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Lennox trustees review LCAP draft as district prioritizes classroom staffing and targeted services
Summary
District staff presented the Local Control and Accountability Plan draft and staff-collected priorities, noting declining enrollment and lower supplemental/concentration funding and a staff-driven ranked list of top actions to preserve core services for low-income students, English learners and foster youth.
Lennox School District staff presented a draft Local Control and Accountability Plan (LCAP) and staff-collected priorities to the Lennox Board of Education at its June meeting, explaining how the three‑year plan ties goals, actions and expenditures to the state's eight priorities and to supplemental and concentration funding for unduplicated pupils.
The presentation, led by Miss Blanco, a district staff member, outlined the LCAP structure and where effectiveness evidence will appear in the document. "The LCAP is a state plan that is required from all school districts," Blanco said, describing the plan as the district's three‑year statement of goals, actions and metrics. She told the board the LCAP is in year two of the current three‑year cycle and that the district must align actions to the LCFF (Local Control Funding Formula) priorities and report out effectiveness for previously funded actions.
Why it matters: the LCAP directs how the district spends targeted supplemental/concentration dollars for low‑income students, English learners and foster youth. Blanco told the board the district is already seeing declines in the supplemental/concentration allocation because of falling enrollment and that carryover is shrinking; that affects what the district can sustain next year.
Blanco said the district sought wide staff input before finalizing priorities: staff at every school reviewed LCAP actions and used sticker voting to rank the top 10 priorities. The top items retained in the draft were maintaining reduced class sizes at the elementary level, building planned collaboration time for teachers, assistant principals, counselors and intervention teachers, before‑ and after‑school tutoring and intervention, campus supervision/noon‑duty aides, health clerks, parent office support and parent liaisons.
Board members asked how the plan documents program effectiveness. A board member asked whether the district uses assessment tools to measure whether vendor programs and curricula actually improve targeted student outcomes. Blanco answered that effectiveness reporting focuses on actions paid from supplemental/concentration funds during the year and that each action in the LCAP is tied to a metric and associated goal analysis where the district must explain material differences and effectiveness. She said some program measures appear in survey questions or outcome metrics (for example, math or suspension rates) and that LACOE (the county office) prereview would look closely at the effectiveness narratives.
Blanco told the board the district will keep many staff‑requested actions in the plan but will reallocate one‑time state and federal funds (for example, educator effectiveness and Title II grants) to maintain priorities amid declining supplemental funding. She repeated that the draft is posted for review and is under county prereview.
The board and staff discussed next steps, including LACOE prereview, public posting of the draft and how the district will incorporate community and committee input before final adoption. Blanco said the LCAP document is nearly complete and described where the parent‑friendly LCFF Budget Overview for Parents and action tables appear in the packet.
Ending: The board did not take a final vote on the LCAP at the meeting; staff said the draft will remain open to required prereview and public comment before the board adopts a final plan.
