English Learners in NUSD
NUSD currently serves over 11,000 students Pre-K through age 22. Approximately 12% of Natomas’ students are English Learners, with 1,400 students speaking 55 different languages. More than half of all students in NUSD, including the independent charters, receive Free and Reduced Lunch. Natomas serves nearly 800 homeless families, 1,500 students in special education; and provides mental health services to nearly 10% of the students. Just under 62% of the district’s students fall into one or more of the three “high needs” categories: low-income, English Learners, or foster students – criteria identified as a priority in the state’s Local Control Funding Formula (LCFF).
The largest language of ELs spoken is Spanish at just over 50%. Additionally, the most common languages spoken by EL families are:
- Punjabi 10%
- Urdu 5%
- Hindi 3.5%
- Russian 3%
- Tagalog 2.5%
- Arabic 2%
- Vietnamese 2%
- Mandarin and Cantonese 1.5%
There are newcomers (here 12 months or less) averaging under 5% while Long-Term English Learners (LTELs) average approximately 30%.
19% of our ELs are also students with an individualized education plan (IEPs). Approximately 60 ELs a year are in foster care and/or homeless.
2021-22 Meetings – COMING SOON
English Learner Master Plan
Tuesday, July 20, 2021 (English)
Tuesday, July 20, 2021 (Spanish)
Wednesday, May 26, 2021 (English)
Wednesday, May 26, 2021 (Spanish)
Thursday, April 22, 2021 (English)
Thursday, April 22, 2021 (Spanish)
Thursday, April 22, 2021 (Punjabi)
Thursday, February 18, 2021 (English)
Thursday, February 18, 2021 (Spanish)
Thursday, February 18, 2021 (Punjabi)
Thursday, April 23, 2020
Monday, August 24, 2020 (English)
Monday, August 24, 2020 (Spanish)
Thursday, September 24, 2020 (English)
Thursday, September 24, 2020 (Spanish)
Thursday, November 19, 2020 (English)
Thursday, November 19, 2020 (Spanish)
Thursday, November 19, 2020 (Punjabi)
EL Supports at School Sites
|Site||EL Population (as of 10/2018)||EL Support – Who to Contact|
|American Lakes School||98 = 16%||Tom Dickinson|
|Bannon Creek School||77 = 14%||Suzen Holtemann|
|Discovery High School||13 = 11%||Laurelle Mathison|
|H. Allen Hight||110 = 16%||Andrea Mitchell|
|Heron School||64 = 6%||Amy Whitten|
|Inderkum High School||128 = 19%||Dan Motherspaw|
|Jefferson School||128 = 19%||Danisha Keeler|
|Leroy Greene Academy||64 = 8%||David Rodriguez|
|Natomas High School||135 = 14%||Scott Pitts|
|Natomas Middle School||99 = 13%||Marcel Baker|
|Natomas Park Elementary||127 = 15%||Nou Vang|
|Paso Verde||44 = 9%||Heather Gohn|
|Two Rivers Elementary||58 = 9%||Colleen Perry|
|Witter Ranch Elementary||90 = 13%||Patrick Birdsong|
State Seal of Biliteracy
Purpose of the State Seal of Biliteracy (from California Department of Education)
The State Seal of Biliteracy (SSB) was established to recognize high school graduates who have attained a high level of proficiency in speaking, reading, and writing in one or more languages in addition to English. The purposes of the SSB are to encourage pupils to study languages, to certify attainment of biliteracy, to provide employers with a method of identifying people with language and biliteracy skills, to provide universities with a method to recognize and give academic credit to applicants seeking admission, to prepare pupils with 21st century skills, to recognize and promote foreign language instruction in public schools, and to strengthen intergroup relationships, affirm the value of diversity, and honor the multiple cultures and languages of a community (California Education Code [EC] Section 51460.)
A student who graduates from high school must have achieved a high level of literacy and fluency in one or more language(s) in addition to English to be awarded the SSB.
The student must demonstrate:
1) Completion of all English language arts requirements for graduation with an overall grade point average of 2.0 in those classes.
2) Passage of the California Assessment of Student Performance and Progress (CAASPP) for English language arts or any successor test, administered in grade eleven, at or above the “standard met” achievement level, or at the achievement level determined by the Superintendent for any successor test.
3) Proficiency in one or more languages, other than English, demonstrated through one of the following methods:
Passage of a foreign language Advanced Placement (AP) examination with a score of 3 or higher, or an International Baccalaureate (IB) examination with a score of 4 or more.
Successful completion of a four-year high school course of study in a foreign language, attaining an overall grade point average of 3.0 or higher in that course of study, and demonstration of oral proficiency in the language comparable to that required to pass an AP or IB examination.
Passage of a district test with a score of proficient or higher (if no AP examination or off the shelf language tests exists and the school district can certify that the test meets the level of an AP exam), demonstrating proficiency in all of the modes of communication (reading, writing, and speaking) that characterize communication in the language.
Passage of the SAT II foreign language examination with a score of 600 or higher.
AND (UNIQUE TO ENGLISH LEARNERS)
In addition to the requirements mentioned above, if the primary language of a pupil is other than English, he/she or she shall demonstrate English proficiency on the English Language Proficiency Assessments for California (ELPAC), or any successor English language proficiency assessment, in transition kindergarten, kindergarten, or any of grades one to twelve, inclusive (EC Section 51461).
For questions regarding English Learner Services, please contact the Office of the Chief Academic Officer at (916) 473-0040.