2026 (Draft) LCAP Annual Update
The 2026 LCAP Update marks year two of a three-year LCAP plan (2024-2027). The 2026 plan linked below is a draft version that will be presented to the Board on June 9, 2026 for initial review and discussion, and brought back for Board approval on June 16, 2026.
Responses to LCAP Questions and Comments
The 2026 Local Control and Accountability Plan (LCAP) Update was developed through ongoing engagement with students, families, staff, and community members. Community members were invited to review the draft LCAP Update and submit comments and questions between May 22 and June 1, 2026. The district reviewed all feedback received and prepared responses to the comments and questions submitted.
- Goal 1: Academic Success
- Goal 2: Safe and Healthy Environment
- Goal 3: Parent & Community Engagement and Communication
Goal 1: Academic Success
- Remove all chromebooks from all of education. It is a huge hinderance to education and the criticalal thinking of the student. A lot of research already out on this and there is no debate regarding this. Just because it is easier to grade papers and operate online does not make it the right choice for learning. Cornerstone of all educational services needs to be learning/critical thinking first.
Reducing student screen time and educational reliance on Chromebooks is a valid concern, and both conversations and plans have been undertaken to address the issue. In terms of the LCAP, there is no portion of the LCAP that pays for Chromebook usage, though there are some supplementary programs that are accessed online that are paid for out the LCAP.
- Certain categories in 8th grade promotion awards ceremony should be removed. They don’t add value and only recognize handful of students. The other students with similar achievements are ignored. This is not inclusive and fair.
It is important to us that graduation and promotion ceremonies are times of celebration, and if there are practices that undermine those celebrations, then we will investigate and gather feedback from our site administrative leaders. In terms of the LCAP, there is no action item associated with graduations or promotions.
- Provide after school program K-12 or start school as early as 7am and end 3:30pm.
Site schedules are established to meet the needs of state legal requirements, site priorities, and district organization. After school programs are not avaialble K-12 though they are avaialble on a limited basis through our District ASES/ELOP program and through our community partners such as Right at School and LARPD. The size and cost of after school programs does make them very difficult to handle through a budget as limited as the LCAP, especially with so many competing needs.
- I believe high academic achievement students should be one of the main things rewarded in schools, At the same time, students who are struggling should receive support and intervention early so they have a fair chance to improve and succeed. Would like to see staff accountability while working with unions.
One of the three goals of the LCAP (Goal #1) is entirely focused on academic achievement, especially the achievement of our students that benefit from extra support and intervention. Staff accountability is outside the purview of the LCAP, but is managed through district and site administration of our collective bargaining agreeements as negotiated with our union partner groups.
- As a parent at Arroyo Seco Elementary, I was surprised to learn that our school has multiple Red-level ratings on the state Dashboard for English Learner and low-income students in chronic absenteeism, math, and reading. The LCAP directs extra teachers and smaller class sizes to Junction K-8 and Marylin Avenue because of their high concentrations of these same student groups. Arroyo Seco has the same Red flags for the same students. Can the district explain why Arroyo Seco is not receiving similar targeted investment, and what specific actions in this LCAP are directed toward improving outcomes for English Learner and low-income students at our school?
Some of the actions in the LCAP are "site-specific," and those sites have a percentage of the target student groups that is higher than the district average; those two sites are Junction and Marylin. Other actions are "district-wide," and students at Arroyo Seco -- as well as students at all sites -- should benefit from those actions.
- Why are libraries not written into the LCAP, particularly with the desire to focus more on print materials over electronic materials?
Funding for libraries and library staffing comes from our district's unrestricted general fund.
- How the students improve their goals?
Each goal has many metrics associated with its actions, and whether each goal and action is met is determined by the performance of the connected metrics.
- Can there be a hybrid between academic goals & Safey and healthy environment?
There are many times when the actions and metrics in the safe environment goal (Goal #2) are connected to and overlap with those in the academic goal (Goal #1), such that it can very well seem that they are in fact the same goal. For the purpose of clarity and to meet the demands of state law and county governance, we split these into separate goals and areas.
