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Board hears midyear LCAP update; parent raises reading‑level, class‑size concerns
Summary
The board received the midyear LCAP update covering progress on academic goals, SEL, equity and family engagement; Roy Lopez highlighted counseling expansions and targeted supports. Parent Jennifer Barrett urged the district to assess reading levels beyond MAP and requested more credentialed intervention staff and smaller class sizes; the superintendent pledged follow‑up.
At the Feb. 25 meeting, the Redondo Beach Unified School District presented its midyear update on the Local Control Accountability Plan (LCAP) and responded to public concerns about reading and class sizes.
Roy Lopez, executive director of educational services, summarized the 2024–27 LCAP midyear report and the district’s metrics, saying the update reviews known, in‑progress and pending indicators and includes expenditure data through Oct. 31. "The midyear report should include midyear outcome data related to metrics identified in the current LCAP," Lopez said, noting the district uses CAASPP, Summative ELPAC, MAP and the CAST to track progress. He highlighted counseling services, supplemental interventions for unduplicated students, a backpack giveaway that reached about 509 students, and a tri‑district SEL survey that provides real‑time data.
Lopez also described efforts on parent engagement and CTE pathways, and said the midyear report will be posted on the district website after the meeting. Board members asked clarifying questions about the budgeted amount for parental engagement and how expenditures shown in the midyear report relate to the first interim report.
During the public comment period, Jennifer Barrett, a parent of a fifth‑grader at Washington, told trustees she is worried about reading and writing outcomes reflected in MAP testing. Barrett said her child received two proctored MAP tests (fall and winter) and is not meeting the district’s expectations. She asked whether the district is administering additional reading‑level assessments to compare report‑card grades to actual reading levels, and urged more credentialed intervention staff rather than paraprofessionals in intervention programs. "We need more support, as parents. We need teachers to have fewer students in the classroom," Barrett said, noting class sizes of 35 and requesting clearer curriculum communications.
Superintendent Dr. Wesley responded that staff will follow up: "I'll have someone from my team follow up with the principal and the parent who had concerns about reading fluency," he said. District staff also pointed parents to published curriculum materials (Wit & Wisdom) available online and described planned parent outreach related to LCAP communications.
The board thanked speakers and moved on to action items. Trustees asked for additional clarity about how readiness and intervention supports tie into measurable LCAP outcomes and requested staff follow up with parents and principals on specific student‑level concerns.
Next procedural steps include posting the midyear LCAP report on the district website and continuing outreach with parents and advisory committees about readiness indicators, interventions and engagement strategies.
