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La Canada Unified presents local dashboard findings; district reports misassigned teachers and safety concerns for Hispanic secondary students
Summary
District staff presented 2025–26 local indicator results to the board, noting about 6.2 FTE teacher misassignments that are being remediated, high family engagement survey scores, and declines in safety and belonging among Hispanic students in grades 7–12; staff described planned mitigations including a new emergency communication system and expanded counseling.
La Canada Unified staff presented the district’s 2025–26 local indicator results for the California School Dashboard at the board’s June 30 meeting, describing areas of strength and specific gaps the district plans to address.
Karen Hurley led the presentation and said the district uses locally collected sources — including Panorama Education surveys, LCAP feedback and classroom rubrics — to report on local indicators used by the California Dashboard. Hurley summarized tentative findings and next steps ahead of the district’s planned dashboard upload.
On teacher credentials, Hurley said the district’s tentative data showed roughly 6.2 full‑time equivalent teachers categorized as “misassigned” during the 2024‑25 school year. A district staff member explained to trustees that the designation can reflect teachers assigned to classes outside their single‑subject credential (for example, a chemistry‑credentialed teacher temporarily covering a biology class) and that the district works with the Los Angeles County Office of Education to secure permits or authorizations while teachers complete required coursework.
Hurley also reported strengths in family engagement measures: according to the Panorama survey cited by staff, 95% of families said their child’s school provides a welcoming environment and 99% felt treated with respect by staff. The district noted ongoing work to expand outreach and translation services for multilingual and underrepresented families.
On school climate, the presentation flagged declines in perceptions of safety and belonging among Hispanic students in grades 7 through 12. To address those subgroup disparities and overall safety perceptions, Hurley described planned actions for 2026–27 including targeted counseling outreach, expansion of peer leadership programs and advisory lessons focused on social and emotional learning. The district also plans to introduce a ’red bag’ emergency communication and safety system at sites in 2026–27 to strengthen site‑based response capabilities.
Hurley concluded that once the district completes administrative steps and uploads local indicator data to the state dashboard, LCUSD expects a “standard met” designation if all requirements are satisfied. Board members questioned details about misassignment counts and professional development for English learners; staff said some cases are administrative and resolved within the year through permits and training, and that the district will continue targeted professional development for ELD teachers and mini‑trainings for general classroom staff.
The board received the report and discussed next steps; the district will finalize the local indicator upload and continue using results to refine its LCAP goals.