- Is there a way to write this so it’s readable? It’s embarrassing to have it so unreadable? Did someone from our district write it?
The LCAP is written in order to meet the requirements of county governance as well as state and federal law. The language is dense and it is helpful to provide separate, summary documents that assist in summarizing the information in a more accessible way. These documents can be made available upon request, and the public hearing at the board meeting on June 9 also endeavors to make this complex document understandable and approachable.
- Would the Board consider studying a calendar model that shortens summer vacation by one to two weeks and adds one-week breaks during both the fall and spring semesters? As a parent, I have observed that many students experience significant academic and extracurricular demands throughout the school year, with relatively few extended opportunities to rest and recharge. A more balanced calendar could help reduce burnout, support student well-being, and maintain academic performance while preserving the same number of instructional days. Has LVJUSD evaluated how similar calendar models have performed in neighboring districts, and would the Board consider gathering feedback from students, parents, and staff on this potential change?
School-year calendars are planned each year and negotiated with our certificated teachers' bargaining unit. There are differing models of school calendars in use throughout districts and California and these are carefully considered each year. In terms of the LCAP, there is no action or metric associated with our school year calendar.
- Members of the Board, Thank you for the opportunity to comment on the proposed 2026-27 Local Control and Accountability Plan. I appreciate the many strengths reflected in this plan, including strong performance in graduation rates, college and career readiness, Career Technical Education pathways, and overall academic achievement. The focus on literacy, mathematics, intervention support, attendance, counseling, and career preparation aligns with priorities that many parents support. My primary concern is the plan’s repeated emphasis on equity, achievement gaps, and outcomes among demographic groups. I fully support providing additional assistance to students who are struggling academically, students with disabilities, English learners, foster youth, homeless students, and those facing economic hardship. However, I believe support should be based on individual student needs rather than race, ethnicity, or group identity. When discussing equity, I encourage the Board to emphasize equal opportunity and access to quality instruction for every student rather than equal outcomes among demographic groups. Educational decisions should be guided by student needs, effort, and academic performance. I also have concerns about references to addressing disproportionality in discipline. Discipline policies should remain fair, consistent, and based on student behavior, without pressure to achieve particular demographic outcomes. As a taxpayer and parent, I encourage the District to continue prioritizing resources that directly support student success: • Reading and mathematics achievement • Academic intervention and tutoring • Career Technical Education programs • Classroom instruction • Attendance improvement • School safety • Counseling and mental health support • Teacher quality and retention I was encouraged to see parent interest in less screen time, more books, more direct instruction, additional tutoring, and stronger math support. These practical priorities deserve continued attention. Finally, I encourage the Board to ensure that LCAP-funded programs remain accessible to all students and that no student is advantaged or disadvantaged because of race, ethnicity, or political ideology. Our schools should unite students around shared academic goals, high expectations, personal responsibility, and mutual respect. Thank you for your service and consideration of these comments.
In LVJUSD, it is important to us that all student groups have access to our educational programs. We recognize that some student groups face unique challenges as they work towards educational success and secondary outcomes that allow everyone to enjoy a large range of post-secondary options, and we want to be mindful that we do the best we can in supporting each student group (and the intersections of those groups) to meet the needs of as many as possible. Ethnicities are included in LCAP metrics in order to meet the requirements of both federal and state law, as are the requirements that we address disproportionality in outcomes.
- Being a teacher doesnt mean that you just have to teach someone but also the teacher should look out for the students concerns and struggles. And help them to succeed
Social emotional health is indeed an essential part of educational success. There are actions and metrics associated with social-emotional health within Goal #2.
- can the summer break be shortened by a few weeks and use that time to instead give additional 1 to 2 week stretches of breaks during spring and fall semester. The students do get burnt out because there isn’t a break during the semester other than the traditional holidays. This would greatly help the students in unwinding and refocusing back on the academics once they are back from the break.
