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Glendora Unified presents midyear LCAP update; absenteeism falls while long‑term English‑learner subgroup flagged
Summary
At the Jan. 27 Glendora Unified board meeting, staff presented a midyear Local Control Accountability Plan update showing chronic absenteeism down to 11.2% and improvements in several support programs, while long‑term English learners were identified as a persistent area of concern that will receive targeted interventions.
Glendora Unified School District officials presented a midyear update to the district’s Local Control and Accountability Plan (LCAP) at the Jan. 27 board meeting, reporting an overall decline in chronic absenteeism and multiple program updates while flagging long‑term English learners as an urgent focus.
The update, given by Dr. Sarah Naro and colleagues, fulfilled a Senate Bill 114 requirement for a midyear LCAP review and focused on the district dashboard data and actions underway to support student achievement. Dr. Naro said the dashboard informs targeted actions at school sites and that a fuller report will return to the board in June.
Staff highlighted several measurable gains. Josie Wilson reported the district’s average daily attendance at 95.8% and chronic absenteeism reduced to 11.2%, a 6.3 percentage‑point decline from the prior reporting period. Danielle Kent said AVID now operates at seven of nine sites with 360 secondary students enrolled; at Glendora High School AVID freshmen maintained a 3.0 GPA at a rate of 76%, and AVID seniors in their first year of implementation at a smaller site achieved a reported 100% four‑year college acceptance rate.
But the presentation also underscored persistent gaps. Naro told the board the newest dashboard subgroup — long‑term English learners (LTELs) — appears “red across the board,” and staff noted there are 71 LTELs also served in special education. That overlap, she said, requires coordinated, targeted interventions to support reclassification and academic progress.
District staff described specific interventions and supports tied to LCAP goals: school‑based interventionists (10 elementary interventionists split between math and language arts), expanded professional development and educator effectiveness training, an Everyday Labs partnership for family messaging, and a suite of family‑engagement programs (ParentSquare, “Let’s Talk,” family education nights, and quarterly community newsletters). Dr. Naro emphasized that LCAP actions are meant to drive site plans and differentiated assistance from the county when subgroups remain in multiple low categories.
School safety and preparedness were also included in the midyear update. Tammy Fry and other staff described campus safety measures (two school resource officers, school safety/campus staff), visitor management through Raptor, cybersecurity steps (multi‑factor authentication, filtering, simulated phishing exercises) and a newly wrapped incident‑response trailer intended to act as a mobile command and reunification hub during large evacuations.
Finance staff provided a brief LCAP budget recap and noted the district completed a first interim and is preparing a second interim covering July 1, 2024–Jan. 31, 2025. A fuller accounting of local measures and detailed site plans will be provided in the required June LCAP submission.
Next steps: staff will present more granular, school‑level data and action plans at site presentations and will return with the full LCAP package in June for board review and public comment.
