English Learner Programs

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    EL Program Mission

    Our mission for our English learners, as well as for all of our students, is to nurture the whole child, including intellectual, physical, emotional, and ethical growth, in order to prepare students to be responsible, healthy, productive, contributing members of our global society. Additionally, our district's goal for educating our culturally and linguistically diverse students includes increasing dual language education to provide opportunities for students in the district to become bilingual and biliterate. The RSD English learner program is of high quality and meets federal, state, district, and community expectations.

    Students who speak a language other than English at home are considered English Learners until they successfully pass the state-mandated English Language Proficiency Assessment for California (ELPAC) and meet other criteria to be considered "fluent English proficient."

    English learners are grouped by their language proficiency level and receive English Language Development (ELD) instruction each day.

    Each school site has an English Learner specialist to assist in supporting teachers with the implementation and delivery of ELD programs at their site.


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    Curriculum for English Learners

    Our district uses the following curriculum for designated instruction our English language learners:


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    Parent Engagement for English Learners

    To strengthen and increase parent, family, and community engagement in programs that serve English learners, each site holds regular meetings of its English Learner Advisory Committee, and our district holds regular meetings of the Rosemead District English Learner Advisory Committee (DELAC).  

    The English Learner Family Toolkit is a helpful resource for parents of English learners who are new to the country.


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    Guiding Principles for Educating English Language Learners

    The District's Master Plan for English Learners is grounded in four guiding principles set forth in California’s English Learner Roadmap:


    Assets-Oriented and Needs-Responsive Schools:

    Pre-schools and schools are responsive to different EL strengths, needs, and identities and support the socio-emotional health and development of English learners. Programs value and build upon the cultural and linguistic assets students bring to their education in safe and affirming school climates. Educators value and build strong family, community, and school partnerships.


    Intellectual Quality of Instruction and Meaningful Access:

    English learners engage in intellectually rich, developmentally appropriate learning experiences that foster high levels of English proficiency. These experiences integrate language development, literacy, and content learning as well as provide access for comprehension and participation through native language instruction and scaffolding. English learners have meaningful access to a full standards-based and relevant curriculumand the opportunity to develop proficiency in English and other languages.


    System Conditions that Support Effectiveness:

    Each level of the school system (state, county, district, school, pre-school) has leaders and educators who are knowledgeable of and responsive to the strengths and needs of English learners and their communities and who utilize valid assessment and other data systems that inform instruction and continuous improvement. Each level of the school system provides resources and tiered support to ensure strong programs and build the capacity of teachers and staff to leverage the strengths and meet the needs of English learners.


    Alignment and Articulation Within and Across Systems:

    English learners experience a coherent, articulated, and aligned set of practices and pathways across grade levels and educational segments, beginning with a strong foundation in early childhood and appropriate identification of strengths and needs, and continuing through to reclassification, graduation, and higher education. These pathways foster the skills, language(s), literacy, and knowledge students need for college- and career-readiness and participation in a global, diverse, multilingual, twenty-first century world.