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This guide is a companion document for CDE's ELD video series. Includes links to Science and Math ELD lesson.

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This guide is a companion document for CDE's ELD video series. Includes links to Science and Math ELD lesson.

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This guide is a companion document for CDE's ELD video series. Includes links to Science and Math ELD lesson.

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Information, resources, and educational outcomes for English Learner students.

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California has the largest English learner (EL) student population in the nation. In order to ensure EL students are receiving appropriate services and making progress towards English language proficiency, the California Department of Education (CDE) monitors and reports on the educational outcomes for EL students and is committed to closing achievement gaps. This web page provides information, resources, and educational outcomes for EL students. Select one of the tabs below to access specific information or resources for EL students.

The CDE provides many free and publicly available resources to help assist English learner (EL) students, parents, districts, and schools. To access these additional resources, please visit the English Learners web page.

English Learner Population in California

California has the largest English learner (EL) student population in the nation. This tab provides an overview of California's EL student population in 2022-23.

For definitions of terms used in these reports, please visit Glossary of Terms for English Learner (EL) Reports
2022-2023 Student Enrollment

5,852,544 total student enrollment for kindergarten through grade 12

1,112,535 are current English Learners (ELs), 19.0% of California's 5.9 million students are EL students

927,723 are Reclassified Fluent English Proficient (RFEP), 15.9% of California's 5.9 million students are RFEP students

2022-2023 Ever-ELs
As indicated in the flow chart below, there are 2,040,704 Ever-ELs. The number of Ever-ELs is a combination two boxes at the bottom: 1,112,535 EL students and the 927,723 RFEP students.

Enrollment by EL Status

As indicated in the pie chart below, there are 2,040,258 Ever-ELs in 2022-23.
Data Source : 2022-23 "At - Risk" and Long-Term English Learners (LTEL) by Grade.

Out of the 2,040,258 Ever-ELs in California, 927,723 (45.5%) are RFEPs, 505,487 497,471 (24.8%) have been ELs for less than three years, 144,190 (7.1%) are At-Risk of becoming LTEL, 226,535 (11.1%) are LTEL, and 236,323 (11.6%) have been ELs for more than four years but are not At-Risk or LTEL.

State Level Educational Outcomes of English Learner Students

The outcomes for English learners (EL) students are annually reported on DataQuest. DataQuest is the California Department of Education's online, public reporting system that provides reports about California's schools and school districts. To find out how to access reports specifically for EL on DataQuest, view these Instructions on Accessing Data (DOCX) .

Percent of Students Meeting or Exceeding Standards - 2021-2022 Smarter Balanced Summative Assessment in English Language Arts/Literacy

The graph below displays the 2021-2022 school year percent of EL, Reclassified Fluent English Proficient (RFEP), Ever EL, and English only students meeting or exceeding standards on the Smarter Balanced Summative Assessment in English language arts/literacy (ELA).

For definitions of the different EL student groups on the Smarter Balanced Summative Assessment, please visit English Language Arts/Literacy and Mathematics

The Smarter Balanced Summative Assessment in ELA is only offered in grades 3-8 and grade 11. The results of the Smarter Balanced Summative Assessment in ELA is as follows:

Out of 528,154 EL students with scores, 12.5% of EL students met or exceeded standards on the Smarter Balanced Summative Assessment ELA.

Out of 569,720 RFEP students with scores, 58.8% of RFEP students met or exceeded standards on the Smarter Balanced Summative Assessment ELA.

Out of 1,097,960 Ever ELs with scores, 36.5% of Ever ELs met or exceeded standards on the Smarter Balanced Summative Assessment ELA.

Out of 1,733,951 English only students with scores, 51.8% of English only students met or exceeded standards on the Smarter Balanced Summative Assessment ELA.

Percent of Students Meeting or Exceeding Standards - 2021-2022 Smarter Balanced Summative Assessment in Mathematics

The graph below displays the 2021-2022 school year percent of EL, RFEP, Ever EL, and English only students meeting or exceeding standards on the Smarter Balanced Assessment in mathematics.

For definitions of the different EL student groups on the Smarter Balanced Summative Assessment results, please visit English Language Arts/Literacy and Mathematics

The Smarter Balanced Summative Assessment in mathematics is only offered in grades 3-8 and grade 11. The results of the Smarter Balanced Summative Assessment in mathematics is as follows:

Out of 539,737 EL students with scores, 9.7% of EL students met or exceeded standards on the Smarter Balanced Summative Assessment mathematics.

Out of 568,339 RFEP students with scores, 36.4% of RFEP students met or exceeded standards on the Smarter Balanced Summative Assessment mathematics.

Out of 1,108,163Ever ELs with scores, 23.4% of Ever ELs met or exceeded standards on the Smarter Balanced Summative Assessment mathematics.

Out of 1,728,052 English only students with scores, 37.8% of English only students met or exceeded standards on the Smarter Balanced Summative Assessment mathematics.

2021-2022 Percent of Students Chronically Absent

The graph below displays the 2021-2022 school year chronic absenteeism rates for EL students and non-EL students. Chronic absence rate is calculated as the percent of students who miss ten percent or more of the days they are expected to attend. Statewide, EL students had a chronic absenteeism rate of 34.7%, compared to 28.8% for non-EL students.

For definitions on the different EL student groups on DataQuest reports, please visit Glossary of Terms for English Learner (EL) Reports.

2021-2022 Suspension Rate

The 2021-2022 school year suspension rates for EL students and non-EL students. Suspension rate is calculated as the percent of all students who were suspended one or more times during the school year for an in-school or out-of-school suspension. Statewide, EL students and non-EL students had a suspension rate of 3.2%.

For definitions on the different EL student groups on DataQuest reports, please visit Glossary of Terms for English Learner (EL) Reports.

2021-2022 Stability Rate

The graph below displays the 2021-2022 school year stability rates for EL students and non-EL students. Stability rate is calculated as the percent of students with a minimum of 245 consecutive calendar days at the same school without a disqualifying exit (e.g., truant, expelled). Statewide EL students had a stability rate of 87.7% compared non-EL students stability rate of 90.3%.

2021-2022 Four- Year Cohort Graduation Rate

The graph below displays the 2021-2022 school year four-year cohort graduation rates for EL students and non-EL students. The four-year cohort graduation rate is calculated as the percent of students who graduate high school with a traditional high school diploma within four years from the time they enter ninth grade. Statewide, 71.8% EL students graduated within 4 years compared to 89.5% of non-EL students.

