# data[].attributes.body
ELD Standards Webinar Series:

Webinar 2: Professional Learning for Successful Implementation of the California English Language Development Standards
When: Feb 28, 2024 03:30 PM Pacific Time (US and Canada)
Register in advance for this meeting:
https://us02web.zoom.us/meeting/register/tZYpdOqprTgsG9e8jkmfl_VV4xUeRD6_06wO

Webinar 3: California English Language Development Standards Proficiency Level Descriptors
When: Mar 20, 2024 03:30 PM Pacific Time (US and Canada)
Register in advance for this meeting:
https://us02web.zoom.us/meeting/register/tZItdumhqzwjG9UwR9WyoOPc2RXjupRDOTw3

Webinar 4: California English Language Development Standards Part I: Interacting in Meaningful Ways
When: Apr 24, 2024 03:30 PM Pacific Time (US and Canada)
Register in advance for this meeting:
https://us02web.zoom.us/meeting/register/tZEpfu-qqz8qH9KMWBKkiYNeyXa78vR-yuTU

Webinar 5: California English Language Development Standards Part II: Learning About How English Works
When: May 22, 2024 03:30 PM Pacific Time (US and Canada)
Register in advance for this meeting:
https://us02web.zoom.us/meeting/register/tZAoc-2urj4sGtKC6_C8VJtVa869vmcJfLP6

# data[].attributes.attachment_link.readable_text
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

# data[].attributes.attachment_link.title
Designated and Integrated ELD - Letters (CA Dept of Education)

# data[].attributes.attachment_link.description
Letter to County and District Superintendents and Charter School Administrators regarding Designated and Integrated English Language Development.

# data[].attributes.attachment_link.readable_text
California English Learner Roadmap Home | Policy and Printed Document | Research | Principles Overview | Principle One | Principle Two | Principle Three | Principle Four | Characteristics of Examples | Illustrative Case Examples | Crosswalk to Local Control Accountability Plan (LCAP) | Resources | Educator Workforce Investment Grant (EWIG) | Communications and Updates | Archives

California's Vision and Mission of Success for English Learners

The California State Board of Education unanimously approved the California English Learner Roadmap State Board of Education Policy: Educational Programs and Services for English Learners (EL Roadmap Policy) on July 12, 2017. This policy is intended to provide guidance to local educational agencies (LEAs) on welcoming, understanding, and educating the diverse population of students who are English learners attending California public schools. The California English Learner Roadmap: Strengthening Comprehensive Educational Policies, Programs, and Practices for English Learners ( CA EL Roadmap) builds on the EL Roadmap Policy and provides further guidance on educating English learners. The CA EL Roadmap supports LEAs as they implement the EL Roadmap Policy.

Vision

English learners fully and meaningfully access and participate in a twenty-first century education from early childhood through grade twelve that results in their attaining high levels of English proficiency, mastery of grade level standards, and opportunities to develop proficiency in multiple languages.

Mission

California schools affirm, welcome, and respond to a diverse range of English learner (EL) strengths, needs, and identities. California schools prepare graduates with the linguistic, academic, and social skills and competencies they require for college, career, and civic participation in a global, diverse, and multilingual world, thus ensuring a thriving future for California.

Web-based Resources

The resources on this web page are intended to support educators as they implement the EL Roadmap Policy.

These materials are not meant to be exhaustive but rather dynamic. The resources provided here are continually updated as new illustrative case examples become available.

Policy and Printed Document: This page contains the EL Roadmap Policy and the printable guidance document that, together with this web page, make up the CA EL Roadmap.

Research: This page contains research related to EL program development.

CA EL Roadmap Principles: These pages contain information on each of the principles and illustrative examples demonstrating each principle in action.

Characteristics of Examples: This page describes the characteristics of examples for inclusion in the CA EL Roadmap.

Illustrative Case Examples: This page contains illustrative case examples from the field that illustrate the CA EL Roadmap principles and elements in action.

Crosswalk to LCAP: This page contains a crosswalk between the CA EL Roadmap principles and the LCAP state priorities.

