LCAP midyear: county reviews alternative education progress, enrollment and student spotlights
February 10, 2026 | San Bernardino County Office of Education, School Districts, California
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Student services delivered a midyear Local Control and Accountability Plan (LCAP) update Feb. 9 focused on alternative education programs and midyear outcomes.
Dr. Mary Leahy said that as of Dec. 19, 2025, total enrollment across student services programs was 4,938 students, with about 20 percent enrolled in alternative education programs. Staff projected approximately 6,000 total students will be served by year end, with about 1,400 in Alt Ed programs. Leahy emphasized that many Alt Ed placements are short‑term: county community schools have an average stay of about 62 days; juvenile court schools average about 25 days.
Dr. Jennifer Johnston described LCAP priorities and early assessment snapshots. District data cited included STAAR/CAASPP participation and proficiency measures: for students who took multiple STAAR ELA exams, 20 percent were at or above grade‑level proficiency; in math, among students taking multiple STAAR math exams, about 13 percent scored at or above grade level. Johnston said the programs are using state‑adopted, evidence‑based core curricula and supplemental tools such as Summit K‑12 for designated English language development.
Jennifer Gaitley described LCAP spotlights: a professional‑development series for Alt Ed staff (91 percent of midyear respondents found sessions valuable), literacy practices across content areas, and the Impact program — a tier‑2 small‑group intervention model providing ~45‑minute supplemental instruction two to three times per week, with plans to expand paraprofessional staffing and supplemental tutoring.
Student spotlights underscored outcomes: Adam Saragosa (Independent Learning Academy) said the program improved his GPA, provided counseling and dual‑enrollment opportunities, and supported his college applications. Frank Medrano (Davis‑Stein Chaffey West County Community School) described completing anger‑management counseling, leadership activities and a work‑experience placement that led to paid employment.
Board members questioned timeline and measurement details (for example, the size of EL cohorts tested vs. total EL population) and asked staff to provide additional breakdowns in board correspondence. Staff agreed to supply location lists for state preschool sites and supplemental materials on LCFF/LCAP budget allocations.
Ending: The board received the midyear LCAP report and staff committed to follow up with requested data and to return with ongoing LCAP engagement.
Dr. Mary Leahy said that as of Dec. 19, 2025, total enrollment across student services programs was 4,938 students, with about 20 percent enrolled in alternative education programs. Staff projected approximately 6,000 total students will be served by year end, with about 1,400 in Alt Ed programs. Leahy emphasized that many Alt Ed placements are short‑term: county community schools have an average stay of about 62 days; juvenile court schools average about 25 days.
Dr. Jennifer Johnston described LCAP priorities and early assessment snapshots. District data cited included STAAR/CAASPP participation and proficiency measures: for students who took multiple STAAR ELA exams, 20 percent were at or above grade‑level proficiency; in math, among students taking multiple STAAR math exams, about 13 percent scored at or above grade level. Johnston said the programs are using state‑adopted, evidence‑based core curricula and supplemental tools such as Summit K‑12 for designated English language development.
Jennifer Gaitley described LCAP spotlights: a professional‑development series for Alt Ed staff (91 percent of midyear respondents found sessions valuable), literacy practices across content areas, and the Impact program — a tier‑2 small‑group intervention model providing ~45‑minute supplemental instruction two to three times per week, with plans to expand paraprofessional staffing and supplemental tutoring.
Student spotlights underscored outcomes: Adam Saragosa (Independent Learning Academy) said the program improved his GPA, provided counseling and dual‑enrollment opportunities, and supported his college applications. Frank Medrano (Davis‑Stein Chaffey West County Community School) described completing anger‑management counseling, leadership activities and a work‑experience placement that led to paid employment.
Board members questioned timeline and measurement details (for example, the size of EL cohorts tested vs. total EL population) and asked staff to provide additional breakdowns in board correspondence. Staff agreed to supply location lists for state preschool sites and supplemental materials on LCFF/LCAP budget allocations.
Ending: The board received the midyear LCAP report and staff committed to follow up with requested data and to return with ongoing LCAP engagement.
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