Redlands Unified School District

The 2026-27 Local Control and Accountability Plan for Redlands Unified School District serves as a roadmap for utilizing state funds to support student success, particularly for high-needs students. It is guided by the EMPOWER framework, focusing on cultivating 21st-century skills. The plan outlines two primary goals: first, to foster a positive, inclusive learning environment with equitable access and comprehensive social-emotional and behavioral supports for all students, especially English Learners, Foster Youth, African American Students, students experiencing homelessness, low-income students, and students with disabilities; and second, to ensure all students achieve academic standards through tiered supports, improving English Language Arts and Mathematics performance, and enhancing college and career readiness.

The committee meeting covered the conclusion of the second year of the Department of Justice stipulated judgment, reviewed complaints against Board Trustees, and addressed the impact of district policies on students. Updates were provided on an ongoing case involving a volunteer coach. The committee examined the complaint submission process, discussed findings from the Spring School Climate Survey, and reviewed various staff training programs including Title IX and Special Education. Recommendations were made to establish a student advocate position, enhance outreach regarding complaint procedures, and improve community engagement through social media and school events.

This document, the 2026-27 LCAP Draft, represents Year 3 of the 2024-2027 strategic cycle for the Redlands Unified School District. It continues the strategy established in 2024 with targeted updates to specific actions rather than introducing new goals or strategy shifts. Key updates include refinements to Middle School Positive Climate and Targeted Attendance Support, along with language clarifications for Comprehensive School Counseling and Student Study Teams, aimed at enhancing clarity and implementation.

This LCAP Needs Assessment synthesizes survey results indicating key areas for improvement in student engagement, attendance, and overall well-being. It prioritizes social-emotional and mental health supports, positive behavior supports, comprehensive school counseling programs, professional development, tiered academic support, and staff recruitment and retention. The document identifies three overarching goals: Engagement and School Climate, Academic Supports and Services, and Maintenance of Progress, while consistently highlighting the critical need for increased funding and resources across all initiatives.

The committee meeting covered updates on the new Spanish Dual Language Immersion Program at McKinley School, including program objectives and enrollment criteria. Discussions also included LCAP goals focused on English learners, including parent involvement, language assessment services, and academic supports. Furthermore, the meeting addressed the summative ELPAC assessment, performance indicators from the California Dashboard, district requirements for staff qualifications regarding English learners, and upcoming community events such as the Black History Month celebration and the Multicultural Fair.