Inglewood schools report progress in LCAP review; district keeps core goals for 2026–27

The Inglewood Unified School District on June 17 walked the board and the public through its Local Control and Accountability Plan review, detailing how district goals and site‑level actions performed in 2025–26 and how one‑time state funds will be used in the coming year.

District staff said there will be no changes to Goal 1 (academic access and implementation) for 2026–27 and emphasized continued focus on materials access, teacher credentials and advanced coursework. Dr. Goulby, who led the LCAP presentation, told the board the LCAP is an accountability document shaped by community meetings and surveys. She said about 1,124 students responded to the district survey and that five themes — academic support, campus safety and culture, mental‑health access, enrichment/after‑school programs and teacher quality — guided the plan.

At the school level, City Honors Principal Dr. Sabra highlighted that City Honors is a California Distinguished School and that the site has strong performance in English language arts and growing results in math. "This year our juniors' preliminary CASP scores are almost at 50 percent proficiency," she said, and described expanded dual‑enrollment and CTE partnerships with universities and community colleges to broaden students' post‑secondary options.

Latihara Academy Principal Miss Tate reported steep declines in suspensions and chronic absenteeism after implementing wraparound services and restorative practices. Tate said the school saw a 17–28 percent swing in math proficiency on internal measures and credited in‑day intervention, Saturday school and targeted tutoring for the gains.

The district also described plans for the Child Development Center: Dr. Clifton, director of early education, said the program will move into a new facility next school year and expand to serve about 206 children (approximately 32 children aged 18 months to 2 and roughly 174 aged 2–4). "We're getting a whole new building where we're going to be serving 18‑month‑olds to four‑year‑olds," she said, noting expanded dual immersion and full inclusion options for students with special needs.

Leadership changes were part of the night’s updates. The board introduced Christopher Vegas as the district's new executive director of special education; Vegas thanked the board and said he looked "forward to getting to know our students and parents and staff and building relationships." District presenters said student gains in special education classrooms are evident but that two actions in the special‑education section may be adjusted under the new leadership.

The LCAP review also identified the three priorities the district will focus on with the state’s Learning Recovery Block Grant: increasing in‑day support blocks for high schools, providing high‑dose tutoring, and adding health personnel (nurses/health techs) at sites to reduce chronic absenteeism driven by medical needs. District staff said those priorities were chosen because chronic health‑related absenteeism remains a leading cause of lost instructional time.

Why it matters: The LCAP ties budget choices to measurable actions and community priorities. Board members applauded the presentations, noted where implementation varies by school, and asked staff to maintain consistent communication with families about programs and access.

Next steps: The board will consider formal approval of the district LCAP and related budget allocations in the coming board meeting cycle and will return to the public with any edits requested at the hearings.