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Language Pathways

Descriptions and Eligibility Requirements

1. DUAL LANGUAGE PATHWAY

A. DUAL LANGUAGE LEARNER PRE-KINDERGARTEN AND TRANSITIONAL KINDERGARTEN (Cantonese and Spanish)

The Dual Language Learner Pre-Kindergarten and Transitional Kindergarten Pathways located at Early Education sites are designed to ensure both English Learners and English proficient students develop high levels of English and pathway language proficiency and literacy, as well as academic competency.

Student Population

 This program is designed for three types of students: (1) English Learners whose home language is Cantonese or Spanish; (2) bilingual students who speak Cantonese or Spanish and English; and (3) English proficient students.

Instruction

Instruction will occur approximately 70% of the time in Cantonese and 80% of the time in Spanish in each respective pathway.  To create rich context for learning, languages are separated by place and time blocks in classrooms that are organized to create focal points for pathway language and English instruction.

Eligibility

All students applying for a seat in a Dual Language Learner Pre-Kindergarten or Transitional Kindergarten are eligible regardless of language proficiency in the pathway language and English.  Students who participate in the Dual Language Learner Pre-Kindergarten or Transitional Kindergarten are NOT guaranteed a seat in the respective Elementary Dual Language Immersion or Biliteracy Pathway at their school site or in the district.

i. Dual Language Learner Pre-Kindergarten

Cantonese
  • ER Taylor Elementary PK
  • Las Americas Early Education School
  • Noriega Early Education School
  • Commodore Stockton Early Education School
Spanish
  • Bret Harte Elementary School
  • Bryant Elementary School
  • César Chávez Elementary School
  • Fairmount Elementary School

ii. Dual Language Learner Transitional Kindergarten

Spanish
  • Junipero Serra Early Education School
  • Zaida T. Rodriguez Early Education School

B. DUAL LANGUAGE IMMERSION PATHWAY (Cantonese, Korean, Mandarin, or Spanish)

The Dual Language Immersion Pathway is designed to ensure both English Learners and English proficient students develop high levels of English and pathway language proficiency and literacy, as well as academic competency.

Student Population

This program is designed for three types of students: (1) English Learners whose home language is Cantonese, Korean, Mandarin, or Spanish; (2) bilingual students who speak Cantonese, Korean, Mandarin, or Spanish and English; and (3) English proficient students.

Instruction

In kindergarten, instruction will occur approximately 80% of the time in the pathway language. The percentage of instruction in English increases from year to year. By fifth grade, 50% of instruction is in English and 50% of instruction is in the pathway language.

At the secondary level starting at grade 6, the elementary Dual Language Immersion and Biliteracy Pathways merge into the Secondary Dual Language Pathway for each respective language where students take at least two academic classes in the pathway language. The Secondary Dual Language Pathway is designed for students who are native speakers of the pathway language, native English speakers, and bilingual students who all now possess pathway language proficiency.  For the Secondary Dual Language Pathway in Cantonese starting in grade 6, students will study both Cantonese and Mandarin.

English Learners who begin schooling in the primary grades through the Dual Language Immersion Pathway are expected to achieve English proficiency by the end of elementary school and to be re-designated to Fluent English Proficient status. Because the Dual Language Immersion Pathway aims to produce high-level bilingual/biliterate students with native-like proficiency in both languages, all students are strongly encouraged to continue in the Secondary Dual Language Pathway through 12th grade.

Eligibility

In order to provide effective and continuous Dual Language Immersion Pathways K-12, the district will institute processes during the kindergarten and 1st grade enrollment to assign an appropriate balance of students who are proficient in the pathway language (2/3 to 1/2) and students who have not demonstrated proficiency in the pathway language (1/3 to 1/2) per grade level and classroom.  
Prior to student enrollment in the district, student’s parents/guardians complete the SFUSD’s Home Language Survey (HLS) on the enrollment application.

For kindergarten and first grade: 

  • If the survey indicates that a language other than English is spoken with or by the student in the home, the student will be assessed to evaluate his/her proficiency in the pathway language.  
- If the student meets the proficiency level on the assessment, then he/she will         go into the pathway language pool.  
    - If the student demonstrates limited proficiencies on the assessment, the   parent/guardian may sign an affidavit which determines the student’s primary/dominant language and is eligible to go into the pathway language pool.
    - If the parent does not sign an affidavit, the student will be placed in the non- pathway language pool.
  • If the survey indicates that only English is spoken in the home, the student will not be automatically assessed and will be placed into the non-pathway language pool.  Parents may request that their child be assessed in the pathway language.  If the student meets the proficiency level on the assessment, he/she will be placed in the pathway language pool.