Resources: This page contains frequently asked questions about the CA EL Roadmap and resources for LEAs and the public to use. This page includes an "At a Glance" information sheet and presentations on the CA EL Roadmap.

Communications and Updates: This page contains letters and other communications on the CA EL Roadmap. This page also includes dates and locations of upcoming regional presentations and workshops.

Archives: This page contains previous EL Roadmap information including workgroup members and meetings that were held.

Last Reviewed: Monday, April 24, 2023

# data[].attributes.attachment_link.description
Guide to assist local educational agencies to implement California's 21st century college-and-career-ready standards, curriculum, instruction programs, and assessments.

# data[].attributes.attachment_link.readable_text
Framework

2014 English Language Arts/English Language Development Framework (ELA/ELD Framework) (Dated Jul-2015)
The 2014 ELA/ELD Framework has been developed to support and incorporate the California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CA CCSS for ELA/Literacy) and the California English Language Development Standards (CA ELD Standards). The SBE (California State Board of Education) adopted the ELA/ELD Framework on July 9, 2014. This is the final digital version of the ELA/ELD Framework.

Executive Summary: English Language Arts/English Language Development Framework (Dated Oct-2015).
The executive summary provides a glimpse into the ELA/ELD Framework and the guidance it provides for educators, including descriptive snapshots and vignettes of grade-level instruction.

Contact the CDE Press at 1-800-995-4099 or visitCDE Press web page.

Video: Overview of the ELA/ELD Framework (Video; 10:40) (Dated 24-Feb-2015)
This video provides an overview of the English Language Arts/English Language Development (ELA/ELD) Framework for California Public Schools, which provides guidance to teachers, administrators, and other educators for implementing the CA CCSS for ELA/Literacy and the CA ELD Standards.

Implementation Support

Circles of Implementation

The Circles of Implementation figure and corresponding narrative description (which appears in the State Board of Education-Adopted ELA/ELD Framework, Chapter 2, on Page 4) have been translated into Spanish to support the implementation of the ELA/ELD Framework. The English version is provided for reference.
Circles of Implementation (PDF; Posted Jan-2016)
Los Círculos de la Implementación (PDF; Mar-2016)

Implementation Support for the ELA/ELD Framework

Implementation Support for the ELA/ELD Framework (20 Jan-2017)
This select collection of resources connects the content in the ELA/ELD Framework with other resources from the California Department of Education, as well as other reputable sources that address the five key instructional themes: meaning making, effective expression, language development, content knowledge, and foundational skills. The intent of this collection is to provide educators additional resources they can use to expand the scope of the guidance in the ELA/ELD Framework and to inform professional development and instructional decisions at all schools and districts.

Guides for Supporting English Learners and the Five Key Themes in the ELA/ELD Framework

Resources with an English Learner Emphasis

Resources Tracing the Five Key Themes

Additional Resources Supporting the Implementation of the ELA/ELD Framework

Chart of ELA/ELD Framework Snapshots and Vignettes | PDF; Posted Jul-2015)
Brief snapshots and longer vignettes are included throughout the ELA/ELD Framework to provide examples of instruction. This chart lists all the snapshots and vignettes, by chapter, and includes the grade level, page number(s), and indicates the different content areas each snapshot and vignette addresses. (Note: In the items column, "S" stands for a snapshot, and "V" represents vignettes.)

Chart of ELA/ELD Framework Figures (PDF; Jul-2015)
A variety of figures (including charts, definitions, descriptions, explanations) are included throughout the ELA/ELD Framework to provide more detailed support for implementation and instruction. This chart lists all the figures, by chapter, with figure titles and page number (s).

ELA/ELD Figures: Introduction - Chapter 2 (PDF; 8MB; Posted Jul-2015)
All figures (includes charts, diagrams, definitions, descriptions, explanations) for the introduction and chapters 1 and 2 are compiled into this document

ELA/ELD Figures: Chapter 3-7 (PDF; 5MB; Posted Jul-2015)
All figures (includes charts, diagrams, definitions, descriptions, explanations) for the grade-level chapters 3-7 are compiled, by chapter, into this document.

