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South El Monte presentation: support classes aim to boost newcomers’ English and content access
Summary
South El Monte High School presented an instructional report on 'support classes' for newcomer English learners showing small-class benefits, use of technology (translation pens), and early district data suggesting incremental ELPAC gains; trustees asked for quantified progress measures and program reach.
At the Jan. 21 meeting, South El Monte High School social science chair Cindy Aparicio presented the school's supported‑instruction model for newcomer English learners, describing content‑focused classes that add language supports, scaffolding and SEL strategies.
Aparicio explained the model’s goals and practices: grade‑level content with language supports, visuals and academic talk structures. She said the newcomer cohort at South El Monte represents 19 percent of an English‑learner subgroup, totaling 41 students at the school. Classroom observations showed the most speaking opportunities in core support classes (one observed non‑support core class vs. zero in a non‑support elective vs. six in a core support class during shadowing), Aparicio said.
EL TOSA Angel Armendariz told trustees the district administers common language assessments and that last year some newcomers showed small but measurable ELPAC gains (an increase in ELPAC scores between 0.2 and 0.7 for newcomers, and three students who increased a full level). Armendariz also cited an English‑learner progress indicator showing 51.1 percent of students showing growth.
Trustees pressed for sharper quantitative metrics and program scope. Trustee Qui Nguyen asked for baseline and semester‑to‑semester reclassification data; Trustee Ricardo Padilla urged staff to track how many students are in support classes, the number of sections and how outcomes compare on ELPAC/LPAC measures. Aparicio and Armendariz said they would provide a Friday memo with which schools currently offer support classes and more detailed enrollment and outcome data.
The presentation emphasized that support classes are chosen based on student needs (not every newcomer is placed in every support class) and that technology aids—like a translation pen—are available but limited in number.