For grades 2 to 5, the following students are eligible to apply: 

  • Students currently enrolled in a SFUSD Dual Language Immersion Pathway or elementary Newcomer Pathway in the respective pathway language; OR
  • Students currently enrolled in the respective SFUSD Biliteracy Pathway and meet the proficiency level on the grade level pathway language assessment; OR
  • Students who are not enrolled in the respective SFUSD language pathway or are new to SFUSD and demonstrate grade level proficiency in the pathway language on the assessment given at the EPC; OR
  • If the student demonstrates limited proficiencies on the assessment, the parent/guardian may sign an affidavit which determines the student’s primary/dominant language and is eligible to go into the pathway language pool.

For middle and high schools, the following students are eligible to apply for the Secondary Dual Language Pathway:

  • Students enrolled in the respective Elementary Dual Language Immersion Pathway or Newcomer Pathway; OR
  • Students currently enrolled in the respective SFUSD Biliteracy Pathway and meet the proficiency level on the grade level pathway language assessment; OR
  • Students who demonstrate grade level proficiency in the pathway language on the assessment given at the EPC.

If the student does not meet the eligibility requirements above, his/her request for this language pathway will be dropped from his/her application.  See the “Language Assessments for Enrollment” section of this English Learner Program Guide for more information.

 

i. Elementary & K-8 Dual Language Immersion Pathway

Cantonese

 

• Chinese Immersion School at De Avila

K to 5

• Garfield

K to 3¹

• West Portal Elementary School

K to 5    

Korean

 

• Claire Lilienthal School (K-8)

K to 5

Mandarin

 

• Starr King Elementary School

K to 5

• Jose Ortega Elementary School

K to 5

Spanish

 

• Alvarado Elementary School

K to 5

• Bret Harte Elementary School

K to 5

• Buena Vista Horace Mann (K-8)

K to 8

• Daniel Webster Elementary School

K to 5

• Fairmount Elementary School

K to 5

• Leonard R. Flynn Elementary School

K to 5

• Marshall Elementary School

K to 5

• Monroe Elementary School

K to 5

• Paul Revere School (K-8)

K to 7

¹ Each year another grade level will be added until 5th grade.

ii. Secondary Dual Language Pathway

At the secondary level, the elementary Dual Language Immersion and Biliteracy Pathways merge into the Secondary Dual Language Pathway where students take two academic classes in the pathway language. 

Cantonese (Students also study Mandarin)

 

• Herbert Hoover Middle School

6 to 8

• Roosevelt Middle School

6 to 7²

• Galileo High School

9 to 12

• Lincoln High School

10 to 12

Korean

 

• Claire Lilienthal School (K-8)

6 to 8

Mandarin

 

• Aptos Middle School

6 to 8

• Lincoln High School

9

Spanish

 

• Buena Vista Horace Mann (K-8)

6 to 8³

• Everett Middle School

6 to 8

• Herbert Hoover Middle School

6 to 8

• James Lick Middle School

6 to 8

• Paul Revere School (K-8)

6 to 7² ³

• John O’Connell High School

9

² Each year another grade level will be added until 8th grade.

³ Elementary students enrolled in Spanish Immersion, or other pathways and demonstrate grade level proficiency in Spanish, at another site may request to enroll in Paul Revere and/or Buena Vista Horace Mann at the middle school grade levels.

 

C. ALICE FONG YU K-8 CHINESE IMMERSION PILOT PROGRAM

In the 2012-13 school year, Alice Fong Yu transitioned to a new “Alice Fong Yu Chinese Immersion Pilot Program” (hereafter referred to as the “Pilot”) that continues and enhances the school’s tradition of providing a comprehensive and challenging academic program as well as a variety of enrichment activities for all students.  The goals of the Pilot are to:
  • Maintain a high academic foundation for all students;
  • Support language acquisition in both Chinese (Cantonese & Mandarin) and English for all students;
  • Foster and build cultural understanding and respect for all; and
  • Within the limitations of the student applicant pool, increase overall student diversity including (but not limited to) English Learners, Special Education students, and students from different ethnic and socioeconomic backgrounds.

