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District outlines professional development, dual‑enrollment gains and LCAP priorities
Summary
District presenters described professional development participation, a K–8 I‑Ready math adoption, rising AP and dual‑enrollment participation (an 88% pass rate cited), and an LCAP overview that staff said represents roughly $200 million targeted to priority student groups; staff also shared the LCAP timeline and monitoring approach.
District staff gave a multi‑department update on professional development, instructional priorities and the Local Control and Accountability Plan (LCAP) at the Oct. 9 DAC meeting.
Shanna Smith, assistant director for employee development, summarized last year’s professional development participation: 83 participants in a 'Crucial Conversations' series; roughly 996 attendees at new‑employee orientations; 379 teachers in CSTP workshops; a New Teacher Academy with about 216 participants; 263 certificated coaches trained to mentor roughly 450 new teachers; 138 classified mentors trained; and 73 demonstration teachers who model instruction for colleagues. Smith also outlined tuition‑reimbursement and teacher‑development programs and said the district provides centralized and site‑based PD, including a professional development center and cluster‑based supports.
Dr. Keisha Handy (elementary instruction) described three core ELA PD strands — a six‑step phonics instructional sequence, collaborative strategic reading to move students from 'learning to read' to 'reading to learn,' and a writing sequence aligned to curriculum guides. She described the district’s new K–8 I‑Ready math adoption and the 'Try, Discuss, Connect' pedagogy that accompanies it, plus established practices such as number talks.
Agnes Kumi (secondary instruction) explained alignment across K–12 to ensure middle and high school curricula build on one another. Kumi said the district has expanded dual‑enrollment offerings and reported an 88% pass rate among dual‑enrollment students. She described a combination of approaches (college‑taught courses and district teachers whose curricula have been vetted by partner colleges) and noted pipeline and recruitment efforts for specialized teachers.
On the LCAP, presenters described the district’s three high‑level goals targeting English learners, low‑income students and foster youth and said (in the presentation) those 'golden goals' represent roughly $200 million in targeted funds; staff explained contributing actions, school‑specific equity multiplier goals and a monitoring cadence. Presenters described implementation pacing and budgeting considerations (noting a circa 11% expected annual spending pace in one slide and a target share of about 33% for non‑personnel actions), said the LCAP went to the board for hearing and adoption in June and that the county granted approval in July, and asked DAC reps to collect input for the January–March input window.
Presenters emphasized that many PD and program activities are funded through LCAP, Title grants and other restricted sources and that staff track participation, feedback and student data to evaluate effectiveness. The meeting closed the item with reminders about the timeline for data release (noted to be around Thanksgiving) and the First Interim board presentation in December.
The presentation was informational; no new budget adoption or vote was taken during the DAC meeting.
