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District presents midyear LCAP update, highlights gains and math challenge
Summary
Assistant Superintendent Bob Eckert and MCAA Principal Eric Preston told the Marysville Joint Unified board that district and school dashboard indicators show progress in graduation and science, but persistent gaps remain in English language arts and math; the presenters outlined midyear expenditures and steps to expand math supports, EL instruction and CTE pathways.
Assistant Superintendent Bob Eckert presented the Marysville Joint Unified School District—s midyear update to the Local Control and Accountability Plan (LCAP) on Feb. 24, outlining budget-to-date spending, state-dashboard results and next steps to address performance gaps.
Eckert said the district is seeing midyear progress across several indicators and reminded trustees that the LCAP aligns the district—s seven goals with state priorities. He cited the district—s graduation rate and science performance as strengths and said the district is "in the yellow" overall on the dashboard. On English language arts he said the district is "47.1 points below standards," and on math the district is "one of our areas of greatest opportunity for growth." He added, "We are moving forward. We are showing growth, but we cannot and we will not settle for good enough." (Bob Eckert, assistant superintendent)
Eckert reviewed midyear LCAP expenditures and commitments: the report shows roughly half of planned LCAP spending expensed to date in several goal areas, an equity multiplier award of about $988,000 and line-item details for supports such as EL instruction and inclusion access for students with disabilities. He said the district had budgeted funds for math adoption and supports, and described plans to strengthen math instruction through better curricular tools and targeted professional development.
Trustees pressed for clarification on dashboard measures and subgroup reporting. Eckert explained changes in state reporting for 2025: the dashboard now includes California Science as a qualifying indicator, academic growth tracking for grades 4—0 in addition to broader indicators, and new CALPADS submission timelines that can affect differentiated-assistance status. He said the district is currently not in differentiated-assistance status but noted that schools can be placed in CSI, TSI or ATSI depending on subgroup performance.
In a related school presentation, Eric Preston, principal of Marysville Charter Academy for the Arts (MCAA), said coding errors affected the school's graduation-rate calculation and explained how correcting student exit codes will change the reported results in future years. Preston said MCAA had three green, three yellow and one orange indicator on its 2025 dashboard and described site-level uses of LCAP funds: IXL for math support, after-school tutoring, paraeducator staffing (funded through other programs in some instances), outreach consultants and a shared social worker supported by the Learning Recovery Block Grant. Preston noted that CTE and industry certifications (for example, theater-tech or OSHA 10 for vocational pathways) are priorities for increasing college-and-career readiness.
Both presenters emphasized subgroup detail and targeted intervention: Eckert highlighted progress for long-term English learners and said English Learner Progress Indicator results show modest gains, while Preston described how a small number of miscoded exit statuses produced a significant apparent drop in his school's graduation metric.
Next steps identified by staff include sharing printed dashboard detail with trustees, holding targeted meetings with educational partners in March, completing narratives and revisions in April, and presenting a final LCAP for board approval in June before county and state submission.
