Rescue Union School District

RUSD English Learner Program

Rescue Union School District presently serves approximately 160 English Learners who speak a variety of languages from around the world. We believe that all students, regardless of language, race, socio-economic status or ethnic background, shall be afforded options and opportunities to be college and career ready. With English learners comprising a quarter of the state of California's six million students, RUSD makes it a high priority to engage in conversations around instructional practices related to English learner outcomes. We are committed to the whole child being literate and reaching their full potential in listening, speaking, reading, and writing in English and promote the continued use of each student's heritage language. 

 
Foundation of RUSD EL Program

There are many Federal and State laws that establish the rights of English Learners and define the responsibilities of school districts serving them.

California Law

  • In 2016, California Proposition 58 was passed.  Proposition 58 repealed the English-only immersion requirement and waiver provisions required by Proposition 227 of 1998. The key tenets of Proposition  58 are:
  • Preserves requirement that public schools ensure students become proficient in English.
  • Requires school districts to solicit parent and community input in developing language acquisition programs to ensure English acquisition as rapidly and effectively as possible.
  • Requires that school districts provide students with limited English proficiency the option to be taught English nearly all in English.
  • Authorizes school districts to establish dual-language immersion programs for both native and non-native English speakers.
  • Allows parents/legal guardians of students to select an available language acquisition program that best suits their child.

Federal Law

Constitution of the United States, Fourteenth Amendment (1868)

Civil Rights Act, Title VI (1964)

Equal Educational Opportunities Act (1974)

Supreme Court

Lau v. Nichols (1974)

Castañeda v. Pickard (Texas, 1981)

 
 

English Learner Proficiency Assessments for California (ELPAC)

 The ELPAC is the test that is used to measure how well students in kindergarten through twelfth grade understand English when it is not their primary language. The ELPAC is taking the place of the California English Language Development Test (CELDT). Information from the ELPAC helps your child’s teacher provide support in the right areas.

The ELPAC has two parts:

Initial Assessment

Who: Students will take the Initial Assessment if:

  • the student has a primary language other than English
  • the student has not taken the CELDT or ELPAC before, and
  • the student has not been classified before as an English learner.

What: The Initial Assessment is used to identify students as either an English learner who needs to support to learn English, or as proficient in English.

When: Students are given the Initial Assessment within 30 days of when they enroll at the school.

Why: Identifying students who need help learning in English is important so these students can get the extra help they need to do well in school and access the full curriculum. Every year students who are English learners will take the ELPAC summative to measure their progress in learning English.

Summative Assessment

Who: The Summative Assessment is given to students who are identified as an English learner on the Initial Assessment.

What: The Summative Assessment is used to measure the skills of English learners. The results will help tell the school or district if the student is ready to be reclassified as proficient in English.

When: Students who are English learners are given the Summative Assessment every spring between February and May until they are reclassified as English proficient.

Why: Identifying students who need help learning in English is important so these students can get the extra help they need to do well in school and access the full curriculum. Every year students who are English learners will take the ELPAC summative to measure their progress in learning English.

The ELPAC tests four different area:

  • Listening
  • Speaking
  • Reading
  • Writing

Do students with disabilities take the ELPAC?

Yes, the ELPAC has been designed so that students, including those with special needs, can participate in the test and demonstrate what they know and can do. As a result, the test includes accessibility resources that address visual, auditory, and physical access barriers—allowing virtually all students to demonstrate what they know and can do.

How Can I Help My Child Get Ready for the ELPAC?

You are an important part of your child's education. Some things you can do to help your child are:

  • Read to your child, or have your child read to you in English, daily.
  • Use pictures and ask your child to tell you in English what they seein the picture or what is happening in the picture.
  • Talk to your child’s teacher about which areas of learning English (listening, speaking, reading, writing) he or she may need extra help.
  • Discuss the test with your child. Make sure he or she feels comfortable and understands the importance of taking the test.

The ELPAC is aligned with the California English Language Development Standards (PDF).

https://www.cde.ca.gov/ta/tg/ep/elpacparentguide.asp

EL Program Highlights & Events

 
Currently Under Revision (6-1-18)

RUSD EL Master Plan

Master Plan

The English Learner (EL) master Plan for the Rescue Union School District guides the implementation of highly-effective programs for English learners and ensures that these programs achieve the district's goals for ELs.  The master plan also serves to ensure that EL programs are consistent with state and federal law. Sections of the Master Plan include:

Currently, our EL Master Plan is under revision and will be brought before the board in October, 2018 for approval.  

 
RUSD Master Plan Handbook for EL-currently under revision 

Resources

Currently Under Revision 6-1-2018
 
ELPAC Test Results 
Title I and Title III
ELD Framework
CDE EL Guidelines
EL Newcomers: The State of California has released a web portal that focuses entirely on the needs of the newcomer community. The California Immigrant Guide is available in various languages including Arabic and Farsi. It allows users to search for English-language learning, employment, education, legal assistance, and citizenship services according to zip code and proximity. Visit  http://www.immigrantguide.ca.gov/en
 
 
 
 
 
 
 
 

English Learner Advisory Committees

District English Learner Advisory Committee (DELAC)

The District English Learner Advisory Committee (DELAC) advises the governing board on the master plan for English learner education, district-wide needs assessment, and setting district goals for English learner education. The DELAC assists the district with language census report, written parent notification of initial assessment, district's reclassification process, review of and comments on any related requests. The majority of the DELAC members are parents of EL students. The DELAC members are trained by the English Learner staff.   

School sites with 21 or more English Learners must have a functioning English Learner Advisory Committee (ELAC).  The committee advises the principal on the development of the school plan for English Learners and performs other duties and responsibilities as required by law.  Currently, Green Valley Elementary and Lakeview Elementary have ELAC meetings.  For a list of upcoming meetings, see below. Agendas for the current month are listed below.

DLAC Meeting Minutes - May 14, 2018

 

Questions?

Contact:
 
Amy Bohren (English)
EL Coordinator, Support Services Department
Office:(530) 672-4831
Cell: (530) 363-7169 

(Puedes enviarme un mensaje de texto en espanol o ingles!) 

 
Graciela Ramiriez (Spanish)
Community Liaison, Support Services Department
Office: (530) 672-4811
 
Fax: (530) 672-1889