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AUHSD presents LCAP results and nine community-driven priorities for 2026–27
Summary
The Anaheim Union High School District presented its Local Control and Accountability Plan results, highlighting gains in graduation and college-and-career readiness and naming nine priorities—across whole-child instruction, family engagement and student supports—to guide 2026–27 planning.
The Anaheim Union High School District Board of Trustees heard a presentation June 4 on the district’s Local Control and Accountability Plan (LCAP), which officials said ties district goals and spending to California’s eight state priorities while centering student experience.
District presenters said AUHSD’s graduation rate rose from 93.4% to 94.4% and that college-and-career readiness increased to 53.2% of students meeting the state’s prepared criteria. Presenters also said suspension rates fell (from 4.1% to 3.0%), but noted continuing gaps: mathematics achievement remains well below standard (the district reported "84.1 points below standard" compared to the state average) and the English Learner Progress Indicator sat at 40%, below the state average of 46.4%.
Amy Quan and Dr. Sadu described the LCAP as a three-year planning and accountability document that aligns goals, actions and resources to the Local Control Funding Formula (LCFF). Officials emphasized the district’s equity transformation cycle—"listen, uncover, reimagine, move"—and called the LCAP a roadmap rather than a compliance-only document.
Executive Director Robert Salivar outlined the engagement process used to shape next year’s priorities, describing combined steering committees, gallery walks and repeated surveying of students and families ("street data"). Staff said the combined steering effort expanded participation from about 30 to nearly 70 participants and included site representatives, parents and students.
From the engagement work, the district surfaced nine priorities for 2026–27 across the three LCAP goals. Examples included: community-based and project-based instruction (priority 1.2); equitable access for students with disabilities (1.8); expansion of AIM internships and work-based learning (1.9); streamlined communications and family-empowerment initiatives (2.1–2.4); and whole-child mental health integration, safe and effective learning environments, and targeted supports for foster and unhoused students (3.2–3.5).
Trustees asked detailed questions about progress monitoring and implementation. Staff described a dashboard that breaks satellite and MAP data down by school and student groups, quarterly "data dives," and an Educational Monitoring Team (EMT) process to identify and coordinate support for students who meet attendance, grade or behavior thresholds. Officials said the Teacher Support Network (co-created with the union) will provide voluntary and referral-based coaching tied to the new California Standards for the Teaching Profession.
Presenters said the district administered its LCAP surveys to 17,620 students in 2025–26 (out of roughly 24,000 districtwide) and more fully disaggregated results are available in the full LCAP document included in board materials and slated for formal adoption at the June 11 meeting.
The public hearing on the LCAP received no speakers and the hearing was closed by the board. Staff said the full LCAP (about 187 pages) is in the board packet; one public commenter at the budget hearing later urged clearer, earlier public access to budget and LCAP materials.
The board is expected to consider formal approval of the LCAP during its next scheduled meeting.
