Trustees approve new upcoming LCAP goals
The LCAP is designed to describe how the district addresses state priorities and meets the needs of those groups.
After a deadline for the previous Local Control and Accountability Plan was delayed by a year due to the coronavirus pandemic, the Woodland School District has landed on a new set of goals.
During a previous school board meeting, district administrators presented some of the proposed goals for the trustees to consider on the LCAP. After adding one more goal during the presentation, the board unanimously approved four adopted goals for the new plan.
Right before the shutdown in March, the board of trustees started developing the LCAP for a new, three-year cycle. The plan, which sets goals for the district for students, is a three-year plan.
Initially, the plan was due last summer but was delayed thanks in part to Senate Bill 98, signed in late June 2020, which suspended LCAP and instead required districts to adopt a Learning Continuity and Attendance Plan, or LCP, which focused on how student learning continuity would be addressed during the pandemic.
“We are picking up where we left last year and continuing with all the stakeholder’s input that was collected all of last year,” said Associate Superintendent Elodai Ortega Lampkin. “We continue with additional input this year.”
The Local Control Funding Formula provides funding for the LCAP and is comprised of two pots of money. The first pot is the base funding for all school districts. The second one is for districts that get additional funding based on the number of certain groups of students in the district, such as low-income students, English learners, foster youth, and the homeless. The Woodland School District receives that additional funding.
The LCAP is designed to describe how the district addresses the eight state priorities and meets the needs of those student groups.
The district’s responsibilities on the LCAP are consulting with stakeholders, identifying student needs through comprehensive data review, and developing a plan to support all students and the ones mentioned above. The district must also address those eight priorities through the goals, measure the progress, and report the progress and on expenditures.
After gathering stakeholder input through various avenues, five main priorities were found. Academic intervention and support, social-emotional support, English learner support, college and career readiness, and special education support.
The previous LCAP made no mention of social-emotional support, which signaled a new way of thinking among stakeholders. According to Executive Director Christina Lambie, social-emotional support was a priority for stakeholders before COVID-19.
The first goal stakeholders proposed was for each student to properly meet the skills and competency of the graduate profile in order to be college and career ready through a rigorous, intellectually rich, and culturally relevant environment.
The second goal aims to ensure each student’s individual social-emotional and academic needs are met through quality first instruction, enrichment, and intervention in a safe, supportive, and inclusive environment.
The third goal hopes to accelerate each English learner’s academic achievement and English proficiency through an assets-orientated approach and standards-based instruction.
The fourth goal, which was added by Area 7 Trustee Rogelio Villagrana, will provide meaningful engagement and leadership opportunities for youth to directly and significantly shape each student’s education and school community.
The district will look to finalize the goals with stakeholder groups by June 30, 2021.