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Midyear LCAP: Los Banos Unified reports strong MAP math growth, uneven reading and elevated suspension rates
Summary
District staff told trustees that English learners showed gains and MAP math growth was high (many grades in the 80th–90th percentile for growth), but reading growth was uneven and suspension rates (7.2%) remain well above the state average.
Doctor Ritchie delivered the district's midyear Local Control and Accountability Plan (LCAP) update, summarizing 2023–24 data and progress on LCAP goals for English learners, social-emotional learning, academics and maintenance objectives.
Ritchie reported that 25% of English learners were reclassified as fluent English proficient — a 5 percentage-point increase over the prior year — and said the district saw "a massive increase in ELA performance on the CAASPP" for that subgroup. On universal growth measures the district recorded exceptional math growth on MAP assessments: Ritchie said multiple grades were in the 80th–90th percentile for growth from fall to winter and commented that the results were "nothing short of extraordinary." He cautioned, however, that reading growth was not as strong in several grades.
Ritchie also flagged chronic absenteeism challenges and a suspension rate of 7.2% (above the state average of about 4%), calling suspensions an area of ongoing focus. He described actions already underway or planned — counselors and social-emotional learning programs, literacy professional development (Letterland training with more than 120 participating teachers), targeted tutoring, and improvements in data and reporting — intended to sustain gains in math while addressing reading and disciplinary disparities.
Trustee discussion: Board members asked technical questions about the MAP adaptive test and how growth is measured year to year. One trustee urged broader district adoption of restorative practices after Los Banos Junior High showed reduced suspensions; Ritchie said restorative models require site-level buy-in and careful implementation.
Why it matters: The midyear LCAP report shapes how the district targets supplemental funds and supports. Gains for English learners and accelerated math growth could influence staffing, professional development and program expansion; continuing disparities in reading and elevated suspension rates may guide corrective actions and parental engagement efforts.
What comes next: District staff will continue to track MAP and CAASPP data, pursue literacy interventions, work on attendance strategies, and return with updates and implementation details in future reports.
