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Beaumont Unified presents LCAP midyear update, highlights attendance gains and equity supports
Summary
The board received a mandated midyear Local Control and Accountability Plan update showing gains in student attendance and academic benchmarks and outlining targeted supports for equity‑multiplier schools and English learners. Trustees pressed for clarity on targets and attendance strategies.
Beaumont Unified trustees received the district’s midyear Local Control and Accountability Plan (LCAP) report, which officials said shows progress on attendance, engagement and academic benchmarks while identifying remaining gaps in secondary sense of belonging and long‑term English‑learner outcomes.
The LCAP presenter told the board the document tracks adopted three‑year goals and reports implementation status for each action. The district reported increased Panorama survey results for student sense of belonging (baseline 64% with a 2% target; the presenter said the outcome reached 67%) and noted that ELA and math benchmarks show measurable growth this year.
The report identified five strategic goals: (1) positive school climate and culture, (2) academic success across behavior and social domains, (3) staff recruitment and retention, and (4–5) newly added targets tied to state equity multiplier and college/career readiness indicators. Officials said the equity multiplier designation applies to sites with high student mobility and high percentages of socioeconomically disadvantaged students; those sites receive extra state funding for attendance and stability efforts.
Trustees asked for specifics about the Panorama baseline and the size of gains. A board member raised whether the district can adjust targets midcycle; the presenter said targets are set as part of the three‑year LCAP cycle and are monitored annually but that the board will set new targets when the next three‑year plan is developed.
On attendance, trustees pressed for concrete strategies. The presenter listed counseling supports, family outreach by assistant principals, Student Attendance Review Plans (SARPs), targeted incentives (LCAP action 1.7), and Saturday school/credit‑recovery programs as among the district’s approaches. The presenter said some Saturday programs run for enrichment and recovery and are funded through Expanded Learning Opportunities Program and other sources.
Why the update matters: the LCAP is a legal, public accountability document that ties district spending to priorities for unduplicated pupils and other student groups. Trustees directed staff to return with clarifications around targets, and the board discussed using the presentation to inform legislative advocacy on special education funding at upcoming staff advocacy events.
Next steps: staff will finalize the midyear LCAP and continue to monitor attendance and implementation of targeted interventions; trustees requested follow‑up details on outcomes tied to the equity‑multiplier funding and more granular attendance recovery metrics.
