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San Mateo County Office of Education unveils 2026–27 LCAP with focus on attendance and literacy
Summary
San Mateo County Office of Education staff presented the proposed 2026–2027 Local Control and Accountability Plan, highlighting an 8.6-percentage-point drop in chronic absenteeism, plans to strengthen literacy supports and data collection, and a proposed leadership realignment for Court and Community School programs.
San Mateo County Office of Education staff presented the proposed 2026–2027 Local Control and Accountability Plan (LCAP) to the Board of Education on June 10, outlining priorities for attendance, literacy and career-technical education.
Executive Director Sarah Notch described program approvals and reporting requirements, explaining that "A–G" refers to the subject-area courses students must complete to be eligible for University of California and California State University admission and that the County Office’s Career and Technical Education courses have been through the A–G approval process. Notch told the board the county’s chronic absenteeism metric "went from 28.6 percent to 20 percent," a change board members flagged for context given small program populations.
Board members pressed for clarity on graduation reporting and data collection. Notch said the LCAP's 52.2 percent graduation figure follows the state's required methodology that counts all students who were enrolled at any point during the year; among seniors present at graduation, every senior graduated. She and Superintendent Marco A. Chávez said staffing and implementation gaps—rather than different policy definitions—have complicated data collection, naming a $244,000 figure tied largely to staffing costs.
The discussion included program-specific items: Hillcrest's credit-recovery rates, Cafe CTE (a three-week career-technical master class), and interest in a Habitat for Humanity partnership for construction training. Board members urged more consistent implementation of Individual Learning Plans (ILPs) and asked the county to involve the Center for Learning Analytics in designing meaningful baselines and growth measures. The board opened a public hearing on the LCAP and received no public comment; the hearing was closed by Board Vice President Beverly Gerard.
The presentation set the stage for ongoing LCAP revisions and a fuller rewrite next year, with board members calling for stronger data systems, clearer staff responsibilities, and wider staff training on literacy and trauma-informed practices.
Speakers quoted or referenced in this article are Sarah Notch (Executive Director, Educational Innovations), Marco A. Chávez (Superintendent), Chelsea Bonini (Board Member), and Beverly Gerard (Board Vice President).