For definitions on the different EL student groups on DataQuest reports, please visit Glossary of Terms for English Learner (EL) Reports.

2021-2022 Five- Year Cohort Graduation Rate

The graph below displays the 2021-2022 school year five-year cohort graduation rates for EL students and non-EL students. The five-year cohort graduation rate is calculated as the percent of students who graduate high school with a traditional high school diploma within five years from the time they enter ninth grade. Statewide, 73.0% EL students graduated within 5 years compared to 88.7% non-EL students.

For definitions on the different EL student groups on DataQuest reports, please visit Glossary of Terms for English Learner (EL) Reports.

State Level Accountability for English Learners

Accountability results for English learner (EL) students, outlined below, are published annually on the California School Dashboard (Dashboard). The Dashboard provides information about how local educational agencies (LEAs) and schools are meeting the needs of California's diverse student population. The results on this tab represent EL results statewide on the 2022 Dashboard. To find out how LEAs and schools are meeting the needs of their EL students, visit the California School Dashboard

Due to the COVID-19 pandemic, state law allows the 2022 Dashboard to only display the most current year of data (also known as Status). For this year only, performance levels will be reported using one of five Status levels (ranging from Very High, High, Medium, Low, and Very Low) for state measures. Please note that the Status levels associated with the Chronic Absenteeism and Suspension Rate Indicators are reversed (ranging from Very Low, Low, Medium, High, and Very High). Information regarding this year's Dashboard data is available within the Dashboard Communications Toolkit.

Visit the California School Dashboard to view statewide indicators. To find out how to access statewide indicators specifically for EL students on the California School Dashboard, view these Instructions on Accessing Data (DOCX) .

For more information on how the EL student group is defined for each state indicator on the Dashboard, please visit English Learner Students on the California School Dashboard (PDF)

English Learner Progress - 2022

English Learner progress rate is calculated as the percent of EL students making progress towards English language proficiency. In 2022, 50.3% of EL students made towards English language proficiency. This percent is based on based on 785,734 EL students statewide.

English Language Arts/Literacy - 2022

The English Language arts/literacy (ELA) indicator shows how well students are at meeting grade-level standards on the Smarter Balanced Summative Assessment in ELA. The Smarter Balanced Summative Assessment in ELA is administered in grades 3-8 and grade 11. The ELA indicator combines current EL students and students who have been reclassified within the last four years. The 2022 ELA cell phone bar has two bars in purple indicating a Status Level of Low. In 2022, current EL students and recently reclassified EL students scored an average of 61.2 points below standard. This is based on 807,968 current EL students and recently reclassified EL students statewide who took the Smarter Balanced Summative Assessment in ELA.

In 2022, current EL students scored an average of 98.5 points below standard. This is based on 512,600 current EL students statewide who took the Smarter Balanced Summative Assessment in ELA.

In 2022, reclassified EL students scored an average of 3.4 points above standard. This is based on 295,368 reclassified EL students who took the Smarter Balanced Summative Assessment in ELA.

In 2022, English only students scored an average of 1.1 points above standard. This is based on 1,755,866 English only students who took the Smarter Balanced Summative Assessment in ELA.

Mathematics - 2022

The mathematics indicator shows how well students are at meeting grade-level standards on the Smarter Balanced Summative Assessment in mathematics. The Smarter Balanced Summative Assessment in mathematics is administered in grades 3-8 and grade 11. The mathematics indicator combines current EL students and students who have been reclassified within the last four years. The 2022 Mathematics cell phone bar has two bars in purple indicating a Status Level of Low. In 2022, current EL students and recently reclassified EL students scored an average of 92 points below standard. This is based on 806,350 current EL students and recently reclassified EL students statewide who took the Smarter Balanced Summative Assessment in mathematics.

In 2022, current EL students scored an average of 122.3 points below standard. This is based on 511,578 current EL students statewide who took the Smarter Balanced Summative Assessment in mathematics.

In 2022, reclassified EL students scored an average of 39.3 points below standard. This is based on 294,772 reclassified EL students who took the Smarter Balanced Summative Assessment in mathematics.

In 2022, English only students scored an average of 40.4 points below standard. This is based on 1,748,522 English only students who took the Smarter Balanced Summative Assessment in mathematics.

Chronic Absenteeism - 2022

The chronic absenteeism rate is calculated as the percent of students who miss ten percent or more of the days they are expected to attend. The 2022 Chronic Absenteeism cell phone bar has one bar in purple indicating a Status Level of Very High. In 2022, 33.6% of EL students were chronically absent. This percent is based on 947,569 EL students statewide.

Suspension Rate - 2022

The suspension rate is calculated as the percent of all students who were suspended one or more times during the school year for an in-school or out-of-school suspension. The 2022 Suspension cell phone bar has three bars in purple indicating a Status Level of Medium. In 2022, 3.2 % of EL students were suspended at least once. This percent is based on 1,216,311 EL students statewide.

Graduation - 2022

The graduation rate for the California School Dashboard is the combined four-and five-year graduation rate. The 2022 Graduation cell phone bar has two bars in purple indicating a Status Level of Low. In 2022, 73.3% of EL students graduated high school. This percent is based on 74,304 English learner students. More information on this graduation rate calculation can be found in the 2022 Graduation Rate Mini Guide (DOCX).

College/Career - 2022

The College/Career Indicator was not reported on the 2022 Dashboard.

EL Roadmap

The California English Learner Roadmap: Strengthening Comprehensive Educational Policies, Programs, and Practices for English Learners (CA EL Roadmap) was adopted by the State Board of Education (SBE) in July 2017. The CA EL Roadmap is a Guide to assist local educational agencies to implement California's 21st century college-and-career-ready standards, curriculum, instruction programs, and assessments.

The CA EL Roadmap policy outlines four main principles:

Principle One: Assets-Oriented and Needs Responsive Schools

Principle Two: Intellectual Quality of Instruction and Meaningful Access

Principle Three: System Conditions that Support Effectiveness

Principle Four: Alignment and Articulation Within and Across Systems

For more information and resources on the CA EL Roadmap, please visit English Learner Roadmap.

