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Moreno Valley Unified staff present midyear LCAP review; board highlights equity, anti-bias training and behavior-data monitoring
Summary
District staff reviewed LCAP goals, reported midyear expenditures (total LCAP package cited at $136,519,958, roughly $115M spent as of April 1) and ran interactive "world cafe" sessions. Board and staff focused on corrective actions including proposed anti-bias training, a district behavior-data supervisor role and expanded parent-engagement supports.
Moreno Valley Unified School District directors presented a midyear Local Control Accountability Plan (LCAP) study session that paired data briefings with interactive "world cafe" workshops involving board members, principals, parents and student trustees.
Latoya Brown, who oversees the district's LCAP materials, told the board staff had compiled expenditures and actions aligned to five district goals. She said the total LCAP package was $136,519,958, which includes LCFF, LREBG and equity multiplier funds; staff reported about $115 million in expenditures as of April 1 and said alternative education sites had spent roughly $500,000 with an additional equity-multiplier allocation of about $1.2 million notified in February.
Staff walked the board through goal-specific dashboards and metrics, and then conducted three rounds of facilitated small-group conversations. Presenters highlighted several priority areas: expanding tutoring and reading supports, aligning CTE (career-technical education) programs with local labor needs, increasing equitable access for students with disabilities, reducing chronic absenteeism and sustaining family-engagement efforts tied to a new Health & Wellness Center and a parent-ambassador program.
Jason Ramirez, executive director for special education, summarized measures under the "learning environment" goal and said the LCAP sets targets such as a 2 percentage-point annual reduction in suspension rates for foster youth and African-American students. In the group discussions principals described local strategies—home visits, inclusive afterschool supports, restorative practices and student-centered interventions—that they credit for improvements and that board members asked staff to scale.
Board members and staff flagged persistent disproportionality in suspensions, particularly for African-American students and students with significant disabilities. Mr. Peoples and other staff described changes intended to address that pattern: a suspension checklist to ensure alternatives are exhausted before removal, automatic IEP reviews when a student is repeatedly removed, monthly disaggregated data chats for principals, and creation of a district behavior-data supervisor post to monitor and act on disparity data. Staff also reported a new partnership with the Riverside County Office of Education to produce targeted disaggregation by student group and disability category.
Family engagement was another focus. Staff said the district logged more than 11,000 engagement hours through a new care/portal system and reported nearly 5,300 parent-ambassador submissions this year; staff proposed clarifying parent ambassador roles, increasing training and boosting outreach to raise awareness of workshops and the Health & Wellness Center.
Several trustees pressed staff for concrete next steps. Trustee Brandy Clark asked staff to bring transportation-scenario options back for formal board discussion; Trustee Williams and others urged mandatory anti-bias/unconscious-bias training and emphasized that adult behavior and systems shape disciplinary outcomes. Student trustees and principals recommended keeping student voice central to planning decisions.
District staff said the LCAP will be returned for board approval at the regular June meeting after staff incorporate the corrective actions and café feedback into the final plan.