School-year calendars are planned each year and negotiated with our certificated teachers' bargaining unit. There are differing models of school calendars in use throughout districts and California and these are carefully considered each year. In terms of the LCAP, there is no action or metric associated with our school year calendar.
- Student achievement depends on a stable, trusted teaching workforce, and right now the relationship between teachers and district leadership is strained in ways that are public and well documented. The previous superintendent's tenure included contentious negotiations with the Livermore Education Association, layoffs, and budget reductions, and when she departed the teachers' bargaining unit publicly described feeling relieved. A district cannot reach the goals in this plan when its educators and its leadership are that far apart. This is the moment to repair it. As the board selects a new superintendent, I ask that the ability to rebuild trust with teachers and classified staff be treated as a core qualification, not a secondary one. I also ask the district to commit, in this plan, to transparent and good-faith negotiations and to regular, visible engagement between leadership and staff. Students do better when the adults around them are stable, respected, and working together. Fixing the staff and leadership relationship is not separate from this plan's goals. It is the foundation for them.
A positive relationship between staff and administrative (both site and district) leadership is indeed essential to the proper functioning of a school district. It is not within the boundaries of the LCAP to manage or measure that relationship, however it is in the best interest of everyone in the district, especially those students serviced directly and indirectly by this LCAP plan, to be part of a healthy educational environment.
- I would like to strongly encourage LVJUSD to engage in empathy interviews with students, in particular junior and seniors at LHS to get a pulse on what is working and opportunities for growth. I have spoken with a large number of students that have stated that are struggling with engagement in the courses and school work. They have shared many instances where they are on their cellphones during classtime and after an initial assignment has been completed, the rest of the period is open/choice time. Some students have said that they intentionally take AP classes as they feel otherwise they are not being challenged or engaged in their work. While students do share that they have had some incredible teachers and meaningful opportunities, there are still many instances where they do not feel compelled to go to school. Learning more about their experience and perspective would be invaluable. While there are students on the LCAP committee- this is a narrow perspective. Thank you for your consideration.
Right now our primary vehicle for measuring student feeling about school comes through our CORE SEL survey, given twice a year, which we use to try to identify general trends and areas of success or concern. There is room for expansion into the generation of more "anecdotal" data such as empathy interviews, and versions of this have been explored at the district and site levels for about five years. The inclusion of a new assessment and metric would be a major undertaking, but it could also have profound results if implemented properly. Given the scope, whether to engage in such a project will be a decision for the new superintendent in collaboration with relevant departments and site administration.
- Attendance: Doesnt clearly explain why students are absent, what specific interventions will be used before student becomes chronically absent. How will success be measured?
Success is measured through Average Daily Attendance and Chronic Absenteeism percentages, both metrics included in the LCAP. Interventions are managed and provided by our Student Services department and its staff of Child Welfare Advocates.
- Screen Time: Acknowledges parents' concerns but does not include measurable actions to address. How much instructional time is spent on screens at each grade level?
Reducing student screen time and educational reliance on Chromebooks is a valid concern, and both conversations and plans have been undertaken to address the issue. In terms of the LCAP, there is no portion of the LCAP that pays for Chromebook usage, though there are some supplementary programs that are accessed online that are paid for out the LCAP.
- Math: What is the district wide math improvement strategy? How are advanced learners being challenged?
There are many elements both within the LCAP and external to the LCAP that are aimed at measuring and supporting student achievement in Math. A brief set of examples of these would include (but are not limited to) Math PLC cycles at the elementary level and systematized analysis of our math finals at the secondary level. Advanced learners can be challenged through a variety of enrichment offerings at the elementary level, and by math acceleration at the secondary level.
- How are gifted children being challenged? Are advanced pathways accessible to all student groups?
Enrichment for students achieving beyond grade level is available in a variety of ways at both the elementary and secondary levels. In secondary, for example, students have access to honors offerings and, in high school, Advanced Placement and International Baccalaureate classes.