English Learners Monitoring

The California Department of Education is committed to moving all of California's English learner (EL) students to English language proficiency as rapidly and effectively as possible. In order to meet this goal, the CDE provides monitoring and technical assistance to local educational agencies on the EL program and services.

For more information, please visit the CDE's Technical Assistance and Monitoring web page at Technical Assistance and Monitoring.

Downloadable English Learner Data Files

The California Department of Education makes available several downloadable data files on English learners.

2019 English Learner Progress Indicator (ELPI) Status

ELPI Status measures progress toward English language proficiency.

EL Definitions

This tab provides information and resources on how English Learner (EL) students are defined across the various data reports provided by the California Department of Education (CDE). This tab also provides information on additional resources for EL students, parents, schools, and districts.

EL Definitions

General Definitions

This section provides general definitions of ELs, Reclassified Fluent English Proficient (RFEP) students, and those students who were ever English Learners (Ever-ELs).

English Learner - A student who enrolls in a California school beginning in any grade level, transitional kindergarten through grade twelve, has a language other than English identified on the Home Language Survey, and upon assessment, obtained a level of English proficiency that indicates programs and services are necessary. Students identified as English learners receive programs and services until they meet the reclassification criteria pursuant to Education Code (EC) Section 313.

Reclassified Fluent English Proficient Student - A former EL student who has met the four criteria specified in California EC Section 313(f). For more information on the four criteria for reclassification, please visit Reclassifications web page.

Ever-ELs - Current EL students and RFEP students.

Long-Term English Learners (LTELs) and At-Risk for LTEL

For definitions of Long-Term English Learners and students "At-Risk" of becoming Long-Term English Learners, please visit Glossary of Terms for English Learner (EL) Reports.

DataQuest Reports

For definitions on the different EL student groups on DataQuest reports, please visit the Glossary of Terms for English Learner (EL) Reports.

Smarter Balanced Summative Assessment in ELA and Mathematics

For definitions of EL students, Ever ELs, and English only students on the Smarter Balanced Summative Assessment, please visit English Language Arts/Literacy and Mathematics .

For additional information on the achievement of EL students, please visit Understanding English Learner Achievement in California (PDF) .

Initial and Summative English Language Proficiency Assessments for California (ELPAC)

For definitions of EL students on the Initial ELPAC, please visit Understanding Initial ELPAC Summary Reports .

For definitions of EL students on the Summative ELPAC, please visit Understanding Summative ELPAC Summary Reports .

California School Dashboard

The California School Dashboard (Dashboard) has six state indicators. These indicators are reported at the student group level (i.e., race/ethnicity, foster youth, EL, homeless). However, students included in the EL student group vary by state indicator. Please visit Who is Included in the English Learner Student Group? (PDF) for an explanation of how the English learner student group is included in each indicator.

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Information, resources, and educational outcomes for English Learner students.

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School Guidance (AB699): Xavier Becerra, California Attorney General, April 2018

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School Guidance (AB699): Xavier Becerra, California Attorney General, April 2018

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Teaching Multilingual Learners Online in the California Context

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English Learners with Disabilities Community of Practice - Region 5/Santa Clara COE

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English Learners with Disabilities Community of Practice - Region 5/Santa Clara COE

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The flyer contains the registration link for the series (11/12, 1/14, 2/25, 3/25)

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English Learners with Disabilities Community of Practice @ Santa Clara County Office of Ed

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English Learners with Disabilities Community of Practice @ Santa Clara County Office of Ed

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Folder with resources and recordings of the webinars

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Santa Clara County EL: Students with Disabilities Community of Practice

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Google Form - Request for Additional ELD Resources on Padlet 

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Google Form - Request for Additional ELD Resources on Padlet 

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Intentional Instruction for ELs During Synchronous Learning 

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Intentional Instruction for ELs During Synchronous Learning 

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Intentional Instruction for English Learners (PADLET)

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Improving Education for Multilingual and English Learner Students: Research to Practice

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Improving Education for Multilingual and English Learner Students: Research to Practice

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https://www.cde.ca.gov/sp/el/er/documents/mleleducation.pdf

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WestED Webinar Series: Supporting Multilingual and English learners with the Region 13 Comprehensive Center

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WestED Webinar Series: Supporting Multilingual and English learners with the Region 13 Comprehensive Center

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Access archived session recordings b elow.
Sponsored by the Region 13 Comprehensive Center at WestEd in collaboration with the New Mexico Public Education Department, this webinar series addresses the ways educators can support multilingual and English learner students in distance learning. All webinars will take place on Tuesdays at 3:00 p.m. PT.
View the Recording and Presentation Slides
Starting the School Year in a Blended/Distance Learning Setting - Building Relationships with Students and Families

Learn how educators can build relationships with students and their families at the beginning of the school year in blended and distance learning environments in order to communicate regularly and improve student outcomes.

The following topics will be addressed:
View the Recording and Presentation Slides
Facilitating English Learners' Oral Language Development While Engaging in Distance Learning

Explore the unique challenges and tangible tools and processes for supporting oral interactions and language development in distance learning environments that promote literacy development.

The following topics will be addressed:

Oral language development and its importance for English learners

Modeling of ways to scaffold and support English learners' oral language development in distance learning

View the Recording and Presentation Slides
Lesson Planning for English Learners in Distance Learning Environments: Elementary Educators

Ensuring age-appropriate learning experiences that couple high challenge with high supports and promote language development requires teachers to shift how they design and plan instruction. This webinar will demonstrate how elementary educators can adapt and implement lessons in a distance learning environment to support English learners and language development.

The following topics will be addressed:
View the Recording and Presentation Slides
Lesson Planning for English Learners in Distance Learning Environments: Secondary Educators

Discover how to adapt and implement lessons in a distance learning environment that promote rigor and high levels of support for students engaging with subject-matter content in synchronous, asynchronous, and no-tech environments.

The following topics will be addressed:
View the Recording and Presentation Slides
Supporting Elementary English Learners at the Entering and Emerging Levels of Proficiency through Designated ELD

Learn about effective instructional practices and targeted support for students with emerging levels of proficiency in elementary distance learning environments.

The following topics will be addressed:
View the Recording and Presentation Slides
Supporting Secondary English Learners at the Entering and Emerging Levels of Proficiency through Designated ELD

In this webinar, secondary teachers will learn effective designated ELD instructional practices for students with WIDA ACCESS scores of 1.0-2.9 that build upon their content knowledge and accelerate their movement along the proficiency continuum.

