[{"_1":2,"_100":-5,"_101":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6077974,"mediaKeyId","2962664-51189244c08dc0ac4ee0c79298ed995a","parentId",2962664,"title","Board told LCAP covers limited share of budget as district faces required cuts","audioSeconds",1269,"startMs",5203000,"endMs",6472000,"viewUrl","/Search/View?dp=1&key=2962664-51189244c08dc0ac4ee0c79298ed995a&start=5203&end=6472","thumbnailUrl","https://assets.pipeline.soar.com/2962664-51189244c08dc0ac4ee0c79298ed995a/thumbnail_5203000.jpg","articleUrl","/articles/6077974/California/Board-told-LCAP-covers-limited-share-of-budget-as-district-faces-required-cuts","mediaUrl","https://secure.pipeline.soar.com/6077974-0d034525e6877b3ed9b6e33432bb5fe3/orig.mp4?Expires=1771125458&Signature=ACw-tyUTaNQJYrIKp0ZTFjcdm-J~8p2bov0g-mMBPsUJIXqjvnnxAgzodnugv8FMEI6vPgXlvl41eAdVb7JC6-atoVsfdpWRFwLL8dB01KtnGxxQe7JiSsWc~OXyYX-g577j4BZy21Pv2yg1C-ia76iM1dXMfBnb9zQMrvivT~5A2ajAfgCdXGloAZU2Kro9tzSrebwcFuCQLQ0Rg5-61nU75CP1XYWy4iNNU4w3JbZ3wu7XQpxIwpPB950nyurczjGftmWn5WepCmcXNUg9ZsyIyVk0GCwU48vr8h8UsD3lapYUG33hOMfEPdYpbOFzxDxUQXxibe250jjxAeI3gQ__&Key-Pair-Id=KUT5TJCACFTXG","author","East Side Union High School District","date","2025-04-11T14:38:30Z","article","At the Spectrum Board's April 10 meeting administrators reiterated that LCAP dollars are a relatively small share of district finances and described ongoing budget pressures tied to a county fiscal solvency requirement. Superintendent Glenn Vander said LCAP funding is “only about 20,000,000 of our $400,000,000 budget” and warned that the district must balance program priorities with a constrained general fund.

Administrators said the county required a fiscal solvency plan that included roughly $10,000,000 in cuts for the current year; an earlier figure of $23,000,000 was discussed in prior conversations but staff said the amount under active consideration is lower. Associate Superintendent Tom Huynh told the board the staffing reductions already adopted account for about $8,300,000 of the cuts and that an additional $1,700,000 remains to be identified.

Trustees and participants asked how cuts would affect LCAP‑funded positions. Administration said recent February reductions removed some MTSS teacher assignments and reduced assistant principal positions for tiered supports; inclusion specialists are likely to be affected. Board members emphasized they do not want to default to broad staff cuts where program reconfiguration or non‑personnel savings might be viable alternatives. No formal budget decisions were made at the meeting; administrators will present more detailed fiscal information and the LCAP draft at the May 8 meeting.","mediaType","Video","parentTitle","ESUHSD Special Board Meeting 04/10/25","oneSentenceSummary","Superintendent and finance staff told the April 10 roundtable that LCAP represents a small portion of the budget and the district must make multi‑million dollar cuts under a fiscal solvency plan; trustees were told staffing reductions already account for most of the current cut plan but a remaining gap remains.","taxTitle","East Side Union High, School Districts, California","taxId",14490,"location","California","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6077979,"Board discusses incentives, disincentives and responses to chronic disruptive behavior",2821,2865000,5686000,"/Search/View?dp=1&key=2962664-51189244c08dc0ac4ee0c79298ed995a&start=2865&end=5686","https://assets.pipeline.soar.com/2962664-51189244c08dc0ac4ee0c79298ed995a/thumbnail_2865000.jpg","/articles/6077979/California/Board-discusses-incentives-disincentives-and-responses-to-chronic-disruptive-behavior","https://secure.pipeline.soar.com/6077979-772c3629de12d937b44f9a791534ac12/orig.mp4?Expires=1771125458&Signature=M5GLzCN9RahVH7yWt2Lmw6X72eHmJA4Mm8ePgWgkG-8UXILOl-PGFMp0R2lmz4jgPjBuXCYgsh~GFg0iv0xZeTz0ppwO-~XOLk1rHeXvm0bQ~2L5Y~Affe9A1i9tu0Xo4Ja7Ex~ffxhRBn6LYPLKyNAQxjPCW8IoG2NCopIk6l72CSZYGTXrGzv-xssL7ieuAdg10~udXPIBXh8qv4Jzbhw49sOxEFSjpvlf3hTgJDW6ULvrEBMsZoupd7weA~Kvo~p~HwwUR0hzMYwxZf~g0lFgbQZdCvs7LlpubwhOKs8uUQAXypXB6WfAddFuiPkukDjVQ2Ap2KwaOhXxFAXIcQ__&Key-Pair-Id=KUT5TJCACFTXG","Spectrum Board members and stakeholders used the April 10 roundtable to examine how incentives and disincentives operate on campuses and how responses affect staff willingness to intervene. Superintendent Glenn Vander and other participants framed incentives as supports that encourage positive behavior and disincentives as measures intended to discourage harmful actions.

Teacher Thomas Brittendahl described disincentives as familiar consequences and cited detention as an example: “disincentive is something as simple as a detention.” He and other speakers said staff sometimes hesitate to intervene when prior reports produce no apparent consequence, creating a deterrent effect for adults doing supervision. Several speakers urged revisiting the district’s Uniform Behavior Response framework to ensure consistent consequences and supports across sites.

