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Board advances ethnic‑studies pilot and adopts K–2 reading screener; LCAP emphasizes equity and early interventions
Summary
Trustees heard a draft ethnic‑studies course developed by a district task force, reviewed the 2025–26 LCAP goals and data, and unanimously adopted the state‑approved Multitudes reading screener for K–2 with implementation and parent report timelines.
The Brea Olinda Unified School District board on June 12 received presentations on a locally developed ethnic‑studies course, the district's Local Control and Accountability Plan (LCAP) for 2025–26, and the mandated reading‑difficulty screener selection.
Dr. Carrie Johnson and Dr. Lauren Tovar described the ethnic‑studies course the task force developed to align with the state's AB 101 requirement. Dr. Tovar said the course is organized thematically (identity, migration, public policy, social movements) to develop students' critical thinking and civic literacy and emphasized that the district's version will "not specifically reflect or promote indirectly any bias, bigotry, or discrimination against any person, group, or group of persons." The task force recommended offering the course as an elective in the coming year to pilot content and gather feedback before final adoption; materials will be posted online and an open forum will collect community input.
Dr. Tovar also presented the LCAP draft and cited key outcomes: approximately 5,800 students districtwide; CAASPP performance with roughly 64.4% of students meeting or exceeding standards in ELA and 60.2% in math; a decline in chronic absenteeism to 8.4%; and a graduation rate near 94.4%. Planned actions include continued expansion of reading interventions, AVID supports, expanded STEAM, and targeted professional development.
On statutory screening, the board adopted the 'Multitudes' reading screener (one of the state's approved tools) for K–2. District leaders explained the screener is a brief digital assessment (about 10–13 minutes per student), available in Spanish, intended as an early‑identification tool (not a diagnostic used for special‑education eligibility). Staff gave an implementation window (grades 1–2 in October with parent reports at trimester‑1 report cards; kindergarten in January with February reports) and committed to parent informational events and teacher professional development to interpret results and connect students to interventions.
Trustees emphasized transparency and opportunities for parents to review course materials and LCAP goals before final votes; the board scheduled final adoption items for later in the month.
