Spotlight: Centering Multilingual Learners

The San Mateo County Office of Education works toward a vision in which all children–including those who speak a language other than English or who are long-term English learners–have an excellent and equitable education. In San Mateo County where 56.5% of children have at least one parent who was born outside the US, services for multilingual learners are essential to the wellbeing of children, families, and communities. 

Our services span pre-kindergarten (PreK) to 12th grade and include engagement in community programs, schools, districts, and the region. By providing a continuum of services to educators and students at all grade levels and through a variety of supports that include tools, professional development, and strategies, we improve the opportunities for multilingual learners to fully engage in their schools now, and later, as adults, in their communities. 

Much of this work is grounded in the visionary English Learner Roadmap adopted by the California Board of Education in 2017, which is a comprehensive approach built on four core principles that closely align with the County Office’s vision of excellence and equity in education.

1. Asset-oriented and need-responsive schools where students’ languages and cultures are valued
2. High-quality instruction and meaningful access to grade-level curriculum
3. Systemic supports that enable effective instruction, decision-making, and leadership
4. Alignment and articulation across systems, ensuring coherence from early learning through graduation

Below are just a few highlights from the many integrated efforts by the County Office, districts, schools, and community partners, all working to create thriving learning environments for every San Mateo County student.

County Office hosts inaugural “Roadmap to Success” creating pathways for multilingual learners from the start

To support multilingual learners as early as possible, the County Office launched a new specialized professional learning series for preschool and early elementary school teachers. This series focuses on evidence‑based strategies and tools that help align instruction, curriculum, and student supports. As part of these efforts, the County Office hosted its inaugural Roadmap to Success learning event designed to promote joyful, culturally affirming, and language-rich learning experiences that align with the English Learner Roadmap. This event offered two full days of training for PreK and TK educators, followed by two convenings for Early Learning educators and one for site leaders and program administrators. Through collaborative dialogue, participants examined educator dispositions–such as beliefs about language, culture and student potential–alongside their program’s vision and goals. They also identified strategies to strengthen learning environments and system conditions that support improved outcomes for multilingual learners from the start of their educational journey.

County Office co-hosts “The Power of Collective Responsibility” for regional K-12 educational leaders

In January, the County Office co-hosted “The Power of Collective Responsibility,” the fourth annual Multilingual Learner Leadership Institute at its office. This institute convened regional K-12 educators and administrators to collaboratively design sustainable programs that were aligned to the English Learner Roadmap. District leaders shared concrete strategies for strengthening family engagement, improving instruction, disrupting systemic inequities, centering the student experience across grade levels, and leveraging regional expertise. The institute has been instrumental in developing a shared regional culture of learning and accountability, helping Bay Area counties grow and learn together.

School, District, and Regional Highlights

Spruce Elementary School Adjusts Its Schedule to Prioritize English Language Development

Spruce Elementary School in the South San Francisco Unified School District redesigned its daily schedule to intentionally prioritize English language development within the school day, ensuring multilingual students have consistent, equitable access to high‑quality instruction. Through thoughtful master scheduling, all multilingual learners receive daily Designated English Language Development (ELD) taught by credentialed teachers, aligned to California standards and grounded in practices that build a sense of belonging and safety. This operational shift has enabled school leaders and educators to better align instruction, use student data more effectively in decisionmaking, and improve instructional continuity across grade levels.

Menlo Park City School District Implements a New Research Tool

Across California, school districts are adopting the Observation Protocol for Teachers of English Learners (OPTEL) to gain a fuller picture of students’ language development over time. In San Mateo County, the Menlo Park City School District is leading the way by using OPTEL to inform instruction, strengthen English Language development, guide reclassification decisions, and support more equitable student outcomes. The use of OPTEL has contributed to meaningful instructional improvements, increased teacher collaboration, and a culture focused on learning rather than compliance. As a reflective tool, it has helped change educator mindsets and opened new opportunities for continuous improvement

Stanford-Sequoia K-12 Research Collaborative Uses Research-Practice Partnership to Advance Multilingual Learner Success

The Stanford-Sequoia K-12 Research Collaborative brings together Stanford University researchers and nine local school districts to improve student outcomes through close research‑practice partnerships. Working alongside district leaders, the Collaborative studies real‑world challenges and translates research findings into actionable changes in policy and practice. During the 2025–26 school year, the Collaborative deepened its research on long‑term multilingual learners, shared findings on barriers to English proficiency reclassification, and identified ways districts can remove unnecessary obstacles. These studies have supported district efforts to strengthen reclassification processes and expand opportunities for students to demonstrate their skills, increasing access to rigorous coursework that prepares them for college and careers.

These highlights represent just a portion of the exciting body of work underway across San Mateo County. We invite you to follow our continued progress as we work collaboratively to ensure that students of all backgrounds receive an excellent education that prepares them for school and life.