Cajon Valley Union board hears midyear LCAP update; district highlights literacy training, safety hires and attendance gains

The Cajon Valley Union governing board received a midyear Local Control and Accountability Plan (LCAP) update on budget, student outcomes and program implementation at its public meeting.

District staff reported that average daily attendance rose, and the unduplicated pupil percentage increased from 79.23% to 81.09%, producing higher supplemental concentration funding that is reflected in the midyear budget reconciling. The budget presenter said the district saw carryover funds that drove a roughly $3 million increase in safety and facilities spending and several million dollars in English Learner‑related funding.

“We saw enrollment growth,” the budget presenter reported, noting district forecasts factored a 308‑student ADA increase. The presenter said that carryover and an increase in the unduplicated count contributed to higher revenue projections in the next interim report.

District curriculum and assessment staff described progress on the LCAP goals. On literacy, professional learning has been a major effort: district staff said roughly 190 educators are enrolled in LETRS professional learning, with 25 completions to date, and Orton‑Gillingham trainings have grown from about 47 to 84 teachers this year. Staff also described guided language acquisition (GLAD) work for multilingual learners and the expansion of coaching and site‑level instructional supports.

“LETRS really is the gold standard as far as professional learning in literacy,” a district presenter said. Staff noted diagnostic results showing about 60% of students on track to meet typical growth in reading by year end and roughly 55% in math on their iReady benchmarks, with CAASPP (state) results still reflecting ongoing work.

The board also heard details about support for students with disabilities. The director of special education described the district’s use of the Barton Reading and Spelling System for intensive intervention, noting that students who completed at least three levels of Barton showed measurable gains in interim iReady diagnostics. The director said CAASPP results for students with disabilities remain low, but more frequent local diagnostics show encouraging movement for many students.

On safety and belonging, the district described a layered model—facilities and necessary conditions, direct instruction on social and behavioral skills, practice opportunities and supplemental interventions. Staff noted the addition of five roving site safety specialists who support campuses and provide rapid on‑site response when needed.

“In our first layer in safety and security, a necessary condition for success is that our schools are safe,” the district director said, describing new data visualization tools and restorative centers at middle schools intended to reduce repeat suspensions.

Board members asked staff to pursue scheduling LCAP committee meetings at times that allow more parent participation. Public comment included concerns about the district’s handling of curriculum and a pulled youth behavioral‑health grant item.

The board took no policy actions on these programmatic items during the presentation portion, instead continuing with the consent and action agenda that included several personnel and routine approvals. The board thanked staff for the presentations and asked for follow‑up information about budget carryovers and program timelines.