The Roaring Fork School District (RFSD) has been striving to close literacy gaps between students whose first language is English and students who speak different languages at home. The district has established a variety of measures for assessing skills for new students as well as regular metrics for all students in order to track progress. The Sopris Sun corresponded with Superintendent Dr. Anna Cole and the RFSD Board of Education to learn more about the district’s efforts to support students with less experience with English.
Cole explained that RFSD schools have been refining pathways for new students who have low fluency or literacy in English. “When students enroll with the district and we learn that their home language is a language other than English, we provide a number of assessments to understand their current fluency and literacy levels in English and Spanish,” Cole said. She noted the district does not currently have assessments to gauge literacy in other languages.
Each RFSD school has a Culturally and Linguistically Diverse Education Department, Cole elaborated. If a new student qualifies for English language learning supports, they get connected with that department for programming. The schools have slightly different offerings that are then adjusted to each student’s needs. Some of the possible programs include dual language, biliteracy and English-language development.
Cole emphasized that RFSD faculty and administration aim to empower all students and help them feel a sense of connection, belonging and representation. “Our goal is not to assimilate students,” Cole said, noting that the term “assimilate” can carry connotations not aligned with the district’s hopes for students.
Another facet of helping students feel connected and represented is making resources accessible to families. “We work closely with the Family Resource Center at every school,” explained Cole, “as we know that helping students feel connected also includes connections and relationships with families.” She reiterated the need to ensure families understand the school system, expectations and resources available.
RFSD has a strategic goal for at least 90% of students to be on track for English proficiency in the next five years, as measured by the state-administered ACCESS evaluation. By that metric, the district is on track. Last school year, 82% of students measured as having or moving steadily toward English proficiency. This year, 85% of students meet that threshold. In contrast, the percentage of students classified as long-term English learners increased this year, up to 16% from 14% the previous year. The district goal is to bring that number to 10% or below by 2030.
Some of the gaps RFSD is working to resolve are participation rates in clubs and activities, and graduation rates. Though student surveys show close results on “sense of belonging” for all students averaged and hispanic students, participation rates in activities differ. RFSD middle schools see an 80% club participation rate from white students and a 70% rate from hispanic students. In high school, that gap widens: 82% of white students are involved in clubs districtwide, while the number for hispanic students drops to 53%.
Cole shared that district teachers and staff observe variations in literacy for many multilingual students. “No two students are the same because no two families are the same. Students come with a wide range of literacy skills in English, and in their home language if they are emerging bilingual students.”
Both Superintendent Cole and Board of Education Director Betsy After emphasized the district’s commitment to increasing learning accessibility across demographics. After noted one of the pillars in the strategic plan is called “Rigorous Learning for All” and strives to “ensure access for all students to high-quality, rigorous curricula and instruction.” Also, to “improve equitable outcomes for students with disabilities, emerging bilingual students and Latinx students.”
Cole expressed optimism and motivation as the district works to optimize student connection, participation and learning. “We see some real strengths in student growth and belonging in some areas, and still have a ways to go in others related to student achievement,” she said.
Community members can explore the RSFD 2024-2029 Strategic Plan online, and peruse data tracking progress for detailed categories for plan goals. All information is available in both English and Spanish.