CURRICULUM AREA / PUBLISHER/BOOK
Language Arts /
- Houghton Mifflin (K-6)
- Mc Dougal Littel (7-8)
ELD /
- Avenues (K-5)
- Milestones (6-8)
Intervention /
- Language! (3-5)
- Keystones (6-8)
- Triumphs (6-8)
Mathematics /
- Scott Foresman (K-5)
- Glencoe (6-8)
Science /
- Scott Foresman (K-5)
- Glencoe (6-8)
Social Studies /
- Scott Foresman (K-3)
- Houghton Mifflin (4-6)
- McDougal Littel (7-8)
What Curriculum is used in EL Programs?
When is an EL Student Considered Fluent in English? (Reclassification)
When the English Learner meets criteria, usually after at least one year in Mainstream English or fifth grade, s/he is reviewed by the Language Assessment Team to determine whether s/he is a Fluent English Proficient (FEP) student. Parents are invited to participate in this process. Reclassification is based on the CELDT exam, reading level and the California Standards Tests. Students who meet criteria are monitored for two years to measure progress.
Those students who don’t meet the qualifications receive further support in English and will be reevaluated within a year. Parents receive an annual report with CELDT scores and State academic test results. / STAFF QUALIFICATIONS
The teachers who work with English Learners hold CLAD and/orBCLAD credentials. Many teachers have participated in specialized training such as Guided Language Acquisition Design (GLAD) and Systematic ELD.
HOW CAN PARENTS GET INVOLVED?
Parents are a very important part of our EL program. They are encouraged to work with the classroom teacher to reinforce their child’s learning. Parents may be asked to participate in classroom projects, field trips, special school events and the school/s EL Advisory Committee(ELAC) which discusses issues related to the EL program in the school and the District English Learner Advisory Committee(DELAC). Parent workshops and classes are also offered at each school site.
Rio School District
2500 Vineyard Avenue
Oxnard, CA 93036
For further information regarding English Learner Programs contact:
Your school principal or Jeff Turner,
Asst. Superintendent Educational Services
(805) 485-3111 / English Learner Programs
District philosophy
The Rio School District is committed to preparing all students to succeed in a multicultural society. To achieve this goal, we offer students who are acquiring English a comprehensive and developmental English Learner Education program. The central purpose of this program, as defined by the California legislature, is to ensure that our second language learners achieve academic parity with their English counterparts and become fluent in English. There are approximately 2,288 English Learners in grades K-8 in the Rio School District.PROGRAM FOCUS
The foci of the English Learner (EL) programs are:
- Academic achievement in all subject areas
- Fluency and literacy in English
- Development of self-worth, civic and environmental responsibility and cultural awareness
PROGRAM MODELS FOR ENGLISH LEARNERS
There are four types of EL programs:Structured English Immersion, Transitional Bilingual Education, Dual Immersion and English Language Mainstream. All programs provide English Language Development daily.
STRUCTURED ENGLISH IMMERSION PROGRAM
The goal of this program is to move students into English proficiency as quickly as possible. All instruction, textbooks, and teaching materials are in English. Primary language support is provided as needed. Students at all levels of English acquisition are given daily English Language Development (ELD) with SDAIE and/or GLAD instruction as appropriate. The expectation is that students advance one languagelevel per year as measured by the CELDT. / TRANSITIONAL BILINGUAL EDUCATION
Students in this program must have parents request a waiver (Educ. 580) annually from the school site. All students are native-Spanish speakers. They study academics in Spanish and receive English language development (ELD) instruction daily.
The goal of this program is to develop students’ English language proficiency while developing academic skills in core content areas in the child’s primary language. Instruction, textbooks, and teaching materials are in Spanish & English in core curriculum at the primary grades. Students enrolled in this programparticipate in this program from Kindergarten through third grade.
In third or fourth grade or when the student meets the district transition criteria, students begin a structured transition program with reading, writing, and math taught in English by a trained CLAD teacher. The following year, the student is placed in a post-transition classroom taught entirely in English with SDAIE (Specially Designed Academic Instruction in English) and/or GLAD (Guided Language Acquisition Design) methodologies. The expectation is that students advance one CELDT level per year.
Note: Any parent may request a waiver fromthe school office to have a child instructed in his/her native language. If 20 or more parents per grade level and of the same language have approved waivers, the school is required to offer bilingual instruction.
DUAL IMMERSION MAGNET PROGRAM
The Dual Immersion Magnet Program is an alternative Bilingual Program. The two-way bilingual immersion program integrates language minority and language majority students for academic instruction that is provided separately through English and Spanish. For both groups of students, one of the languages is their native language and one is a second language. Instructional goals are for students to meet grade-appropriate academic achievement standards and to become bilingual and biliterate in English and Spanish. / Parents must apply to have their students participate inthis program. Currently our district has students in kindergarten, first, second, third and fourth grades involved in the Dual Immersion Program.
ENGLISH LANGUAGE MAINSTREAM
Instruction is given in English in all content areas but students may receive help in the primary language if needed. Students at all levels of English acquistion are given daily English Language Development (ELD) with SDAIE and/orGLAD instruction as appropriate. Parents may request this placement at any time. The goal of this program is to move students into English proficiency as quickly as possible. All instruction, textbooks, and teaching materials are in English. The expectation is that students advance one language level per year as measured by the CELDT.
EL PROGRAM COMPONENTS
How is an English Learner (EL) placed?
After parents complete a Home Language Survey, students that indicate a language other than English is spoken in the home are tested on the California English Language Development Test (CELDT) to determine their English Language Proficiency. This test helps us to know (1) which program placement is appropriate and (2) the student’s English proficiency level. The District gives parents the results of this language screening (Educ.LEP573).