The Office of Multilingual Literacy is committed to narrowing the English Language Learners (ELL) achievement gap between native English speakers and English Language Learners, and help their families to support their academic success and cultural integration. The purpose of the program is to ensure that all students who are English Language Learners (ELLs), including immigrant children and youth, attain English proficiency, develop high levels of academic attainment in English, and meet the same State academic content and student academic achievement standards as all students are expected to meet. Additionally, transitional bilingual and language immersion programs are offered as a means to nurture self‐pride and self‐ identity in each student’s linguistic and cultural heritage, as well as provide students the opportunity to master a second language.
Working in collaboration with our stakeholders, we will accelerate the academic achievement of our English Language Learners and prepare for college and/or career.
Newcomer System of Support: Enrollment Process
Initial English Proficiency Assessment
If a student is new to CA schools, the family completes the Home Language Survey (HLS) form to determine their linguistic background. In SCUSD, if the family indicates a language other than English on the HLS, the enrollment center refers the family to the Matriculation and Orientation Center (MOC) for enrollment and an initial language assessment. MOC staff supports enrollment by providing interpretation and translation services in six of our top languages. MOC will enroll the student and administer the initial language proficiency assessment. The assessment is scored and results are given to the parent/guardian to provide to the school. If the initial language assessment cannot be administered at enrollment, it must be completed within 30 days of the student’s first day of school.
Previously Enrolled in CA
A student who has attended a school in CA and is new to the district will completes the Home Language Survey (HLS). If the family indicates a language other than English, the staff of Multilingual Literacy will search CALPADS, the state student information system, for the student’s English learner status and most recent language proficiency scores. If recent language proficiency scores are unavailable, the student will be given an unofficial ELPAC by the site EL representative. The assessment will be hand scored to ensure appropriate placement.
Program Placement Options
To significantly enhance the quality of teaching and learning and ensure alignment to the Vision for ELs, SCUSD offers English learners a coherent and cohesive set of Instructional Models that support students’ aspirations and needs. Each model is designed to enable ELs to successfully meet the rigorous demands of the California content standards. SCUSD invests in building the resources, supports, and teacher capacity to deliver these new and enhanced models.
Structured English Immersion (SEI) – A Structured English Immersion program is designed to promote the rapid acquisition of English for students who have not yet developed basic listening and speaking proficiency and who lack the foundational reading and writing skills needed to succeed in an English language mainstream classroom. The teacher utilizes a curriculum and instructional practices based on sound theory and research on second language acquisition.
An SEI program is intensive, typically lasting from one to two years, and is intended to provide an onramp to an English-Language Mainstream program. It is defined by intensive amounts of ELD instruction and moderate to heavy scaffolding of content area instruction. The program is ideally delivered within a classroom consisting of both English- only students and English learners who do not yet meet district fluency criteria.
English Language Mainstream (ELM) – An English-Language Mainstream program is designed to ensure the development of academic language and literacy for students who have acquired basic fluency in English but who are not yet ready to be reclassified. Teachers use research-based practices to explicitly teach English language development based on students’ needs and to scaffold core content at light to moderate levels. Teachers also ensure that students are receiving appropriate academic interventions as necessary. The program is delivered within a classroom that includes both English learners and native speakers of English and is designed to push students toward meeting the district reclassification criteria.
Alternative Bilingual – SCUSD offers two types of dual language programs.
Dual Immersion (DI) programs (currently available for Spanish, Chinese, and Hmong) are designed to promote biliteracy in English and a target language. Teachers in these programs use best practices in bilingual education to provide intensive amounts of language instruction in both English and the target language. Both English learners and English-only students exit these programs with high levels of proficiency in both languages.
Transitional Bilingual Education (TBE) programs (currently available in Spanish only) are designed to use the primary language to teach content and maintain literacy while transitioning to literacy in English. While the primary goal of this program is proficiency in English, primary language literacy is encouraged and supported as well.
Reclassifying as Fluent English Proficient
When students have demonstrated proficiency in English and academic competency in English Language Arts, they qualify to exit English learner programs. This process is called reclassification, and it generally takes EL students from 3 – 6 years in EL programs before they meet the criteria to reclassify. For a table listing the Expected Language Proficiency Growth Chart for ELs who enroll at varying proficiency levels (see link below ). Reclassification changes the student’s status from English Learner (EL) to Redesignated (Reclassified) Fluent English Proficient (RFEP).
English Language Proficiency Assessment for California (ELPAC)
The California Department of Education (CDE) is transitioning from the CELDT to the ELPAC as the state ELP assessment by 2018. The ELPAC will be aligned with the 2012 California English Language Development Standards. It will be comprised of two separate ELP assessments: one for the initial identification of students as English learners (ELs), and a second for the annual summative assessment to measure a student’s progress in learning English and to identify the student’s level of ELP.
Family and Community Empowerment
SCUSD believes that parents are a child’s first teacher and are essential partners in the educational achievement of their children. It is the goal of SCUSD that parents of English Learners at all schools in the district participate meaningfully in the education of their children. That participation begins immediately with enrollment at the Matriculation and Orientation Center (MOC) at the SCUSD Enrollment Center.
Parent Advisory Committees
Participating on parent advisory committees are one way for parents to be partners with schools and the district. Committees provide parents of English Learners with opportunities to be involved in their child’s education, collaborate with SCUSD staff, evaluate instructional services, and provide advice about programs for their children. Parents are encouraged to participate in all committees and advise the school, district, and school board on services for English Learners. Two advisory committees play an especially important role in the education of English learners which are DELAC -district and ELAC – school site. Parents may also want to participate in LCAP English Learner Parent Advisory Committee and School Site Council SSC.
District English Language Advisory Committee (DELAC)
- http://www.scusd.edu/parent-resources Family and Community Empowerment Department
- http://www.scusd.edu/parent-resources The Connect Center
DIGITAL CHALKBOARD: Where California Educators Collaborate
The Digital Chalkboard features easily searchable teaching resources, professional development opportunities, and an online community of teaching professionals. Two California Common Core State Standards: Professional Learning Modules listed below focus on supporting our English leaners. They are the California English Language Development Standards and A Deeper Dive into the California ELD Standards.
The following links provide resources to support our English learners.
Additional Support Services
The Family and Community Empowerment (FACE) department works closely with neighborhood schools to provide access for families to trainings, information, and support in finding community resources.
The Connect Center is a single access point to services that support the social, emotional, and health needs of all students.
School site-based Parent Resource Centers provide more localized access to information for families and community members.
Sacramento City Unified School District participates in the Seal of Biliteracy (SSB) recognition program by the State Superintendent of Public Instruction for graduating high school students. These students have attained a high level of proficiency in speaking, reading, and writing in one or more languages in addition to English. Students who qualify have met the criteria contained in the legislation and shall be awarded the seal through the State Superintendent of Instruction office. The seal is noted on their high school diploma and transcript that verifies bilingualism to potiential employers There are 9 states including California with a formal State Seal of Biliteracy Program.