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Multilingual Learner Collaborative Meeting II for 12/4/25 Session

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 Multilingual Learner Collaborative Meeting I (9/18/25)

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Multilingual Learner Collaborative Meeting I (9-26-24) 

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English Learner Tool Kit Updated with ESSA references. OELA's EL Tool Kit was published in 2015 as a companion to support the 2015 Dear Colleague Letter (DCL) produced by the Department of Education, Office for Civil Rights, and the Department of Justice, outlining legal obligations for ELs. Some chapters of the tool kit have been updated related to the Every Student Succeeds Act of 2015 (ESSA).

The English Learner Tool Kit helps state and local education agencies help English Learners (ELs) by fulfilling these obligations.

The Toolkit has 10 chapters (one for each section of the DCL), and contains an overview, sample tools, and resources.

New Download the entire English Learner Tool Kit (PDF, 9MB)

Introduction

Chapters

To request the tool kit in an alternate format as a reasonable accommodation, i.e. Braille, large print, CD Rom or audio, please contact Melissa Escalante by phone, 202-401-1407 or via email at: Melissa.Escalante@ed.gov.

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bilingual education; school reform; language proficiency; english (second language); multicultural education;

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The Office of English Language Acquisition's English Learner Tool Kit.

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Chapter One - Enrolling Your Child in School Chapter Two - Attending School in the United States Chapter Three - Other Educational Programs and Services for Your Child Chapter Four - Finding Extracurricular Activities for Your Child Chapter Five - The Health and Safety of Your Child at School Chapter Six - Helping Your Child Be Successful in School
To request the tool kit in an alternate format as a reasonable accommodation, i.e. Braille, large print, CD Rom or audio, please contact Melissa Escalante by phone, 202-987-1745 or email at: Melissa.Escalante@ed.gov.

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Chapter One - Enrolling Your Child in School Chapter Two - Attending School in the United States Chapter Three - Other Educational Programs and Services for Your Child Chapter Four - Finding Extracurricular Activities for Your Child Chapter Five - The Health and Safety of Your Child at School Chapter Six - Helping Your Child Be Successful in School To request the tool kit in an alternate format as a reasonable accommodation, i.e.

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Introduction

Chapter 1 - Who Are Newcomers?

Chapter 2 - Welcoming Newcomers to a Safe, Inclusive and Thriving School Environment

Chapter 3 - Supporting Newcomers' Social, Emotional, and Mental Health Needs

Chapter 4 - Providing High-Quality Instruction for Newcomers

Chapter 5 - Establishing Partnerships with Families

To request the toolkit in an alternate format as a reasonable accommodation, i.e. large print, CD Rom or audio, please contact Melissa Escalante by phone, 202-987-1745 or email at: Melissa.Escalante@ed.gov.

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To request the toolkit in an alternate format as a reasonable accommodation, i.e. large print, CD Rom or audio, please contact Melissa Escalante by phone, 202-987-1745 or email at: Melissa.Escalante@ed.gov.

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https://docs.google.com/forms/d/e/1FAIpQLSdCrk5oPL-C_uNZtntvg78j5pQ9Sl19_eXM3SHa77ms5LsFBQ/viewform?usp=sf_link

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The Collaborative supports new and veteran teachers, aides and administrators working with emergent multilingual language students (EL) at all levels. Our goal is to support one another, share resources and to help our students successfully add English to their communication repertoire while maintaining their first language and collaborating with our parents as partners! Below is our end of year survey--please complete, also, please visit our online bulletin board of resources link below:
End of Year Survey 2022-2023:

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The Collaborative supports new and veteran teachers, aides and administrators working with emergent multilingual language students (EL) at all levels. Our goal is to support one another, share resources and to help our students successfully add English to their communication repertoire while maintaining their first language and collaborating with our parents as partners!

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2022-2023 Feedback Survey! Please take a few minutes.

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2022-2023 Feedback Survey! Please take a few minutes.

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Copy of CEEMS Meeting 3 Agenda (12/08/22)

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Meeting Slides (with links on titles) (02/10/23)

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Meeting Slides (with links on titles) (02/10/23)

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Coffee Hour #1 Meeting Agenda (02/10/23)

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Thank you to Shirley Soderman for sharing this wonderful work--I hope we can collaborate to continue this effort. Our kids need to be prepared to take the ELPAC!

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Updates

ELPAC Checklists & Timelines

Assessment Spotlight

Service Request Form

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A TIMELINE BILINGUALISM AND EDUCATION IN CALIFORNIA & THE UNITED STATES. Created and compiled by Laurie Olsen, Ph.D..pdf

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Actualizaciones para la segunda reunión de CEEMS 22-23

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Actualizaciones para la primera reunión de CEEMS 22-23 (BCN updates)

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Updates

ELPAC Checklists & Timelines

Assessment Spotlight

Service Request Form

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ELPAC Checklists & Timelines

Assessment Spotlight

BCN

Service Request Form

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Working with Interpreters, Please Read!

