2025-2026 Progress Monitoring Plan

Rialto Unified School District’s Plan of Action: Close monitoring of English Learners will take place throughout the school year to ensure that they are making adequate progress in reaching English language proficiency and reaching higher academic opportunities.

Data will be collected from various locations but not limited to: 

    ●  Scores on annual English language proficiency tests 
    ●  Grades in content courses
    ●  Grades on district performance task assessments
    ●  Reclassification/exit rates
    ●  Graduation and dropout rates
    ●  Enrollment rates in special education and related services
    ●  Mobility and attendance rates
    ●  Suspension rates
    ●  Other indicators of college and career readiness like A-G graduation but not limited to students being enrolled in those courses but English learner students passing with a C.

Milor High School and ZVA’s monitoring plan will involve Rialto Unified School districts recommendation that:

    1. Students at levels 1 and 2 will be monitored by their progression in meeting English Proficiency Targets as measured by the ELPAC and by their achievement at mastering content standards from their content specific classes.

    2. Students at levels 3 and 4 will be monitored by their progression in meeting reclassification criteria scoring fully functional on the ELPAC, academic grades, performance on CAASPP or other measures identified by the reclassification criteria.

    3. Long Term English Language Learners (LTEL’s) will be monitored by their progression in meeting reclassification criteria as measured by the ELPAC, CAASPP, IAB’s and academic grades.

Professional Development for teachers (On-Going):

Culturally Responsive Teaching Strategies-

    ● Build relationships
    ● Reconsider your classroom setup- Positive learning environment.
    ● Encourage students to leverage their cultural capital.
    ● Make learning contextual.
    ● Activate a student's prior knowledge.

Claim Evidence Reasoning - Claim, Evidence, and Reasoning focuses on the writing targets for the ELPAC and CAASPP, providing students an opportunity to critically think about various topics, provide reasoning skills and demonstrate literacy within the topic. (Literacy is not just being able to read a topic but students should be able to write about it, speak to it/explain it and apply it)

Professional Learning Communities - continued Professional Learning Communities focused on data, best practices and response to intervention for students’ not meeting standard/expectations on assessments.

Innovate Ed- continued partnership to explore and collaborate on best teaching practices, building relationships, and assessing learning.

Site specific interventions

Utilize site reading specialists to assess and serve students who have tested “far below grade level” on CAASPP or are three or more levels below grade reading level.

Reading specialist teaches a reading intervention class during the school day.  Many ELL students (levels 1-3) are assigned throughout the school year.  EL students gain additional support in reading comprehension and performance task preparation.

Site SELF has a release period during the second semester in order to conduct ELPAC preparation and goal talks. SELF will utilize the released period for ELPAC testing beginning in February.

Secondary Reclassification Criteria

Reclassification is the process that determines whether an English Leaner should be designated as Fluent English Proficient (R-FEP). Reclassification relies on evidence demonstrating that the student has achieved a level of English proficiency comparable to that of average native speakers of English in the district, and is achieving and sustaining a level of academic achievement comparable with students whose native language is English.

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