Trustees hear LCAP review and student-survey findings; public comment window set ahead of June action

At the May 27 Roseville Joint Union High School District board meeting, district administrators presented a year-one analysis of the 2024–27 Local Control and Accountability Plan (LCAP) and outlined proposed actions for the 2025–26 school year, opening a public-comment window that closes Friday, June 6 ahead of a planned June 11 board vote.

Teros, identified in the presentation as the district’s assistant superintendent of education services, told the board the LCAP “must address the needs of all of our students,” emphasizing particular attention to English learners and low-income students and alignment with the board’s expectations to prepare students for college and career and to engage families and the community.

District staff said the LCAP’s three continuing goals will be: college and career readiness; student access and achievement; and student supports and parental involvement. A fourth, site-specific goal focused on Adelante High School will be removed because the site no longer qualifies for the equity multiplier that had supported that separate goal.

Administrators presented both quantitative and qualitative evidence used to evaluate year one. Staff reported the district’s LCAP-related LCFF supplemental dollars total about $11.6 million this year, with an estimated carryover of roughly $400,000 (totaling about $12 million), while total budget line items tracked in the LCAP amount to about $28.8 million because some district general-fund resources support LCAP goals in addition to LCFF supplemental funds.

The presentation included survey results from students, parents and staff. Staff said students rated the item “doing well in school makes me feel good about myself” at an average of 4.17 out of 5, while the item “my teachers know me well” averaged 3.39 out of 5, a signal staff described as an opportunity to strengthen teacher–student connections. Parents rated “I support my child learning at home” highest among parent items (4.43/5) but parent participation in the electronic survey has remained low (about 10%), an area district staff flagged for improvement. Staff respondents rated belief in the value of positive student–teacher relationships highest (4.7/5) and identified communication with parents about class activities as an area for growth (3.3/5).

Qualitative focus-group themes showed students value teacher recommendations and clearer guidance for registering for advanced courses (Dual Enrollment/AP/CTE) and asked for greater clarity about wellness-center confidentiality, staff said. Presenters noted some students reported inconsistent discipline practices and occasional inappropriate comments from peers, and that these items will guide future action steps.

District staff closed the presentation by sharing a QR code and inviting public feedback or questions in writing; they asked the public to submit input by Friday, June 6 so the board can consider updates at its June 11 meeting. The public hearing was opened for comment at the meeting but no public speakers addressed the LCAP at that time.

The board did not take formal action on the LCAP at the May 27 meeting; staff indicated the plan will return for action in June after the public-feedback window closes.