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Alisal Union unveils LCAP year‑two priorities: added independent study, more bilingual and mental‑health staff after EL declines
Summary
Deputy Superintendent Monica Anso and Dr. Maria Alvarez presented the district’s second-year Local Control and Accountability Plan (LCAP), which adds an independent-study action, reallocates learning recovery funds across five goals, and targets services for English learners after a decline in language-proficiency growth.
Alisal Union School District staff on Wednesday reviewed the second year of the district’s three-year Local Control and Accountability Plan, detailing new actions, funding allocations and targeted supports for English learners after statewide dashboard data showed declines in language-proficiency growth.
Deputy Superintendent Monica Anso and Dr. Maria Alvarez, director of education services, led the presentation and opened a public hearing on the 2025–26 LCAP. “The plan is created from 8 state priorities,” Anso told the board, listing priorities that include basic services, implementation of state standards, parent involvement, student engagement and school climate.
Staff said the district will receive $34,484,960 in LCFF supplemental and concentration funds for 2025–26, an increase of $799,944 from the prior year. Personnel account for $32,232,535 of that total, and district staff said an additional $3,490,542 in learning recovery funds will be folded into LCAP actions across multiple goals to support intervention, professional learning, social-emotional services and leadership capacity.
The LCAP adds one new action under Goal 3 for independent study. Staff described the plan as funding a credentialed teacher (or long-term substitute) to prepare and correct independent-study packets for students who miss school due to travel or other circumstances.
Staff also announced the district is discontinuing Action 17 because Alisal Virtual Academy will close for 2025–26 due to low enrollment; staff said families have already been contacted and most students will remain at Creekside or transfer to another county virtual program.
Dr. Alvarez highlighted test-score movement that triggered “red” dashboard indicators for English-language development (ELD). She said districtwide ELD growth fell from about 54.8% in 2023 to roughly 45% in 2024, which placed several schools in red on the state dashboard and requires focused LCAP actions. To respond, staff proposed targeted hires and services paid from LCAP and learning-recovery funds, including six English-learner instructional specialists, bilingual professional development for teachers, newcomer-class teachers, 12 full-time counselors, five psychologists, four social workers, and 12 reading specialists for early literacy work.
Public commenters during the LCAP hearing urged expanded bilingual programs and better school nutrition. Teodora Martinez, a parent and member of Padres Unidos, told the board: “Bilingual education is a right for each child.” Marisol Arevalo, another parent, told trustees: “They receive a food that is not adequate for their nutrition.”
Staff described ongoing engagement used to develop the plan: student and parent surveys, DLAC/DAC meetings, school-site councils, family resource centers and community forums. The board did not adopt the LCAP at the meeting; staff said they will return on June 25 for formal adoption after the public comment period closes.
