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Claremont Unified presents LCAP update; district placed in differentiated assistance for foster youth
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Summary
District staff presented year‑three LCAP amendments, summarized surveys including responses from 1,766 students, and said the district is in differentiated assistance for foster youth. A public hearing on the draft LCAP is planned for June 18 with board action scheduled for June 22 alongside the budget.
District staff presented a Local Control and Accountability Plan (LCAP) update that summarized outreach, survey findings and a timeline for next steps in the LCAP process.
Anne Deacon told the board the LCAP process began with outreach in January and that the district has completed 12 engagement meetings with 23 more planned before the June board meeting. Deacon said 1,766 students completed a new open‑ended survey tool (Parsec Real), and staff reported high marks for school safety and perceptions that teachers care, while also noting concerns about workload, counselor access and student behavior.
Deacon highlighted emerging themes to inform year‑three amendments: equity and targeted supports for English learners, foster youth and students experiencing homelessness; curriculum refinement and academic interventions; attention to school climate, behavioral supports and mental health; and the strategic role of arts and extracurriculars. Staff also noted a need for districtwide guidance on technology and AI and called attention to planning for teacher well‑being and additional planning time.
Staff reported that Claremont USD has been placed back into "differentiated assistance" because the foster youth student group fell into the red on the state dashboard for chronic absenteeism and suspensions. Deacon said the district must now include specific actions in the LCAP to address those indicators and that some equity multiplier funding and carryover of learning recovery emergency block grant funds will be shown in the plan to support positions and programs, though one‑time funds will decline over time.
Board members asked about professional development effectiveness, where Deacon and staff pointed to research‑backed programs (for example, Orton‑Gillingham for early literacy) and noted that some survey questions were new this year and therefore limit long trend comparisons. A public hearing on the draft LCAP will be posted and shared after staff posts the draft for comment; staff said the plan will be presented at the public hearing on June 18 and brought to a special board meeting on June 22 for adoption along with the budget.
What happens next: Staff will post the draft LCAP for public comment by May 22, solicit feedback, present the public hearing on June 18 and return to the board on June 22 for adoption of the LCAP and the budget.