District staff flag 97 long‑term English learners while proposing decision rules to tighten EL exits
June 22, 2026 | RALSTON PUBLIC SCHOOLS, School Districts, Nebraska
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District EL lead Jen presented a districtwide English-learner (EL) program review to the board, including ELPA results, program participation and next steps to address students who remain in EL services beyond recommended timelines.
Jen said the district tested 659 students on ELPA this year: 263 students met the 'on‑track' target for one year's growth, 179 made measurable progress but were not on track, and 97 students were identified as long‑term English learners — students who have been in EL services more than six years. "We had 97 students that were long‑term EEL," Jen said, adding that the district will analyze root causes, including possible lack of consistent curriculum or mobility patterns.
Why it matters: Ralston Public Schools reported EL participation of roughly 20% of its student population — about double state peer averages — and 27 distinct languages spoken in the district, with Spanish representing about 88% of EL students. Board members and staff described the number of long‑term EL students as a systems problem that will require clearer decision rules for service progression and exit criteria, plus curriculum fidelity and targeted supports.
Jen described efforts already underway: a district convening of EL teachers and administrators to calibrate definitions and practices, building a handbook and decision rules, and targeted PLC and coaching interventions (including a DMG rapid‑cycle pilot at the middle and high school levels). She also noted the need to examine where students receive services (continuum of service) to ensure equitable and consistent options across buildings.
Board members asked about accommodations and assessment windows, prompting staff to clarify that ELPA passage generally corresponds with a score of 5 across domains and that EL status is based on multiple measures, not a single reading score. Staff recommended additional district guidance and a timeline for policy and implementation changes.
Jen said the district tested 659 students on ELPA this year: 263 students met the 'on‑track' target for one year's growth, 179 made measurable progress but were not on track, and 97 students were identified as long‑term English learners — students who have been in EL services more than six years. "We had 97 students that were long‑term EEL," Jen said, adding that the district will analyze root causes, including possible lack of consistent curriculum or mobility patterns.
Why it matters: Ralston Public Schools reported EL participation of roughly 20% of its student population — about double state peer averages — and 27 distinct languages spoken in the district, with Spanish representing about 88% of EL students. Board members and staff described the number of long‑term EL students as a systems problem that will require clearer decision rules for service progression and exit criteria, plus curriculum fidelity and targeted supports.
Jen described efforts already underway: a district convening of EL teachers and administrators to calibrate definitions and practices, building a handbook and decision rules, and targeted PLC and coaching interventions (including a DMG rapid‑cycle pilot at the middle and high school levels). She also noted the need to examine where students receive services (continuum of service) to ensure equitable and consistent options across buildings.
Board members asked about accommodations and assessment windows, prompting staff to clarify that ELPA passage generally corresponds with a score of 5 across domains and that EL status is based on multiple measures, not a single reading score. Staff recommended additional district guidance and a timeline for policy and implementation changes.
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