2024-25 to 2027 LCAP Strategic Goals

RCSD is working to ensure that every student feels supported, safe, and connected at school. By June 2027, the district plans to provide all students with the right level of social-emotional support using a system called Multi-Tiered Systems of Support (MTSS). MTSS is a framework that helps schools identify what kind of support each student needs—whether it’s extra help with behavior, mental health, or simply staying engaged in class—and then provides that support in a structured, consistent way.

As part of this work, RCSD has set goals to improve attendance and reduce suspensions:

• Reduce chronic absenteeism (students missing 10% or more of the school year) by 3% each year across all student groups, with extra focus on African American students and English learners at Clifford School and Henry Ford Elementary School.
   
• Increase the overall attendance rate by 2% each year, making sure more students are showing up regularly and on time.
   
• Lower suspension rates each year by 0.5% for all students, especially those who are:
  • English learners (ELs)
     
  • Students experiencing homelessness
     
  • Students from low-income families (SED)
     
  • Students receiving special education services (SWD)

For African American students and Long-Term English Learners (LTELs)—students who have been learning English for several years without becoming fluent—the goal is even more ambitious: to reduce suspensions by 1% each year.

These efforts are part of RCSD’s broader commitment to equity and to making sure every student feels like they belong, is supported in their learning, and has the opportunity to succeed.

RCSD is focused on helping students who are learning English—known as English Learners (ELs)—make steady progress each year. By June 2027, the goal is for 55% of English Learners in grades 2–8 to improve by at least one level each year on the ELPAC, California’s official test that measures how well students are learning to listen, speak, read, and write in English.

The district also aims to:

• Increase the “reclassification rate” to 20%, meaning more students will reach full English fluency and no longer need extra language support.
   
• Reduce the percentage of Long-Term English Learners (LTELs) to 10%. LTELs are students who have been in English learner programs for more than six years without becoming fluent. The goal is to provide earlier, more effective support so students don’t fall behind.

RCSD is committed to helping all students grow academically each year. By June 2027, the goal is for students across the district to show at least 4% growth each year in reading and mathematics on i-Ready, which is the district’s local assessment tool for measuring how students are doing in these subjects throughout the year. i-Ready helps teachers track student progress and adjust instruction based on each child’s needs.

For English Learners in grades 3–8, the district also has specific targets on the CAASPP, California’s statewide assessment given each spring. By 2027, the goal is for:

• 20% of English Learners to meet or exceed grade-level expectations in English Language Arts (ELA)
   
• 16% of English Learners to meet or exceed grade-level expectations in Mathematics

These goals are part of a broader strategy to close achievement gaps and ensure that all students—especially those who face additional challenges—receive the instruction and support they need to thrive.