The following topics will be addressed:
View the Recording and Presentation Slides
Supporting Elementary English Learners at the Developing and Expanding Levels of Proficiency through Designated ELD

Learn effective instructional practices for elementary students with WIDA ACCESS scores of 3.0-4.9 and explore targeted instruction that narrows the gap to reclassification.

The following topics will be addressed:
View the Recording and Presentation Slides
Supporting Secondary English Learners at the Developing and Expanding Levels of Proficiency through Designated ELD

Designated ELD is critical to support English learners to build oral language skills, develop confidence using English, and be prepared to engage with core content. In this webinar, teachers will learn effective instructional practices for students with WIDA ACCESS scores of 3.0-4.9 in secondary designated ELD distance learning.

The following topics will be addressed:
View the Recording and Presentation Slides
Integrating ELD into Elementary Settings - ELA, Science, Social Studies

Learn effective questioning techniques that can be used to design activities and oral interactions for young English learners that promote text-based discussions in ELA, science and social studies.

Topics addressed in this session:
View the Recording and Presentation Slides
Integrating ELD into Secondary ELA and Social Studies

Based on the premise that learning takes place through social interaction, participants will learn how to structure opportunities for students in rigorous back-and-forth discussions in virtual learning environments. Participants will receive tangible tools and processes for supporting oral interactions and language development of secondary English language arts and social studies students in distance learning environments that promote literacy development.

Topics addressed in this session:
View the Recording and Presentation Slides
Integrating ELD into Elementary Math Settings

Success in math has become increasingly dependent on students' abilities to communicate their thinking in English. Supporting the integration of ELD in math is critical for students to develop the conceptual and language skills needed to engage with grade-level content. In this webinar, teachers will learn about ideas and activities for developing English learners' oral language by interacting with peers and engaging in the learning and doing of math.

Topics addressed in this session:
View the Recording and Presentation Slides
Integrating ELD into Secondary Mathematics

Language is at the center of students' development of mathematical understanding and engagement in mathematical practices. In this webinar, secondary math teachers will learn how to design content-specific learning experiences that promote oral language development in distance learning environments.

Topics addressed in this session:
View the Recording and Presentation Slides
Integrating ELD into Secondary Science

Drawing upon recent recommendations regarding evidence-based instructional practices, this webinar will explore concepts and activities for developing English learner's oral language by interacting with peers and engaging in the learning and doing of science.

The following topics will be addressed in this session:
View the Recording and Presentation Slides
Formative Assessment Practices for English Learners in Distance Learning Environments

In this time of distance learning, formatively being able to assess English language development and progress has become more important than ever. This session will provide teachers with supports to navigate formative assessment practices in a distance learning environment that will provide them with timely and accurate information and allow them to address individual and group learning needs.

Topics addressed in this session:
View More Events

Theories and practices of formative assessment

Using formative assessment practices to inform instructional design and lesson planning for English learners

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Webinar Series: Supporting Multilingual and English Learners with the Region 13 Comprehensive Center

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Access archived session recordings below. Sponsored by the Region 13 Comprehensive Center at WestEd in collaboration with the New Mexico Public Education Department, this webinar series addresses the ways educators can support multilingual and English learner students in distance learning. All webinars will take place on Tuesdays at 3:00 p.m.

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Building the Pathway to Multilingualism along the EL Roadmap Policy

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Multilingual California – Building The Pathway to Multilingualism

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English Learner Roadmap Implementation for Systemic Excellence (EL RISE!) 

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English Learner Roadmap Implementation for Systemic Excellence (EL RISE!) 

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This interactive Institute is being offered as part of the CDE Educator Workforce Investment Grant through grantee English Learner Roadmap Implementation for Systemic Excellence! (EL RISE!) and their partner from the Center for Equity for English Learners (CEEL). We invite higher education colleagues who prepare future teachers, counselors, and administrators to engage in collaborative reflection and redesign processes to well-equip their candidates to serve culturally and linguistically diverse students in P-12 settings. Join us for this virtual two-session institute to: (1) learn about the Center for Equity for English Learners (CEEL) English Learner Roadmap Toolkitfor Institutions of Higher Education developed to support credentialing programs in the areas of teaching, counseling, and administration to better align with the recently passed California English Learner Roadmap policy for TK-12 students (2017), and (2) engage with IHE teams to use the resources included in the Toolkit to develop a strategy for (re)designing preparation programs or coursework to address future educators' teaching and learning needs. Audience: Open to teams of IHE colleagues from UCs, CSUs, and private institutions who are responsible for designs and implementing teacher, counselors, and administrator preparation programs. Upcoming Dates

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Upcoming Offerings: Creating Conditions for Dual Language Learners to Thrive in Early Education Expand Session 1 Session 2 Session 3 Session 4 09/13/2022 09/22/2022 10/13/2022 10/26/2022 &nb...

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Engaging Parents and Students from Diverse Populations in the Context of Distance Learning

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Engaging Parents and Students from Diverse Populations in the Context of Distance Learning - REL West

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The Parent Engagement Modules Series presents information and strategies for parents to develop their capacity to support their children at school and at home.

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Parent Engagement Modules Series - Migrant (CA Dept of Education)

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The Parent Engagement Modules Series presents information and strategies for parents to develop their capacity to support their children at school and at home.

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Improving Outcomes for English Learners with Disabilities Newsletter

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Improving Outcomes for English Learners with Disabilities Newsletter

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The Imperial County Special Education Local Plan Area (SELPA) is committed to making it's website accessible for everyone by meeting or exceeding the requirements of the Web Content Accessibility Guidelines 2.1 Level AA (WCAG 2.1 AA). If you experience difficulties accessing any part of our website, have questions or concerns, or require assistance using this site, please email us at webmaster@icoe.org.

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Quarterly newsletters with the latest information and resources regarding English learner education from the California Department of Education English Learner Support Division.

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Overview

The Multilingual Support Division publishes two newsletters: the Multilingual Updates Newsletter and the Multilingual Parent Newsletter.

The Multilingual Updates Newsletter provides local educational agencies with information and updates on resources and guidance for supporting the English learners and multilingual learners they serve.

The Multilingual Parent Newsletter provides parents, families, and caregivers with information and resources to support the children they care for, from early childhood through grade 12. This newsletter is available in English, Spanish, Arabic, Chinese (simplified and traditional), and Vietnamese.

