Development News for Los Altos, California

Los Altos School District and Partners Revamp Fundraising Model for Enhanced Student Programs

The Los Altos School District is implementing a new fundraising model that realigns fundraising responsibilities among the district (LSD), the Los Altos Education Foundation (LAF), and the school PTAs. This shift aims to centralize and improve funding for instructional programs and materials essential to the student experience. Beginning next school year, LSD, LAF, and school PTAs will focus on instructional programs and materials, with LSD assuming oversight and management of contracts and vendors. PTAs will maintain their focus on community building, school events, and activities outside the classroom, such as field trip support and teacher discretionary funds. This change reduces PTA overall spend by approximately 55%, freeing them for community-focused activities and potentially increasing volunteer engagement in core PTA missions. LAF is expected to increase its fundraising target by $900,000. Families are asked to prioritize donations to LAF and to remain active members and volunteers of their school PTAs. This realignment is intended to address fundraising inefficiencies, donor confusion, and the variability of volunteer-run fundraising efforts. The goal is to ensure consistent and reliable support for essential programs, leverage the strengths of each organization, and continue to offer an excellent education. The advisory committee, composed of PTA, LAF, and LSD representatives, has been instrumental in this transition.

Los Altos School District LCAP Update Highlights Progress and Identifies Areas for Growth

The Los Altos School District Board of Trustees held a public hearing and discussed the Local Control and Accountability Plan (LCAP) for 2026-27. The LCAP is a three-year plan that outlines priority areas, actions, and local indicators. This year's update focuses on year two of the LCAP performance summary, which is largely positive. Key achievements include progress in areas like professional development, math curriculum adoption, student support systems, staff engagement in shared leadership, and aligning family involvement with fundraising models. Strategic communication efforts include updating the website and launching the Parent Square application for enhanced communication with real-time translation. Facilities and strategic budgeting have improved salary and compensation for staff. The LCAP executive summary highlights areas where three-year goals have been met (green checks) and areas still in progress (pink indicators). Academic performance on CAPS in ELA and math is showing growth, especially for English Learners (ELs) and socioeconomically disadvantaged students. Attendance data has improved, with a significant reduction in chronic absenteeism. The district has exceeded its three-year target for reducing long-term English Learners. However, challenges remain, including language proficiency declines in ELs, trailing targets for special education student performance in ELA and math, and science performance slightly below the year-three target. Social-emotional learning survey results are stable but below the 10% improvement target. The district is gathering reclassification and ELOP participation data. Local indicators report 86% of teachers have clear credentials (above state average but below the 90-100% goal). 100% of students have access to standards-aligned materials, and facilities meet good repair standards. Staff feedback indicates appreciation for increased opportunities for voice, site leadership, the new math program, and SEL/specials programs. Areas for growth include technology/AV equipment, base packages for instructional materials, and clear processes for behavioral/academic concerns. Junior high staff desire grading alignment. Family feedback highlights appreciation for teachers, a welcoming culture, and events like Junior Olympics. Areas for improvement include varying instructional effectiveness, challenging curriculum for advanced students, timely support for special education, and transparency in communication. EL family feedback echoes similar themes of welcome and gratitude for staff, with a desire for clarity on reclassification processes and homework support. Student feedback from the local climate survey indicates positive teacher-learner relationships, feelings of safety in class, and a desire for more student-led discussions. A district-wide student ambassador event provided valuable student perspectives on their experience, class offerings, and student supports, with students valuing peer input and wishing for more such sessions. The LCAP process involved extensive stakeholder feedback, including input sessions with staff and surveys for families. The board acknowledged the comprehensive nature of the LCAP and the detailed feedback provided, particularly highlighting the inclusion of student perspectives through the ambassador program as a valuable addition.