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District previews 2025'6 LCAP: equity multiplier schools, $3.2M concentration add-on and staffing impacts
Summary
District staff on May 8 previewed the 2025'6 Local Control and Accountability Plan update, saying East Side now qualifies for an equity multiplier concentration grant (projected about $3.2 million) for three schools and warning that previously approved staffing reductions require amendments to several LCAP actions.
East Side Union High School District staff briefed the board May 8 on preliminary changes to the Local Control and Accountability Plan (LCAP) for 2025'6, including the district's qualification for additional equity funding for selected schools and required amendments because of recent staffing reductions.
Teresa Marquez, associate superintendent for educational services, told trustees that Foothill High School, Calero and Apollo qualified as equity multiplier schools for 2025'6. Those schools met state criteria that include high percentages of mobility (stability rate), high unduplicated pupil percentages and low performance indicators on the state dashboard. Marquez said the district projects total LCFF-related revenue for 2025'6 of about $27.7 million and a concentration-grant add-on projected at about $3.2 million. Under the state rules a portion of the concentration grant (15 percent) must be designated for direct student services'an amount Marquez identified at about $750,000 for the district's allocation.
"We now have three schools that qualify," Marquez said. "The funds have to solely be used for those individual schools and for evidence-based strategies to improve the student groups in the red." Marquez noted the equity multiplier eligibility depends on a three-year rolling calculation and explained that the district's improved capture of unduplicated students contributed to the new funding status.
Marquez also previewed how LCAP actions will be amended to reflect staffing reductions the board previously approved. She said some previously budgeted LCAP positions are being reduced or reallocated, and other actions tied to the LCAP will be amended or reduced accordingly. The staff slides listed positions linked to LCAP actions that had been reduced (for example, some MTSS specialists, inclusion support and parent/community involvement specialists) and those proposed for continuation in a changed or smaller form (for example, counselors and a reduced number of PCIS positions).
District staff emphasized that the LCAP must align to the state's eight priorities, show actions to improve outcomes for student groups identified as red on the dashboard, and include measurable metrics. Marquez said the district will present a required public hearing on June 5 and return for final adoption on June 17. She also announced plans to form an LCAP advisory committee of educational partners, including students, staff, parents, and possibly board members, to provide ongoing review and make the LCAP more of a "living" document.
Marquez closed with a reminder of the district's early warning data: marking period five data show about 12,000 students surfaced at some risk level and 7,122 at the highest risk level based on attendance, behavior and grades; she said many of those students have only a single F and that targeted intervention could address many cases.
Ending: Staff will complete metric updates and LCAP text revisions in time for the June 5 public hearing and a June 17 adoption vote; the draft will specify how concentration-grant funds and the required 15 percent add-on will be used at qualifying schools and will document amendments reflecting previously approved staffing reductions.