These newsletters are normally published quarterly. During the beginning of the COVID-19 pandemic, these newsletters were published weekly, then monthly, and finally every-other-month to keep educators and families up to date with the latest information.

Listserv Subscription Information

To receive these newsletters and other information and updates from the Multilingual Support Division, subscribe to the listserv by sending a blank email to join-multilingual-support-division-updates@mlist.cde.ca.gov.

Newsletters

September 2023
Multilingual Updates Newsletter Issue 30: September 2023 (PDF)
June 2023
Multilingual Updates Newsletter Issue 29: June 2023 (PDF)
March 2023
Multilingual Updates Newsletter Issue 28: March 2023 (PDF)
Questions: Multilingual Support Division | MSD@cde.ca.gov | 916-319-0938

Last Reviewed: Thursday, September 14, 2023

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The Multilingual Updates and Multilingual Parent Newsletters contain the latest information and resources regarding English learner and multilingual education from the California Department of Education Multilingual Support Division.

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A Compilation of Videos Aligned with the ELA/ELD Framework.

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Implementation Support Videos - ELA/ELD Framework (CA Dept of Education)

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A Compilation of Videos Aligned with the ELA/ELD Framework.

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Blueprints for Effective Leadership and Instruction for our English Learners’ Future (B.E.L.I.E.F.)

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Blueprints for Effective Leadership and Instruction for our English Learners’ Future (B.E.L.I.E.F.)

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The B.E.L.I.E.F. modules support district and site administrators with implementation of both integrated and designated ELD.

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Programs adopted by the State Board of Education on November 4, 2015. Information is organized by program types: Basic Grade-Level, and Intervention.

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California Practitioner's Guide for Educating English Learners with Disabilities

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California Practitioner's Guide for Educating English Learners with Disabilities

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Responses to frequently asked questions (FAQs) regarding designated and integrated English language development (ELD) within distance learning instruction.

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1. Is designated English language development (ELD) required on a daily basis during distance learning?

English learners must continue to receive designated and integrated ELD as part of their educational curriculum. While daily live interaction with certificated employees and peers is a required element of distance learning, local educational agencies (LEAs) have flexibility to determine how services will be provided to students in order for the students to make progress toward English proficiency and meet grade level academic achievement. Each LEA should have a plan for providing instruction aligned with its language acquisition program.

2. Is designated ELD required as a part of the regular school day?

Yes. The California Code of Regulations section 11300(a) states that designated English language development is "instruction provided during a time set aside in the regular school day...". Designated ELD is part of the core curriculum, which is taught during an instructional day.

1. Is there a minimum number of minutes required for ELD instruction?

No. There is no set minimum for required minutes of ELD instruction. ELD is a required course of study for all English learners and instruction is provided to students based on their proficiency level. The needs of the student determine the number of minutes necessary for students to make progress toward English proficiency.

2. How can educators ensure equity of access for English learners to receive ELD instruction during distance learning?

Some strategies follow:

Provide a designated time for designated and integrated ELD instruction within distance learning schedule for English learners.

Emphasize the importance of building scaffolds to continue providing integrated ELD within core subjects.

Consider a hybrid model for at-home learning (virtual learning along with assignment packets).

Local educational agencies provide guidance on how and where to secure internet access.

Provide pencil and paper study packets, information regarding television resources, and other activities for rural areas with no internet access.

3. Is there a specific curriculum required for designated and integrated ELD instruction during distance learning?

No. LEAs have the flexibility to determine the curriculum used for ELD instruction. Recommendations for determining use of ELD curriculum follow:

Identify materials (sets of student text books, workbooks, etc.) to send home.

Determine if the current curriculum has a digital designated and integrated ELD component.

Keep in mind digital subscriptions the district may already have and make those available.

Contact publishers and vendors to request free full access to available components that support distance learning.

4. How can teachers prepare to provide designated and integrated ELD instruction?

Teachers can use the California English Language Development Standards (CA ELD Standards) to help guide the development of designated and integrated ELD instruction. Specifically, pages 18-24 (Proficiency Level Descriptors) in the CA ELD Standards may be helpful. The CA ELD Standards are available on the California Department of Education (CDE) ELD Standards web page. Also, see question 4, above.

Resources for providing English language development instruction via distance learning are available on the CDE Resources that Support Distance Learning web page. Additional distance learning resources can be found on the CDE Free Educational Resources for Distance Learning web page. These resources are not exhaustive. Distance learning resources may be available through your local county office of education, local educational agency, or community partners.

5. Is designated ELD required to be taught synchronously rather than only asynchronously?

California Education Code Section 43503 (b)(6) states that distance learning shall include "daily live interaction with certificated employees and peers for purposes of instruction, progress monitoring, and maintaining school connectedness. This interaction may take the form of internet or telephonic communication, or by other means permissible under public health orders. If daily live interaction is not feasible as part of regular instruction, the governing board or body of the local educational agency shall develop, with parent and stakeholder input, an alternative plan for frequent live interaction that provides a comparable level of service and school connectedness." Local educational agencies have the flexibility to design the services they provide to English learners within these parameters.

1. How can educators ensure equity of access for multilingual students during distance learning?

Bilingual, Dual Language, and other Language Acquisition programs can continue to be offered through distance learning. Distance learning provides an opportunity to deepen and capitalize on students' use of the home language. Be sure to design culturally responsive lessons. Students and families may need primary language literacy resources. Also, see question 5, above, for educational resources.

2. Who determines grading policies during distance learning?

Local districts will decide their grading policies during distance learning. Local educational agencies should weigh their policies with the lens of equity and with the primary goal of ensuring that grading policies do no harm to students.

Local grading policies should consider different student groups including English learners, homeless, foster youth, and those who do not have access to technology and materials. Any changes to learning strategies or grading policies for students with disabilities should be done within the Individualized Education Program (IEP).

3. What information has been provided regarding graduation requirements during distance learning?

For grading purposes, a class can be offered as credit/no credit, pass/fail, or a modified A-D. The university systems have agreed to accept credit/no credit grades in lieu of letter grades for all courses, including A-G courses, completed in winter/spring/summer 2020 for all students. Information on graduation requirements can be found on the California Department of Education (CDE) FAQs on Grading and Graduation Requirements web page. Additional information is available regarding college admissions on the CDE College Admissions, Grading, and Graduation Requirements web page.

