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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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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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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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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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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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Imperial County SELPA Padlet of Resources

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Imperial County SELPA Padlet of Resources

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CISC ELA/ELD Subcommittee Distance and Blended Learning Resources

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CISC ELA/ELD Subcommittee Distance and Blended Learning Resources

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Annual Notification letter 2021 and 2022 English- updated with LTEL language

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Sample ELAC Needs Assessment

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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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CDE Distance Learning Parent Newsletter Issue 14

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CDE Distance Learning Parent Newsletter Issue 14

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October 16th, 2020

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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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CDE Distance Learning Parent Newsletter Issue 13

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CDE Distance Learning Parent Newsletter Issue 13

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September 18th, 2020

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Teaching Multilingual Learners Online in the California Context

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Teaching Multilingual Learners Online in the California Context

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Teaching Multilingual Learners Online in the California Context

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Teaching Multilingual Learners Online in the California Context

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Teaching Multilingual Learners Online in the California Context

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Teaching Multilingual Learners Online in the California Context

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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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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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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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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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Distance Learning Instructional Design Considerations for Language Learners Safety, Academic and Linguistic Support

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Distance Learning Instructional Design Considerations for Language Learners Safety, Academic and Linguistic Support

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1. Distance Learning Instructional Design Considerations for Language Learners

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Digital Learning Supports for Instructional Design by Proficiency Levels Designing for English Learners Iteration 1.0

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Digital Learning Supports for Instructional Design by Proficiency Levels Designing for English Learners Iteration 1.0

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4.  Digital Learning Supports by Proficiency Levels 

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Distance Learning Schedule

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© 2023 San Diego County Office of Education All Rights Reserved.

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Lesson Planning for English Learners in Distance Learning Environments: Secondary Educators

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Lesson Planning for English Learners in Distance Learning Environments: Secondary Educators

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In this archived webinar, the presenters demonstrate how secondary educators can adapt and implement lessons in a distance learning environment that promote rigor and high levels of support.

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California English Language Development Standards: Kindergarten Through Grade 12
California English Language Development Standards (PDF)
The California English Language Development Standards (CA ELD Standards) amplify the California State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (ELA/Literacy). The CA ELD Standards, when used in tandem with state content standards, assist English learner students to build English proficiency, refine the academic use of English, and provide students access to subject area content.

English learner students need a purpose for using language (social function), need to understand how to use the language meaningfully, and access resources to be knowledgeable in language selection to be precise and convey exact meaning.

The SBE adopted the CA ELD Standards in November 2012.

The CA ELD Standards are available as a free download. Printed publications of the CA ELD Standards may be purchased through the California Department of Education (CDE) Press Educational Resources Online Ordering web page.

CA ELD Standards Implementation Plan

Letter presenting the CA ELD Standards Implementation Plan to the Governor
Following adoption of the CA ELD Standards, EC Section 60811.3 (e) required the State Superintendent of Public Instruction and the SBE to present to the Governor, and the appropriate policy and fiscal committees of the Legislature, a schedule and implementation plan for integrating the CA ELD Standards into the public education system.

CA ELD Standards Implementation Plan (PDF)
The CA ELD Standards Implementation Plan identifies major phases and activities in the implementation of the CA ELD Standards throughout California's educational system. The plan describes the philosophy of, and strategies for, the successful integration of the CA ELD Standards that align to the ELA/Literacy Standards to address English language and literacy skills English learner students need in key content areas. The goal of the CA ELD Standards Implementation Plan is to serve as a guide of the major steps in the development, adoption, and implementation of the CA ELD Standards for LEAs.

Integrated and Designated ELD

Integrated ELD is instruction in which the California English Language Development Standards (CA ELD Standards) are used in tandem with the state-adopted academic content standards (Title 5 California Code of Regulations [ CCR] Section 11300[c]).

Designated ELD is instruction provided during a protected time in the regular school day for focused instruction on the state-adopted ELD standards. During Designated ELD, English learners develop critical English language skills necessary for accessing academic content in English. (5 CCR Section 11300[a]).

The following resources are available to support administrators and teachers to design, implement, and enhance integrated and designated ELD instruction for English learners.