Student Population

This pilot program is designed for two types of students: (1) English Learners; and (2) English proficient students.

Instruction

In kindergarten, instruction will occur approximately 80% of the time in Cantonese. The percentage of instruction in English increases from year to year. By fifth grade, 50% of instruction is in English and 50% of instruction is in Cantonese. In 6th grade, students begin to study Mandarin as a world language in addition to Cantonese.

Eligibility

The purpose of the Pilot is to implement a program that evaluates an alternate student ratio that effectively accomplishes the above goals.  The proportion of potential English Learners will be between 1/3 and 2/3, and the corresponding proportion of English-only students will be between 2/3 and 1/3.Prior to enrollment in the district, the student’s parents/guardians complete the SFUSD’s Home Language Survey (HLS) on the enrollment application.

For kindergarten and first grade: 

  • If the survey indicates that a language other than English is spoken with or by the student in the home, the student will be placed in the potential English Learner assignment pool. 
  • If the survey indicates that only English is spoken in the home, the student will be placed into the English-only assignment pool.  

For grades 2 to 8, the following students are eligible to apply: 

  • Students currently enrolled in a SFUSD Cantonese Immersion Pathway or Cantonese Newcomer Pathway; OR
  • Students currently enrolled in a SFUSD Cantonese Biliteracy Pathway and meet the proficiency level on the grade level Cantonese Placement Test; OR
  • Students who are not enrolled in a SFUSD Cantonese language pathway or are new to SFUSD and meet the proficiency level on the Cantonese assessment given at the EPC; OR 
  • If the student demonstrates limited proficiencies on the assessment, the parent/guardian may sign an affidavit which determines the student’s primary/dominant language and is eligible to go into the pathway language pool (K-5).

If the student does not meet the eligibility requirements above, his/her request for this language pathway will be dropped from his/her application.  See the “Language Assessment” section for more information.

2. BILITERACY PATHWAY (Cantonese, Filipino, or Spanish)

The Biliteracy Pathway is designed to ensure English Learners develop high levels of English and home language proficiency and literacy, as well as high levels of academic competency. The Biliteracy Pathway provides an effective academic program for English Learners.

Student Population

This program is designed for potential English Learners who are native speakers of Cantonese or Spanish.

Instruction

The district continues to transition the Spanish Elementary Early and Late Exit Bilingual Programs into the Biliteracy Pathway.  For Spanish, in kindergarten and 1st grade, the target language is used for approximately 50 - 80% of the instruction. Instruction in English increases each year. By the 5th grade, instruction is at least 50% in English.  For the Early Exit Bilingual Programs, grade 4 was added in SY 2014-15 and grade 5 will be added in SY 2015-2016.

The district also continues to transition the Cantonese Elementary Early and Late Exit Bilingual Programs into the Biliteracy Pathway.  For Cantonese, a non-alphabetic language, the primary language is used for 50% of the instruction based on existing district models.  In the fall of 2010, the incoming kindergarten class was the first cohort in the Cantonese Biliteracy Pathway.  Grade 4 was added in SY 2014-15 and grade 5 will be added in SY 2015-2016.

The Filipino Elementary Biliteracy Pathway transitioned to a Filipino Foreign Language in the Elementary School (FLES) Pathway in SY 2012-13.  Based on data, research and community input, the Filipino FLES Pathway model best meets the needs of the diverse Filipino and Filipino American populations at Bessie Carmichael and Longfellow Elementary Schools.  Students currently in the Filipino Biliteracy Pathway receive 30 minutes of primary language instruction and primary language support as needed.  Each year a grade will be phased out and transition into the Filipino FLES Pathway until the 5th grade. 

At the secondary level starting at grade 6, the elementary Dual Language Immersion and Biliteracy Pathways will merge into the Secondary Dual Language Pathway for each respective language where students take at least two academic classes in the pathway language. The Secondary Dual Language Pathway is designed for students who are native speakers of the pathway language, native English speakers, and bilingual students who all now possess pathway language proficiency. For the Secondary Dual Language Pathway in Cantonese starting in grade 6, students will study both Cantonese and Mandarin.