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English
Spanish

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HCOE -Emergent Multilingual Learner Support Services 22-23

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All links available in slides or post below.

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Approve

Reject

View Details

Request a review

Learn more

CEEMS Flier 22-23.pdf

CEEMS Flier 22-23.pdf

Sign In

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Approve

Reject

View Details

Request a review

Learn more

CEEMS Flier 22-23.pdf

CEEMS Flier 22-23.pdf

Sign In

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Comligo Spanish Offerings for Younger Learners

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Comligo Spanish Offerings for Younger Learners

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Comligo Spanish Offerings for Adult Learners

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Comligo Spanish Offerings for Adult Learners

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All links function. Please complete our survey and add to our ideas page for next year located on slide six tile titled: More ideas.

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Please share with parents and educators.

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Please share with educators and parents.

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Nati Rozsa's slide deck!

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CEEL EL Master Plan Parent and Core Curriculum _4-7-22.pdf

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Master Plan Example--very comprehensive (LAUSD)

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Master Plan Example--very comprehensive (LAUSD)

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Multilingual & Multicultural Education / EL SEL Master Plan 2018

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Learning Continuity Plan and COVID Community Report

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EL Master Plan (Example from Millbrae Elementary SD)

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EL Master Plan (Example from Millbrae Elementary SD)

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¡Recurso bilingüe para padres! Bilingual Parent Resource!

English Learner Master Plan / Plan Maestro Para Aprendices de Ingles

The purpose of the English Learner Master Plan is to provide guidance to administrators, teachers, students, and families regarding the options offered to emerging bilingual students, also known as English Language Learner (EL) students, who attend SRCS.
El propósito del Plan Maestro para Aprendices (Estudiantes) de Inglés es brindar orientación a los administradores, maestros, estudiantes y familias con respecto a las opciones que se ofrecen a los estudiantes aprendices de inglés (EL) que asisten a nuestras escuelas. ENGLISH MASTER PLAN PLAN MAESTRO PARA APRENDICES DE INGLES

District English Learner Advisory Committee
Comité Distrital para Aprendices del Idioma Inglés
Each California public school district, grades kindergarten through 12, with 51 or more English learners must form a District-level English Learner Advisory Committee (DELAC) or subcommittee of an existing district-wide advisory committee.

The purpose of the DELAC is to advise the District's local governing board on programs and services for English learners to improve our English learners' acquisition of English and to help our students achieve academic success.
Cada distrito escolar público de California, desde jardín de infantes hasta 12º grado, con 51 o más estudiantes de inglés debe formar un Comité Consejero del Distrito de Estudiantes Aprendices de Inglés a nivel de Distrito (DELAC) o un subcomité de un comité asesor existente en todo el distrito. El propósito del DELAC es informar a la Mesa Directiva del Distrito Escolar sobre programas y servicios para estudiantes aprendices de inglés y mejorar la adquisición de inglés de nuestros estudiantes para que ellos pueden alcanzar el éxito académico. DELAC Meetings/Reuniones de DELAC 2021-2022 Virtual meetings until further notice/ Las reuniones ser 6 - 7:30 pm á n virtuales hasta nuevo aviso
Look for the Zoom link below / Vea el enlace de Zoom abajo
DELAC Meetings and Topics 2021-2022 Fechas y temas de las reuniones del DELAC 2012-2022
Zoom Link Meeting ID: 932 4802 3988

Reclassification / Reclasificación

Reclassification is the process whereby a student is reclassified from English learner (EL) status to fluent English proficient (RFEP) status. Reclassification can take place at any time during the academic year. San Rafael City Schools has developed student reclassification processes based on criteria set forth by California Department of Education (CDE) guidelines. Students initially identified as English Learners (ELs) are reclassified to fluent English proficient when they meet each of the following criteria:

ELPAC: Assessment of English Language Proficiency (Listening, Speaking, Reading and Writing).

Student demonstrates proficiency in basic skills as measured by district benchmarks and/or standardized assessments (ex: F&P Reading Benchmark, Reading Inventory, SBAC)

Teacher Evaluation of Student's Academic Performance

Parent/Guardian Consultation

San Rafael City Schools Reclassification Criteria
*English Learner with Documented Disabilities: Individualized reclassification through the IEP is available for dual identified pupils with significant disabilities.
La reclasificación es el proceso mediante el cual un estudiante es reclasificado del estado de aprendiz de inglés (EL) al estado de dominio fluido del inglés (RFEP). La reclasificación puede ocurrir en cualquier momento durante el año académico. Las Escuelas de la Ciudad de San Rafael han desarrollado procesos de reclasificación de estudiantes basados ​​en los criterios establecidos por el Departamento de Educación de California (CDE). Los estudiantes inicialmente identificados como aprendices de inglés (EL, por sus siglas en inglés) son reclasificados como competentes en inglés con fluidez cuando cumplen con los siguientes criterios:

ELPAC: Evaluación del dominio del idioma inglés (comprensión auditiva, expresión oral, lectura y escritura).

