Three expectations that hold the plan together.
The Board's standing expectations frame every goal, action, and metric in the LCAP.
Life, college & career
Prepare all students for life, college, and career.
Partnership
Engage in partnership with families and the community.
Governance
Utilize effective governance and business practices.
The proposed plan is on the table. Tonight, the community has the floor.
Tonight does three things: it reviews progress on the 2025–2026 LCAP, presents the proposed 2026–27 LCAP to the Board and community, and opens the floor for recommendations. The hearing precedes June Board adoption of the LCAP and Budget, and the plan has been posted publicly in advance for community review.
“Education Code §52062 requires a public hearing to present the proposed LCAP and gather public comment.”
Four checks turn a proposed plan into an adopted one.
Three goals shape the proposed plan.
College, career & life-readiness
Expand access to AP, IB, Dual Enrollment, CTE pathways, and multilingual support so every student is ready for postsecondary success.
Closing the achievement gap
Close achievement gaps between student groups through stronger instruction, targeted intervention, and inclusive practices.
Student support & family engagement
Strengthen student supports and family engagement through culture-of-care systems and clearer communication.
Goal 4 (Equity Multiplier) does not apply — no RJUHSD site met both eligibility criteria.
projected revenue across all sources.
$28.9M of that revenue is budgeted to LCAP actions and services. Of that, $14.0M is planned to meet the increased-and-improved services requirement for high-needs students. Federal funds add $4.3M outside the LCAP budget.
Source: RJUHSD LCFF Budget Overview for Parents, 2026–27.
Twelve partner groups shaped the 2026–27 plan.
Students
Teachers
Parents & Families
Site & District Administrators
Classified Staff
Certificated Staff
Labor Partners
DELAC & ELAC
School Site Councils
SELPA
Community Partners
Board of Education
Engagement window: October 2025 — May 2026. Surveys, focus groups, advisory committees, and public hearings.
Three streams. One plan. One hearing.
Three parallel listening efforts shaped the 2026–27 LCAP. Each ran on its own cadence; each met the others where it counted — in the actions the plan now proposes.
The LCAP Partner Survey.
Administered February 2026 to students, parents, and staff at every site.
combined responses across students, parents, and staff.
Online surveys at every site in February 2026, with multilingual access for families. Response counts below are unique respondents per partner group.
Source: 2026 RJUHSD LCAP Perception Survey, Feb. 2026.
What staff are telling us.
Weighted mean scores, 1.0–5.0 scale, all RJUHSD sites. Source: 2026 RJUHSD LCAP Perception Survey, Feb. 2026.
What students are telling us.
Weighted mean scores, 1.0–5.0 scale, all RJUHSD sites. Source: 2026 RJUHSD LCAP Perception Survey, Feb. 2026.
What families are telling us.
Weighted mean scores, 1.0–5.0 scale, all RJUHSD sites. Source: 2026 RJUHSD LCAP Perception Survey, Feb. 2026.
The data, running.
Explore by goal, by school, by partner — the dashboard is open at insights.rjuhsd.app/LCAPperceptionsurvey/.
Student voices on experiences and priorities that should shape our district.
Open-ended prompts and active listening drew honest, thoughtful responses from English Learners, foster youth, and socioeconomically disadvantaged students. Forums ran at all six comprehensive sites and Pathways, November 2025–February 2026. Student-voice themes directly shaped 2026–27 actions, services, and resource allocation.
Open-ended. Centered on LCAP students. Held at every site.
College, career & life-readiness.
What students told us about access, awareness, and pathways to postsecondary success.
Access & Awareness
Students attending college and career events feel more informed and confident. Mixed understanding of application processes overall. Clearer communication needed about Dual Enrollment, CTE, and Seal of Biliteracy.
Support Systems
Appreciation for teacher recommendations and help when sought. Desire for more proactive outreach from counselors. Clearer guidance through pathways and credit decisions.
Process Friction
Counselor and AVID support helps students who connect with it. Simplify course registration, especially for advanced and specialized courses. Make multilingual materials a standard, not an exception.
Closing the achievement gap.
Where students told us instruction, expectations, and support need to align.
Clear Expectations
Many teachers set clear expectations and use rubrics students find helpful. Students want more consistent grading and feedback across teachers. Up-front signals about what mastery looks like in advanced courses.
Equitable Support
Co-teaching and EL support are visibly helping students who use them. Mixed responsiveness to varying learning needs in core classrooms. Targeted small-group time for students with significant skill gaps.
Pace & Stress
Empathetic adjustments by teachers support student persistence and outcomes. Some students feel rushed through advanced sequences. Flexibility for extracurricular and family commitments matters.
Safe & inclusive environment.
Where culture-of-care work is landing, and where it still needs to deepen.
Inclusivity & Belonging
Many students feel included in school activities and events. Continued investment in Unified Sports, clubs, and Student Summit is valued. Some events feel targeted to a narrower group than the student body.
Consistency in Discipline
Students in restorative conversations feel heard and supported. Students see inconsistencies in how staff apply discipline. Continued PAUSE protocol and PBIS Tier 2 fidelity work needed.
Emotional Support
Wellness Center largely viewed as helpful and approachable. Teachers generally seen as approachable and supportive. Confidentiality concerns and overuse for breaks vs. support.
of measurable LCAP metrics sustained or improved relative to the prior year.
Of the 26 metrics with reportable mid-year data, 20 showed progress or maintained performance. All seven California School Dashboard indicators sustained or improved.
Source: RJUHSD 2025–26 LCAP Mid-Year Report, Feb. 10, 2026.
Eight themes, two arcs.
Access to Opportunities
Uneven access to AP, IB, Dual Enrollment, and CTE — especially for unduplicated students.
Coursework & Assessment
Advanced coursework completion isn't translating to CAASPP math and science proficiency.
Supports & Intervention
Expand co-teaching, intervention, tutoring, and credit recovery — with earlier student identification.
Guidance & Navigation
Families want earlier, clearer information on A–G, CTE, and advanced coursework.
Mental Health & Climate
Add wellness staff, expand SEL supports, and continue PBIS investment.
Data to Inform Action
Stronger links between data findings, action planning, and visible next steps.
Family Engagement
Multilingual, accessible communication so families have meaningful entry points.
Staff Capacity
Sustained training in EL support, co-teaching, trauma-informed practice, and student wellness.
Source: RJUHSD LCAP Advisory Committee Meetings, 2025–26.
Built from what we heard.
Submit feedback through the comment form at rjuhsd.us.
Comments reach the Board before June adoption.
Multilingual access supported.
Drop a comment card at the District Office, 1750 Cirby Way, Roseville.
Scan tonight's QR code to comment from your phone.
[QR code · pending from district]
AR 0460 · EC §48985, §52062
The plan is proposed. Tonight, it becomes the community's.
We invite your comment by Friday, June 5 — your input precedes June Board adoption of the 2026–27 LCAP and Budget.