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Final LCAP update spotlights supports for English learners and SEL expansion
Summary
District staff presented the final Local Control and Accountability Plan (LCAP) update, emphasizing targeted supports for English learners, an expanded social‑emotional learning rollout and curricular changes such as returning to physical textbooks for younger grades.
Brian Williams, LCAP presenter, said the LCAP remains the district’s strategic plan for improving student outcomes, “particularly with our unduplicated students,” and walked trustees through stakeholder engagement, performance data and actions tied to each goal.
Williams described outreach that included monthly parent and student advisory meetings, DLAC and a districtwide forum on March 31, plus digital surveys; he said roughly 60 parents responded to the parent survey. He told the board the district’s unduplicated pupil percentage is about 70.8 percent and said that figure shaped the LCAP priorities.
On interventions, Williams said the top theme from stakeholders was expanded supports for English learners. He described reestablishing a family‑based English tutoring program (17 families participated this spring), hiring additional bilingual aides at the middle school level and creating an EL student liaison position funded through community schools money to focus on college and career readiness for English learners.
Williams said the district will also shift the balance of instructional materials: keeping a 1-to-1 technology ratio but providing more physical textbooks in lower elementary and early middle grades, and not checking out classroom‑housed devices to 7th grade and below next year. "We're maintaining the 1 to 1 technology ratio in the district," he said, "but...we are incorporating more physical textbooks and intangible materials specifically in the lower elementary and early middle school grades."
The presentation flagged social‑emotional learning as another priority. Williams said the Stone to Grow platform used at the district’s community schools showed positive results and will be expanded to all sites next year.
On assessment, Williams cautioned that some local indicators are variable — K–2 results rely on local assessments rather than state tests — while noting improvements in math growth for several subgroups. He highlighted that college‑and‑career readiness rose to 31 percent overall but remained below 5 percent for English learners, underscoring why EL supports are central to the LCAP.
Williams told trustees that the district is meeting key local indicators: about 100 percent of students have access to standards‑aligned materials per Williams Act audits (with Chautauqua as a noted exception), and roughly under 80 percent of teachers are appropriately assigned and credentialed because some positions remain filled under short‑term emergency waivers.
The LCAP narratives have been reviewed by the county and the final plan will be submitted along with the budget for formal approval. Williams closed by noting next year begins a new LCAP cycle and the district may rework goals and actions in response to stakeholder feedback.
Next steps: the board will receive the LCAP and budget for approval in upcoming days and the district will submit materials for county review and approval.
