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Board holds first reading of LCAP, targets English-learner progress and suspension reductions
Summary
At a first reading and public hearing, Los Banos Unified officials outlined the 2024–25 Local Control and Accountability Plan (LCAP), saying the district will aim to raise English Learner progress from 52.3% to 60% by 2026–27 and pursue reduced suspension rates and expanded counselor supports.
Board members held a first reading and public hearing on the Los Banos Unified School District’s 2024–25 Local Control and Accountability Plan (LCAP), a state-required plan that explains how the district will use LCFF funds to support students, particularly unduplicated-count pupils such as English learners, foster youth and students experiencing homelessness.
Dr. Richie, who presented the draft, said the district’s LCFF base grant totals about $155 million and that supplemental and concentration funds for unduplicated students total a little over $37 million. "Our focus goal is to increase the percentage of our English Learners making progress from 52.3% to 60% by 2026–27," Dr. Richie said, calling the target “ambitious” given recent gains.
The plan described engagement with educational partners through surveys, focus groups and four public meetings held in March; it lays out eight district goals for the next three-year cycle, including social-emotional supports, expanded tutoring and professional development, literacy by third grade, and targeted interventions for students with disabilities. Among specific actions are hiring additional counselors, expanding restorative-practice approaches, funding summer “melt” counselors to support recent graduates into college, and continued curriculum and tutoring investments.
Dr. Richie told the board the district has worked with state and county teams (District Assistance and SIM teams) to shape goals that respond to identified gaps; one priority added to the LCAP is to reduce suspension rates for students with disabilities, where the district previously had disproportionate suspension figures.
During the public hearing a community member asked for clarification of a suspension-rate statistic. Dr. Richie explained that the district’s 7.9% rate means 7.9% of the district’s roughly 11,000 students were suspended for at least one day last year; some students may have had multiple suspension days. The presenter closed the public hearing, and the item was treated as a non-action first reading; the LCAP will return for board action at a subsequent special meeting (noted for June 18).
Why it matters: The LCAP is the district’s central accountability document showing how state LCFF funding is directed toward students with the greatest educational need. The plan’s targets for English Learner progress and reduced suspension rates will shape staffing, tutoring, counseling and discipline practices over the coming three years.
Next steps: The board will take up LCAP approval at a scheduled special meeting on June 18.
