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Board reviews LCAP updates; members press for clarity on English learner metrics and aides
Summary
Assistant Superintendent Bonnie Carter presented the draft LCAP updates, reporting nearly 5,200 survey responses and revisions that prioritize mental health supports, custodial quality-control, expanded interventions and social-emotional services. Trustees pressed for clarity about English learner metrics, aide allocations and how LCAP actions tie to funding and outcomes.
Assistant Superintendent Bonnie Carter walked the board through revisions to the Local Control and Accountability Plan and the input process used to develop the draft for 2026–27. Carter said the district administered a broad LCAP survey that yielded close to 5,200 responses — roughly 493 staff, about 3,600 students and over 1,000 parents — and that advisory groups informed additions such as expanded mental health services, custodial quality-control measures and targeted supports tied to the learning recovery block grant (LREBG).
"The LCAP survey was administered to community parents, students, teachers, and administrators yielding close to 5,200 responses, 493 teachers and staff, 3,600 students, and over 1,000 parents and community members," Carter said as she summarized outreach and next steps including a June 11 public hearing and board approval in June. Several trustees pressed Carter on metrics for English learners and other student groups, asked whether instructional aide postings and vacancies could be clarified, and requested targeted follow-up on which LCAP actions will shift funding to address declining metrics.
