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Fallbrook USD reports gains for English learners; reading and family engagement remain priorities
Summary
District staff presented the annual English Learner (EL) Program report May 14, flagging progress on graduation rates and math interventions while identifying reading and family engagement as continuing needs.
District staff presented the Fallbrook Union High School District's annual English Learner program report at the May 14 board meeting, outlining student-performance trends, interventions underway and recommended steps for 2025–26.
The presenter said the EL graduation rate rose from about 53 percent to 67 percent for the period shown on the district dashboard. The report also noted incremental increases in ELPAC proficiency scores districtwide and a reduction in suspension rates for English learners compared with 2022–23 levels.
Staff highlighted areas that remain of concern: written-language skills (reading and writing) lag oral-language scores, and reading in particular is a primary barrier to higher ELPAC outcomes. The district has begun Read 180 at both Fallbrook High School and Ivy High School to target literacy needs, and it implemented small-group math tutoring during “Warrior Pride Time” (groups of roughly 10 students) aimed at moving low grades to passing marks. The presenter said 36 percent of participating students improved to a C in second trimester and similar results appeared in third trimester.
The report summarized parent-survey results and engagement metrics gathered this year: 73 percent of responding parents said they understand why a student is identified as an English learner; 55 percent reported they understand ELPAC reports; 82 percent said they understand interventions offered; 45 percent said they had been contacted by teachers regarding academic progress; 27 percent reported attending in-person school events; and 55 percent of respondents said they feel welcomed on campus. Based on the feedback, staff recommended clearer visual guides for ELPAC reports, expanded parent training on the parent portal (Aeries) possibly delivered through Saturday Academy, continued professional learning for ELD-focused instruction, continued use of Read 180 and expansion of Warrior Pride Time math tutorials.
Board members asked clarifying questions about program delivery and comparisons with other districts. Staff said long-term English learners (students who have been in U.S. schools for six years or more) make up a large portion of the EL population and that some comparison districts (Escondido was named during discussion) show only modestly higher proficiency rates. Staff said the district is piloting student-mentor models and considering creative staffing and scheduling to expand small-group instruction where hiring outside tutors has been difficult.
Why it matters: English learners are a central focus for district accountability and student-success metrics. The program’s combination of literacy intervention, targeted math support and parent outreach is intended to improve reclassification rates and graduation outcomes.
What’s next: staff said they will continue Read 180 and Warrior Pride Time tutorials in 2025–26, strengthen parent outreach and report back to the board on measured growth from these interventions.