Questions: Language Policy and Leadership Office | 916-319-0845

Last Reviewed: Wednesday, June 28, 2023

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Responses to frequently asked questions (FAQs) regarding designated and integrated English language development (ELD) within distance learning instruction.

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U.S. Department of Education: English Learner Tool Kit for State and Local Education Agencies (SEAs and LEAs)

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U.S. Department of Education: English Learner Tool Kit for State and Local Education Agencies (SEAs and LEAs)

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English Learner Tool Kit Updated with ESSA references

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English Learner Tool Kit Updated with ESSA references

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Chapter 3: Tools and Resources for Staffing and Supporting an English Learner Program

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English Learner Tool Kit Updated with ESSA References 

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English Learner Tool Kit Updated with ESSA References 

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Chapter 4: Tools and Resources for Providing English Learners Equal Access to Curricular and Extracurricular Programs

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English Learner Tool Kit Updated with ESSA references

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English Learner Tool Kit Updated with ESSA references

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Chapter 2: TOOLS AND RESOURCES FOR PROVIDING ENGLISH LEARNERS WITH A LANGUAGE ASSISTANCE PROGRAM

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Imperial County SELPA Padlet of Resources

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Imperial County SELPA Padlet of Resources

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LCAP Toolkit:  Using research-based tools to promote equity for English Learners

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LCAP Toolkit:  Using research-based tools to promote equity for English Learners

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Home / Publications / The LCAP Toolkit: Using research-based tools to promote equity for English Learners

$17.00

The LCAP Toolkit: using research-based tools to ensure Equity for English Learners. Along with the required transparency for targeted funding, the Toolkit provides important opportunities for educators and advocates to participate effectively in LCAP development. The Toolkit was developed through an extensive process of analysis and reflection that included teachers, district leaders, educational researchers and EL experts. The toolkit has four sections:

Understanding who your ELs are and what the district data reveals

How to use a new resource (7 research-aligned rubrics) to comprehensively address ELs in district LCAPs

Examples of how a local EL expert group or task force can contribute to improving the content of the LCAP to address the needs of ELs

Examples of promising practices from actual district LCAPs.

Description

The LCAP Toolkit: using research-based tools to ensure Equity for English Learners. This toolkit is designed to support school communities in ensuring the academic progress of English Learners by improving our Local Control and Accountability plans (LCAPS). The Center for Equity for English Learners at Loyola Marymount University and Californians Together have created a set of resources to support educators and community members to ensure schools' efforts to serve English Learners (EL) are not only comprehensive but also visible.

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The LCAP Toolkit: Using research-based tools to promote equity for English Learners

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The LCAP Toolkit: using research-based tools to ensure Equity for English Learners. Along with the required transparency for targeted funding, the Toolkit provides important opportunities for educ...

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Tony Thurmond ELD Guidance Letter to the field

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Tony Thurmond ELD Guidance Letter to the field

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Dear County and District Superintendents and Charter School Administrators:

English learners face the unique challenge of learning English as they are also learning grade-level content through English. The California Department of Education (CDE) and the State Board of Education recognize that both Designated and Integrated English language development (ELD) are an integral part of a comprehensive program for every English learner to meet the linguistic and academic goals at their grade level. The purpose of this letter is to provide guidance for instruction and additional resources.

As a comprehensive approach to ELD, the English Language Arts/English Language Development (ELA/ELD) Framework for California Public Schools states:

"English learners at all English proficiency levels and at all ages require both Integrated ELD and specialized attention to their particular language learning needs, or Designated ELD." (p. 119)

Designated ELD is defined as instruction provided during a time during the regular school day for focused instruction on the state-adopted ELD standards to assist English learners to develop critical English language skills necessary for academic content learning in English. ( California Code of Regulations, Title 5 [5 CCR] Section 11300[a])

Integrated ELD is defined as instruction in which the state-adopted ELD standards are used in tandem with the state-adopted academic content standards. Integrated ELD includes specifically designed academic instruction in English. ( 5 CCR Section 11300[c])

5 CCR Section 11309(c)(1) states:

"Any language acquisition program provided by a local educational agency (LEA) shall:

(1) Be designed using evidenced-based research and include both Designated and Integrated ELD."

Designated and Integrated ELD instruction is a component of Tier I instruction for all English learners under the Multi-Tiered System of Supports and incorporates the principles of Universal Design for Learning.

Many resources are available to support Designated and Integrated ELD instruction.

Resources for the ELD standards are available on the CDE English Language Development Standards web page at https://www.cde.ca.gov/sp/el/er/eldstandards.asp.

The ELA/ELD Framework is on the CDE All Curriculum Frameworks web page at https://www.cde.ca.gov/ci/cr/cf/allfwks.asp.

Information regarding ELA/ELD instructional materials is on the CDE 2015 ELA/ELD Adoption web page at https://www.cde.ca.gov/ci/rl/im/sbeadoptedelaeldprogs.asp.

Information on the Multi-Tiered System of Support and Universal Design for Learning is available on the CDE Multi-Tiered System of Supports web page at https://www.cde.ca.gov/ci/cr/ri/.

If you have any questions regarding programs and services for English learners, please contact Elena Fajardo, Administrator, [Note: the preceding contact information is no longer valid] the Language Policy and Leadership Office at 916-319-0845.

If you have any questions regarding curriculum frameworks, content standards, and instructional materials, please contact the Curriculum Frameworks and Instructional Resources Division at 916-319-0881.

Sincerely,

Tony Thurmond

TT:lk
2019-06703

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Designated and Integrated ELD - Letters (CA Dept of Education)

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Letter to County and District Superintendents and Charter School Administrators regarding Designated and Integrated English Language Development.

