Presenter outlines LCAP Goal 2 measures to boost English learners, foster youth and special-education supports

A district presenter outlined measures the Mountain View School District plans under Local Control and Accountability Plan Goal 2 to improve English proficiency and support foster youth and special-education students.

The presenter said the goal focuses on English learners, foster youth and students with special needs who are also English learners, and includes expanded language services, more EL liaisons, targeted interventions and efforts to provide the least restrictive learning environments. "This goal in our LCAP includes expanded language services for English learners, expanded services for special education students, and to also always work towards providing the most inclusive, least restrictive environment for their learning," the presenter said.

Why it matters: district officials told the board that students with language needs combined with other learning needs face higher barriers to achieving proficiency. The presenter pointed to lag data from school year 22-23 showing English learners in the lowest performance band for English language arts and mathematics and noted foster youth and unhoused students scored lower on the dashboard for that year.

Key supports and programs: the presenter said the district has increased professional development and the number of EL liaisons — certificated staff who meet with EL students to set goals and monitor progress toward reclassification. The district also uses intervention teachers and bilingual-certified staff at dual-immersion sites (named Payne and Parkview) and runs two targeted interventions: "Rev Up" in the fall for newest, lowest-level ELs and "Ramp Up" as ELPAC test preparation.

"We had over 175 students this year in our school district," the presenter said, describing an "unprecedented" number of newcomers (students entering U.S. schools for the first time). The district has hired newcomer itinerant staff who rotate between school sites to support those students and is seeking to expand the newcomer program from two classrooms to three and broaden grade span to better serve them.

On testing and reclassification, the presenter said the district delays testing to give students the best chance and trains instructional aides to assist with the ELPAC. "We actually have until May 31," the presenter said, referring to the testing window; after it closes staff will review grades, classroom performance and parent recommendations before reclassification decisions.

Foster youth and counseling: the presenter said foster youth represent about 1% of district enrollment but showed notable gains after supports. When foster youth were identified for differentiated assistance they improved from 14% meeting or exceeding standards in language arts (and 7% in math) to, by the next year, 33% in reading. The presenter credited a dedicated school counselor who develops individualized service plans and follows students' progress: "She works 1 on 1 with them and their families." The district plans to include that counselor strategy in the next three-year LCAP cycle.

Special-education English learners: the presenter said students dually identified for special education and English learning continue to be a challenge, with flat or limited growth, and invited community partnerships to address those needs.

Addressing basic needs: the presenter said McKinney-Vento students (described as unhoused or inadequately housed) are about 16% of the district and emphasized that unmet basic needs impede learning. As one response, the district announced a partnership with the Los Angeles Regional Food Bank to provide twice-monthly food distributions at the family center.

The presenter closed by thanking community partners for helping support every learner in the Mountain View School District. The presentation did not include any formal motions or votes; next procedural steps discussed were program expansions and inclusion of strategies in the district's upcoming three-year LCAP cycle.