English Learners who begin schooling in the primary grades through the Biliteracy Pathway are expected to achieve English proficiency by the end of elementary school and to be re-designated to Fluent English Proficient status.  Because the Biliteracy Pathway aims to produce high-level bilingual/biliterate students with native-like proficiency in both languages, all students are strongly encouraged to continue in the Secondary Dual Language Pathway through 12th grade.

Eligibility

Prior to student enrollment in the district, the student’s parents/guardians complete the SFUSD’s Home Language Survey (HLS) on the enrollment application.

For kindergarten and first grade: 

  • If the survey indicates that the pathway language is spoken with or by the student in the home, K-1 applicants are eligible to apply for the Biliteracy Pathway. 
  • If the survey indicates that only English or a non-pathway language is spoken in the home, the student will not be eligible for the Biliteracy Pathway and their request for this language pathway will be dropped from their application.

For grades 2 to 5, the following students are eligible to apply: 

  • Students who listed the respective pathway language on their home language survey and meet the proficiency level on the grade level pathway language assessment; OR
  • Students currently enrolled in a SFUSD Biliteracy Pathway or elementary Newcomer Pathway in the respective pathway language; OR
  • English Learner students who are currently enrolled in the respective SFUSD Dual Language Immersion  Pathway; OR
  • If the student demonstrates limited proficiencies on the assessment, the parent/guardian may sign an affidavit which determines the student’s primary/dominant language and is eligible to go into the pathway language pool.

For middle and high schools, the following students are eligible to apply for the Secondary Dual Language Pathway:

  • Students enrolled in the respective Elementary Dual Language Immersion Pathway or Newcomer Pathway; OR
  • Students currently enrolled in the respective SFUSD Biliteracy Pathway and meet the proficiency level on the grade level pathway language assessment; OR
  • Students who demonstrate grade level proficiency in the pathway language assessment given at the EPC.

If the student does not meet the eligibility requirements above, his/her request for this language pathway will be dropped from his/her application.  See the “Language Assessments” section for more information.

 

i. Elementary Biliteracy Pathway

Cantonese

 

• E.R. Taylor Elementary School

K to 5

• Frank McCoppin Elementary School

3 to 5

• Garfield Elementary School

4 to 5 (4)

• George Moscone Elementary School

K to 5

• Gordon J. Lau Elementary School

K to 5

• Hillcrest Elementary School

K to 5

• Jean Parker Elementary School

K to 5

• John Yehall Chin Elementary School

K to 2

• Monroe Elementary School

K to 5

• Spring Valley Elementary School

K to 5

• Sutro Elementary School

K to 5

• Ulloa Elementary

K to 5

• Visitacion Valley Elementary School

K to 5

Filipino

 

• Bessie Carmichael School

4 to 5 (5)

Spanish

 

• Bryant Elementary School

K to 5

• Cesar Chavez Elementary School

K to 5

• Cleveland Elementary School

K to 5

• E.R. Taylor Elementary School

K to 5

• George Moscone Elementary School

K to 5

• Glen Park Elementary School

K to 5

• Guadalupe Elementary School

K to 5

• Hillcrest Elementary School

K to 5

• John Muir Elementary School

K to 5

• Junipero Serra Elementary School

K to 5

• Longfellow Elementary School

K to 5

• Sanchez Elementary School

K to 5

• Spring Valley Elementary School

K to 5

(4) The Cantonese Biliteracy Program will be phased out each year as the Cantonese Dual Language Immersion Program is phased in each year starting in 2012-13.

(5) The Filipino Biliteracy Program will be phased out each year as the Filipino FLES Program is phased in each year starting in 2012-13.

 

ii. Secondary Dual Language Pathway

At the secondary level, the elementary Dual Language Immersion and Biliteracy Pathways merge into the Secondary Dual Language Pathway where students take two academic classes in the pathway language. 

Cantonese (Students also study Mandarin)

 

• Herbert Hoover Middle School

6 to 8

• Roosevelt Middle School

6 to 7 (6)

• Galileo High School

9 to 12

• Lincoln High School

10 to 12

Spanish

 

• Buena Vista Horace Mann (K-8)

6 to 8 (7)

• Everett Middle School

6 to 8

• Herbert Hoover Middle School

6 to 8

• James Lick Middle School

6 to 8

• Paul Revere School (K-8)

6 to 7 (7)

• John O’Connell High School

9

(6) Each year another grade level will be added until 8th grade.

