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TUSD highlights 'learning lab' classroom model and reports midyear LCAP finances
Summary
District staff described a multi-year 'learning lab' program involving hundreds of teachers and skill-based cohorts; the midyear LCAP report shows about $28.2 million in resources and roughly $9.8 million expended as of December 2025.
District staff presented two linked items: an update on the 'learning lab' initiative for secondary classrooms and the midyear Local Control and Accountability Plan (LCAP) budget update.
Ali Del Castillo described the learning-lab program as a five‑year effort developed with the Brilliance Project to align instruction to priority standards and build teacher clarity. She reported that over 400 of the district’s 612 secondary teachers participate in at least one of 29 Tier 1 cohorts; cohorts receive four lab days per year (91 lab days reported so far this year) focused on learning walks, collaborative planning, and student clarity. Del Castillo said the program centers on skills-based instruction that teachers can transfer across content areas and emphasized teacher collaboration and student metacognition.
Educational Services presented the 2025–26 midyear LCAP report, a required document to the California Department of Education, covering six district goals including student outcomes, engagement and wellness, conditions of learning and special education. Finance reported a combined allocation and carryover of about $28.22 million for 2025–26 LCAP resources, with approximately $9.8 million expended as of the midyear (about 34% spent). The presentation noted that 96.7% of planned LCAP expenditures are in staffing and that any carryover will be repurposed in planning for 2026–27.
Board members asked for examples of what happens in a learning lab; staff described a sample history-class success criterion (writing a claim based on secondary-source evidence) and explained that teachers may select the historical era while students practice the transferable skill. Staff said the district plans to expand learning labs to additional content areas, maintain funding where possible, and explore collaboration with special education partners.
The presentations were informational; no formal vote was recorded on program continuation or additional funding at this meeting.