Integrated and Designated ELD Video Series

The ELD Video Series tab contains videos demonstrating designated ELD and related integrated ELD instruction for ELA, mathematics, and science in grades transitional kindergarten/kindergarten through grade twelve.

Integrated and Designated ELD Letter to the Field (Dated December 18, 2019)
The California Department of Education (CDE) and the SBE provides the field with guidance for integrated and designated ELD instruction and additional resources.

English Learner Toolkit of Strategies, Volume 1
The toolkit provides high leverage strategies to increase English language proficiency in both integrated and designated ELD. The toolkit was developed by the Curriculum and Instruction Steering Committee (CISC) ELA/ELD CISC Subcommittee ELD Workgroup.

Expanded View of the ELA/ELD Framework Resources
A collection of resources that support the implementation of the ELA/ELD Framework, including integrated and designated ELD instruction for English learners.

ELA and ELD Implementation Support Videos
Videos from the Implementation Support for the ELA/ELD Framework web page are organized by key theme and area of focus, including integrated and designated ELD.

Content Standards and Curriculum Frameworks

Content Standards
Content standards defining the knowledge, concepts, and skills that students should acquire at each grade level in mathematics, science, history-social science, visual and performing arts, world languages, computer science, health education, and other content areas.

ELA/ELD Framework
The ELA/ELD framework, specifically Chapter 2, provides guidance for implementing the CA ELD Standards for integrated and designated ELD instruction. Chapters three through seven provide guidance for the implementation of ELA/ELD instruction specific to each grade level.

ELA/ELD Framework Vignettes Summary Sheet
The vignette summary sheet is organized so that each grade level section has a pair of vignettes that can be interpreted together: an ELA/Literacy with integrated ELD vignette and a companion designated ELD vignette.

ELA/ELD Framework Vignettes and Snapshots Chart
Snapshots and vignettes for each grade level with the chapter and page numbers, and indicates the different content areas each snapshot and vignette addresses in the ELA/ELD Framework.

All Curricular Frameworks
SBE-adopted curricular frameworks for mathematics, science, history-social science, visual and performing arts, health education, and other content areas.

Integrated and Designated ELD Video Series

ELD Video Series Home | Transitional Kindergarten-Kindergarten Videos | Grade One Videos | Grade Two Videos | Grade Three Videos | Grade Four Videos | Grade Five Videos | Grade Six Videos | Grade Seven Videos | Grade Eight Videos | Grade Nine Videos | Grade Ten Videos | Grade Eleven Videos | Grade Twelve Videos

The California Department of Education (CDE) developed a series of videos demonstrating integrated ELD instruction and its related designated ELD instruction during ELA, mathematics, and science. The Integrated and Designated ELD Video Series demonstrates the relationship between the California English Language Development Standards (CA ELD Standards) and the state content standards. When used in tandem, English learner students build English proficiency, refine academic use of English, and access subject area content in transitional kindergarten/kindergarten through grade twelve.

The videos in this series feature teachers delivering integrated and designated ELD instruction to English learner students. Teachers use the CA ELD Standards to design intentional and purposeful ELD instruction that supports English learners to learn English and apply academic use of English through various content areas. English learners are equipped with linguistic resources and experiences to meaningfully engage with grade-appropriate text and contribute to academic discussions with their peers and teachers.

The CDE ELD Video Series: Administrator's Guide for Facilitating Remote Professional Learning (DOCX) provides guidance and resources for facilitating remote professional learning using the CDE ELD Video Series.

For additional guidance on how to adapt ELD in distance learning, click on the ELD Distance Learning tab.

This video series aligns with the California English Learner Roadmap Policy, Principle Two-Intellectual Quality of Instruction and Meaningful Access, where English learners engage in intellectually rich, developmentally appropriate learning experiences that foster high levels of English proficiency. These experiences integrate language development, literacy, and content learning as well as provide access for comprehension and participation through native language instruction, native language support, and scaffolding lessons in English.

ELD Video Series Webinars

These webinars are designed to engage the field and support educators in incorporating the Integrated and Designated ELD Videos Series into professional learning settings.

The archived webinar recordings are available through the WestEd Webinar Series on the CDE Integrated and Designated ELD Video Series web page.

ELD in Distance Learning

Pursuant to EC Section 43503, LEAs offering distance learning shall include integrated and designated ELD instruction. The following resources are available to teachers and administrators to support the design and implementation of integrated and designated ELD instruction for English learners in distance learning.

