Fallbrook Union Elementary SD presents midyear LCAP update, highlights reading gains and family-engagement push

Assistant Superintendent T tavga bu buan and senior director Dr Leah CIO presented a midyear Local Control and Accountability Plan (LCAP) progress report to the Fallbrook Union Elementary School District Board of Trustees, highlighting expanded reading supports, social-emotional investments and family-engagement efforts.

The presentation, delivered with student co-presenter Axel salonon, outlined four LCAP goals—academic achievement, climate, engagement and an equity multiplier tied to an alternative program—and described specific actions and expenditures intended to advance each goal. "This plan is a three-year road map," the assistant superintendent said, explaining the district's cycle of data collection, community input and revision.

District staff credited targeted interventions and instructional investments with measurable reading progress. Interim early-reading data presented at the meeting showed approximately 65% of kindergarteners, 57% of first-graders and 50% of second-graders performing at grade level on recent assessments. Presenters attributed gains to full-time intervention teachers, classroom book distributions and collaborative professional learning communities.

The presentation emphasized nonacademic supports as well. The district reported investments in counseling, behavior specialists and a multi-tiered system of supports (MTSS). Presenters cited survey results indicating positive student perceptions on belonging and emotional growth and noted suspensions remained below 1% in the cited data.

Family and community engagement also featured prominently. Staff described bilingual parent supports, a series of school-based "family learning" nights and a district "Your Voice Matters" campaign that uses a bilingual QR-code survey to collect feedback. "We're hosting LCAP forums at every school to hear directly from families," a presenter said, urging participation to shape next-year priorities.

Trustees asked clarifying questions about how the district schedules and staffs engagement events and whether students participate in feedback processes. Presenters said the district provides childcare and varied meeting times, invites student leadership representatives to offer input, and will return to the board with a comprehensive accounting of LCAP expenditures at a future meeting.

A student co-presenter received a special recognition from the board for participating in the presentation. The board took no formal action on the LCAP at the meeting; staff said further details and full expenditure reports will be presented at an upcoming meeting and that the district remains in an input-gathering phase for the current LCAP cycle.

Next steps: the district continues site-level LCAP forums and the online bilingual survey; staff will compile community feedback and present a full revision and expenditure detail to the board in a future public meeting.