Multilingual/English Learner Services

San Mateo County Office of Education supports districts in ensuring English learner success by providing information on state and federal requirements, policies, and best practices and by creating opportunities for administrators, educators, counselors, and other school staff to network and share their experience and knowledge with each other.

Resources and professional learning opportunities, including support for the CA English Language Development standards, the English Learner Roadmap, and the State Seal of Biliteracy are available to support and sustain leadership, curriculum and instruction, and achievement for English learners.

If you would like to be added to our listserv, please email earenas@smcoe.org.

Multilingual Learner Leadership Network (MLLN)

2026-2027 MLLN Meeting Dates (Virtual)

September 11, 2026 from 12pm to 2pm

December 11, 2026 from 12pm to 2pm

February 26, 2027 from 12pm to 2pm

May 21, 2027 from 12pm to 2pm

Multilingual English Learner Consortium (MELC)

Target Audience: District Administrators, site administrators, teacher leaders and coaches

The goal of the Multilingual English Learner Consortium is to support districts in aligning their current practices with state and federal policy and going beyond to ensure English learner success. These meetings provide current information and resources for supporting multilingual learners and opportunities for discussion and networking across the county. Occasionally, guest speakers are invited to provide expert advice on current issues.

2026-2027 MELC Meeting Dates: (REGISTER HERE)

September 9, 2026 (9:00-11:30AM)

December 2, 2026 (9:00-11:30AM)

February 24 2027 (9:00-11:30AM)

May 19, 2027 (9:00-11:30AM)

Multilingual Learners Professional Learning Opportunities (Hosted at San Mateo County Office of Education)

CRLP Learning How English Works (Integrated & Designated Learning Institute

Institute Outcomes: Assessing and Teaching Part II of the California ELD Standards: The ELD Standards call for students to "Interact in Meaningful Ways" (Part I) and to "Learn How English Works" (Part II). During the 3-day training, Participants will:

Gain a deeper understanding of the text, sentence, and word level academic language of Part II of the CA ELD standards
Consider classroom language demands connected to the CA ELD standards
Participate in an instructional routine sequence for teaching language during both designated and integrated ELD
Experience strategies for teaching text, sentence, and word level language
Practice the Student Work Analysis Protocol (SWAP) with a focus on language to set learning goals
Consider how the protocols, strategies, and routines discussed fit into existing curriculum

Register before 9/1/26: 3-Day Learning Series from 8:30am - 3:30pm (REGISTER HERE)

Wednesday, September 23
Wednesday, October 21
Wednesday, November 18

Professional Development through EL RISE!

From 2020 - 2023, the EL RISE! (English Learner Roadmap Implementation for Systemic Excellence) team designed research-based professional learning materials to build capacity to implement the EL Roadmap across the state. While the grant has ended, resources on the EL RISE! Microsites are available to all! Check out the 25 different offerings here.

English Language Proficiency Assessments for California (ELPAC)

The English Language Proficiency Assessments for California (ELPAC) is the required state test for English language proficiency that must be given to students whose primary language is a language other than English.

Initial ELPAC and Initial Alternate ELPAC

The purpose of the Initial ELPAC is to determine the English proficiency of students entering California schools for the first time who have a primary language other than English. Identifying students who need help learning in English is important so students receive the support they need to do well in school while receiving instruction in all school subjects. California state law requires that schools administer the initial ELPAC within 30 calendar days of a student's enrollment. Learn more here: Initial ELPAC and Initial Alternate ELPAC.

Interim ELPAC

Interim assessments are designed to support teaching and learning throughout the year. The ELPAC Interim Assessments are aligned with the 2012 California English Language Development Standards and are organized by domain—Listening, Speaking, Reading, and Writing—for each of the following grade levels and grade spans: Kindergarten; 1st; 2nd; 3rd-5th; 6th-8th; 9th-10th; 11th-12th. The ELPAC Interim Assessments will be available for preview on September 19, 2023, with full access to administer on October 19, 2023.

Observation Protocol for Teachers of English Learners (OPTEL)

Information about the Observation Protocol for Teachers of English Learners (OPTEL), a resource to support educators in monitoring and evaluating language use of English learner (EL) students. The OPTEL is a statewide standardized protocol for reclassification Criterion 2 (teacher evaluation of English learner [EL] students) and Criterion 3 (parent opinion and consultation).

