed staff to set aside the necessary budget for staffing, scheduling and transportation work.
Context and next steps: Trustees asked staff to return with implementation details, transportation coordination with MTD and budget milestones. Staff will prepare master schedules, update site-level IEP implications and provide regular progress reports to the board as the district plans to launch the new schedule.
Ending: Trustees characterized the adoption as a system-level change intended to expand electives and supports for emergent multilingual learners and students with IEPs, and said they would monitor early implementation closely.
