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District says LCAP actions are progressing; attendance recovery and MTSS emphasized
Summary
Arcadia Unified presented a midyear LCAP update highlighting progress on multiple metrics, strong graduation and AP participation outcomes, continued challenges with A-G and CTE pathway data, and the central role of attendance recovery in boosting LCFF revenue.
Director Anderson presented the district's midyear LCAP update and framed the district's approach as "how we quantify what we see" in classrooms. He said most LCAP actions are "in progress," with outcome data and expenditure tracking ongoing; an annual survey is due March 20 to provide additional inputs for the full-year update.
Anderson reported strong outcomes in several measures: Advanced Placement participation, the State Seal of Biliteracy for the graduating cohort, and college-and-career indicators exceeded district targets. He also said the high school cohort graduation rate improved (a reduction of 10 dropouts since baseline) and chronic absenteeism fell in part because of the district's absence-recovery program. But Anderson flagged areas of concern: discrepancies between district calculations and state Dataquest reporting for A-G completion and CTE pathway completion, and rising initial low scores for some English learner (EL) students that imply reclassification rates may take longer (four to five years) for recent EL cohorts.
Board members asked clarifying questions about cohort definitions, target-setting, and how CTE capstone requirements affect reported completion rates. Anderson and staff emphasized that much of the improvement work is happening at school sites through data-driven, small-group instruction and MTSS implementation, and that the district will return with updated metrics in May.