- This may be a silly comment, but it is a thought of mine that has been circulating my mind since my children entered kindergarten at Arroyo Seco elementary, two thoughts actually. The first, the school lunches which the district has so graciously allowed our children to have if they wanted to “buy” lunch. I don’t want to sound ungrateful by any means, however, I believe that the items which the students have available to them are of poor choice and nutritional value. In my opinion, what students eat affects their performance and therefore their school work and behavior. I would really like to see more of the food be made inhouse and be more nutritionally sound. The ability for fresh items such as vegetables and fruit be integrated into their diets. The choice of salads or grilled chicken, or in house burgers, fresh made french fries from actual potatoes that were cut and baked. As much as I truly appreciate the lunches being free of cost, I would not mind paying, I would actually prefer paying for lunches that my children would love to eat and provided them with much needed brain fuel for the remainder of the day. It would be even more amazing if some of these fresh items came from a school garden that the children tended to, which is already a program that exists within Arroyo Seco that could be truly taken advantage of in more ways than is being offered currently. It would be nice if a survey was put out to parents to see if they would mind paying for lunches if the district was willing to revamp their menus in order to provide the students with healthier options in the ways I have previously stated. It is in my opinion that majority, if not all parents, would opt for the healthier, fresher, in house made options than what is currently being offered. It would be even more interesting if the district put a survey out to the students to see what their experiences have been so far with the cafeteria and the food served. My children have told me horror stories about some of the items they have come across, truly a very problematic issue for me and for them hearing what I have heard for the past four years. I don’t know the amount of food which is thrown away or what isn’t used because of the over ordering or the amount of food left over from students not eating. I also believe that the students should be able to pick and choose where they sit and eat in the cafeteria. For some reason, they have to sit with their classmates, of whom they are with all day, and not allowed to sit with anyone outside of their class or in a different table than where their class sits. To me, this really is unfortunate that we cannot give our children the ability to make choices such as where they sit and with whom. It also limits the ability for students to mi glue among other students and have to opportunity to get to know one another. I am sure that there are reasons for this protocol being in place, however, the more choices that we high jack from our kids, the less opportunities they have of being able to assess and deploy decisions that are either good or bad for themselves. The last thought that I have roaming around in my mind, as I am sure many parents and students have mentioned, is the amount of time they have to play and get out of the classroom. There isn’t enough time for kids to be kids. Either more time needs to be allocated to the time they already have or there needs to be more breaks in between the amount of information and paper pushing they do all day. My kids already say that they hate school. Words that I never thought I would hear at such a young age and position in their educational journey. What do you say to kids at this age whom are already having negative feelings towards learning? This is supposed to be the easiest part! I really think we need to look at the over all physical and mental health of our students since you really can’t have one be positive without the other one being positive to say they doing well. If their mental health is suffering because they are board or they are tired of paper pushing, sitting, loosing focus, whatever it may be, you can’t say that their physical health is doing well and vice versa. I know that what I speak of is something that many students , parents, and teachers have said time and time again. But, I believe that if there is change in how much play time, which is equally if not more important than classroom time, the better the students will be for it, this so will the teachers. I believe that there are many things that our elementary school does really well, however, it’s these small areas which are so vastly overlooked which play such an important role in their long day five days a week. If I were to keep going, I would dare to mention that their school day is entirely too long. It should be from 9am-1:30pm. I think that the students would have much more to give of themselves mentally if we could cut the amount of cramming done to them throughout the day. Most people working a 9am-5pm job, their minds and productivity stops around 1pm-2pm and not much is done after that time. I can’t help but think, actually know, that this is true for students as well. I know this is a pipe dream, but so much needs to be done in terms of restructuring our educational system that if we don’t start now, the amount of time and information to catch up with the rest of the world will make us obsolete. Thank you for your time and reading my “far fetched” opinions. I just hope we start somewhere so we can be relevant with the rest of the educational competition that seems to be listening to what their communities want for their students. My hope is that you listen to mine. I would love to see that my voice matters. Especially in a time where everyone thinks that no matter what they do, nothing changes. I just hope for change.
