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Student Clientele
Overview
The English Language Development (ELD) program serves all students in the Roseville Joint Union High School District (RJUHSD) who are eligible for services. Eligibility for services is made in accordance with U.S. and California law. See Chapter 1: Identification of English Learners for more details.
Distribution of English Learners
Overview
The following chart shows the students who are currently enrolled in district programs for English Language Development as of February 7, 2009. The student's grid code information was compared against the adopted district school boundaries map for 2008-2009.
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The following table shows the distribution of the students in various levels of English Language Development classes. ELD 1 is the lowest level, and ELD 5 is the highest.
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Note: The district currently offers levels 1 through 5 of English Language Development at Roseville High. The ELD 4/5 class at Oakmont was disbanded after the Fall term as it had a low enrollment and several of the students were ready to move into mainstream English classes. Many of the EL students who have either failed the CAHSEE English Language Arts test or are at risk to fail at Oakmont High are currently served by a CAHSEE ELA Prep course.
English Learner Enrollment Statistics
The Roseville Joint Union High School District has a small percentage of English Learners among its students. Notice the percentage of English Learners in the State of California!
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Jurisdiction |
Enrollment |
English Learners (EL) |
Fluent-English Proficient (FEP) Students |
Students Redesignated Fluent English Proficient (RFEP) |
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Roseville Joint Union High School District |
9,472 |
279 (2.9%) |
1,092 (11.5%) |
102 (1.1%) |
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Placer County |
67,088 |
4,752 (7.1%) |
4,301 (6.4%) |
455 (0.7%) |
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California |
6,252,031 |
1,515,074 (24.2%) |
1,213,684 (19.4%) |
168,398 (3.0%) |
Source: Dataquest (24 November 2009) Data is for school year 2008-2009.
Studies have also been completed for which languages are spoken in the various attendance areas for each of the comprehensive high schools:
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This table was created using the current RJUHSD student clientele and their home language information as coded in the Aeries student information database. The numbers do not exactly match what's on Aeries. The data was downloaded on February 7, 2009. Some students in the Aeries database had to be eliminated due to errors in the data (one student was listed in a nonexistent grid code) or because they reside outside the district. Intra-district transfers were counted in the school of their residence. Students in special programs (such as Independent Living, Adelante, etc.) were counted in their area of residence. |
Interdistrict Transfer Agreements for English Learners
The district generally does not accept students into the English Learner program from outside the district. Students who were enrolled in the program and have moved outside the district are required to attend school in their home district.
Challenges
The Roseville Joint Union High School District serves a linguistically diverse population. Cultural diversity is also associated with language diversity. The home cultures of all students need to be acknowledged and respected. Studies find that students' whose home culture is integrated into the curriculum show more school success (Collier 1995, 6).
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Individualized placement and pacing in a curriculum that allows for entry at various levels, regardless of age, and for entry at any point in the school year, with the flexibility to move into the regular semester curriculum when ready. • Special intensive literacy and accelerated programs for underschooled immigrants who arrive with large gaps in their prior education. • Culturally appropriate and linguistically accessible counseling and support services related to culture shock, Post-Traumatic Stress Syndrome, and the stresses of family separation and integration. To support a smooth transition, assessment, placement, referral, and orientation services can be centralized for an entire district or be housed in high impact schools (Olsen 2006). |
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In a culturally inclusive environment teachers treat all students equitably, their languages and cultures are incorporated into the curriculum, and they are supported in becoming active seekers of knowledge (Olsen 2006). |
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A school's outreach to parents, encouragement of teacher collaboration, and enforcement of positive student behaviors (like attendance and tolerance) have long been recognized as important contributors to the student and professional culture at a school and to community engagement (Williams 2007, 18). |
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One of the challenges for educating students in a diverse cultural environment is teaching tolerance for one another.
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Studies suggest that when ethnically and linguistically diverse students work interdependently on school tasks with common objectives, students' expectations and attitudes toward each other become more positive, and their academic achievement improves (Howard 2007, 12). |
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School staff needs to have or develop multicultural awareness in order to effectively teach and work with the diverse cultures represented in the District. In order to provide an effective program, the schools must become a welcoming place for parents of all languages and cultural groups (Howard 2007). Families will feel welcomed when their students feel a sense of belonging. Families will feel welcomed when they too have a sense of belonging to the school. In order to provide an effective program, the schools must become a welcoming place for parents of all languages and cultural groups (Howard 2007). Families will feel welcomed when their students feel a sense of belonging. Families will feel welcomed when they too have a sense of belonging to the school.