Discussion focused on supports requested in stakeholder feedback: more counselors and social workers, stronger campus monitoring for safety and climate, and clearer, consistently applied grading and behavior practices. Board members and staff stressed that disciplinary measures should be designed to change behavior, not punish for its own sake. Trustee Patty Cortesi said involuntary transfers or other placement changes should be framed as matching a student to a setting that better meets their needs, not as punishment.

Several participants recommended better use of alternative placement options for students whose behaviors are persistently disruptive, including continuation programs, community partners and re‑engagement models. Trustee Thomas and others cited San Jose Conservation Corps as a local program that can offer different instructional settings for some students. No new disciplinary policy was adopted; participants asked administrators to bring data from LCAP public hearings and site reports to inform possible recalibration of behavior responses.","Trustees and stakeholders debated how the district should balance positive incentives and disciplinary responses for students and staff, with speakers calling for clearer, consistently implemented behavior frameworks, more counselors and campus monitors, and alternatives for persistently disruptive students.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6077984,"Spectrum Board roundtable spotlights LCAP, student assessment and placement",4968,251000,5219000,"/Search/View?dp=1&key=2962664-51189244c08dc0ac4ee0c79298ed995a&start=251&end=5219","https://assets.pipeline.soar.com/2962664-51189244c08dc0ac4ee0c79298ed995a/thumbnail_251000.jpg","/articles/6077984/California/Spectrum-Board-roundtable-spotlights-LCAP-student-assessment-and-placement","https://secure.pipeline.soar.com/6077984-3f87e86690fd662efd6ebbede53e94dd/orig.mp4?Expires=1771125458&Signature=gwsE5eAKsg2Tz04huOUzeX-1ggWZyYyKCRYVZYWONm71spJlLc6io2ky1JbJk70ZT4l6qfpibDVTvAlhvCMbICszY0ZVCcJqmEDMLHZRMxlk75wk49rUUtDIcnTP47GG9St7i0xWusTRUXfgCi6pstOIjOaTd0QHV5WYEShDbRr7nEMPoLkC3swnoT41fADCpB-pLXhEsnfa1pZ1Tec7JsSZEYakUPCUDr30eZ~vYX5jGpckGRESRszrHQ6vWIUkh5fMAHIRvrAL0dqlNqW5DXotVcovfm0w~MEyP~q8AZ~lCAPRZTeM8mRpQCurZHdAFdc6BOH2K8GmaYPVxli4eA__&Key-Pair-Id=KUT5TJCACFTXG","Spectrum Board members met April 10 for a stakeholder roundtable on the district's Local Control and Accountability Plan and how student assessment and placement practices feed into it. Superintendent Glenn Vander opened the discussion, noting that LCAP funding is a fraction of the district budget: “LCAP is only about 20,000,000 of our $400,000,000 budget.” He said the LCAP must show actions for underperforming groups and called attention to state requirements: “If you've got a student in a red group ... you must have an action item to address that group.”

The meeting brought together teachers, principals, parents and student representatives to outline the range of tools used for placement: course grades, English‑learner LPAC determinations, classroom diagnostics, and district or vendor tests such as the NWEA and SBAC. Administrators said grades still drive many placement decisions but acknowledged limits: grades can mask gaps created by inconsistent curricula, teacher practices and differing standards across feeder districts.

Teachers and site staff described a widening skills gap among students in the same courses and debated whether scaling teacher differentiation is realistic. Thomas Brittendahl, a classroom teacher and Eastside Teachers Association vice president, said district data show declines for students with disabilities and read statistics from the district LCAP: “The UC CSU a–g course completion rate for students with disabilities decreased ... from 13.3 percent in 2019 to 8.3 percent in 2023,” and SBAC scores for students with disabilities dropped from 24 percent meeting or exceeding ELA standards in 2019 to 17 percent in 2023.

Administrators and principals described existing placement protocols for incoming ninth graders. Associate principals and special education teams review incoming records and IEPs; the district assessment team provides a chart showing recommended initial course placements based on grades and available assessments. Staff and board members urged more reliable eighth‑grade data from feeder districts — for example DRP, computational math checks or NWEA scores — to reduce default placements into standard freshman classes when robust diagnostics are not available.

Parents and students raised practical concerns: parents cited differences in small‑district support versus large high‑school environments that can affect readiness; a student speaker noted that passing a course with an A does not always correlate with readiness for subsequent coursework because curricula and expectations vary by teacher and campus. Several speakers recommended stronger professional learning communities and common grading practices so courses across the district align more closely.

Board members and staff said the conversation is intended to inform the administration's first draft of the LCAP, which the board will receive at the May 8 meeting. Superintendent Vander said the May draft is an opportunity for stakeholder input that could shape the final plan presented for adoption in June. No formal policy changes or votes occurred at the April 10 session.","Trustees and stakeholders met April 10 to review Local Control and Accountability Plan (LCAP) priorities and district approaches to assessing and placing students, focusing on how grades, diagnostics and limited data from feeder districts affect incoming ninth‑grade placement and supports for students with IEPs and English‑learner status.","actionData","errors"]

Article not found

Board told LCAP covers limited share of budget as district faces required cuts

Board discusses incentives, disincentives and responses to chronic disruptive behavior

Spectrum Board roundtable spotlights LCAP, student assessment and placement