Wiseburn School District officials presented a plan to spend one‑time Literacy Investment Fund and Learning Recovery Emergency Block Grant money on teacher training, targeted curriculum supplements and partial funding for an ELA instructional coach.

District staff said the combined one‑time allocation is estimated at about $162,000. Maggie (staff member) told the board the funds would pay for a Los Angeles County Office of Education training called “Getting Reading Right,” summer training for kindergarten through fifth‑grade teachers and follow‑up cohorts with nearby districts. “This summer, we are gonna be getting started with training in structured literacy,” Maggie said. She described the training as “20 hour training divided … 10 hours worth of 2 hour sessions” and said a private Wiseburn cohort is scheduled for Aug. 18–20.

Why it matters: The district intends to use the short‑term funds to address what staff described as gaps between classroom practice and reading research—often called the “science of reading”—by increasing staff capacity and buying supplemental materials and interventions aimed at students who flag for reading difficulties.

Key points presented to trustees:
- Estimated allocation: about $162,000 for literacy investment (staff described that figure as approximate).
- Training: LACOE “Getting Reading Right” training; staff said 68 of 82 teachers had signed up for summer sessions, with additional teachers joining fall cohorts so that every TK–5 general education teacher would have the full implementation training by Dec. 1.
- Coaching and materials: Staff proposed using part of the funds to pilot supplemental materials to pair with the district’s existing Wonders curriculum and to purchase a tier 2/tier 3 intervention program called Sonday (noted as a program for students who flag for reading difficulties). An ELA coach would be funded in part if both one‑time funds become available.
- Coordination: The district plans to partner with neighboring districts (Bellflower Unified and ABC Unified were named) for follow‑up cohorts and middle‑school gap‑closing training.

Discussion and clarifications: Board members asked how the plan relates to the district’s existing Wonders materials and to the multi‑year curriculum adoption process. Maggie said Wonders remains in place and that the proposed purchases are supplemental: “Let's get the professional development … and then let's pick the car that we're gonna drive with,” she said, arguing staff should train first and then select materials. She said the Wonders contract had been extended to maintain access to consumables that had expired with a prior seven‑year contract.

Staff explained the two one‑time funds are temporally limited (to be spent over three years) and described a three‑year implementation vision: year 1 train staff and audit materials, year 2 full implementation with coaching and pilot materials, year 3 sustainability and auditing. Staff also listed planned student measures including i‑Ready checkpoints, Multitudes (a reading screener), and CAASPP as data points to evaluate impact.

Formal action recorded in minutes: The presentation was provided to the board and referenced contracts “in front of you tonight” for professional development and other work; the transcript does not record board approval votes specifically tied to the LACOE training contract, the Sonday purchase or ELA coach funding. Several related contracts and budget items were approved elsewhere in the meeting (see other meeting actions), but the minutes do not show an explicit roll call approving the literacy plan as a single motion at the time of presentation.

Next steps: Staff said they would bring specific contracts and purchases to the board as individual agenda items for action and continue ELA committee work, including audits of curriculum and ongoing partnership coordination with neighboring districts.

Ending: Board members thanked staff for the presentation and asked for follow‑up materials and timelines when contracts are presented for approval.