(7) Elementary students enrolled in Spanish Immersion, or other pathways and demonstrate grade level proficiency in Spanish, at another site may request to enroll in Paul Revere and/or Buena Vista Horace Mann at the middle school grade levels.

3. WORLD LANGUAGE PATHWAY

A. FOREIGN LANGUAGE IN THE ELEMENTARY SCHOOL (FLES) PATHWAY (Filipino, Italian, Japanese, or Spanish)

Students in a FLES Pathway develop competency in a second language in addition to becoming fully proficient in English. Participation in a FLES Pathway results in second language proficiency that is culturally appropriate and applicable in a real-world setting. 

For the Filipino FLES Pathway, the students will learn Filipino and Filipino American language and culture through a common core standards aligned social studies curriculum.  In the fall of 2012, the incoming kindergarten classes at Bessie Carmichael and Longfellow Elementary Schools were the first cohorts in the Filipino FLES Pathway.  Another grade will be added each year until 5th grade.

Student Population

This program is designed for all students including English Learners. It also provides native English speakers a chance to develop a second language. The spiraling nature of the curriculum allows students to enter a FLES pathway at any grade (with the exception of middle school), thereby providing multiple entry points for students who wish to become proficient in a second or third language.

Instruction

Instruction in the target language may vary from 30 to 60 minutes per day, three to five days-per-week and is delivered by a language-proficient classroom teacher or a dedicated language-proficient instructor. The curriculum is standards-based and reinforces concepts taught in math, science, and/or social studies. The curriculum integrates the target language and its cultures to promote meaningful communication. Additional instructional support is provided for students who enter FLES Pathways in the upper elementary grades.

 

Foreign Language in Elementary School (FLES) Pathway

Filipino

 

• Bessie Carmichael School

K to 3 (8)

• Longfellow Elementary School 

K to 3 (8)

Italian

 

• Clarendon Elementary School

K to 5

Japanese

 

• Clarendon Elementary School

K to 5

• Rosa Parks Elementary School

K to 5

(8) Each year another grade level will be added until 5th grade contingent on adequate enrollment and resources.

B. SECONDARY WORLD LANGUAGE PROGRAM (Cantonese, Filipino, French, Hebrew, Italian, Japanese, Latin, Mandarin, Russian, and Spanish)

Students in a secondary world language program develop academic, literacy, and social skills in a second language. Students learn to interact in interpersonal conversations, interpret texts, and present information in the target language. Students may take College Board approved Advanced Placement courses for the languages in which they are offered: Chinese (Mandarin), French, Japanese, and Spanish.

Student Population

This program is designed for all students: English Learners and native English speakers, including students who were enrolled in the Foreign Language in Elementary School (FLES) Pathway.

Instruction

Instruction is delivered in the target language with the aid of visuals, props, and materials to facilitate comprehension. The curriculum is standards-based and connected to other disciplines by reinforcing concepts taught in math, science, and/or social studies. The curriculum also integrates the target language and its cultures to promote meaningful communication.

Secondary World Language Programs 

Middle Schools
  • International Studies Academy (Spanish)
  • Marina (Mandarin & Spanish)
  • Presidio (Japanese & Spanish)

High Schools

  • Academy of Arts and Sciences (Mandarin & Spanish)
  • Balboa (Mandarin, Filipino, French & Spanish)
  • Burton (Mandarin, French & Spanish)
  • Galileo (Cantonese, Mandarin, French & Spanish)
  • International Studies Academy (Spanish)
  • June Jordan (Spanish)
  • Lincoln (Mandarin, French, Japanese & Spanish)
  • Lowell (Mandarin, French, Hebrew, Italian, Japanese, Korean, Latin &    Spanish)
  • Marshall (Mandarin & Spanish)
  • Mission (Mandarin & Spanish)
  • O’Connell (French & Spanish)
  • School of the Arts (Mandarin, French, Italian, Russian & Spanish)
  • Wallenberg (Mandarin & Spanish)
  • Washington (Mandarin, French, Japanese & Spanish)
  • Wells (Spanish)

C. Methods for English Learners to Satisfy the High School World Language Requirement and Seal of Biliteracy

High School World Language Requirement

To graduate from high school, students are required to complete two years (20 credits) of a World Language, or demonstrate proficiency in a World Language. World Language credits may only be earned in grades 7-12*. Proficiency, on the other hand, may be demonstrated, such that the full 20 credits are not needed, and students may graduate with 0 World Language credits. Students who can demonstrate proficiency in a language other than English that is equal to or exceeding what is expected of students after two years of high school World Language study may be able to satisfy the World Language requirement for graduation without credits.