Both nutritional planning and the school schedule are important jobs of our district in supporting student learning. In terms of the LCAP, there are no actions or metrics regarding nutrition or schedule. However, it is true it is improtant to take a proactive and creative approach to scheduling, and that providing universal meals have had both expected and unexpected consequences, and it is important to react to new information in providing the best services that we can provide.
- Protect TK Classroom Ratios and Resources: "As a parent of an incoming TK student at Emma C. Smith Elementary, I urge the Board to protect funding for classroom instructional aides and specialized early-childhood learning materials. With the current $14.8M in district reductions, our youngest learners must not lose the individual adult attention necessary for a safe and successful introduction to school."
In terms of the LCAP, there are no actions or metrics associated with Transitional Kindergarten, which receives its support through a separate state funding source. The $14.8 million in budget reductions was achieved without increasing the teacher/student ratios for each class beyond the maximum allowed by law,.
- I think it is imperative that class sizes at Marylin and Junction are small. It has been in the LCAP in the past and the class sizes are not smaller at these schools. The money that is allocated for camp costs for Marylin and Junction also need to be available and used . The fundraising efforts these schools are doing to help offset the cost of camp for their 5th Graders does not have to be so stressful when there is money allocated in the LCAP funds and they are not being used.
Average class size at Marylin and Junction is lower than at other schools in the district, though this can vary depending on the specific class and its enrollment. The district will analyze spending and examine how exactly the funds for the action regarding access to extra-curricular activities is fully utilized, especially for our sites with a higher density of vulnerable student groups.
- Cómo seguir apoyando para que mi hijo siga cumpliendo sus metas
El LCAP proporciona planificación y financiamiento para programas en todo el distrito. Si tiene alguna inquietud o desea hablar sobre cómo su escuela satisfará las necesidades de su estudiante, por favor comuníquese con el director de la escuela.
Goal 2: Safe and Healthy Environment
- Clear marking required on vegetarian/non-vegetarian/vegan options in school provided lunch
Clear labelling in our nutritional program is important and our Child Nutrition department is supportive of the need. In terms of the LCAP, there is no LCAP governance of our nutrition program.
- Please prioritize absorbing counselors and social workers into the general budget or into LCAP funding as a primary goal. The district will not be successful in starting K-12 SEL programming if the counselors lose their positions, there is zero chance. Please make mental health programming a main focus for funding. Elementary counselors, and counselors at all level, are vital supports that cannot be considered ancillary. Having skilled mental health professionals at our school sites saves lives and directly ties into improved academic success at the same time. Students that have access to counselors psychs and social workers do better overall.
Our family community and staff have also indicated a high degree of value for counseling services and social workers. While social workers are not included in the LCAP, a portion of our counselors are, and the total number of counselors in the LCAP was expanded by one this year in order to help protect the support they provide.
- Restorative Practices, and Kid Connection. My concern is at the classroom level. A small number of students with complex behavioral needs can account for a disproportionate share of classroom disruption, and the current metrics do not surface that. The relationship and climate data in Goal 2 are entirely student-reported. There is no measure of teacher-reported classroom climate or behavioral-support adequacy, so the strain on staff managing high-need behavior is invisible to the plan. Two requests: 1. Add a teacher-reported indicator of classroom climate and support adequacy, so the plan can see where staff are stretched. 2. Strengthen tiered behavior support at the elementary level, where dedicated SEL and counseling staffing (Action 2.3) is concentrated in middle and high school. Resource that support based on the actual concentration of high-need students in specific classrooms, not site averages. The goal of keeping students in class is the right one, but it is only sustainable if teachers have the in-class support to make it work.
Including a teacher-reported climate metric would be a novel and potentially useful way to measure that perspective, and we will discuss the inclusion of such a metric when we engage in the full 3-year rewrite of the LCAP next year. Other possible metrics that would measure similar areas would be metrics about referrals for both major and minor misbehaviors. Whether or not to expand Kid Connection and similar resources will also be discussed during the full rewrite next year.
