AUHSD presents midyear LCAP update, highlights strong survey turnout and subgroup gaps

Anaheim Union High School District officials delivered a midyear update on the Local Control and Accountability Plan on Feb. 13, reporting increased community engagement but flagging subgroup declines that require targeted interventions.

Dr. Seema Sudhu, assistant superintendent, told the Board of Trustees that roughly 17,620 students completed the district LCAP survey and that the district’s graduation rate remains “consistently above 90%,” a level the presentation described as well above the state average. Sudhu said the district has spent about 50% of its LCAP funds at midyear and remains on track to use the remainder by fiscal year end.

The presentation highlighted improvements in participation and access to advanced coursework: more students are completing A–G requirements and more students are earning passing scores on AP exams, while a larger share of students are completing at least one CTE pathway. Robert Saldivar, executive director, and other presenters emphasized the district’s “community schools” approach and a new emphasis on collecting and using layered data — “satellite” (state indicators), “map” (survey) and “street” (qualitative input) data — to drive services.

Presenters warned the board that falling enrollment directly reduces LCFF (Local Control Funding Formula) revenue and therefore will affect the district’s budget planning. Sudhu and staff pointed to drops in metrics for foster youth and students with disabilities and said those subgroup changes can be large in percentage terms because the underlying counts are small. “Because it’s so significantly small, any difference between year to year of 10 or fewer can make big swings in the percentages shown,” staff said in response to a trustee question.

Trustees and staff discussed follow-up steps. The district plans more site-level analysis so school teams can drill into local patterns and pursue targeted “street‑data” activities such as empathy interviews, community voice circles and site-focused interventions. Staff also outlined the remainder of the LCAP season: session 3 (goal 2/family engagement) on Feb. 26, session 4 (goal 1/academic excellence) on March 12, and a final session April 16 to set priorities for implementation.

The board praised the district’s engagement work and asked staff to return with disaggregated data and clarifications about testing cohorts, parent participation rates, and supports for foster youth. The presentation also included an update on parent-focused workforce training (Google certificates) and a district effort to track parent/caregiver check-ins and service distributions.

Next steps: staff will provide site-level breakdowns for the board and continue the LCAP engagement schedule through April.