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Midyear LCAP: attendance improving and iReady gains, but subgroup gaps persist
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Summary
District staff presented the LCAP midyear report showing upward trends in attendance and a 4% gain in iReady local assessments, with declines or continuing concerns for some subgroups (students with disabilities, African American students, foster youth); trustees requested site‑level disaggregation and additional fidelity checks.
The Redwood City School District presented its Local Control and Accountability Plan (LCAP) midyear report, showing modest districtwide gains alongside continuing disparities for specific student groups.
The presenter (referred to in discussion as Anna) summarized the three LCAP goals—attendance and suspensions, multilingual learner outcomes, and academics—and reviewed midyear data. She said chronic absenteeism is trending down and overall attendance is improving; suspensions have dropped markedly and staff credited MTSS, PBIS and restorative practices. On academics, the district reported a roughly 4% gain in iReady local assessment results in both ELA and math for the reporting period.
Anna and staff noted subgroup differences remain: students with disabilities and African American students showed less progress in some measures and the district will continue targeted monitoring. The presenter said the district is aligning site improvement plans and professional development to support instructional changes, including reading comprehension and math adoption, and is cautious about overtesting when considering new interim assessments.
In a remote contribution, Wendy Brown (MTSS TOSA at Roosevelt) described the district’s attendance work: 12 school sites served, five full‑time TOSAs, an average of 14.5 hours per week spent by TOSAs on attendance tasks, 243 student engagement support plans completed, 12 SARB meetings held, five pending county SARB cases and five documented home visits. “We have weekly meetings with our school site team for attendance,” Brown said, and described family outreach, bus passes and connection to community school family centers as part of the strategy.
Trustees thanked staff for the work and asked for clearer site‑level disaggregation of subgroup outcomes and follow‑up on teacher feedback about assessment timing (iReady administration earlier this year). The presenter agreed to provide additional site‑level detail and to review teacher perspectives as the district prepares its end‑of‑year reports.
