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District presents local performance indicators and adopts LCAP after trustees question survey participation
Summary
District staff presented local performance indicators tied to the Local Control and Accountability Plan (LCAP), reported several positive local metrics and a rise in CTE completion, and the board adopted the LCAP after trustees asked about survey participation and A‑G course rates.
The Newport‑Mesa Unified School District presented its local performance indicators at the June 23 board meeting as part of the annual Local Control and Accountability Plan (LCAP) adoption. Staff said several state priorities were met based on available local data and noted state 2024–25 data will be posted to the state dashboard on Oct. 15.
District staff reported that for 2023–24, 92.9% of teachers were at the clear credential stage and the district currently has four teacher misassignments in the preliminary data review. Staff also said 100% of students have access to standards‑aligned, board‑adopted curriculum and that facilities inspection tools showed all schools reporting safe facilities per published school accountability reports.
On course completion, staff highlighted an increase in CTE (career technical education) completers from 15% (256 students) to 20% (330 students) year over year.
Trustees asked about the California Healthy Kids Survey (the standard climate survey referenced by staff). A trustee asked whether survey questions are set by the state; staff responded the questions are standardized and cannot be altered, which enables apples‑to‑apples comparisons with other districts. Staff also noted participation rates vary by grade and that 11th‑grade participation was lower (about 70% reported) compared with the district goal of 85%, and recommended interpreting 11th‑grade responses with caution.
Board members pressed on A‑G course completion rates — the district reported an overall A‑G completion rate of about 54.1% with lower rates for English learners and students from lower‑income families. Staff explained some newcomers and long‑term English learners (LTELs) do not immediately access A‑G coursework because of language development needs and emphasized district efforts to redesignate earlier and program students into A‑G pathways sooner.
After discussion, the board adopted the LCAP and related local addendum by roll call, 6‑0. Staff said the district will continue outreach to increase survey participation and to translate district goals into actionable steps by school and grade level.
The LCAP adoption completes the district’s annual accountability reporting cycle and triggers implementation and follow‑up work for staff in Educational Services and school sites.