El estudiante demuestra competencia en las habilidades básicas según lo medido por los puntos de referencia del distrito y/o evaluaciones estandarizadas (por ejemplo, F&P Reading Benchmark, Reading Inventory, SBAC)

Evaluación del maestro del desempeño académico del estudiante

Consulta con el padre / tutor

Criterios de reclasificación de las escuelas de la ciudad de San Rafael

* Aprendiz de inglés con discapacidades documentadas: La reclasificación individualizada a través del IEP está disponible para alumnos con doble identificación y discapacidades significativas.

The ELPAC (English Language Proficiency Assessment for California) is the required state test for English language proficiency (ELP) that must be given to students whose primary language is a language other than English. State and federal law require that local educational agencies administer a state test of ELP to eligible students in kindergarten through grade twelve. The ELPAC is aligned with the 2012 California English Language Development Standards. It consists 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.

INITIAL ELPAC FACT SHEET SUMMATIVE ELPAC FACT SHEET

Sobrato Early Academic Language (SEAL) Model
SEAL is a PreK through 6th grade program of the Sobrato Family Foundation. It is designed to build the capacity of schools to powerfully develop the language and literacy skills of young English Learner children, and to close the achievement gap. SEAL is also a model of language-rich, joyful and rigorous education for all children. In partnership with the Sobrato Foundation, the teachers of San Rafael participate in an intense, multi-year professional development program. At the end of their training, teachers are able to develop rich, powerful language and literacy in all students within the context of delivering a full academic curriculum.
SEAL Video Bahia Vista Preschool Bahia Vista Preschool Environment and Family

EL Roadmap Policy - The Four Principles

Have you heard about California's new English Learner Roadmap Policy? Take a listen - It's a new day for English Learners in California!

This video provides an overview of the vision, mission, and four key principles of the California EL Roadmap Policy approved in July, 2017 by the California State Board of Education. This is the second of a three part series narrated by Dr. Laurie Olsen, co-chair of the EL Roadmap Taskforce. The EL Roadmap Taskforce was convened by former Superintendent of Public Instruction, Tom Torlakson, members of the California Department of Education, and also co-chaired by Dr. Kenji Hakuta.
Palmcard of the EL Roadmap Policy - The Four Principles Video Link to the California EL Roadmap Policy - The Four Principles

Director of English Learner Programs
Cecilia Quintana-Perez
cperez@srcs.org
415-492-3143
*Se habla español Accountability Coordinator
Lori Owens
lowens@srcs.org
415-492-3589
Bilingual Administrative Assistant
Roxana Cruz
rcruz@srcs.org
415-492-3222
*Se habla español

FAQ ABOUT STUDENTS WHO ARE LEARNING ENGLISH

Is it mandatory to provide English learner services to pupils whose parents do not want their children to receive those services?
Parents may request that their children be exempted from a specific instructional setting ( CCR, Title 5, section 11301 (b)). However, districts still have an obligation to ensure that students receive ELD and access to other core content areas from teachers who are qualified to provide such instruction ( Castañeda v. Pickard, 1981).

May a parent change a Home Language Survey?
Yes. California Education Code 52164.1 states that a parent may amend the Home Language Survey if they believe there is an error.
More FAQ about ELs can be found on the CDE website.
What does a parent need to do to have his/her child placed in an English Language Mainstream classroom?
The parent/guardian of an EL need only request this placement. this does not entail going through the waiver process (CCR, Title 5, sections 11301[b]).

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English Learner Master Plan / Plan Maestro Para Aprendices de Ingles The purpose of the English Learner Master Plan is to provide guidance to administrators, teachers, students, and families regarding the options offered to emerging bilingual students, also known as English Language Learner (EL) students, who attend SRCS.

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Updates/Information for our Seventh (3-7-22) Collaborative of Educators for Emergent Multilingual Students CEEMS

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Updates/Information for our Seventh (3-7-22) Collaborative of Educators for Emergent Multilingual Students CEEMS

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Actualizaciones e Información para la séptima reunión de CEEMS

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The English Learner
Master Plan Playbook provides tools for educators, families, and community members to engage in policy dialogues and development processes to support the creation of a local policy document - the English Learner Master Plan - to articulate the Local Education Agency’s (LEAs)3 mission and vision for all students designated EL to be socially, linguistically, and academically proficient.

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Please share with parents and educators.

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CEEMS 407 Spanish - Made with PosterMyWall

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Please share with educators and parents.

