Multilingual/English Learner Services

• Preschoolers participate in meaningful oral language development experiences in the home language
• Preschoolers engage with books and print materials in the home language
• Preschoolers participate in opportunities for developing the ability to communicate in a second language
• Preschoolers experience enthusiastic support from school staff for their awareness of bilingualism
• Families are provided with resources to support their children in developing both their home language and a second language at home and at school
• Families are provided with training opportunities related to the importance of preserving the home language, the value of bilingualism, strategies for supporting a second language, and education program options in the K-12 system

The intent of the elementary school Bilingual Service and Participation Award (BSPA) is to encourage students along the path of bilingualism, and to place value on the continued use of two languages. It is awarded at the end of fifth grade. 

Criteria:

• Attain age-appropriate proficiency in English Language Arts on the state testing system or local assessments
• Be an English Only student, an I-FEP student (Initially Fluent English Proficient) or a Redesignated Fluent English Proficient student (RFEP – i.e. student formerly classified as English learner) or an EL student with English proficiency assessment score (CELDT or ELPAC) which demonstrates appropriate progress is being made
• Documentation of 10 hours of bilingual service to the school or the community e.g., serving as a bilingual ambassador for visitors to the school, reading books to preschoolers, etc.
• Complete one of the portfolio requirements listed below:
• Write two essays, one in English and one in the target second language and receive a score of proficient or higher using the district’s writing rubric:  Prompt #1 in English: Write an opinion essay persuading or explaining why bilingualism is important to you personally, to your community and to the world.  Prompt #2 in the target second language: Write a personal narrative describing how you intend to use your bilingual skills in the future.
• Create and deliver an oral presentation in the target second language identifying five careers where bilingualism is important and explaining why and how bilingualism is a benefit in those careers. Receive an average score of “3” or above with no more than two areas receiving a score of “2” or below as the criteria for reaching proficiency in SCCOE’s Elementary School Pathway Oral Presentation Rubric.

This award is designed to measure attainment of age-appropriate biliteracy for students who have been in Two-Way Bilingual Immersion, Dual Language or maintenance bilingual programs. It is awarded at the end of fifth grade. 

Criteria:

• Earn a score of proficient or higher in English Language Arts on the state testing system or local assessments
• Be an English Only student, an I-FEP student (Initially Fluent English Proficient) or a Redesignated Fluent English Proficient student (RFEP – i.e. student formerly classified as English learner). 
• Demonstrate proficiency in a language other than English as measured by an approved assessment (LAS, Aprenda, etc.)
• Complete BOTH of the portfolio requirements listed below
• Write two essays, one in English and one in the target second language and receive a score of proficient or higher using the district’s writing rubric:  Prompt #1 in English: Write an opinion essay persuading or explaining why bilingualism is important to you personally, to your community and to the world.  Prompt #2 in the target second language: Write a personal narrative describing how you intend to use your bilingual skills in the future.
• Create and deliver an oral presentation in the target language identifying five careers where bilingualism is important and explaining why and how bilingualism is a benefit in those careers. Receive an average score of “3” or above with no more than two areas receiving a score of “2” or below as the criteria for reaching proficiency in SCCOE’s Elementary School Pathway Oral Presentation Rubric.

• A list of six simple things you can do to Be an Ally to targets of name-calling and bullying in schools is provided in this article. 
• Myths and Facts about Muslim People and Islam is a resource intended to provide background knowledge about Muslim people and Islam, dispel stereotypes and replace them with facts, and suggest ways for educators to address these topics in classrooms. 
• Exploring Young Immigrant Stories is a lesson plan that helps students build empathy, respect, understanding, and connections through learning about the lives of others
• TULARE County Proficiency Levels
• EL Roadmap Toolkits
• EL Typologies Chart (box)
• ELD Standards LACOE: One page version
• History of Bilingual Education with Laurie Olsen

• The Immigrant Legal Resource Center (ILRC) works with communities to provide first step resources. For example, ILRC provides community forums and legal resources centered around immigrant topics.
• Catholic Charities of San Mateo County provides Immigrant Services to assist clients in achieving legal status and economic self-sufficiency. 
• Coastside Hope provides support to clients and their families who live and work on the Coast and are seeking permanent residency. Click here for more information. Knowing your rights when in contact with an immigration agency can make a huge difference in many situations. Click here for Red Card Instructions.

• How do teachers Stay Neutral? This site provides examples of effectively facilitating discussions between students so both sides of an argument can be represented.  
• Undocumented Students and Families: The Facts discusses the rights of students, parents, and staff.  

• English Learner Proficiency Assessment for California (ELPAC)
• English Language Development Standards
• Common Core Standards
• English Language Arts Common Core Standards
• ELD/ELA Framework 
• Californians Together 
• Early Childhood Language Development Institute