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Oak Grove presents LCAP midyear update, flags mixed academic trends and improved attendance
Summary
District staff reported small math gains, statewide lagging ELA results, progress on attendance and suspension reductions, expansions in VAPA through Prop 28, and ongoing work on AI and reading-risk screeners as part of the 2024–25 LCAP midyear review.
Oak Grove School District presented its LCAP midyear update on Feb. 13, showing mixed academic results and progress on several programmatic fronts.
Assistant Superintendent Anna summarized state and local metrics, noting a 1% districtwide uptick in math but a 2% decline in overall English language arts relative to last year’s dashboards. The district’s i-Ready midyear diagnostic showed 45% of students at or above grade level in ELA and 38% in math. Anna said dashboard data are lagging indicators and staff will review multi-year trends before proposing adjustments to goals.
Staff highlighted examples of investments and interventions tied to LCAP goals: five new Visual and Performing Arts teachers funded by Proposition 28, expansion of SEAL (academic language) implementation at multiple sites, nine EL teacher-partners and site-based Title III mini-grants for English Learner supports, and continuing efforts to maintain a 1:1 student-device ratio. The district also reported an ongoing AI task force to develop an ethical, equity-focused AI framework for classrooms.
On equity and student supports, the special-education team reported incremental gains in inclusion classrooms and the return of seven county-served students to district programs; however, students with disabilities remain behind proficiency cut-points on state indicators. The district also reported a nearly 5% decline in chronic absenteeism and a modest 2.7-point reduction in suspension rate, while noting continued work to address drivers of discipline and absenteeism. Staff described Saturday Academies, mental-health clinicians and an expanded roster of mental-health interns as part of that strategy.
Board members asked for additional breakdowns: reasons for suspensions, patterns in EL reclassification domain performance, and data on whether Saturday Academy cross-site enrollments are increasing participation. Trustees asked staff to return with more site-level detail on suspension causes and a plan to strengthen mental-health service reliability where interns or contractors have failed to consistently deliver services.
The district said it will use the midyear analysis to draft updates for the 2025–26 LCAP and return to the board in June with recommended changes.
