LCAP study session: district cites math gains and perceived safety, flags chronic absenteeism and EL‑progress measurement issue

Larry Hagquist, the district's executive director of educational services, presented an extensive Local Control and Accountability Plan (LCAP) midyear study session on May 6, summarizing quantitative and qualitative data that will shape the 2026–27 LCAP.

Hagquist said the district has four core LCAP goals — academics; social-emotional learning; academic support and intervention; and cultural proficiency — and walked trustees through multiple indicators. He highlighted steady increases in math performance and growth in AP participation, noting that the district added 32 more AP test-takers this cycle. "Math was extremely pleased with. It was a growth area from last year," Hagquist said.

Hagquist also pointed to strengths in perceived safety and caring-adult relationships, and credited investments in facilities and targeted interventions. "A sense of safety, a sense of support and belonging help to nurture academic growth," he said.

Trustees and staff flagged recurring challenges: chronic absenteeism remains a districtwide concern, and career-technical-education (CTE) pathways have experienced attrition that will likely depress CTE completion metrics next year until programs are rebuilt. Hagquist warned of an "expected drop" in CTE performance next year followed by recovery in 2027–28.

On English learners, Hagquist explained a technical issue in state reporting: because many students scored high on the ELPAC and reclassified out of the EL group, those students are not counted in the EL progress metric, which can produce a misleading picture of progress for the remaining small group. "We had an extremely high performance on the ELPAC… those reclassifying students do not count in the metric for EL progress," he said.

Trustees asked for more disaggregated and cohort-tracking data so the district can follow a single cohort across grades, and suggested site-level analyses to identify where school-level strategies are succeeding or need support. Board members discussed using MTSS (multi-tiered systems of support), collaborative PLCs (professional learning communities), and consistent grading practices as levers to address chronic absenteeism and uneven implementation.

Hagquist outlined next steps: finalize the LCAP draft, hold a public hearing on May 21, gather final community input, and present the plan for board approval on June 4. No substantive policy decisions were made at the session; the presentation was an informational study session to inform the upcoming draft and public hearing.