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Parents, students and the LCAP advisory committee press SFUSD for clearer communication, literacy interventions and consistent mental-health supports
Summary
At a public hearing on the district's 2024–27 Local Control and Accountability Plan, parents and advisory committee members urged improved multilingual communication, stronger tier-2 literacy interventions (including phonics), more consistent staffing, facilities repairs and expanded mental-health supports. Staff presented a first draft and invited public input before a second reading.
The San Francisco Unified School District opened a public hearing June 11 on its 2024–27 Local Control and Accountability Plan (LCAP), and parents, students and the LCAP advisory committee pressed district leaders for clearer communications in parents' native languages, expanded literacy interventions and more consistent mental-health staffing across schools.
Tim Burke, the district's LCAP manager, presented the first reading of the draft plan, saying the document narrows prior actions to a focused set aligned with the board's Vision, Values, Goals and Guardrails and the state's Local Control Funding Formula. "We want our plan to reflect the actuality of what is happening in our schools," Burke said, framing five goals and 59 metrics for progress monitoring.
Casey Harris, who led the district's engagement process, described a seven-month outreach effort that included targeted listening sessions and a district survey to reach focal student populations. Harris said the advisory committee was reorganized this year to meet state requirements that parent representatives constitute more than 50% of the body.
Parent delegates and student advisory members presented priority recommendations. Yvonne Dunkley (APAC) called for "predictable and consistent communication channels" and culturally informed staff training so monolingual parents can participate. Several speakers urged the district to scale tier-2 literacy interventions for older students as the new K–5 phonics curriculum rolls out, arguing that phonics can be effective when implemented with high-impact tutoring and community partnerships.
A student representative from the Queer/Trans Advisory Council described inconsistent access to wellness centers: "When the wellness center is open, it can be used misused as a way of skipping class or become overcrowded," the student said, and recommended fully staffed centers with trained social workers and counselors.
Commissioners pressed staff on how the LCAP links to budget investments and existing progress-monitoring spreadsheets. Commissioner Fisher asked for clearer crosswalks so a $17 million set-aside can be tied to concrete school-level spending and measurable outcomes; Superintendent Wayne and LCAP staff said the first reading is intended to be a draft and that the second reading will respond to community feedback.
The hearing remains open for public input ahead of the board's second-reading vote; staff said additional materials, appendices and monitoring reports will be provided to show how proposed actions map to the metrics and the budget.