* World Language credits can be obtained through private language instruction taken during grades 9-12.  The student will be granted up to 10 credits (minimum of 150 hours of instruction) and not less than 5 credits (minimum of 60 hours of instruction) per year, for a maximum of 20 credits.  Private language instruction which occurs before high school will not be granted credit.

Satisfaction of both UC/CSU LOTE (Language Other Than English) admission requirements and SFUSD graduation requirements, may be demonstrated as follows:

  • Successful completion** of two years of high school study (three recommended for UC/CSU) in the same LOTE. This includes successfully completing only the second semester of a Year Two LOTE course, or higher course, for only 5 World Language credits (UC recommendation requires a minimum of the second half of Year Three).
  • Earning a passing score on the appropriate LOTE Advanced Placement or International Baccalaureate exam.  
  • Earning an appropriate score on the SAT Subject Test: LOTE.
  • Successful completion of a subject matter course taught in a LOTE, e.g., Biology taught in Chinese, US History taught in Spanish.  This includes successful completion of a 7th or 9th grade Secondary Dual Language Pathway subject matter course. 
  • In cases where the above options above are not available, certification by the high school principal is permitted, based on the judgment of language teachers, advice of professional or cultural organizations with an interest in maintaining language proficiency or other appropriate source of expertise.   This includes scoring at or above the cut-off for proficiency as determined by the district-wide language placement test (for SFUSD 8th graders only).

** Successful completion of a course requires a grade of C or better.

Successful completion of the 7th grade target Language Arts course of the Secondary Dual Language Pathway (SDLP) should have 10 credits of LOTE Year Two transferred to the high school transcript (SFUSD only); 8th grade transfers 10 credits of LOTE Year Three. In high school, SDLP students should enroll in LOTE for Year Four or native speaker. 

Seal of Biliteracy

To honor the bilingualism and biliteracy of SFUSD students, the Board of Education initiated the SFUSD Seal of Biliteracy in 2011 for all graduating seniors. The State Seal of Biliteracy was enacted in 2012 to honor the bilingualism and biliteracy of graduating seniors in California. The requirements for each are as follows:

SFUSD Seal of Biliteracy:

English: 
  • Complete all UC A-G course requirements for a high school diploma, including all English Language Arts requirements and passing the CAHSEE, with an overall GPA of 2.0.

Target Language:(At least one of the following requirements)

  • Passing AP Exam with a score of 4 or 5 or higher. 
  • Successful completion of the 4th year target language course with a “3.0” or above.
  • Foreign school records or other official documents instruction documenting five or more years of instruction in target language.

State Seal of Biliteracy:

English: 
  • Completion of all English Language Arts requirements for graduation with an overall grade point average of 2.0 or above in those classes. 
  • Passing the California Standards Test in English Language Arts (or its equivalent) administered in grade 11 at the “proficient” level.
  • Attain the Early Advanced proficiency level on the California English Language Development Test (CELDT).

Target Language:

Proficiency in one or more languages in addition to English, demonstrated through one of the following methods:
  • 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.
  • Successful completion of a four-year high school course of study in a foreign language and attainment of an overall grade point average of 3.0 or above in that course of study.
  • If no Advanced Placement examination or off-the-shelf language test exists and the school district can certify to the State Superintendent of Public Instruction (SSPI) that the test meets the rigor of a four-year high school course of study in that foreign (world) language.
  • Passing the Scholastic Assessment Test II foreign language examination with a score of 600 or above.

4. ENGLISH PLUS PATHWAY 

The English Plus Pathway is designed to ensure English Learners develop English language proficiency and academic competency.

Student Population

The English Plus Pathway is designed for (1) English Learners from low incidence languages where it is not feasible for the district to offer a language pathway; and (2) English Learners whose parents wish for their children to be in an intensive English instruction program.

