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Board reviews 2025–26 LCAP updates; district to spend learning recovery funds and hire clinical supervisor
Summary
District staff presented year-two updates to the Local Control and Accountability Plan, described how Learning Recovery Emergency Block Grant funds are being allocated, and answered trustee questions during a public hearing with no public comment.
District staff presented highlights of the 2025–26 Local Control and Accountability Plan (LCAP), emphasizing targeted supports for English learners, students with disabilities and student wellness, and described how federal/state learning recovery funds will be spent.
Corinne Baca summarized the LCAP as the district’s strategic roadmap, built around eight state priorities and driven by engagement with students, families and staff. She said the district has $2,700,000 in Learning Recovery Emergency Block Grant (LREBG) funding, of which roughly $1,400,000 has been spent and approximately $1,300,000 remains and must be spent by 2028. “JUHSD was allocated about 2,700,000, and we have until 06/30/2028 to spend the full amount,” Baca said.
Key LCAP updates the board heard include hiring a clinical supervisor to lead an expanded mental-health team; continuing three full-time wellness counselors (funded by the LREBG) focused on students who are unhoused, in foster care or new immigrants; adding 2.4 FTE to strengthen co-teaching for students with disabilities; piloting Stanford online reading assessment; and expanding dual-enrollment and CTE work-based learning supports described elsewhere in the meeting.
Baca also outlined a funding snapshot the district will use to track implementation: total district revenue next year of $88,615,594 with $68,877,710 from the Local Control Funding Formula (LCFF); the district plans to spend about $94,000,000 next year, with roughly $78,000,000 aligned to actions in the LCAP.
The public hearing drew no public comments. Trustees asked staff about measurement choices: one trustee questioned using school attendance as a metric for wellness supports and suggested exploring standardized screening tools (for example, GAD-7 or PHQ-9) to measure program impact. Staff said internal measures exist for some students and agreed to consider additional standardized tools while noting the attendance metric was intended to capture whether wellness interventions were supporting newcomer and high-needs students to remain enrolled.
Trustees also asked about long-term sustainability; staff responded that the district is exploring billing Medi-Cal for mental-health services to sustain therapeutic supports for students with IEPs. The hearing closed with no public speakers and no board vote during the public hearing portion; the LCAP revisions were described as revisions and will proceed through the district’s adoption process.
