Melissa Franceschi

The committee reviewed the 2025-26 LCAP Mid-Year update and discussed draft goals, actions, and metrics for the 2026-27 LCAP cycle. Key discussions focused on the Community Day School's capacity growth and curriculum consistency, the Compliance and Monitoring process, Extended School Year waiver status and planning, and an overview of Differentiated Assistance eligibility. Participants also reviewed requirements for upcoming LCAP goals related to student outcomes, engagement, and equity.

This document details updates and outlines draft goals and actions for the Local Control and Accountability Plan (LCAP) covering the 2025-26 and 2026-27 periods. Key strategic areas include Conditions of Learning, Pupil Outcomes, Engagement, and an Equity Multiplier. The plan also addresses compliance and monitoring, Differentiated Assistance eligibility, and aims to enhance outcomes for student groups identified as struggling on the California School Dashboard in areas such as suspensions, chronic absenteeism, and academic performance.

The meeting focused on key components related to the Local Control Accountability Plan (LCAP). Discussions included a mid-year LCAP update and budget review, with a finalized version planned for presentation in February. A snapshot of the District California School Dashboard data was presented, highlighting improvements in 2025 compared to 2024, though specific areas like Suspension rates for Foster Youth and African American Students, and Academics for certain groups remained a concern. A conversation ensued regarding incentives for improved school and student scores. Furthermore, the status of Differentiated Assistance (DA) qualification was reviewed; despite improvements in 2025 metrics, the district remains qualified for DA due to the two-year eligibility cycle. The status of schools under federal accountability (CSI, ATSI, TSI) was reported, noting Nelson School is exiting ATSI status. The Compliance & Monitoring (CIM) update covered monitoring progress through practices like PBIS and UDL. Finally, the structure of the LCAP requirements, including Focus Goals, Equity Multiplier Focus Goal, Broad Goals for Conditions of Learning, Pupil Outcomes, and Engagement, was reviewed ahead of the upcoming LCAP cycle transition.

The Thermalito Union Elementary School District's Parent and Family Engagement Policy outlines its commitment to involving parents and families in the education process, as mandated by state and federal codes. It details practices for parent involvement in policy development, program planning, and evaluation, including feedback mechanisms and advisory committees. The policy also covers coordination of engagement strategies, provision of technical assistance to schools, and allocation of funds for these activities, aiming to improve student academic achievement and address barriers to participation.

This document outlines the development process for the Local Control Accountability Plan (LCAP), reviewing student assessment data (CAASPP, CAST, ELPAC), chronic absenteeism, and California School Dashboard updates. It covers compliance and improvement monitoring, federal addendum requirements for Title I, II, IV, and V funding allocation, and a Title IV Needs Assessment focusing on well-rounded education, safe and healthy students, and effective use of technology. The plan also addresses parent and family engagement policy, aiming to support strategic planning, accountability, and improvement, particularly to reduce disparities in opportunities and outcomes among student groups.