EL Program Options

A. Structured English Immersion (SEI): Students at the beginning through early    intermediate stages of ELD are in a sequential SEI program and receive ELD content instruction. The content focus is English vocabulary development and entry level concepts. While instruction is delivered mostly in English, primary support/materials may be used to make content more comprehensible. (See Form 01602)

   

B. Mainstream by Parent Request: Parents may request mainstream placement for ELs who are at the beginning through early intermediate stages of language development. Such students receive ELD and mainstream core instruction delivered using ELD content and SDAIE strategies. Primary language support/materials are used when available to make content comprehensible. Instruction is delivered primarily in English. (See Form 01606)   

C. Mainstream with Reasonable Fluency: Students who have met reasonable fluency (see Chart XII, page 33) are at the intermediate through advanced stages of language acquisition, and continue to receive ELD. Content instruction is provided using SDAIE strategies and grade level district adopted materials. While instruction is delivered mostly in English, primary support/materials may be used to make content more comprehensible. (See Form 01602)   

D. Alternative Instructional Program: Students whose parents sign a waiver for an Alternative Program are placed in an early-exit Spanish/English bilingual classroom. At the early stages all content instruction is delivered in L1. As students become more proficient in English, content is delivered less in Spanish and more in English until the student is reclassified. (See Form 01606) 

A. Structured English Immersion (SEI): Students at the beginning through intermediate stages of ELD are in a simultaneous SEI program and receive ELD plus SDAIE content instruction. The focus is grade level content. (See Form 01618)   

B. Mainstream by Parent Request: Parents may request mainstream placement for ELs who are at the beginning through intermediate stages of language development. Such students receive ELD and mainstream core instruction delivered using ELD content and SDAIE strategies. Primary language support/materials are used when available to make content comprehensible. Instruction is delivered primarily in English. (See Form 01622)   

C. Mainstream with Reasonable Fluency: Students who have met reasonable fluency (see Chart XIV, page 40) are at the early advanced through advanced stages of language acquisition, and continue to receive ELD. Grade level content instruction is provided using district adopted materials and SDAIE strategies. While instruction is delivered mostly in English primary support/materials may be used to make content more comprehensible. (See Form 01618) 

   

D. Alternative Instructional Program: Primary language courses designed for native speakers are available upon request whenever there are 20 or more ELs at a grade level from one language group at a school or within the district. The secondary Alternative (Bilingual) Program provides primary language instruction in a course designed for native speakers, at least one other core academic subject taught in the primary language and ELD daily.   English learners are expected to complete a full academic program, leading to a diploma, in accordance with Board adopted requirements (Board Policy P6-6126). 

Students in RUSD who are proficient in a language other than English receive a Bilingual Competency Award BCA) at graduation. The BCA consists of a medallion for meeting requirements in a foreign language and a RUSD bilingual recognition seal on the diploma.