- Provide a safe, healthy environment to all kids by bringing awareness about mental health. Have moral science classes to provide understanding of strong morals.
Providing a safe and healthy environment through mental health supports is a key component of Goal #2.
- Is there a plan to ban consumption of energy drink by s on campus?
In terms of the LCAP, there is no action or metric that concerns nutritional guidelines or rules. However, appropriate nutrition is essential to educational success and site administration, in conjunction with our district office, would determine whether a specific ban on energy drink consumption would benefit our students.
- Making sure that all entries and exits to school grounds have school staff or yard duty present when kids arrive to school and pickup times.
Safe and secure school grounds and appropriate personnel to monitor entry and exit points are high priorities for our district. In terms of the LCAP, there are no actions or metrics regarding yard duty staff or campus supervisor staff. However, if you feel that there is an area of neglect, please reach out and communicate to site administration about your concern.
- As a parent of a student with autism, I appreciate the District's efforts to preserve direct student services despite significant budget challenges. However, I would like clarification regarding the impact of staffing decisions on students with disabilities, particularly those who rely on paraeducators and instructional aides to access their education. The LCAP identifies Students with Disabilities as a student group that continues to experience significant challenges in academic achievement, attendance, and other key indicators. Given these identified needs, how does the District plan to ensure that students with autism and other disabilities continue to receive the behavioral, social-emotional, communication, and classroom support they require if paraeducator staffing is reduced or restructured? Many students with autism depend on paraeducators to help with emotional regulation, transitions, participation in the general education environment, peer interactions, safety, and implementation of behavioral supports. What measures will the District take to ensure that these students continue to receive appropriate support and maintain access to a Free Appropriate Public Education (FAPE)? Additionally, can the District clarify whether any planned staffing reductions or budget-related decisions could impact the availability of paraeducator support for students receiving special education services? Finally, how will the District ensure that decisions regarding paraeducator support remain based on each student's individual needs, data, and IEP team determinations, rather than staffing availability or budget considerations? Specifically, what safeguards are in place to ensure compliance with IDEA requirements that services be individually determined and that necessary supports are not reduced without evidence demonstrating that the student can continue to receive FAPE without those supports? Thank you for considering these questions as part of the LCAP review process.
In terms of the LCAP, there is no action or metric specifically governing Special Education, since funding for special education is provided both by Special Education funds and the General Fund. However, compliance with federal law and ensuring student access to educational programs is a core value for our district. Paraprofessional support is determined by a combination of staff-to-student ratios and specific services for individual students determined by the IEP process. If you know of a specific instance where you believe that the district is in danger of not providing a "free and appropriate education" to any/every student, please contact our Special Education department to explain.
- Why are schools like junction unable to control constant bullying. No matter how much a parent reports, the school looks the other way. The administration isn’t even trained to handle such matters confidentially and professionally.
There are both actions and metrics regarding student behavior -- which would include harassment -- in the LCAP, though harassment and bullying is not dealt with specifically. There are elements of the LCAP intended to support schools in dealing with student misbehavior. If a parent feels the school is not addressing a behavioral problem appropriately, that school should contact our district's Student Services department to communicate the issue.
- Prioritize Campus Maintenance and Safety: "I ask that the district maintain strict allocation for elementary school campus safety, physical cleanliness, and playground maintenance. Postponing facilities care to balance the budget directly impacts our children's daily well-being."
In terms of the LCAP, there is one metric evaluating safe facilities, but the funding needs to support facilities is much greater than the $7 million included in the LCAP, so that money comes out of the unrestricted General Fund as well as money from previous local bonds such as Measure K and Measure J. In the State of California, school districts are responsible for facilities costs, which is why bonds are such a common way to support safety, maintenance, and facilities quality. If facilities are a priority, please consider supporting the adoption of any future bonds for our district placed on the ballot for community vote.
