Natomas Unified School District

This document outlines the Natomas Unified School District's comprehensive plan to improve student outcomes across academic, social-emotional, and environmental factors. Anchored by the district's Theory of Action for Student Success, the plan focuses on maximizing academic growth and achievement, cultivating student social-emotional well-being, creating a safe and engaging school environment, engaging parents and families as partners, and hiring, training, and retaining high-quality staff. Key strategic pillars include literacy and math proficiency, college and career readiness, diversity, equity, and inclusion, and robust interventions and supports for all students.

The Natomas Unified School District's 'Forward 5' Strategic Plan (2024-2029) outlines five primary goals for the district. These goals encompass academic growth, responsibility, and achievement; promoting student social and emotional well-being; ensuring a safe and engaging learning environment; fostering effective parental and family engagement; and attracting, developing, and retaining high-quality staff. The plan's implementation is guided by the Local Control and Accountability Plan (LCAP), which also includes specific objectives for Equity Multiplier Focus areas.

This Local Control and Accountability Plan (LCAP) for Natomas Unified School District is aligned with the district's 2024-2029 Strategic Plan. It aims to maximize academic growth, responsibility, and achievement for each student, focusing on literacy and math proficiency, college and career readiness, diversity, equity, inclusion, enrichments, interventions, resources, and supports. The plan also prioritizes cultivating the social-emotional well-being of students through mental health training, behavior interventions, and attendance initiatives. Furthermore, it seeks to create a safe, engaging environment by emphasizing safety measures, culturally responsive teaching, family partnerships, and effective resource management.

The committee meeting focused on a review of the Local Control and Accountability Plan (LCAP) goals, progress updates, community feedback results, and funding allocations for English Learners. Discussions included strategies for supporting academic growth, mental health, school safety, and family engagement. Additionally, the committee reviewed the district needs assessment survey results, which highlighted strengths and areas for improvement in communication and service awareness. The meeting also addressed future planning for LCAP cycles, modifications to specific programs, and the transition of DELAC facilitation.

The committee held a review of the Consolidated Application, which outlines district processes for applying for state and federal funding for programs such as after-school services and intervention. Key discussions included the allocation of Title I through IV funds and the strategic importance of parent input on these funding priorities. The committee also reviewed the Title III Federal Addendum, focusing on support for English Learners, and gathered recommendations for newcomer support, newcomer family orientation, high school counselor progress checks, and multilingual library resources. Additionally, the committee provided feedback on written notifications regarding English Learner parent communications and assessment processes.