Distance Learning Instruction Planning Guidance
Guidance for distance learning instruction planning, including English language development for English learner students, in accordance to Senate Bill 98 .

Integrated and Designated ELD in Distance Learning

Support for Distance Learning: the History-Social Science and English Language Arts/English Language Development Frameworks, May 14, 2020 (Video; 51:18)
This presentation hosted by the California Department of Education (CDE) Curriculum Frameworks and Instructional Resources Division in collaboration with the Monterey County Office of Education and the California History-Social Science Project provides an overview of how the state-adopted curriculum frameworks in history-social science and ELA/ELD can support teachers and administrators in implementing a distance learning instructional program.

ELD Distance Learning Webinars

Distance Learning: ELD and Dual Language Instruction
The CDE presented and recorded this webinar on Distance Learning: English Language Development and Dual Language Instruction on May 14, 2020, as part of the CDE Distance Learning Series.

Distance Learning Series
Series of distance learning webinars on various topics related to changes due to Covid-19.

The San Bernardino County Superintendent of Schools (SBCSS) recorded a webinar highlighting how LEAs can support English learner students with online learning. The webinar takes the Sobrato Early Academic Language article by Heather Skibbins, " Six Considerations for Supporting English Learners with Distance Learning ," and breaks each of the six components down, providing practical resources that support educators at each step. The SBCSS webinar slides are also available.

This archived webinar provides upper elementary teachers ideas and activities to support 3 rd through 5 th grade students' oral language development by asking questions that promote student analysis of a text's key themes in distance learning environments.

Professional Learning Resources

These resources were developed by the California Department of Education (CDE) and outside agencies to assist educators implement the California English Language Development Standards (CA ELD Standards) and enhance integrated and designated ELD instruction for English learner students.

CDE Resources

The Professional Learning Modules (PLMs) are designed to support educators in delivering curriculum aligned to the California State Standards. The PLMs include the CA ELD Standards in the ELD instructional practice. The CA ELD Standards PLMs provide guidance for using the CA ELD Standards in tandem with the California State Standards for English Language Arts and Literacy in History/Social Studies (ELA), Science, and Technical Subjects (ELA/Literacy), and other content standards.

Integrated and Designated ELD

Click on the Integrated-Designated ELD tab to find these and other resources that support teachers and administrators to design, implement, and enhance integrated and designated ELD instruction for English learner students.

Integrated and Designated ELD Video Series

Click on the ELD Video Series tab to find the videos demonstrating designated ELD and integrated ELD instruction for ELA, mathematics, and science in transitional kindergarten/kindergarten through grade twelve.

Implementation Support for the ELA/ELD Framework
Collection of resources supports the implementation of the ELA/ELD Framework.

ELA and ELD Implementation Support Videos
These videos are compiled from those posted on the Implementation Support for the ELA/ELD Framework web page. They are further organized by key theme and area of focus. These select videos support the related guidance in the ELA/ELD Framework

Other Resources

English Learner Toolkit of Strategies, Volume 1
This toolkit includes a resource for teachers to help English learner students accomplish particular learning goals. The toolkit provides high leverage strategies to increase English language proficiency in both integrated and designated ELD. It addresses reading, writing, listening, and speaking for literacy in the twenty-first century, connects to task types found in the English Language Proficiency Assessment for California, and provides a checklist that includes strategies for word, sentence, and text level understanding. The toolkit was developed by the CISC ELA/ELD CISC Subcommittee ELD Workgroup.

ELD Instructional Resources

The following resources are available to support teachers and administrators as they design, implement, and enhance integrated and designated ELD instruction for English learner students in ELA, mathematics, science, and other content areas.

English Language Development

English Parent/Guardian ELD Overview Brochures (PDF)
Spanish Parent/Guardian ELD Overview Brochures (PDF)
These brochures explain the California English Language Development Standards (CA ELD Standards) to parents/guardians, providing insights into what students will learn and highlighting the progression from kindergarten through grade twelve.

Implementation Support for the ELA/ELD Framework
Collection of resources that support the implementation of the ELA/ELD Framework.

