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Identification & Reclassification

Initial Identification of English Learners

The San Mateo Union High School District offers comprehensive programs and services to students who are identified as English Learners.  Upon enrollment, every parent/guardian completes a Home Language Survey.  Students who have a language in their background other than English are assessed for their proficiency in English.  Based on the results of these assessments, a student will be identified as an English Learner (EL) or Fleunt English Proficient (FEP).

Parents/guardians of English Learners are notified in writing regarding: 1) the student's level of English proficiency; 2) how the level was determined; 3) the placement of the student into an English language instructional program; 4) the methods of instruction used in the program; 5) the status of the student's academic achievement; 6) options for programs that will meet the student's needs; and 7) 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).

Additionally, parents/guardians of all potential English Learners (ELs) are notified in writing about program options for ELs.  They are also notified regarding their right to visit the program/classes, their right to request a withdrawal from the program, their option to request a waiver, and their right to participate in the school and district English Learner committees [CEC 52173].

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.Students who have not previously been assigned an English proficiency designation are assessed to determine their English language proficiency, called initial identification.  Every student who home language is other than English, as determined by the Home Language Survey, is assessed within 30 school days of initial enrollment in listening, speaking, reading and writing through the California English Language Development Test (CELDT) and supplementary measures.  The district's standards for classifying a student's English proficiency level are as follows:

 

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English Language Assessment
Fluent
Students who have an overall score of Early Advanced (Level 4) or higher on the CELDT with no more than one sub-score as Intermediate (Level 3) in Listening, Speaking, Reading or Writing, and who are reading at grade level per the Gates-MacGinitie Reading Tests (GMRT), will be classified as Initial Fluent English Proficient (IFEP).  

ELD 1-4
Students who do not score at the Early Advanced (Level 4) or higher on the CELDT or who have more than one sub-score at the Intermediate level or below and/or are not reading at grade level will be placed appropriately in the ELD program.

CELDT Overall Test Performance Descriptors: CELDT Levels

English Proficiency Levels

ELD 1: Beginner
Students have minimal comprehension and they speak little English.  Their reading and writing in English is minimal.
ELD 2: Early Intermediate
Students have limited comprehension, but they speak much more.  They still make errors in word choice and pronunciation.  They can read and write simple English.
ELD 3: Intermediate
Students have good comprehension, and they speak with few pronunciation errors.  They can read adapted and some authentic materials.  They can write paragraphs.  They have enough English to participate successfully in some mainstream classes.
ELD 4: Early Advanced
Students have excellent comprehension, and they speak with few pronunciation and grammatical errors.  They can write multi-paragraph essays.  They are almost ready to be successfully mainstreamed.
Mainstream English: Advanced
Students who are at the advanced level not only have excellent comprehension, but they also speak well enough to participate successfully in both academic and social situations.  They read and write well enough to be successful in mainstream classes.

Primary Language Assessment
Those students who are designated as English Learners are further assessed for primary language proficiency, including listening, speaking, reading and writing within 90 calendar days of initial enrollment.  
 

SMUHSD ENGLISH LEARNER PROGRAM GUIDELINES FOR RECLASSIFICATION

Reclassification is the process whereby an English Learner (grades 9-12) is reclassified as a Fluent English Proficient (RFEP) student after meeting various linguistic and academic criteria set by the state and district to reflect proficiency in English.  The San Mateo Union High School District has developed student reclassification policy and procedures based on criteria set forth by California Department of Education (CDE) guidelines in accordance with Title 5, Section 11303 of the California Code of Regulations. 

 

 

Grade Level

Proficiency on Annual CELDT

Demonstration of “basic skills”

Teacher Recommendation

 

Parent Notification

District Assessment (must meet at least ONE of the following two requirements)

Required Assessment Score

One teacher recommendation will always be required.

Two teacher recommendations will be required when student meets minimum lexile or SBAC score criteria (see footnote 1 and 2)

9

Overall proficiency on CELDT of level 4 (early advanced) or level 5 (advanced) with sub-scores of 4 and 5. Students with no more than one sub- score of 3 (intermediate) will still be considered.

Scholastic Reading Inventory (SRI)

Lexile Score of at least 1000 or minimum of 8501

Students will qualify on the following teacher evaluation criterion based on:

  • Grade of C or better in English Language Arts or English Language Development; OR
  • If grades are lower than above, teacher may complete a “Teacher Recommendation” form to determine if the student’s grade is not due to language acquisition issues in order to satisfy this requirement.

Required

Smarter Balanced Assessment in ELA from 8th grade

Standard Met or Standard Nearly Met2

10

Same as above

Scholastic Reading Inventory (SRI)

Lexile Score of at least 1000 or minimum of 8501

Same as Above

Required

Smarter Balanced Assessment in ELA from 8th grade

Standard Met or Standard Nearly Met2

11th/12th

Same as above

Scholastic Reading Inventory (SRI)

Lexile Score of at least 1000 or minimum of 8501

Same as Above

Required

Smarter Balanced Assessment in ELA from 11th grade

Standard Met or Standard Nearly Met2

For 2015-16 ONLY a passing ELA CAHSEE score can be used

ELs with an Individualized Education Plan (IEP): If a site reclassification team (ELD teacher, ELD chair, EL Specialist, and a site administrator) determines that an EL with an IEP would benefit from EL reclassification, but the student’s disability prevents him/her from meeting the above criteria, the Special Education Department Head or a representative of Special Education from the district may recommend that a particular criteria be adjusted accordingly. Adjustments must be appropriate for an individual student and based on their IEP.

[1] If a student’s Lexile score is lower than 1000, two teacher recommendations (English Language Arts and additional subject content teacher is required)

2 Student score for standard nearly met must be no more than 25 points less than the minimum score for standard met and must be accompanied by two teacher recommendations ((English Language Arts and additional subject content teacher is required)