Identification
The San Mateo Union High School District offers comprehensive programs and services to students who are identified as Multilingual Learners (ML). Upon enrollment in a public school in California, families are asked to complete a Home Language Survey as part of their enrollment process. Students who have a language other than English listed on their home language survey are assessed for their proficiency in English. Based on the results of these assessments, a student will be identified as a ML or initial Fluent English Proficient (IFEP). The ML designation will stay with a student until that student is reclassified as fluent English proficient.
Upon enrollment in the San Mateo Union High School District, all parents/guardians fill out a Home Language Survey as a part of the Infosnap process. New students to our District are assessed upon enrollment if their Home Language Survey lists a language other than English, and/or the student is coming from another country. The results of the assessments determine whether the student is a Multilingual Learner or qualifies as Initially Fluent English Proficient. If the student is identified as an Multilingual Learner the length of time in the United States and the results of the assessments will determine which level of English Language Development (ELD) the student will be placed in.
Parents/guardians of Multilingual Learners are notified in writing regarding:
- The student's level of English proficiency;
- How the level was determined;
- The placement of the student into an English language instructional program;
- The methods of instruction used in the program;
- The status of the student's academic achievement;
- Options for programs that will meet the student's needs; and
- Options to remove a student from a program or decline initial enrollment.
Parents/guardians are also provided with information regarding how a student can be Reclassified to Fluent English Proficient (RFEP).
Understanding Multilingual Learner Typologies
We recognize that there is no single ML profile and no one-size-fits-all approach that works for all MLs, programs, curricula, and instruction. Our schools must be responsive to the different ML students' needs, identities and experiences through the implementation of assets-based instructional programs. To help us understand who our multilingual learners are, we have identified several different ML Typologies.
| Typology | Years in US | Characteristics |
|---|---|---|
| Newcomer | 3 years or less | Limited English fluency. Literacy in home language varies. |
| Newcomer 1 (N1) | First year newcomer | Students should make English language progress, as indicated by English Learner Progress Indicator (ELPI) in the CA Dashboard. |
| Newcomer 2 (N2) | Second year newcomer | Students should make English language progress, as indicated by ELPI in the CA Dashboard. On track for reclassification. |
| Newcomer 3 (N3) | Second year newcomer | Students should make English language progress, as indicated by ELPI in the CA Dashboard. On track for reclassification. |
| Newcomer Advanced (NA) | 1-3 Years | Students exited the Newcomer Program in less than 3 years (see exit criteria). On track for reclassification. |
| Multilingual Learner (ML4/5) | 4-5 Years |
Students who have been making English progress are on track to reclassify. Students may be at risk of becoming an LTML/LTEL if limited progress has been made. |
| Long Term Multilingual (English) Learner (LTML/LTEL) | 6 or more years | Students are limited in subjects requiring strong English skills (ie. reading comp, academic vocab and writing). May have limited English support at home, and educational resources. |
| Students with Limited or Interrupted Education (SIFE/SLIFE) | Varies | Students have experienced limited or interrupted access to formal schooling, often due to factors such as migration, displacement, or other circumstances. |