- The LCAP includes no metrics tracking student screen time during class, interventions, homework, or assessments, despite heavy reliance on Chromebooks and online programs. There are no goals or actions promoting healthy or developmentally appropriate tech use, especially for younger grades who are most vulnerable to overexposure. Digital curriculum tools (e.g., DreamBox, online interventions) are not evaluated for effectiveness or impact on achievement gaps. Digital literacy and media literacy are missing entirely. Teacher Professional Development does not address balanced tech use or strategies to reduce unnecessary screen‑based instruction. Equity concerns around digital overuse are not addressed, even though online homework and interventions may disproportionately affect EL and SED students. No wellness or mental‑health metrics consider technology’s impact, despite strong national evidence linking screen exposure to attention and anxiety issues.
Reducing student screen time and educational reliance on Chromebooks is a valid concern, and both conversations and plans have been undertaken to address the issue. In terms of the LCAP, there is no portion of the LCAP that pays for Chromebook usage, though there are some supplementary programs that are accessed online that are paid for out the LCAP.
Goal 3: Parent & Community Engagement and Communication
- This 100+ bureaucratic document is being written at a time when test scores are dropping. So many man hours went into this doc…
The LCAP is written in order to plan and procure about $7 million in funding to serve our vulnerable student groups. It meets the requirements of county governance in accordance with both state and federal law.
- I support this goal and the commitment to two-way communication in Action 3.1. I want to push on what real engagement requires. Communication broadcast to families is not the same as relationship. Parents and teachers should personally know their site and district administrators, and those administrators should be a visible, familiar presence at schools and community events, not names on a letterhead. Engagement also has to be reciprocal. This plan asks families and staff to show up, participate, and give feedback. Leadership should be held to the same standard: showing up, listening, and treating teachers and parents with consistent respect and support, always. Respect that only flows one direction is not a partnership. Two specific requests: 1. Add items to the parent survey in Metric 3.1 that measure whether parents know and can easily reach their site administrator, and whether they feel heard and respected by district leadership. 2. Make the two-way communication in Action 3.1 genuinely two-way, by committing administrators to regular, visible presence at school sites and to acting on the feedback families and staff provide, not only collecting it. When administrators are known, present, and reciprocally respectful, families and teachers trust the district. That trust is what makes every other goal in this plan work.
Now that the very basic, foundational aspects of Goal #3 have made progress, we are ready to expand how we engage with families and to "raise the bar" in terms of how we enable reciprocal communication. While a full rewrite would not be plausible for this annual LCAP update, how we measure engagement and what we do in support of engagement will definitely be a topic of conversation next year with the full 3-year rewrite. Given recent restructuring of our Community Engagement department at the district level, by necessity this will require reliance on site administration to improve how we ensure "two-way" communication.
- I am concerned that inclusion for SDC students is not happening consistently across our schools. Many students continue to have limited opportunities to learn, participate, and build relationships alongside their general education peers. How is the district ensuring that SDC students have equitable access to inclusive educational and social experiences, and what accountability measures are in place to ensure schools are implementing inclusive practices?
Inclusion for Special Education students at all levels is a high priority in our district, and we recognize the improvements that have been made while continuing to set goals to further improve in the coming years. In terms of the LCAP, Special Education inclusion is not a metric or an action, but that does not diminish its importance to the goals and long term planning of our district; it just means that the goals and planning are happening in other places, such as in our Special Education Workgroup.
- What services were eliminated? What risks exists if state funding decreases?
The LCAP is one funding source among many that help us to serve our students. Eliminated from the LCAP this year are two district director positions and one "teacher on special assignment" position. Future reductions would be prioritized and decided at the direction of the Board of Education and its representative, the Superintendent.
- Safeguard 3rd-Grade Academic Interventions: "Third grade is a pivotal academic year for reading comprehension and foundational math. Please ensure that LCAP funding for math/reading intervention specialists and targeted student support is maintained at Emma C. Smith. Budget cuts should be kept as far away from direct classroom intervention as possible."
Budget reductions this year did not include any reduction to intervention specialists at any school site. This is also true for similarly valued positions such as Kid Connection specialists and Child Welfare Advocates.