Sequoia district refines LCAP goals to focus interventions on English learners, discipline disparities and college pathways

District staff summarized edits to the 2024 Local Control and Accountability Plan (LCAP) that direct more focused interventions toward specific student subgroups and clarify actions and metrics.

Dr. Liz Chacon said the word "focused" was added to make clear that attendance interventions next year will prioritize English learners and that bilingual community liaisons will lead targeted outreach. "We're following a SAR process...and we'll be looking specifically at our English learner population," she said.

On discipline and belonging, staff added language to align behavioral interventions with culturally responsive restorative practices aimed at reducing suspension rates for African American and Pacific Islander students. For the district’s academic goals, authors proposed expanding CAASPP proctor training and outreach so students can use accommodations on the state assessment, and adding metrics for dual-enrollment and UC A–G course completion among several subgroups.

Staff also described operational proposals: a 7th-period hub to provide extra-credit supports and transportation at selected sites, more explicit proctor training so students can use accessibility tools during testing, and a joint recruitment-and-retention committee involving union partners to address staff diversity and retention.

Why it matters: the redlined LCAP language links concrete actions (liaison outreach, proctor needs assessments, restorative-practices teams) to metrics that will be used to measure progress on attendance, suspensions, reclassification rates and college-and-career readiness.

Next steps: staff will continue outreach and bring final LCAP language back to the board; trustees and members of the public asked questions about proctor training, parent outreach positions and how the equity coaches role will transition.