ELA and ELD Implementation Support Videos
These videos are compiled from those posted on the Implementation Support for the ELA/ELD Framework web page. They are further organized by key theme and area of focus. These select videos support the related guidance in the ELA/ELD Framework.

Additional California Department of Education (CDE) Resources

Spanish Language Development Standards
The Spanish Language Development Standards are the Spanish translation of the CA ELD Standards with linguistic augmentations.

Clearinghouse for Multilingual Documents
The Clearinghouse for Multilingual Documents is a secure database to assist LEA staff in locating parent notification documents translated into non-English languages.

California State Content Standards

Next Generation Science Standards for California
The Next Generation Science Standards were developed to prepare California students to be future citizens and future scientist.

Content Standards
Content standards were designed to encourage the highest achievement of every student by defining the knowledge, concepts, and skills that students should acquire at each grade level in mathematics, science, history-social science, visual and performing arts, world language, computer science, health education, and other content areas.

Curriculum Frameworks

Science Framework
The 2016 Science Framework was developed to support the implementation of the Next Generation Science Standards.

Mathematics Framework
The 2013 Mathematics Framework supports the implementation of the CA Mathematics Standards by emphasizing mathematical instruction and learning that focus on key topics, build mathematical understanding and fluency in a coherent manner, and develop students' ability to apply mathematics creatively to analyze and solve complex problems.

All Curricular Frameworks
The SBE-adopted curricular frameworks for mathematics, science, history-social science, visual and performing arts, world languages, career technical education, health education, and other content areas.

California English Learner Roadmap Policy

CA English Learner Roadmap (CA EL Roadmap) Policy
The CA EL Roadmap SBE Policy: Educational Program and Services for English Learners explicitly focuses on English learner students in the context of the state's efforts to improve the educational system, the quality of teaching and learning, and educational outcomes. It centers on standards, curriculum frameworks, assessment, accountability and school improvement, educator quality, early childhood and preschool, social and family support services, parent and community involvement, and higher education. Its purpose is to promote local capacity-building and continuous improvement in each of these areas and their interrelationship, based on evidence of effectiveness from local experience as well as the most current rigorous research evidence that speaks to the strengths and needs of the diverse population of English learner students.

CDE Publications

The 2010 CDE publication, Improving Education for English Learners: Research-Based Approaches, assists school districts in the design, implementation, and evaluation of programs for English learner students. It also assists educators in addressing the instructional needs of English learner students and supporting the implementation of ELD, as well as the subject-matter standards and frameworks. This publication is available for purchase on the CDE Press Online Ordering web page.

State and Federal Legal Citations

California Education for a Global Economy Initiative (CA Ed.G.E.)-Proposition 58
School districts and county offices of education will solicit input on, and provide to students, effective and appropriate instructional methods including, but not limited to, establishing language acquisition programs, as defined in EC Section 306. This requirement is intended to ensure that all students, including English learners and native speakers of English, have access to the core academic content standards, including the English language development standards, as applicable, and become proficient in English.

California Code of Regulations

CA Ed.G.E. Initiative-Proposition 58
The CA Ed.G.E. Initiative (Proposition 58) ensures that all children in California public schools receive the highest quality education, master the English language, and access high-quality, innovative, and evidence-based language programs that prepare them to fully participate in a global economy. The CA Ed.G.E. Initiative authorizes school districts and county offices of education to establish language acquisition programs for both native and non-native English speakers, and requires school districts and county offices of education to solicit parent and community input in developing language acquisition programs.

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The English language development (ELD) standards, ELD video series, information, and resources to assist local educational agencies (LEAs) design, implement, and enhance integrated and designated ELD instruction for English learner students.

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Lesson Planning for English Learners in Distance Learning Environments: Elementary Educators

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Engage in real time with experts on key issues, challenges, and solutions related to education, health, and justice. Register for our upcoming webinars and browse our webinar archives.

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Lesson Planning for English Learners in Distance Learning Environments: Elementary Educators

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In this archived webinar, the presenters demonstrate how elementary educators can adapt and implement lessons in a distance learning environment to support English Learners and language development.

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Elementary Educators: Communicating with Families of English Learners During Distance Learning

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Engage in real time with experts on key issues, challenges, and solutions related to education, health, and justice. Register for our upcoming webinars and browse our webinar archives.