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Addressing the Needs of LTELs LACOE Modules

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Addressing the Needs of LTELs LACOE Modules

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These videos were created pre-COVID

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Unpacking test items in IELD through Distance Learning LACOE Workshop

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Unpacking test items in IELD through Distance Learning LACOE Workshop

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Start with Directions for recorded resources Google doc in the Recorded Resources Folder

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LACOE Folder for Participants IELD through Distance Learning

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DELD through Distance Learning LACOE Workshop 

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DELD through Distance Learning LACOE Workshop 

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Videos are found inside the grade level span folders

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LACOE Folder for Participants DELD through Distance Learning

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DELD through Distance Learning LACOE Workshop Recorded Materials 

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DELD through Distance Learning LACOE Workshop Recorded Materials 

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Videos are found inside the grade level span folders

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LACOE Folder for Participants DELD through Distance Learning

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Supporting English Learners Through Distance Learning

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Supporting English Learners Through Distance Learning

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Considerations for District and School Leaders

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CA State Seal of Biliteracy training, SBCSS

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CA State Seal of Biliteracy training, SBCSS

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Identifying and supporting English learner students with learning disabilities: Key issues in the literature and state practice

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English Language Proficiency (ELP)

Standards for English Learners with

Significant Cognitive Disabilities

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Guidance Manuals for Educators of
English Learners with Disabilities:
Ideas and Lessons from the Field

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Full collection from the ELA/ELD Framework

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USDE - May 18, 2020 Guidancee

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Using Language and Literacy for EL Success

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Using Language and Literacy for EL Success

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37. Using Language and Literacy for English Learner Success

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Using Language and Literacy for EL Success

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Using Language and Literacy for EL Success

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37. Using Language and Literacy for English Learner Success

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Santa Clara COE

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The My Name, My Identity Campaign promotes awareness of valuing students' cultures and languages by learning about their stories, unique names and proper pronunciations.

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Sara Ahmed is an educator who I am fortunate to call a friend. As much as I value her friendship, I value her role as a mentor to me even more. Her two books Upstanders: How to Engage Middle School Hearts and Minds with Inquiry (co-authored with Harvey Daniels) and have pushed my thinking and encouraged me to do better for the kids I learn with every day. I highly recommend reading these books and if you ever get the chance to hear Sara speak don't miss that opportunity. Being the Change: Lessons and Strategies to Teach Social Comprehension

I opened this school year with her thinking in the back of my brain. One of the lessons she shared in Being the Change is an activity an Identity Web. Sara explains Identity Webs as "personal graphic tools that help us consider the many factors that shape who we are." Middle school is definitely a time and a place where our students wrestle with their identity. I know I did. Many factors that shape who I am today can be traced to middle school. My lifelong love affair with both soccer and art were cemented in middle school. Middle school teachers I had were adults who shaped both how I act with seventh graders now and how I will never act with those same seventh graders. And I sill remember the name of my first girlfriend. I wonder what happened to her once we both left our hometown.

So the idea of leading students to recognize what or who has shaped or will shape how they view their lives and the world definitely appealed to me, so I jumped right into it. But first, I did one myself. In Being the Change , Sara strongly recommends that teachers do the work she recommends for teaching students social comprehension because "this examination is just as adults as it is for kids." Doing the work we expect our students to do is time-consuming, but it opens our eyes to a more empathetic stance.

Here is my Identity Map:

When I was working on this, it amazed me how some of my identity came easily. Filling in the area around sports was easy. However, I realized I hesitated a great deal with the family section. I kept second-guessing what I should share. I love my family, but like many families, there are difficult memories flowing next to the wondrous memories. I wondered when it came time to share my identity web as a model for my students, how would I handle this section. Honesty drove me to be very candid about some of the difficult factors that have shaped me. It may not have helped my students write down any of the tough things on their webs, but my hope was they would quickly know that I am a person who will be very honest with them.

While my students were working on their identity webs, I had mine in my hand and looked for connections I had with my students. I sat with them at tables or on the floor and named the connections we had like reading, sports, or living most of my entire life in Central Ohio. But, I also delighted in seeing things that were very different than me. I celebrated the students who immigrated to the United States, students who loved dance, and the student who plays five, yes five, different instruments.

The time I spent chatting and connecting with the students was the second best thing I did during the first few days of school. The best thing was the next day. The students met in small groups to compare and contrast their webs. They looked for connections and delighted in finding differences. As I bounced around the room, I could see them appreciating who they were at the same time they were appreciating each other. We were learning to honor our identities.

As the year progresses, we will add to our webs and look for more ways to celebrate our own identities as well as each others'. We will also be led by the many other ideas Sara shared in Being the Change. The work will be challenging, but I am certain the communities we are creating in Room 229 will be stronger if we rise to the challenge.

Student samples

I learn with 7th Grade ELA students in Dublin, Ohio. When I am not working with my students or spending time with my family, I am usually reading, writing, or watching soccer. View all posts by Tony Keefer

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Sara Ahmed is an educator who I am fortunate to call a friend. As much as I value her friendship, I value her role as a mentor to me even more. Her two books Upstanders: How to Engage Middle School...

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Integrated and Designated ELD: 4th Grade

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Integrated and Designated ELD: 4th Grade

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Integrated and Designated ELD : 4th Grade

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Integrated and Designated ELD: 2nd/3rd Grade

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Integrated and Designated ELD: 2nd/3rd Grade

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Integrated and Designated ELD: 2nd/3rd Grade

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Integrated and Designated ELD in Kindergarten

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Integrated and Designated ELD in Kindergarten

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Integrated and Designated ELD: Kindergarten

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Connecting ELD Standards to ELPAC Task Types, presentation at the CA Assessment Conference

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Connecting ELD Standards to ELPAC Task Types, presentation at the CA Assessment Conference

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15. Connecting ELD Standards to ELPAC Task Types

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ELD, DLE, Parent Resources, Tech Tutorials, etc.

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The Tulare County Office of Education exists to serve, support, encourage, develop and consistently improve on hundreds of programs and services to benefit over 100,000 students in 43 school districts across Tulare County. While the services and programs offered by the Tulare County Office of Education are broad, the commitment to students, support and service remains constant throughout the organization.

