Melissa Mori

This document outlines the LCAP PAC (Local Control and Accountability Plan Parent Advisory Committee) member representation, specifying the type of representation, affiliated schools for parent/guardian members, and the end dates for each member's term, primarily in June 2026 or June 2027. The list reflects the committee's composition as of February 13, 2026.

The Local Control and Accountability Plan (LCAP) for Natomas Unified School District, spanning the 2024-2027 cycle with a focus on the 2025-26 year, serves as a roadmap to achieve positive student outcomes. The plan aligns with the district's broader 5-year strategic plan and outlines seven key goals: maximizing academic growth and achievement, cultivating student social-emotional well-being, fostering a safe and engaging school environment, enhancing parent and family engagement, ensuring high-quality staffing, and specifically addressing equity multiplier initiatives to improve stability rates at targeted schools.

This Local Control and Accountability Plan (LCAP) outlines the Natomas Unified School District's goals, actions, services, and expenditures to foster positive student outcomes and address state and local priorities. The plan is structured around seven key goals: maximizing academic growth and achievement, cultivating student social-emotional well-being, creating safe and engaging school environments, engaging parents and families to support student success, and hiring, training, and retaining high-quality staff. Additionally, two goals specifically focus on increasing stability rates at Equity Multiplier Schools. The LCAP serves as a roadmap to connect funding decisions with measurable outcomes for students, staff, and families, aligning with the district's broader strategic plan.

The Natomas Unified School District's Expanded Learning Opportunities Program (LEAP) plan serves as a roadmap to extend learning beyond the traditional school day, providing safe, inclusive, and enriching environments. Its mission is to close opportunity gaps and accelerate learning through high-quality, student-centered programming focused on academic support, enrichment, and whole-child development. Key areas include fostering safe and supportive environments, active and engaged learning, skill building, youth voice and leadership, healthy choices, diversity, access, and equity, quality staff, collaborative partnerships, continuous quality improvement, and effective program management. The program aims to develop well-rounded learners prepared for academic success and positive community contributions.

The meeting commenced with introductions, review of committee norms, and opportunities for public comment. A significant portion of the discussion focused on translation needs for parents speaking languages other than Spanish, especially concerning families from Afghanistan. Key agenda items involved an educational partner engagement session regarding the Local Control Accountability Plan (LCAP), where attendees reviewed LCAP goals, context, and performance data, and provided feedback for future one-year and three-year planning. Parent discussions highlighted barriers to college/career technical education (CTE) for immigrant families, such as immigration status and financial constraints. Further discussion centered on the administration and feedback collection for the English Learner (EL) Needs Assessment Survey, with suggestions for improving parent outreach, including incentives and dedicated orientation events.