California State Seal of Biliteracy and Biliteracy Pathways

The State Seal of Biliteracy (SSB) recognizes high school graduates who have attained a high level of proficiency in speaking, reading, and writing in one or more languages in addition to English. This achievement is marked by a gold seal on the diploma or transcript of the graduate. The CDE has released the new SSB requirements for the 2023-24 school year to align with the passing of Assembly Bill 370, along with updated SSB Frequently Asked Questions (FAQs).

The rationale behind celebrating biliteracy is to:

Recognize and value students' biliteracy skills
Encourage students to study languages
Encourage family and community support of the development of the home language and the study of additional languages
Certify attainment of biliteracy
Strengthen intergroup relationships, affirm the value of diversity, and honor the multiple cultures and languages of a community
Provide universities with a method to recognize biliteracy
Provide employers with a method of identifying people with language and biliteracy skills
Prepare students with 21st-century skills

Biliteracy Pathway Recognitions

The Biliteracy Pathway Recognitions are established to recognize preschool, kindergarten, elementary, and middle school students who have demonstrated progress toward proficiency in speaking, listening, reading, and writing in one or more languages in addition to English. The three Biliteracy Pathway Recognitions available are: Biliteracy Program Participation Recognition, Home Language Development Recognition, and Biliteracy Attainment Recognition.

Pre-School Pathway to Biliteracy Award

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

Elementary School Bilingual Service and Participation Award

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.

Elementary School Biliteracy Attainment Award

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.

Middle School Biliteracy Attainment Award

This award is designed to set a standard for high-level biliteracy attainment for students in a Two-Way Bilingual Immersion or Dual Language program. It is awarded at the end of eighth grade.

Criteria:

Attain age-appropriate proficiency in English Language Arts on the state testing system or local assessments OR CELDT/ELPAC score which demonstrates appropriate progress is being made AND
Demonstrate proficiency in a language other than English as measured by an approved assessment OR
Obtain average grades of B/3 or higher in World Language or Native Speakers course
Meet the redesignation criteria for Redesignated Fluent English Proficient (RFEP) for students who are English learners.
Write an essay about one of the two topics below in the target second language and receive a score of proficient or higher using the district’s writing rubric:
- Argumentative essay explaining why knowing multiple languages is important.
- Personal Narrative describing your participation or your knowledge gained at two cultural events (each one a minimum of one hour) targeting the second language being studied.
Create and deliver an oral presentation in a target language identifying the importance of cultural understanding and explaining why being culturally respectful is a benefit in the 21st Century. The student should be monitored by a teacher or counselor during the process of creating the presentation and must receive “3s” or above in all areas on SCCOE’s Middle School Pathway Oral Presentation Rubric.

High School Seal of Biliteracy

The Seal will be awarded to graduating seniors in San Mateo County districts who have mastered standard academic English and any other language. Students wishing to receive the Seal of Biliteracy must be verified by their home district and meet the following four requirements:

Complete all English language arts requirements for graduation with an overall grade point average of 2.0 or above in those classes.
Pass the California Assessment for Student Performance and Progress Standards Test in English Language Arts administered in grade 11 at the Standards Met or above.
Be proficient in one or more languages in addition to English as demonstrated through one of four options
- Passing a foreign language Advanced Placement examination with a score of 3 or higher or an International Baccalaureate examination with a score of 4 or higher. Attain a score of “4” or higher on an International Baccalaureate (IB) Examination in a language other than English. OR
- Complete the district’s approved consecutive four-year course of study in the same foreign language and attain an overall GPA of 3.0 or above in those courses (verified by transcript). OR
- If no AP examination or of-the-shelf language test exists and the district uses its own language examination, the school district must certify to the Superintendent that the test meets the rigor of a four-year high school course of study in that foreign language. If a district offers a language examination in a language in which an AP examination or of-the-shelf examination exists, the district language examination must be approved by the Superintendent. OR
- Pass the SAT II foreign language exam with a score of 600 or higher.
If the primary language of a grade 9-12 pupil is other than English, both of the following must be met in order to qualify for the Seal of Biliteracy:
- Attain English Language Proficiency Assessment for California (ELPAC) Level 3 or 4
- Meet the requirements above as stated in 1, 2, and 3 (a-d)

Resources for Teachers and Counselors

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

Resources for Families

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.