Instruction

Teachers in the English Plus Pathway use SDAIE methodologies which are strategies designed to help English Learners access core content.  Students are provided with primary language support when available.  Students receive at least 30 minutes per day of Designated English Language Development (ELD) instruction in addition to Integrated ELD during content instruction. The EnglishPlus Pathway provides the basic services guaranteed for English Learners by SFUSD as required by California law.

English Plus Pathway is available at all school sites, except whole school dual language sites (Buena Vista Horace Mann, CIS at De Avila, Fairmount, Marshall, and Alice Fong Yu) and whole school newcomer sites (Chinese Education Center and Mission Education Center).

5. NEWCOMER PATHWAY (Chinese, Spanish, and All Languages)

The Newcomer Pathway is designed to help recently arrived immigrant English Learner students adjust to their new language and culture.  At the elementary level, it is a one-year program (with the possibility of a second year as needed).  At middle and high school, students may stay in the Newcomer Pathway for multiple years as needed.  In addition to academic support, Newcomers have access to resources and referrals to student support services, i.e. physical and mental health, housing, and legal services.

Student Population

The Newcomer Pathway serves recently arrived immigrant English Learner students who need a period of adjustment and orientation before entering a language pathway or English Plus Pathway.

Instruction

The curriculum includes transition support and primary language instruction or support (when available) in academic areas at grade level. The pathway also addresses academic gaps due to differences in national schooling systems or gaps in prior schooling. Students receive intensive Designated English Language Development consisting of at least two periods of English taught at the appropriate linguistic proficiency level. All non-Designated ELD academic classes are taught either through the primary language or in English with Integrated ELD and strategies designed to help English Learners access and engage in academic core instruction.  The district currently offers primary language instruction for Newcomer students in Chinese and Spanish. As students exit the Newcomer Pathway, they transition to a language pathway or English Plus Pathway.

As part of the high school Newcomer Pathway, Students with Interrupted Formal Education (SIFE) may be identified and receive additional support to be successful in formal schooling in the United States.  SIFE students may have significant gaps in schooling and/or formal education which began after age 8.  SIFE who are English Learners may require additional literacy or numeracy classes in order to access and engage in academic core instruction.  

Eligibility

Prior to student enrollment in the district, the student’s parents/guardians complete the SFUSD’s Home Language Survey (HLS) on the enrollment application.

An applicant must meet the following eligibility requirements:

  • Student listed a language other than English on his/her home language survey; AND 
  • Student entered the U.S. within 1 year of requested enrollment; AND
  • Student scored at level 1 or 2 on the California English Language Development Test (CELDT) or has no test results available.

If the student does not meet the above eligibility requirements, his/her request for this pathway will be dropped from his/her application.

 

Newcomer Pathway

Chinese

 

• Chinese Education Center

K to 5

• Lincoln High School

9 to 12

Spanish

 

• Mission Education Center

K to 5

All Newcomer Languages

 

• Everett Middle School

6 to 8

• Francisco Middle School

6 to 8

• Marina Middle School

6 to 8

• Visitacion Valley Middle School

6 to 8

• Galileo High School

9 to 12

• Lincoln High School

9 to 12

• Thurgood Marshall High School

9 to 12

• Mission High School

9 to 12

• S.F. International High School (9)  

9 to 12

• Washington High School

9 to 12

(9) S.F. International High School is especially designed for immigrant English Learners who arrived in the U.S. within the last 4 years.  English Learners can complete all four years of their high school education at S.F. International High School and graduate with a high school diploma and may be eligible for admission to a four-year college.

Do I have to schedule a language assessment?

Students are assessed and may be entitled to additional services if the answer to one of the first three questions on her/his “Home Language Survey” on the SFUSD Enrollment Application indicates a language other than English.  If your child speaks a language other than English and lists a dual language pathway or biliteracy as one of her/his choices, she/he may be assessed for her/his current language skills. The language assessments evaluate a child’s proficiency in the pathway language (if assessment is available).  Parents should return their enrollment application early so that EPC can schedule and conduct the appropriate assessments.  Assessments are not timed and students cannot retake the language assessment.

Japanese Bilingual Bicultural Pathway (JBBP) at Presidio

 

Read the Language Assessment section more information.

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