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RPS expands newcomer programing; district outlines classroom models and staffing challenges
Summary
Rochester Public Schools presented an update on newcomer programming: more sites now host newcomer services across elementary, middle and high schools, with co‑teaching and sheltered classes. Staff described successes, challenges with scheduling, curriculum resources and staffing, and professional development plans; no board action was taken.
Rochester Public Schools presented a progress update on newcomer programming and described how the district is expanding services to support students who are new to the country and new to U.S. schools.
District staff explained that newcomer programming serves students who have been in U.S. schools for less than one year and typically score at the low end of the WIDA screener. The district reported it has expanded services from one elementary site two years ago to four elementary buildings, two middle schools and newcomer programming at all three high schools. Newcomer students receive a mix of sheltered classes, pull‑out English language development support and co‑teaching depending on grade level and site.
Presenters from buildings and the district outlined what is working and where support is needed. Co‑teaching and integrated instruction were highlighted as strengths that help newcomers remain in general education settings while receiving targeted language support. High school programs now include sheltered English classes and co‑taught English language arts and social studies, plus math literacy supports. Staff also described a graduation pathway for newcomer students designed to avoid placing students into classes without language supports.
Challenges discussed included scheduling difficulties when enrollment grows unpredictably, finding curricular resources for less‑commonly taught languages, and time pressures on teachers who must adapt materials. Staff said they will implement a mental‑health screening for newcomer students, finalize translated family welcome packets, and continue professional development including a Project Momentum cohort that helps teachers obtain K–12 ESL licensure.
Staff discussed staffing strategies to scale services: identifying bilingual district staff through Skyward and training them, recruiting and compensating bilingual staff and trained high‑school student interpreters for events, and using peer mentors in classrooms. Presenters asked the board to support ongoing professional learning and resource allocation as the program grows.
Ending: Staff asked the board to note progress and challenges and committed to return with deeper updates; no formal board action was taken at this presentation.