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Elementary Educators: Communicating with Families of English Learners During Distance Learning

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In this archived webinar, learn how educators can communicate regularly with families of young English Learners to increase student success.

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Comprehensive English Language Development Toolkit Resources for Effective Evidence-Based Integrated and Designated ELD Instruction for English Language Learners Multilingual Education & Global Achievement Department San Diego County Office of Education December 2020 Eva Pand...

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Comprehensive English Language Development Toolkit Resources for Effective Evidence-Based Integrated and Designated ELD Instruction for English Language Learners Multilingual Education & Global Achievement Department San Diego County Office of Education December 2020 Eva Pand...

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SDCOE dELD & ELD Distance Learning Exemplars

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SDCOE dELD & ELD Distance Learning Exemplars

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Distance Learning dELD: SDCOE Innovative Digital Learning

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ELD & Multilingual Educational Vendors (available modules)

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ELD & Multilingual Educational Vendors (available modules)

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ELD & Multilingual Educational Vendors: SDCOE Innovative Digital Learning

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CALIFORNIA English Learner Roadmap Resource Guide

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CALIFORNIA English Learner Roadmap Resource Guide

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This digital resource guide shapes your journey to improve achievement and equity for English Learners. Select a principle as a starting point to your improvement journey.

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CALIFORNIA ENGLISH LEARNER ROADMAP RESOURCE GUIDE
Improving Outcomes in Complex Systems
Under the guidance of the CA Dept. Ed EL Roadmap, this digital resource guide shapes your journey to improve achievement and equity for English Learners. Select a principle as a starting point to your improvement journey.

Discover the Roadmap Principles

The Multilingual Education and Global Achievement Department (MEGA) and Innovation Division of the San Diego County Office of Education has created this website as a resource to further assist an LEA's journey in implementing the California Department of Education's English Learner Roadmap.

The California English Learner Roadmap: Strengthening Comprehensive Educational Policies, Programs, and Practices for English Learners (CA EL Roadmap) articulates a common vision and mission for educating English learners and supports LEAs as they implement the State Board policy.

Assets-Oriented and Needs Responsive Schools

Pre-schools and schools are responsive to different EL strengths, needs, and identities and support the socio-emotional health and development of English learners.

Learn More

Intellectual Quality of Instruction and Meaningful Access

English learners engage in standards-based, high quality learning experiences that foster high levels of English proficiency.

Learn More

System Conditions that Support Effectiveness

The school system has knowledgeable and responsive leaders and educators who utilize valid assessment to inform instruction and continuous improvement.

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Alignment and Articulation Within and Across Systems

English learners experience a coherent and aligned set of practices and pathways to ensure successful participation in a global, diverse, multilingual, twenty-first century world.

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EL Roadmap - San Diego County Office of Education

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home - SDCOE serves our county’s most vulnerable students and supports school leaders, teachers, and students across the county.

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Secondary School CoursesDesigned to AddressThe Language Needs and AcademicGaps of Long Term English Learners

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Secondary School CoursesDesigned to AddressThe Language Needs and AcademicGaps of Long Term English Learners

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Changing Course for Long Term English Learners

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Changing Course for Long Term English Learners

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Participatory leadership for English Learner Success

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Participatory leadership for English Learner Success

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Serving English Learners in a Distance Learning Environment

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Serving English Learners in a Distance Learning Environment

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Supporting Multilingual learners (MLLs)/English language learners (ELLs) during the COVID-19 Shutdown

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Supporting Multilingual learners (MLLs)/English language learners (ELLs) during the COVID-19 Shutdown

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A Closer Look at Long Term English Learners: A Focus on New Directions

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ED Week Spotlight - English Language Learner

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ED Week Spotlight - English Language Learner

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SEE section on ‘Prevention Is the Best Way to Support Long-Term

English-Learner Students"

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English Learners: Charting Their Experience and Mapping Their Futures in California Schools

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What Are We Doing to Middle School English Learners?

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Expediting Reading Comprehension for English Language Learners

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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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If you have questions or would like to request professional learning for your next PLC or site, please use the contact form below.
Please include pertinent information, including: site, grade level/content, and availability.

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ELD Standards & Guidance Documents 2012 English Language Development (ELD) Standards Sanger Unified's ELD Expectations SUSD's Create Your Own ELD Adventure Map CDE EL Roadmap webpage & link...

