Wiseburn Unified holds public hearing on LCAP as business official previews budget shortfall and TK expansion

The Wiseburn Unified School District Board of Education opened a public hearing on the district’s 2025–26 Local Control and Accountability Plan (LCAP) and then heard the district’s proposed 2025–26 budget at a board meeting that included staff presentations and public comment.

District presenters said LCAP work in 2025–26 will focus on five board-aligned goals — safety, student-centered whole-child learning, future-ready instruction, community engagement and organizational strength — and on targeted actions for the subgroups the state requires (English learners, foster youth/homeless students and economically disadvantaged students). "We are in year one of our three-year LCAP," the district presenter said, noting the plan includes effectiveness labels for each action and outcome.

Why it matters: the LCAP describes how the district will direct categorical and supplemental funds to close gaps for specific students and sets metrics the district will use to measure effectiveness. The budget presentation that followed showed the district projecting both new costs (two new TK classes and associated staff) and an operating deficit that district staff said they expect to narrow once the state budget is finalized.

Key points from the LCAP presentation - Enrollment and subgroup context: district presenters reported 2,524 students in the prior school year and described subgroup shares: English learners approximately 6 percent (down from the prior year), students with disabilities about 15 percent (an increase), and economically disadvantaged students about 34 percent. Foster/homeless youth remain a very small group in the district’s counts. - State assessments: presenters reviewed California Assessment of Student Performance and Progress (CAASPP) results. On ELA, the district reported roughly 62 percent of students met or exceeded standards, with lower shares for subgroups (English learners 16%, students with disabilities 31%, economically disadvantaged 53%). In mathematics the district reported much lower proficiency overall and for subgroups (speaker-provided subgroup percentages were 19% for English learners, 29% for students with disabilities and 39% for economically disadvantaged students). - Local indicators and climate: staff described chronic absenteeism and suspension rate indicators. Chronic absenteeism was reported in the “yellow” band at about 10.3 percent districtwide; suspension rate was reported near 1.9 percent and also in yellow. Presenters said chronic absenteeism and suspension trends are monitored by subgroup and that the district is tracking progress over multiple years. - Targeted actions: the LCAP includes actions for extended-learning (ELOP) supports, technology tools (GoGuardian), additional staff such as registered behavior technicians, ELD program improvements, expanded aides and an LTEL liaison at the middle school, PLC work, curriculum adoptions, and supports for MTSS/interventions. Staff emphasized the LTEL (long-term English learner) subgroup is newly defined by the state and requires specific actions.

Budget presentation highlights - Presenter Sean Kearney, chief business official, summarized the state budget context (a proposed 2.3% statutory COLA in the governor’s May revision) and the district’s fiscal assumptions. Kearney said the state proposal included some one-time block grants and possible transitional-K add-ons but cautioned many items were contingent until the state budget is final. - TK expansion: the district has planned two new TK classes (staffed in the proposed budget) and budgeted the related staffing; the district cited the state TK add-on rate used in planning (speaker-stated amount: $2,397 per TK ADA) but noted the district is conservative and did not count contingent revenue that had not been formally adopted by the state. - Fiscal picture and next steps: staff presented a multiyear projection that shows a projected unrestricted general fund deficit in the 2025–26 proposed budget. Kearney said the district will run a 45‑day revision after the state adopts its budget and will present a revised budget in August. The district also said it will prepare a fiscal stabilization plan for submission to the county office of education to address deficit spending.

What the board asked and next steps Board members pressed staff for more context on some of the dashboard numbers (for example, middle school perceptions about caring adults and the change in chronic absenteeism) and asked for comparisons to county or state averages when possible. Staff agreed to return comparative dashboard context and to bring any state funding allocations into the August budget revision after the state budget is adopted.

No formal action to adopt the LCAP or the 2025–26 budget occurred at this hearing; the district said formal adoption is scheduled for a future meeting after the public comment and revision process. The district invited additional written input and said it will post the final documents online when they are ready.