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CEEMS 407 English - Made with PosterMyWall

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Actualizaciones e Información para la sexta reunión de CEEMS

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Guidelines for Simplified Test Directions

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Guidelines for Simplified Test Directions

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Embedded Universal Tools, Designated Supports, and Accommodations Video Tutorials.

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HCOE -Emergent Multilingual Learner Support Services 22-23

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Información de BCN/para la sexta reunión de CEEMS

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Questions/Concerns Regarding the Summative ELPAC

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Questions/Concerns Regarding the Summative ELPAC

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CEEMS 310 Educators - Made with PosterMyWall

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Educators: Please share this flyer with your EL students' parents.

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CEEMS 310 SPANISH parents - Made with PosterMyWall

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Translanguaging: Abriendo puertas a la inclusividad lingüística / Translanguaging: Opening doors to linguistic inclusivity

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Translanguaging: Abriendo puertas a la inclusividad lingüística / Translanguaging: Opening doors to linguistic inclusivity

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Translanguaging: Abriendo puertas a la inclusividad lingüística

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Actualizaciones e Información para la quinta reunión de CEEMS

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Translanguaging: Abriendo puertas a la inclusividad lingüística

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Sessions on Dual Language, Bilingual Teacher Pathway, Writing for Innovative Teaching and Equity, Project GLAD, Language Development Through Science and more

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Multilingual California Canvas Digital Academie

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WELCOME TO THE MCAP DIGITAL ACADEMIES OFFERINGS Welcome educators and school leaders! We invite you to join a robust network of educators dedicated to Multilingualism and English Learner support. Through the MCAP Digital Canvas Academies, you have access to FREE professional learning support

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Deconstructing the Native Speaker: What is that?

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Deconstructing the Native Speaker: What is that?

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Presentation from:
Eduardo R. Muñoz-Muñoz, Ph. D.
Assistant Professor
Critical Bilingual Authorization Program Coordinator
Teacher Education Department
San José State University

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Radically Inclusive Teaching With Newcomer and Emergent Plurilingual Students: Braving Up (You can pre-order now)

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A New Publication from our presenter--Dr. Fernando (Ferran) Rodríguez-Valls

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A New Publication from our presenter--Dr. Fernando (Ferran) Rodríguez-Valls

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Learn how to enact curricular, pedagogical, and policy shifts that nourish students' linguistic repertoires, redefine teaching and learning as reciprocal endeavors, promote student-to-student interactions that help newcomers feel less isolated, and create opportunities for students to experiment with language in both academic and informal settings. Drawing on their experience working with hundreds of educators and thousands of students in linguistically diverse school settings (grades 7-12), the authors challenge readers to engage in critical, collective action as they transform their approach to languaging, agency, and authority in the classroom. Ideas and strategies come alive through classroom vignettes, student stories, and samples of student poetry, prose, and art―as well as examples of linguistically affirming approaches to online teaching. The book is an enlightening professional conversation that represents the importance and impact of multicultural and culturally responsive education that ultimately leads to linguistically inclusive education for newcomers and other language learners.
Book Features:

Draws from classroom-based research in linguistically diverse school districts in Southern California that use an arts-based, multiliteracy enrichment program designed for newcomer and emergent bilingual students.

Examines the ideological, curricular, pedagogical, and political factors that shape the daily experiences of students who are new to the United States and in the process of incorporating English into their linguistic repertoires.

Shows examples of how educators create classrooms where newcomer and emergent bilingual students' identities, languaging, and humanity are invited, affirmed, and amplified.

Features the voices of students who courageously explore their identities, experiment with their voices, and share their vision of what a radically inclusive community can be.

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Radically Inclusive Teaching With Newcomer and Emergent Plurilingual Students: Braving Up

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Radically Inclusive Teaching With Newcomer and Emergent Plurilingual Students: Braving Up [Dover, Alison G., Rodríguez-Valls, Fernando (Ferran), García, Ofelia] on Amazon.com. *FREE* shipping on qualifying offers. Radically Inclusive Teaching With Newcomer and Emergent Plurilingual Students: Braving Up

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CEEMS English Flyer for Educators 2-10-22

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CEEMS English Flyer for Educators 2-10-22

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CEEMS feb102022 (Educators English) - Made with PosterMyWall

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Our Guest Presenter: Fernando Rodríguez-Valls, Ph.D. 

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Our Guest Presenter: Fernando Rodríguez-Valls, Ph.D. 

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Professor of Secondary Education
Coordinator, Bilingual Authorization Program
Secondary Education

Dr. Rodríguez-Valls will present on the topic of “Translanguaging: Abriendo puertas a la inclusividad lingüística” (Translanguaging: Opening doors to linguistic inclusivity) with Q&A time

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Titans of Academia: Fernando Rodríguez-Valls