Farmersville Unified presents LCAP midyear showing mixed gains, funding decline of about $1.4 million

Assistant Superintendent Eduardo Ochoa delivered Farmersville Unified School District's midyear Local Control and Accountability Plan (LCAP) update, telling the board on the district's academic and programmatic progress and the budgetary constraints that will shape next-year planning.

Ochoa said the district had seen double-digit growth on the CAASPP English-language arts scale scores across student groups and an average six-point gain in math. He said career technical education (CTE) pathway completions rose by about 54 students and that graduation rates increased about 1.5 percentage points overall, with students with disabilities showing a 12.9 percentage-point increase.

The report also noted funding declines. Ochoa said Local Control Funding Formula (LCFF) funds decreased from 2023–24 levels by roughly $846,000, with an additional decline of about $612,000 in supplemental and concentration grants — a combined reduction of approximately $1.4 million. He said those reductions reflect lower attendance and shifts in the unduplicated pupil counts (foster youth, low-income students and English learners).

Why it matters: The LCAP ties district priorities to LCFF funds. Ochoa told the board the midyear report gives a chance to reallocate one-time carryover and to adjust actions before the next planning cycle.

Key findings and next steps

- Academic measures: Ochoa reported strong improvement on CAASPP ELA and math and noted an increase in the college-and-career indicator driven partly by the rise in CTE completers.

- English learners: The district saw a 3 percent drop in the share of students at the highest ELPAC proficiency level (Level 4) and a roughly 10 percent decline in the share of English learners making progress from one ELPAC level to the next. Despite that, the reclassification rate (students who meet criteria to exit EL status) rose about 2.4 percentage points.

- Health and support services: Contacts between students and nurses rose by roughly 5,000 compared with the prior year, while the number of unique students visiting the nurse declined; Ochoa interpreted that as fewer students with more frequent contacts, consistent with ongoing medical needs.

- Program implementation: Most LCAP actions — instructional aides, counselors, technology and several district-level roles — were described as implemented or in-progress. Some spring-focused expenditures (summer school, field trips) showed low midyear spending as expected. Save the Children services were reported as fully implemented with a $0 district contribution this year because that program had sufficient other funding.

Board and public questions

Board members asked about tutoring access and implementation. Ochoa said tutoring is available at each site, generally by referral, and often outside the regular day (after school or weekends). He said the district does not centrally track tutoring effectiveness; teachers and site teams measure local student gains. On the Family Resource Center (FRC), Ochoa said the district currently uses community liaisons and other staff to provide services because a centralized FRC is not yet implemented.

Direction and follow-up

Ochoa said the district will do a deeper root-cause analysis of English-learner and long-term English-learner outcomes and will continue stakeholder engagement this spring to set priorities for next year’s LCAP. He noted that some actions could be reallocated as carryover funds are spent down.

Sources and evidence

The presentation summarized the district’s midyear LCAP packet (41 pages) and used state and local assessment data discussed during the board meeting. The discussion occurred during the agenda item labeled “12.2 LCAP mid year report presentation.”

Ending

Board President Alice Lopez and members thanked staff for the report. Ochoa said the district will return to stakeholders this spring to refine priorities and budget alignment.