Superintendent Response to 2025–26 LCAP Comments
Response to Parent Question: How does the district plan to expand academic support, including 1:1 after-school tutoring, volunteer-led reading programs, and dual language programs at more schools?
El Monte City School District (EMCSD) is proud of the diversity, brilliance, and potential of our students. We are committed to offering academic support that is personalized, inclusive, and responsive to the needs of our learners.
Each of our schools has a dedicated intervention teacher who provides targeted support in reading and math (Draft 2025–26 LCAP Action 1.09: Intervention Teachers). These educators work closely with classroom teachers to tailor instruction for students who may benefit from additional support. These supports are designed not only to close academic gaps but to build on the student's strengths and increase their confidence as a learner.
To expand academic learning time, the district is exploring how to grow its after-school tutoring options through the Expanded Learning Opportunities Program (ELO-P). While this program operates separately from our LCAP, it is designed to align with and support our goals of strengthening and supplementing core instruction. We also encourage families and community members to reach out to their child’s school to learn how they can volunteer to support literacy—such as by reading with students or helping with literacy activities. Your partnership helps create joyful learning experiences that inspire students to grow.
Finally, in response to family and community feedback, we are excited to announce the expansion of our Spanish Dual Language Program to Columbia School beginning next year. These programs are designed to support bilingualism, biliteracy, and biculturalism by honoring the rich linguistic identities of our students. For instance, students may learn science concepts in Spanish and then explain them in English, gaining academic vocabulary in both languages while building confidence as bilingual communicators (Draft 2025–26 LCAP Action 1.15: Biliteracy, Bilingualism, and Bi-Culturalism Support).
Response to Parent Question: How do we ensure schools are safe, how are staff prepared to handle emotional and behavioral challenges, and how do we support students who have difficulty socializing? \
We are committed to providing safe, inclusive, and supportive school environments where every student feels a sense of belonging and is empowered to grow emotionally, socially, and academically.
Campus safety and connection begin with our supervision staff, who play a key role in shaping positive school climates. These staff members lead inclusive, structured activities during non-instructional times, such as recess and lunch, to help students build friendships, practice teamwork, and resolve conflicts peacefully. Their work ensures students feel safe, seen, and connected to their peers (Draft 2025–26 LCAP Action 2.12: Supervision Staff).
Social-emotional learning (SEL) is a foundational part of every student’s school day. All students participate in Leader in Me lessons, which provide a consistent, proactive framework for building skills such as empathy, self awareness, decision-making, and positive relationship development.
Staff are trained and supported to recognize and respond to the emotional and behavioral needs of all learners. Teachers receive ongoing professional development in restorative practices and culturally responsive behavior support strategies. These trainings help educators foster inclusive classrooms that emphasize strengths like curiosity, resilience, and empathy. This past school year, for example, all TK–1st grade teachers received targeted training from Pacific Clinics’ School-Based Intervention Team focused on understanding behavior and supporting self-regulation in early learners (Draft 2025–26 LCAP Action 2.09: Social-Emotional Skill Development Framework).
A multi-tiered system of support ensures that students with social, emotional, or behavioral challenges receive the right level of care. School counselors and social workers provide whole-class SEL instruction, targeted small group support, and individualized counseling based on student need. For students requiring more intensive or long-term support, we partner with mental health agencies to provide referrals to outside providers. Additionally, our district behavior specialist offers individualized coaching and support for students with the most significant behavioral need —helping them build skills that lead to greater success in and out of the classroom (Draft 2025–26 LCAP Actions 2.07: Counselors and Social Workers, 2.10: Tiered Behavior Support).
Through this integrated approach—focused on proactive environments, skill-building, professional training, and targeted intervention—we aim to ensure that all students feel safe, supported, and connected throughout their school experience.
Response to Parent Question: How can we improve communication with families, increase participation in school activities, and support families in helping their children succeed?
We believe that families are essential partners in every child’s educational journey. That’s why our district is committed to building strong, two-way communication systems and providing meaningful opportunities for families to engage in their child’s learning, both at school and at home.
To ensure families stay informed and feel welcomed, we use ParentSquare, a multilingual communication platform that delivers school messages, event updates, and resources in each family’s home language (Draft 2025–26 LCAP Action 3.03: Home-School Communication System). This tool ensures that every family—regardless of language or literacy background—has equitable access to timely and relevant information. We also provide ongoing technology support to help families use ParentSquare and other digital platforms to stay connected with teachers and school staff (Draft 2025-26 LCAP Action 1.03: Technology to Support Instruction).
Our district actively works to create inclusive and flexible opportunities for family involvement. Parents and caregivers are invited to support classroom learning, volunteer at school events, and participate in leadership and advisory groups such as the English Learner Advisory Committee, District English Learner Advisory Committee, Key Communicators, Parent Teacher Association, and the Community School Committee. These groups offer families a platform to share their voices, collaborate with school leaders, and shape school programs and priorities.