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Designing Designated ELD Lessons In A Distance Learning Environment, by Santa Clara COE

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Designing Designated ELD Lessons In A Distance Learning Environment, by Santa Clara COE

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Designing Designated ELD Lessons in a Distance Learning Environment - Participants

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Immigrants Rising Tangible Support for Undocumented Communities During Covid-19

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Immigrants Rising Tangible Support for Undocumented Communities During Covid-19

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[Immigrants Rising] Tangible Support for Immigrant Communities During COVID-19

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PDF Resources from MCAP Webinar El desarrollo de la oralidad en espanol 

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PDF Resources from MCAP Webinar El desarrollo de la oralidad en espanol 

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MCAP Webinar: El desarrollo de la oralidad en espanol 

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MCAP Webinar: El desarrollo de la oralidad en espanol 

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California Association for Bilingual Education

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MCAP Fall Webinar 2: Dual Language *En Español

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How to design engaging ELD resources to maximize English learner student and parent access

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California Association for Bilingual Education

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MCAP Fall Webinar 3 - Engaging ELD Resources to Maximize English learner Student and Parent Access

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Guide Helps Newcomer Students' Families Navigate the U.S. School System

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Guide Helps Newcomer Students' Families Navigate the U.S. School System

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July 20, 2020

Starting a new school can be difficult-especially for newcomer immigrant and refugee students, whose families may not be familiar with the U.S. education system. Starting School in the United States: A Guide for Newcomer Students' Families, a new resource from REL Northwest, provides answers to many questions newcomer families typically have about the U.S. school system. Specifically, the guide (which is available in four languages) offers research-based guidance on the registration process, how families can get involved in their children's education, the rights every student has under U.S. law, and more. We encourage schools, districts, and refugee agencies to provide a link to the guide on their website and print copies for newcomer families.

Available in 4 Languages

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educational improvement; excellence in education; educational research; statistics; statistical data; statistical surveys; national center for education evaluation and regional assistance.

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Guide Helps Newcomer Students Families Navigate the U.S. School System | REL Northwest

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The National Center for Education Evaluation and Regional Assistance (NCEE) conducts unbiased large-scale evaluations of education programs and practices supported by federal funds, such as Reading First and Title I of the Elementary and Secondary Education Act.

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English Learner Roadmap Implementation for Systemic Excellence (EL RISE!) 

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English Learner Roadmap Implementation for Systemic Excellence (EL RISE!) 

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This interactive Institute is being offered as part of the CDE Educator Workforce Investment Grant through grantee English Learner Roadmap Implementation for Systemic Excellence! (EL RISE!) and their partner from the Center for Equity for English Learners (CEEL). We invite higher education colleagues who prepare future teachers, counselors, and administrators to engage in collaborative reflection and redesign processes to well-equip their candidates to serve culturally and linguistically diverse students in P-12 settings. Join us for this virtual two-session institute to: (1) learn about the Center for Equity for English Learners (CEEL) English Learner Roadmap Toolkitfor Institutions of Higher Education developed to support credentialing programs in the areas of teaching, counseling, and administration to better align with the recently passed California English Learner Roadmap policy for TK-12 students (2017), and (2) engage with IHE teams to use the resources included in the Toolkit to develop a strategy for (re)designing preparation programs or coursework to address future educators' teaching and learning needs. Audience: Open to teams of IHE colleagues from UCs, CSUs, and private institutions who are responsible for designs and implementing teacher, counselors, and administrator preparation programs. Upcoming Dates

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Upcoming Offerings: Creating Conditions for Dual Language Learners to Thrive in Early Education Expand Session 1 Session 2 Session 3 Session 4 09/13/2022 09/22/2022 10/13/2022 10/26/2022 &nb...

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English Learner Roadmap Implementation for Systemic Excellence (EL RISE!) 

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English Learner Roadmap Implementation for Systemic Excellence (EL RISE!) 

# data[].attributes.attachment_link.readable_text
This interactive Institute is being offered as part of the CDE Educator Workforce Investment Grant through grantee English Learner Roadmap Implementation for Systemic Excellence! (EL RISE!) and their partner from the Center for Equity for English Learners (CEEL). We invite higher education colleagues who prepare future teachers, counselors, and administrators to engage in collaborative reflection and redesign processes to well-equip their candidates to serve culturally and linguistically diverse students in P-12 settings. Join us for this virtual two-session institute to: (1) learn about the Center for Equity for English Learners (CEEL) English Learner Roadmap Toolkitfor Institutions of Higher Education developed to support credentialing programs in the areas of teaching, counseling, and administration to better align with the recently passed California English Learner Roadmap policy for TK-12 students (2017), and (2) engage with IHE teams to use the resources included in the Toolkit to develop a strategy for (re)designing preparation programs or coursework to address future educators' teaching and learning needs. Audience: Open to teams of IHE colleagues from UCs, CSUs, and private institutions who are responsible for designs and implementing teacher, counselors, and administrator preparation programs. Upcoming Dates

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Upcoming Offerings: Creating Conditions for Dual Language Learners to Thrive in Early Education Expand Session 1 Session 2 Session 3 Session 4 09/13/2022 09/22/2022 10/13/2022 10/26/2022 &nb...

# data[].attributes.attachment_link.readable_text
This interactive Institute is being offered as part of the CDE Educator Workforce Investment Grant through grantee English Learner Roadmap Implementation for Systemic Excellence! (EL RISE!) and their partner from the Center for Equity for English Learners (CEEL). We invite higher education colleagues who prepare future teachers, counselors, and administrators to engage in collaborative reflection and redesign processes to well-equip their candidates to serve culturally and linguistically diverse students in P-12 settings. Join us for this virtual two-session institute to: (1) learn about the Center for Equity for English Learners (CEEL) English Learner Roadmap Toolkitfor Institutions of Higher Education developed to support credentialing programs in the areas of teaching, counseling, and administration to better align with the recently passed California English Learner Roadmap policy for TK-12 students (2017), and (2) engage with IHE teams to use the resources included in the Toolkit to develop a strategy for (re)designing preparation programs or coursework to address future educators' teaching and learning needs. Audience: Open to teams of IHE colleagues from UCs, CSUs, and private institutions who are responsible for designs and implementing teacher, counselors, and administrator preparation programs. Upcoming Dates

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Upcoming Offerings: Creating Conditions for Dual Language Learners to Thrive in Early Education Expand Session 1 Session 2 Session 3 Session 4 09/13/2022 09/22/2022 10/13/2022 10/26/2022 &nb...

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Emerging Language Through Intentional Listening 

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Emerging Language Through Intentional Listening 

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Preventing Long-Term EL's with Social Emotional Learning, Language, Literacy and Content 

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Preventing Long-Term EL's with Social Emotional Learning, Language, Literacy and Content 

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CABE- Virtual Home Visits: Building Alliances of Hope and Resilience.

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CABE- Virtual Home Visits: Building Alliances of Hope and Resilience.

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California Association for Bilingual Education

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Virtual Home Visits: Building Alliances of Hope & Resilienc