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El Monte City School District highlights gains for English learners in LCAP update
Summary
District staff presented the second-year update to the Local Control and Accountability Plan, reporting completed actions across multiple priorities and measured gains for English learners while noting areas needing additional support and refined targets for long-term improvement.
The El Monte City School District on Monday presented its 2024'25 Local Control and Accountability Plan (LCAP) annual update, emphasizing completed actions across academic, engagement and foundational-support priorities and measured growth among English learners.
"Our English learners showed significant growth in both ELA and math," said Dr. Lauren McLaren, the district's coordinator of equity and access, describing the outcomes of targeted language-acquisition supports and interventions. McLaren told the board the district completed 100% of its planned actions in several LCAP goal areas and spent nearly all budgeted funds tied to those actions.
The LCAP presentation laid out five goal areas and the district's strategy for year two of a three-year plan, including increased student achievement, stronger learner engagement, greater family involvement, strengthened foundational supports and a one-time stability goal funded by equity multiplier grants. McLaren noted that, while some metrics improved (attendance at 96.13% and increased enrollment in AVID and intervention services), progress was uneven across indicators and subgroups.
Board members asked how the district determined outcome targets and how progress would be communicated to families. "When we created our targeted three-year outcomes, we looked at previous growth and trajectories," McLaren replied, adding that staff will return to the board in August with SBAC results and a clearer demonstration of how the district can meet year'one targets.
The presentation also covered how LCAP actions map to LCFF funding categories and discussed upcoming refinements to address the district's lowest-performing subgroups, including long-term English learners (LTELs). McLaren said the district is refining actions and investments to better disaggregate supports for LTEL students rather than grouping them under general English-learner strategies.
The board held a public hearing on the LCAP prior to the adoption of the 2025'26 plan and took no public comment on the document during the meeting. District staff said the LCAP will continue to guide resource allocation and program priorities as part of the broader five-year strategic plan under development.
