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District reports midyear LCAP progress, Panorama survey shows gains in belonging
Summary
Assistant superintendents presented a midyear LCAP and first interim budget update showing modest revenue shifts tied to special education and expanded-learning grants and reported increases in student-reported belonging on Panorama surveys.
The Jefferson Elementary School District presented its midyear Local Control and Accountability Plan (LCAP) and first interim budget to the board on Feb. 11, reporting modest revenue increases tied to special education apportionments and expanded-learning grants and midyear expenditures close to adopted budgets.
Josie Peterson, assistant superintendent of business services, said the district compared its adopted budget to the first interim and found small changes in revenues and corresponding expenditures driven by increases in special education apportionments and expanded learning opportunity program (ELOP) revenues. Peterson cited example figures for three LCAP goal groupings: goal 1 midyear expenditures were presented as $53,500,000 compared with an adopted amount of $54,400,000; goal 2 showed $5,300,000 versus $5,600,000; and goal 3 showed $6,500,000 versus $6,800,000.
Assistant Superintendent Pamela Scott tied the LCAP goals to teaching and learning, saying the California Dashboard shows steady improvement and noting that “none of our indicators are in the lowest category.” Scott credited site-level actions — revised pacing, clarified expectations, classroom observations and targeted professional learning — with producing modest academic and engagement gains.
The presentation included Panorama survey results that district speakers linked to student presentations earlier in the meeting. The LCAP slide deck and student speakers were used to show increases in students’ reported sense of belonging: presenters reported third- through fifth-grade responses rising from 56% to 85% and middle-school responses from 52% to 78%; trustees and staff discussed minor differences in how those percentages were summarized during the meeting.
Trustees asked for clarification about the sources of feedback and the district’s follow-up. Scott said feedback came primarily from staff and also from families and students, with committees and ongoing survey work used to develop action plans. The district plans to continue monitoring progress through spring.
The board had questions about comparative district performance and acknowledged continued work to reach longer-term proficiency goals.