We also host a wide range of culturally responsive school events that celebrate our students’ identities and bring families together—such as Lunar New Year celebrations, Literacy Night, and the Harvest Festival (Draft 2025-26 LCAP Action 3.04: Workshops and Activities for Parents and Families). These events foster a sense of pride, belonging, and cultural connection. Parents are encouraged to share these opportunities with others, further strengthening the school-to-home partnership and building a more connected school community.
To support learning beyond the classroom, we offer family workshops that are practical, strengths-based, and culturally affirming (Draft 2025–26 LCAP Action 3.04: Workshops and Activities for Parents and Families). These sessions cover important topics such as technology safety and strategies for supporting children’s social-emotional development at home. Whenever possible, workshops are provided in families’ home languages and designed to be accessible and flexible to accommodate diverse schedules and needs.
Finally, we recognize and affirm the powerful role families play in everyday learning. Encouraging words, consistent routines, reading together, conversations at the dinner table, and exploring the world as a family all help children build knowledge, confidence, and curiosity. Our goal is to honor and uplift these everyday moments while providing the tools and partnerships families need to support their children’s success.
Response to Parent Question: Does the district plan to keep expanding library collections and upgrading student technology?
Yes. The district prioritizes expanding school library collections and ensuring that all students have access to current technology. We understand that diverse, inclusive books and effective technology tools are key to supporting student learning, identity development, and academic success.
Our libraries are thoughtfully expanding collections that reflect the rich cultures, languages, and experiences of our students (Draft 2025–26 LCAP Action 1.07: School Library Access). These carefully selected materials both affirm students’ identities and introduce new perspectives, helping them feel seen while broadening their understanding of the world. Students across all schools participate in engaging reading events and literacy activities that inspire curiosity and a lifelong love of learning.
At the same time, we continue to invest in reliable, up-to-date devices that support learning at every grade level and across content areas (Draft 2025–26 LCAP Action 4.08: Technological Support). Students have access to technology and programs tailored to their individual needs—whether they are developing foundational skills, progressing in advanced subjects, or exploring creative projects (Draft 2025-26 LCAP Action 1.04: Data-Based Decision Making Tools). We also provide families with support and resources to use digital learning tools at home, ensuring equitable access and continuity of learning beyond the classroom (Draft 2025-26 LCAP Action 1.03: Technology to Support Instruction).
Response to Parent Question: How do changes in federal leadership impact our children’s education and LCAP funding?
California’s Local Control Funding Formula (LCFF) is primarily a state-led system designed to provide equitable funding to schools based on student needs. However, federal funding remains an important component in supporting many critical programs, including Title I, II, III, and IV funding for students such as those from low-income families and support for English learners. Changes or reductions in federal funding can create financial challenges statewide and may influence how LCFF resources are allocated across districts and schools.
This makes our LCAP especially important. The LCAP is more than just a document—it is a community-driven roadmap shaped by students, families, educators, and community members. It ensures that every dollar is thoughtfully invested to directly support student learning, well-being, and success.
Our district actively monitors changes in federal and state education funding and collaborates with state and local partners to advocate for the resources our schools and students need to thrive. We do not simply respond to change; we lead with strategic planning and action. Beyond protecting existing programs, we pursue grants and build partnerships to expand vital supports such as school-based counseling, intervention teachers, and behavioral health services.
No matter what shifts occur at the federal level, our commitment to providing safe, supportive, and empowering learning environments for every student remains unwavering.
Response to Parent Question: How do I better understand the LCAP and how we can ensure that this action plan truly benefits students and does not remain just a plan on paper?
The LCAP is a transparent, inclusive roadmap developed with meaningful input from our educational partners including families, students, and staff. It embodies our collective commitment to providing equitable opportunities and supporting the full potential of every student. To ensure accessibility and engagement, approved LCAP documents are published on our district website and translated into English, Spanish, Vietnamese, and Simplified Chinese.
Family and community involvement are central to the LCAP process. Parents and caregivers are actively invited to participate through advisory committees, school site councils, and surveys, helping to shape programs that recognize and honor each child’s unique strengths and needs.
The LCAP is far more than a written document; it drives our daily work. Each district department assumes responsibility for its specific actions, ensuring alignment between services provided and intended outcomes and monitoring key performance metrics that are reported biannually. This data-driven approach enables us to assess effectiveness, identify areas for improvement, and make timely adjustments to better support our students.
To promote transparency and deepen community understanding, an informational PowerPoint overview of the LCAP will be posted on our district website. Beginning next year, this resource will be shared with all school administrators as part of the annual LCAP feedback survey cycle, equipping school leaders with the tools needed to clearly communicate the plan’s goals, strategies, and progress to families and staff.
Finally, comprehensive annual updates detail our successes and challenges, reinforcing accountability and fostering continuous improvement grounded in equity, inclusion, and academic excellence.