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District unveils 2025–26 LCAP goals and spending priorities, highlights equity multiplier and unspent recovery funds
Summary
District staff presented the proposed 2025–26 Local Control and Accountability Plan, highlighting concentration grant eligibility for three schools, estimated supplemental allocations, and $6.7 million of unexpended learning‑recovery funds that will be reflected in the LCAP. No action taken; trustees will vote June 17.
East Side Union High School District staff presented the proposed 2025–26 Local Control and Accountability Plan (LCAP) at the June 5 meeting, outlining goals, targeted actions and the spending of supplemental and one‑time funds. Trustees held a required public hearing; no board action was taken at this meeting.
The presentation emphasized the LCAP’s focus on state‑identified target groups — English learners, foster youth and low‑income students — and described how the district plans to use concentration and equity multiplier funds for three high schools. Associate Superintendent Teresa Marquez said the presentation “will provide the proposed updates to the 2025, 2026 LCAP” and summarized major funding lines and goals.
Key figures and programmatic highlights from the presentation: - Districtwide estimated LCFF entitlement and supplemental allocations: staff projected roughly $27.7 million in supplemental funding tied to the unduplicated pupil percentage (unduplicated count ~57%). - Equity multiplier: Foothill High School (previously eligible) and two additional sites, Calero and Apollo, qualify for an equity multiplier allocation for 2025–26; Marquez said the multiplier adds about $3.2 million in potential targeted funding for those sites. - Concentration grant: because the district’s unduplicated pupil count exceeded 55 percent, the district qualifies for the concentration grant level and expects additional targeted funding. - Learning Recovery Emergency Block Grant (LREBG): Marquez told the board the district has approximately $6.7 million in unspent LREBG one‑time funds that will be addressed explicitly in the LCAP and targeted at academic recovery, mental health and expanded learning opportunities for high‑need students.
Marquez outlined eight district goals for the 2025–26 cycle (expanded from six) including college and career readiness, graduation rate, English learner achievement, safe/restorative school climate, attendance and school‑level equity multiplier goals for Foothill, Calero and Apollo. She described several amendments to actions in the draft LCAP driven by recent reductions in staffing: examples include reductions in teacher‑on‑special‑assignment FTE and shifts of duties among existing staff rather than new hires.
Student voice features in the draft plan: Marquez said the district compiled letters from student equity councils and attached them to the LCAP packet; she described recurring themes — student mental‑health supports, restroom maintenance, adult supervision of restrooms, anti‑vaping education and expanded career/CTE opportunities.
Trustees asked questions about implementation, English‑learner supports and how amended actions would be carried out without additional hires. Marquez said several actions are sustained by reallocating existing FTE (e.g., using existing case‑manager resource periods to support ELD/LRE work) and by concentrating equity funds at qualifying schools.
No final vote was taken; the board will consider adoption of the LCAP on June 17 after public comment and any staff revisions.
