Frequently Asked Questions

The District prioritizes student mental well-being. While service delivery will shift, staff will remain at all schools to support students.

• No cuts to school counselors or psychologists at any grade level, with staffing levels continuing to be aligned to enrollment.
• Wellness Centers remain: full-time at comprehensive high schools, 50% at small/thematic high schools, and part-time at Title I middle and K–8 schools.
• All Wellness Center services continue, including counseling, parent workshops, and basic needs supports.
• Elementary and non-Title I middle and K–8 schools will have at least a part-time counselor and a part-time psychologist to support students' needs and crises.

The District will continue referrals to:

• Community mental health providers for Medi-Cal–eligible students
• Care Solace to help families navigate and match with providers

Additional supports:

• CYBHI funding to expand school-based mental health services; families are encouraged to share insurance information to support billing

Literacy Leads provide equity-driven, research-based services aligned with student needs, funded in part through Concentration Grant resources, and targeted to schools with the highest needs. LBUSD has invested 91.0 FTE Literacy Teachers (LCAP Goal 1, Action 6) to deliver direct support in Title I schools.

This is a targeted equity investment, not a generalized staffing model:

• Assigned exclusively to Title I schools
• Based on documented student need and equity metrics

At the elementary level (2026–2027), Literacy Teachers will:

• Align interventions to Tier 1 instruction
• Monitor progress through structured improvement cycles
• Deliver consistent, research-based literacy interventions
• Support students in reading, writing, and speaking
• Provide push-in and pull-out intervention support

Research shows that structured literacy and targeted interventions significantly improve outcomes for struggling readers and support long-term academic success. 

Protecting these roles safeguards the upstream drivers of long-term student outcomes aligned to Goals 3 and 4.

Instructional Intervention Coordinators (IICs) strengthen core instruction and system coherence through direct student support and job-embedded coaching, ensuring high-quality “first teaching” across classrooms. As conduits for research-based practice, IICs are trained in Literacy Accelerators and lead site-based coaching cycles, driving immediate, high-impact improvements in teacher practice.

IICs support unit and lesson design, progress monitoring and data cycles, after-school interventions, Student Success Teams/Multi-Tiered System of Support processes, and integration of Social Emotional Learning into core instruction.

Research shows strong core instruction produces systemwide gains and reduces inequities, while job-embedded coaching improves teaching and student outcomes (Kane et al., 2019; Kraft et al., 2018, 2022).

• Maintaining IICs preserves the instructional coherence and data-driven systems required to meet SBAC growth targets.Expanded partnerships with community organizations

Free statewide resources (no referral, insurance, or immigration information required):

• Soluna Health (ages 13–25) and BrightLife Kids (ages 0–12)
• 1:1 coaching via video/chat, bilingual support (17+ languages), digital tools, care navigation, and moderated peer communities

Specialized support:

• ERMHS services for students with disabilities, addressing social-emotional and behavioral needs through IEPs

Though staffing may shift across sites, most Care & Wellness Center staff will remain in LBUSD. Changes may occur due to seniority, site allocations, or transfer requests. Service will continue without interruption.

The Parent Engagement Facilitator position was created when the District had a Title 1 reserve to build capacity and strengthen systems for family engagement and support. Consistent with the original design of these roles, the District is funding the positions through the end of the current school year; however, they were not intended to be permanent District positions and will not continue beyond this year as the District fully transitions to sustainable, districtwide systems and staff practices.

Over the past several years, this work has helped schools strengthen site-based practices, improve service coordination, and expand staff capacity to engage families in meaningful and consistent ways. As a result, these systems and supports are now embedded in our elementary, K–8, and middle schools.

Importantly, this transition does not reduce multilingual services or the District’s commitment to family engagement and language access. Multilingual staff at school sites, along with established translation, interpretation, and communication practices, remain in place to ensure families who speak languages other than English at home continue to have access to information and support.

The District has not reduced the base allocation of nursing services provided to schools. Schools may choose to purchase additional nursing time using site funds if their school advisory committees determine it is a priority.

District nurse allocations are based on student health needs and the medical procedures required on campus to ensure students receive appropriate care during the school day.