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Travis Unified updates LCAP and local indicators; board presses on attendance and subgroup gaps
Summary
District presenter Tiffany reviewed the Local Control and Accountability Plan and local indicators, citing gains in family engagement and examples of focused school-level interventions. Board members pressed staff on a disconnect between attendance metrics and graduation rates and urged targeted work to raise math and English outcomes for Black, Hispanic and special‑education students.
Tiffany, a district presenter, told the board the district has seen “real positive growth” in family engagement, citing nearly three‑quarters of 1,000,000 Launchpad logins as of April, 611 parents who attended parent‑university trainings and 399 site‑based parent/student activities. “89.3% of survey responses said that our communication is easy to access and understand,” she said.
The presentation reviewed California local indicators tied to the LCAP, including basic services (teacher credentialing and instructional materials), parent and family engagement (Aeries parent‑portal use at 73%) and access to a broad course of study (third‑grade reading and algebra‑1 benchmarks). Tiffany described a new two‑day summer institute for new teachers and a targeted example at Foxborough Elementary, where a one‑year focus on nonfiction literature produced measurable gains across student groups.
Board members responded with a mix of praise and scrutiny. One board member applauded a roughly 6 percentage‑point improvement on chronic absenteeism but questioned an apparent mismatch between a reported 50.99% school‑attendance metric and an 82% attendance goal, calling for realistic targets unless the state mandates the standard. The board member said: “It seemed a little unrealistic to me” to set that goal without clearer context. Tiffany and staff noted that some alternative‑education sites historically reported higher attendance and that new data tools will help disaggregate and better predict student readiness.
Several trustees urged sharper focus on subgroup outcomes after Tiffany presented high overall graduation rates (98.7) alongside low CAST/math and English results for African American and Hispanic students. A board member said the contrast was “a disconnect” the district must continue to investigate. Tiffany pointed to examples of focused instruction and school‑level plans that yielded improvement and cautioned that recovering two years of lost instructional progress after COVID requires sustained work: “If you take all of these students who functionally for 2 years were held at 0 or very low progress, that means what I need to do every single year is make more than 1 year's worth of growth… it takes much more than 2 years to make up 2 years worth of lost education.”
The presentation also covered CTE and articulation with community colleges (some pathways yield college credit), and Tiffany clarified that certain completer counts exclude students who pass algebra after ninth grade. Staff said they will continue to disaggregate data by subgroup and grade and to bring the LCAP packet and supplemental slides to trustees for follow‑up.
Next steps: staff will finalize the local indicators packet, continue work with the bilingual liaison and equity action team, produce requested disaggregations, and return to the board with additional data and recommendations in upcoming meetings.
