English-learner update: Ralston reports steady ELPA growth, newcomer enrollment declines

RALSTON PUBLIC SCHOOLS BOARD — Sept. 22, 2025 — A district staff member gave an update on English-learner (EL) programming, reporting steady proficiency growth on the ELPA assessment, continued efforts to align curriculum and services, and a decline in newcomer enrollment that mirrors city- and state-level trends.

The presenter (identified in the meeting as a district staff member leading EL services) said the district had 684 students enrolled in EL programs as of the prior Friday and that the newcomer-program enrollment has declined. The staffer said that while overall on-track percentages for ELPA (listening, speaking, reading, writing) varied by building — ranging roughly from 29% to 56% on track — growth year to year in ELPA scoring ranged from approximately 35% to 63% across buildings, indicating measurable gains.

Key points - Enrollment and outcomes: Total EL enrollment reported at 684. The presenter said 30 students were exited from EL services last semester and 30 students received academic honors; three EL students earned notable scholarships (named during the presentation). ELPA growth (year-over-year gains) was described as ranging roughly 35%–63% by building. - Newcomer program: District staff said newcomer enrollment is down and that lower attendance among some newcomer families remains a challenge. The presenter said the decline mirrors broader local trends and that outreach is underway to rebuild trust and boost attendance. - Instructional alignment and supports: Staff noted a completed curriculum adoption, vocabulary/standards alignment over the summer, participation by some EL teachers in an Inclusive Practices Academy (in partnership with ESU 3), and a revived newcomer program site at Mockingbird/Bloomfield for upper-level newcomers (grades 4–6). The presenter described bilingual therapists and a bilingual district social worker (Margie Hernandez) as added supports to families. - Community outreach and barriers: The staff member said there is no government database the district can use to quantify how many eligible children are not enrolled; outreach options include partnering with local community organizations (for example, Sierra, Latino/Heartland organizations) to share the message that schools are safe and welcoming.

Board questions focused on program transitions to high school, the extent of home-language supports, how the district communicates with families (presenters said monthly newsletters and building-level communications), and whether preschool and early grades receive appropriate supports. The district staffer said the youngest learners often acquire English more quickly and that the district is using PLCs and MTSS processes to ensure coverage for younger EL students even if they are not in a formal pull-out newcomer cohort.

Ending Board members thanked staff for the report and asked for follow-up data from perception surveys; staff said they will continue to emphasize family outreach and to track longitudinal outcomes as EL students move through the grades.