Disclaimer

This website was created during non-work hours using donated software, hardware and web hosting. It is intended for discussion, modification and eventual adoption by the Roseville Joint Union High School District (California). Until such process is completed, the opinions expressed on this website are the opinions of the author alone.

Governance and Funding

Governance

The Roseville Joint Union High School District is governed by duly elected members of the Board of Trustees.

The District manages categorical programs in accordance with applicable state and federal rules and regulations. The assurances the district meets are detailed at the General Assurances (California) website.

Required Committees and Advisory Groups

The Roseville Joint Union High School District receives both federal and state categorical funds to support English Learners. These funds include:

  • Economic Impact Aide (E.I.A.)

  • Title III Limited English Proficient

Required Committees and Advisory Groups

Each of the schools in the District operates a School Site Council, which is constituted in accordance with state law.

School Site Council

Each of the schools in the District operates a School Site Council, which is constituted in accordance with state law. The school site council must revise and approve the Single Plan for Student Achievement each year. Included in this plan are expenditures for Economic Impact Aid (EIA). EIA has two parts: (1) Limited English Proficient (LEP) and (2) State Compensatory Education (SCE). EIA-LEP takes precedence over EIA-SCE as the legislation autorizes EIA specifices that English learners must be provided an adequate education.

English Learner Advisory Committee (ELAC)

The State of California requires all schools with more than 20 English Learners to form an English Learner Advisory Committee (ELAC). It further requires any district with more than 50 English Learners to create a District English Learner Advisory Committee (DELAC). Each committee has specific rights and responsibilities, delineated by law.

High School

Number of ELs

ELAC Required?

Adelante

9

No

Antelope

89

Yes

Granite Bay

7

No

Independence

3

No

Oakmont

68

Yes

Roseville

135

Yes

Woodcreek

47

Yes

RJUHSD Total

358

Yes - DELAC



District English Learner Advisory Committee (DELAC)

The State of California requires all schools with more than 20 English Learners to form an English Learner Advisory Committee (ELAC). It further requires any district with more than 50 English Learners to create a District English Learner Advisory Committee (DELAC). Each committee has specific rights and responsibilities, delineated by law.

The DELAC meets monthly, and is made up of representatives of the site ELACs.

Relationship to Site Committees

The ELAC is an advisory committee to the respective site's School Site Council. It has an advisory role in any of the issues brought before it. It is also legally charged with assisting with completing the R-30 Language Survey each January.

Relationship to District committees

The ELAC selects representatives to the District English Learner Advisory Council (DELAC). There is no other formal or informal relationship between the ELAC, the DELAC with any district committee, such as the Assessment and Support Team and the Continuous Improvement Leadership Team.

 

Administration

Overview

The programs for English Learners are administered as part of the Consolidated Programs Office, with offices inside the Independence High School building at 125 Berry Street. The Director of Consolidated Programs is responsible for administering the programs, with assistance from the Coordinator of Intervention and Support. Other staff includes an administrative assistant and a testing specialist, and several language aides.

Personnel

The testing specialist performs a wide range of duties, which includes working as a classroom aide, providing testing services for both the CELDT and for the other state-mandated tests, provides individual tutoring as well as logistical support for the Consolidated Programs office.

The Language Aides perform a variety of duties. They are normally scheduled in ELD and SDAIE classes to provide primary language support. Most are bilingual, though it is not a requirement for the position. The positions vary between 3.5 hours per day and 6.33 hours per day. The days of service are all student attendance days.


Funding

Source of Funds for English Learner Programs

The primary sources of funding include (a) the District's general fund, (b) Economic Impact Aid for Limited English Proficient (EIA-LEP) students, and (c) Title III (federal) funds. also receives a small amount of funding through Title III - Limited English Proficient funds. Funding is based on the R-30 report, which is completed twice a year, in January and in June.

Title I of No Child Left Behind (NCLB) Act provides supplemental funds to implement programs to assist English Learners and Immigrant students meet state academic standards. Title III of No Child Left Behind (NCLB) Act provides supplemental funds to implement programs to assist English Learners and Immigrant students meet state academic standards.

California Economic Impact Aid provides supplemental funds to implement programs to assist students who are low in socioeconomic status, students who are English Learners, and students who test below grade level standards. Eighty-five percent (85%) of all EIA funds must be allocated to the sites, where the budgeting for programs is delineated and subsequently approved by the School Site Council.

The fundamental tenant of federal and state categorical programs is that funding must supplement, not supplant other funds.

The District also supports the program by paying the EL coordinator salary out of general funds.

Compliance Monitoring

The State of California monitors the District in a four-year cycle. The District last participated in a Consolidated Program Monitoring during the 2007-2008 school year.

The district is responsible for monitoring and evaluating the program for English learners. The state is responsible for monitoring the LEAs. The process the state using for monitoring is called Federal Program Monitoring (FPM). The state has worked on a four-year cycle, which will change as monitoring becomes more web-based.

The district is also responsible for implementing and monitoring the LEA plan, which consolidates other plans and specificies programs and budgeting for implementation.

Legal Assurances

Each school district is responsible for complying with all the legal assurances issued by the state of California. These can be viewed on the CDE's Legal Assurances page.


Contact Information

Questions about the English Learner program can be addressed to:


Ted Herr
Coordinator of Intervention and Support
Roseville Joint Union High School District
125 Berry Street
Roseville, CA 95678

(916) 786-0793 x1364
therr@rjuhsd.us

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