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Desert Sands outlines 2026–27 LCAP priorities: early literacy, math and behavior supports
Summary
LCAP coordinator Brooke Triplett presented the district's 2026–27 Local Control and Accountability Plan draft, highlighting three goals (academic growth, graduation readiness, climate), key metrics (suspension 3.4%, graduation 93.7%, CCI 56.4%) and priorities including math, early literacy, expanded MTSS interventions and equity multiplier funding for four sites.
Brooke Triplett, the district's LCAP coordinator, presented the Desert Sands Unified School District draft Local Control and Accountability Plan for 2026–27 at the board meeting on June 9, laying out goals, performance indicators and site‑level priorities.
The plan centers on three district goals: improve student academic growth; prepare students for postsecondary education and careers; and strengthen school climate and behavior supports. Triplett said the district uses state and local measures—California dashboard indicators and local assessments such as i‑Ready and DIBELS—to track progress.
Key figures Triplett cited include a 3.4% district suspension rate, a 93.7% graduation rate (5.9 percentage points above the state average) and a College & Career Indicator at 56.4% of students meeting the preparedness metric. She noted that chronic absenteeism and math remain in the orange performance band and will receive targeted attention.
The LCAP’s top actions for 2026–27 include:
- a districtwide emphasis on early literacy and increased math supports K–12, including teacher professional development tied to adopted curriculum; - expansion of MTSS (multi‑tiered systems of support) and targeted intervention staffing at elementary, middle and high schools; - investments in mental‑health supports and counselors at all schools; and - culturally responsive training and development and proactive lessons to address bullying and hate speech.
Triplett described the district’s family and staff engagement in the LCAP process, noting Thought Exchange and Panorama surveys and input from parent advisory committees and a 66‑member LCAP advisory committee. She also described the equity multiplier program that directs additional state funds to four schools with high non‑stability and socioeconomically disadvantaged pupil rates.
Board members asked clarifying questions about how math supports will be targeted; Triplett said the district will implement K–12 actions and highlighted an ELD instructional coach and extra teacher positions at one elementary site as examples of equity multiplier uses.
The LCAP will proceed through statutory public‑hearing steps and board adoption processes; the district will continue to refine actions and site plans based on advisory input and data review.
Sources: Presentation remarks by Brooke Triplett and Q&A with trustees during the Desert Sands Unified School District board meeting, June 9, 2026.