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Ideas and inspiration for teaching with The Times

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ELSF's highest priority is making sure our EL students do not fall further behind academically during school closures and the transition to remote learning. Below are the tools, resources, and other responses to the Covid-19 crisis as it affects English learners that ELSF has produced and compiled thus far.

Read Dr. Lily Wong Fillmore's open letter to educators, families, and students of English Learners on challenges and solutions for remote learning following Covid-19.

ELSF has developed high-level guidance for districts and educators as we move forward in planning for the learning needs of EL students during school closures.

Review our Guidance on Using Multilingual Resources to Support EL Remote Learning, which includes emerging best practices for leveraging home languages as well as supplementary resources for supporting ELs in the immediate term.

View the Do's and Don'ts or Remote Learning for English Learners in ELA and Math.
Follow our blog series addressing issues of remote learning on Voices from the Field

1. Please take our survey for educators

2. If you are an organization that develops content and are exploring ways to make your materials more accessible and impactful for EL students and their families, contact us here at ELSF: opportunities@elsuccessforum.org. We want to support your efforts!

3. Please share these and future resources on your social media and within your network. Please spread the word about our educator survey or share our district and educator infographics.

4. We invite you to share with us any specific guidance we should be providing related to instructional access for ELs-we would love to pass this information along to through our networks and to our partners. Please reach out to opportunities@elsuccessforum.org.

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We're also asking for your help in several ways:

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ELSF | Supporting Instruction for English Learners During COVID-19

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ELSF's highest priority is making sure our EL students do not fall further behind academically during school closures and the transition to remote learning. Below are the tools, resources, and other responses to the Covid-19 crisis as it affects English learners that ELSF has produced and compiled thus far.

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Californians Together - Support for Immigrant and Refugee Students

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Californians Together - Support for Immigrant and Refugee Students

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Support for Immigrant and Refugee Students

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SUPPORT FOR IMMIGRANT AND REFUGEE STUDENTS: Fostering a Safe and Inclusive Learning Environment in California's PreK-12 Schools Curriculum & Materials Regional Leadership Networks COVID-...

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NASP Supporting Refugee Children and Youth

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NASP Supporting Refugee Children and Youth

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The VERY BEST Resources To Support Teachers Dealing With School Closures In 2020 - Part Two

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I'm continuing with my end-of-year "Best" list posts... You might also be interested in The VERY BEST Resources To Support Teachers Dealing With School Closures In 2020 - Part One,...

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Annual Notification Letter 2021 and 2022 Spanish- updated with LTEL language

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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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Fresno County Superintendent of Schools 

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Fresno County Superintendent of Schools 

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Serving English Learners In a Digital Learning Environment

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MCAP Fall Webinar 1: Designated ELD- Sentence Unpacking in Small Groups 

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MCAP Fall Webinar 1: Designated ELD- Sentence Unpacking in Small Groups 

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California Association for Bilingual Education

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MCAP Fall Webinar 1: Designated ELD - Sentence Unpacking in Small Groups

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PDF Resources from  Designated ELD-Sentence Unpacking in Small Groups Webinar

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PDF Resources from  Designated ELD-Sentence Unpacking in Small Groups Webinar

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SBCSS Webinar: Empowering Educators of English Learners with Resources for a Successful School Year

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SBCSS Webinar: Empowering Educators of English Learners with Resources for a Successful School Year

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SBCSS Webinar: Considerations for English Learners and Online Learning 

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SBCSS Webinar: Considerations for English Learners and Online Learning 

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Considerations for English Learners and Online Learning-20200415 1706-1.mp4

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Resources from EL RISE! Fall Teacher Webinars

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Resources from EL RISE! Fall Teacher Webinars

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Resources from EL RISE! Fall Teacher Webinars

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Resources from EL RISE! Fall Teacher Webinars

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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

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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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Emerging Language Through Intentional Listening 

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Emerging Language Through Intentional Listening 

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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!) 

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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!) 

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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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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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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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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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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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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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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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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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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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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: 4th Grade

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Integrated and Designated ELD: 4th Grade

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Integrated & Designated ELD in Action | SEAL 4th Grade Journalism Unit

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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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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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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