LCAP 2024-25
Superintendent's Written Response to DELAC & LCAP Advisory Questions
As part of our educational partner engagement process, questions were collected during DELAC and LCAP Advisory presentations. While not formally submitted as committee recommendations, the following questions reflect thoughtful feedback from our parent community. We are pleased to respond below for clarity and transparency.
DELAC Questions
Q1: Is there a plan to have designated English Learner (EL) certificated support (such as a program specialist) at all school sites, or at least at those with high concentrations of ELs — especially in elementary schools where a planning period doesn't exist during the day?
A: The district currently provides EL Program Specialist support centrally, and these staff members are assigned to support school sites based on identified needs, including student population and academic data. Expanding site-specific EL support is not currently planned, however this will be elevated for further review.
Q2: What is the length of time that determines that a student is considered Long-Term English Learner (LTEL)? What is the ideal path to reclassification?
A: A student is typically considered LTEL if they have been enrolled in U.S. schools for six years or more without meeting reclassification criteria. The ideal path includes targeted instruction in designated and integrated ELD, access to grade-level content, and regular monitoring of progress using ELPAC scores, grades, and teacher input. We aim to reclassify students as soon as they meet all district and state criteria, ideally within five years.
LCAP Parent Advisory Questions
Q3: Is there an auditing process to ensure the actions are supporting the Unduplicated Pupil Population (UPP) as intended?
A: Yes. The district monitors actions through implementation reviews, site-level program evaluations, and data reporting. LCAP metrics and mid-year reviews provide checkpoints to assess whether actions are reaching and benefiting students in the UPP (English learners, low-income students, and foster youth).
Q4: How do we measure that the funds are going to the schools with the greatest need?
A: Supplemental and Concentration (S&C) funds are allocated based on student need using an equity lens. Schools with higher percentages of UPP students receive additional resources and targeted programs. Metrics in the LCAP help track whether those investments are producing intended outcomes. The district will consider more ways to share this information with the committee in the future.
Q5: How is Universal Design for Learning (UDL) different from differentiated instruction?
A: UDL is a framework for designing learning environments and materials from the start to accommodate all learners, offering multiple means of engagement, representation, and expression. Differentiated instruction typically involves adjusting lessons after they’re created to meet individual needs. UDL is proactive; differentiation is often reactive. Both are important, and our district is building capacity in UDL to better serve all students.
Q6: Why aren't all schools listed in the LCAP metrics?
A: The schools and student groups listed in the LCAP metrics are those that were identified in “red” on the 2023 California School Dashboard, which represents the lowest performance level in a given area. The LCAP focuses targeted actions and additional monitoring on these schools and groups to address areas of greatest need. While not all schools are listed, all sites receive support aligned to district goals.
Q7: We don’t have any carryover of LCAP funds. If we have other funds to use for some actions, how did we utilized all of the LCAP funds?
A: Other funds — such as the Educator Effectiveness Block Grant and Measure D bond funds — were available to supplement some actions initially planned with LCAP funds. As a result, the Supplemental and Concentration Grant funds originally allocated to those actions were reallocated to support other actions that also provide increased or improved services for Unduplicated Pupil Population (UPP) students. This ensured that 100% of the S&C funds were fully utilized during the 2024–2025 school year in alignment with LCAP goals and state requirements.