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Establishing a vision of bilingualism and multicultural competence requires a clear understanding of and equitable treatment directed toward the needs of culturally and linguistically diverse students, as well as integration of multicultural themes into instruction (Howard 2007, 23). |
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The challenges for the EL leadership is to develop a better understanding of the role of culture in schooling, and to find ways to acknowledge, convey respect, and work with people of the various cultures in the district. The following are the efforts the EL staff will be taking to improve our connection with the community. Our efforts are based on Epstein's research into effective parent involvement. These are the current efforts of the English Language Development program to improve parental involvement:
- Continue the parental involvement program "Parent Institute for Quality Education."
- Continue offering our "in-house" parental education program, "Yes We Can!"
- Learn better how to work with parents.
- Learn how better to direct staff in community outreach efforts. Specifically, in the spring of 2010 we will be assigning language aides to direct a portion of their day and efforts towards outreach with parents. They will seek to strengthen the home-school connection.
- Create better connections with the feeder districts in order to better address the needs of the school families in the community.
- Resurrect the "New Parent Orientation" at Roseville High, expand its breadth, and refine the curriculum.
- Look for ways to implement the "Six Keys to Parent
Involvement" (Five Star Academy)
- Develop a systematic way of researching and documenting the educational history of our students, especially those who are underschooled.
Many low-income and minority parents feel alienated from, distrustful of and discriminated by school personnel (Howard 2007). Part of the challenge, therefore, is to reach these parents with school personnel they trust.
The school needs to train parents and the community so both are knowledgeable about the program and can become its advocates. (Howard 2007,39).
Actively engaging and supporting parents is associated with higher test scores (Williams 2007).
The school's parental outreach has been recognized as an important aspect of student achievement (Williams 2007, 18).
In fact, most parents of
ethnically and linguistically diverse
students have high aspirations for their
children and want to be involved in
promoting their academic success (Howard
2007, 35)
The district seeks to improve its parental involvement program in accordance with the research on the topic. This includes a broad outline of effective features outlined by Elizabeth Howard:
Effective Features of Family
and Community The program
Efforts in this direction have been started and
will
continue.
Sources
California Department of Education. English Learner Instrument (Including NCLB). 2011. Accessed at www.cde.ca.gov/ta/cr/documents/el201011c.doc on 14 October 2011
Collier, V.P. (1995). Acquiring a second language for school.
Directions in Language and Education, Volume 1, Number 4, Fall 1995.
Washington, DC: National Clearinghouse for English
Language Acquisition (NCELA).
Epstein, Joyce L. Sociology of Education 78: "Attainable
Goals?
The Spirit and Letter of the No Child Left Behind Act on
Parental
Involvement " 2005.
www.hfrp.org/var/hfrp/storage/fckeditor/.../aera_epstein_handout.pdf
(accessed
December 14, 2009)
Five Star Academy
for Parental Involvement. "Six Keys to Parent
Involvement" 2014.
Howard, E. R., Sugarman, J., Christian, D., Lindholm-Leary, K. J., & Rogers, D. (2007). Guiding principles for dual language education (2nd ed.). Washington, DC: Center for Applied Linguistics. http://www.cal.org/twi/guidingprinciples.htm (accessed October 21, 2009).
Olsen, L. (2006, Summer). Ensuring academic success for English learners. University of California Linguistic Minority Research Institute Newsletter, 15(4), 1-7. Accessed 24 September 2011 at http://www.madison.k12.in.us/MCSWeb/CSSU/ELL%20Resources/Brief%20reports/Ensuring%20Academic%20Success%20for%20English%20Learners.pdf
Williams, T., Hakuta, K., Haertel, E., et al. (2007). Similar English Learner Students, Different Results: Why Do Some Schools Do Better? A follow-up analysis, based on a large-scale survey of California elementary schools serving low-income and EL students. Mountain View, CA: EdSource. http://www.edsource.org/iss_research_SimStu_initial.html (Accessed November 24, 2009).