Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Lcap topic
No spam. Unsubscribe anytime.
Franklin-McKinley board reviews LCAP, flags reading and safety gaps for students with greatest need
Summary
Dr. Trujillo presented the 2026–27 Local Control Accountability Plan, highlighting improvements on several state indicators but persistent gaps for students with disabilities and some English learners; the district plans literacy monitoring and targeted supports.
Dr. Trujillo presented the Franklin-McKinley School District’s Local Control Accountability Plan for 2026–27, telling the board the LCAP centers supports for students with the greatest need — multilingual learners, socioeconomically disadvantaged students and unhoused youth — and showed a multi-year trend toward fewer groups requiring differentiated assistance. "We are showing that we are working and supporting our student groups," Dr. Trujillo said, noting the district moved from four identified student groups in 2023 to just one in 2025.
The presentation broke LCAP measures into state and local indicators and highlighted priorities and next steps: sharpened literacy monitoring for students with IEPs who identify as Latino/Hispanic, expanded dual-enrollment planning with Evergreen Valley College (EVC), and a pilot of a new math curriculum. On school climate, Dr. Trujillo quoted Panorama survey figures and acknowledged concern: "Fifty-two percent of our students do" report feeling safe, he said, calling safety and belonging an area for targeted work. He also reported community engagement totals used to shape goals: roughly 710 community responses, 1,100 student responses and 320 staff responses.
Trustees pressed for examples and metrics. Trustee Rodriguez asked what electives had been added and whether EVC participation has increased; Dr. Trujillo listed electives such as art, music, Spanish, cooking and AVID and said EVC summer enrollment has remained near 50 students but staff are exploring expansion tied to course availability. Trustee Cooper asked for the criteria used to remove student groups from differentiated assistance; Trujillo answered that a group’s persistent “red” status on the California dashboard triggers assistance and that recent reductions reflect improved suspension and intervention practices.
The board received the public‑hearing presentation; no action was required at this meeting. Administration said it will return with the LCAP for formal approval and with more detailed documentation showing where local indicators meet state standards.