ELA/ELD Figures: Chapters 8-11 (PDF; 11MB; Posted Jul-2015)
All figures (includes charts, diagrams, definitions, descriptions, explanations) for systems of support, such as assessment, access and equity, and 21st century learning are compiled, by chapter, into this document.

California State ELA/ELD Resources for Local Planning (Video; 6:31) In this video, Tom Adams, Deputy Superintendent from the California Department of Education, shares selected State resources that can assist in local planning efforts regarding the implementation of the ELA/ELD Framework.

Highlighting the Needs of English Leaners in the Framework Sonoma County Office of Education (SCOE) has developed two web pages to provide easy access to resources within the ELA/ELD Framework that specifically highlight practices, programs, and structures that address the needs of English learners. Links connect to Framework Snapshots and Vignettes andFramework Figures .

Secondary Literacy Partnership Webinar Series: ELA/ELD Implementation: Teachers Lead the Way!
Presenters Nancy Brynelson and Jo Ann Isken, lead developers of the ELA/ELD Framework, gave an orientation to the Framework via the new Executive Summary and guided participants in activities exploring the Framework's vignettes, figures, and snapshots. They also shared strategies for collaboration and professional learning. (Presented on October 14, 2015.)

Secondary Literacy Partnership Webinar Series: A Close Encounter, Through the Writers' Eyes, of the New ELA/ELD Framework
The lead writers of the ELA/ELD Framework - Pam Spycher, Hallie Yopp Slowik, and Nancy Brynelson - share important understandings in the framework, including instructional strategies that support the goals of the CA CCSS for ELA/Literacy and the CA ELD Standards. (Presented on September 17, 2014.)

California's Recently Adopted English Language Arts/English Language Development Framework: Translating the Common Core State Standards to a Coherent and Sequenced Curriculum for All Students (PDF)
Article by Jo Ann Isken, Chair, and Bill Honig, Vice Chair, of the California Instructional Quality Commission and Carol Jago, contributing writer to the ELA/ELD Framework and Associate Director of the California Reading and Literature Project at UCLA.

CCSS English Language Arts Resources
Resources to support the teaching of the Common Core State Standards (CCSS) for English language arts (ELA).

CCSS and CA ELD Standards Resources
Resources to support the teaching of the Common Core State Standards (CCSS) with the California English Language Development Standards (CA ELD Standards).

CCSS Literary Resources
Resources to support the teaching of the Common Core State Standards (CCSS) for literacy in history/social studies, science, and technical subjects.

Integrating the CA ELD Standards into K-12 Mathematics and Science Teaching and Learning (DOC)
State Board of Education approved Correspondence Study Report that demonstrates a strong correspondence between the California ELD Standards and the California standards for mathematics and science.

Content Standards
Links to downloads of all Content Standards.

All Curriculum Frameworks
Links to downloads of all Curriculum Frameworks.

# data[].attributes.attachment_link.description
The State Board of Education adopted the English Language Arts/English Language Development Framework (ELA/ELD Framework) on July 9, 2014. Curriculum frameworks provide guidance to educators, parents, and publishers, to support implementing California content standards.

# data[].attributes.body
How to explain the connection between ELD Proficiency Level Descriptors (Emerging, Expanding, Bridging) and ELPAC Proficiency Levels, 1, 2, 3, and 4.

# data[].attributes.headline
Chapter 1- Using Standards to choose Curriculum

# data[].attributes.subject
Chapter 1- Using Standards to choose Curriculum

# data[].attributes.body
Since the CA ELD Standards are not a curriculum or a curriculum framework... what should I look for when choosing curriculum to best fit the needs of my EL students?

# data[].attributes.body
How do we effectively utilize the ELD PLDs to monitor and support ongoing student proficiency in rigorous content area instruction?

# data[].attributes.body
I want to learn about the organization of the standards.

# data[].attributes.body
I want to learn more about the stats and the pace how students go through the 3 proficiencies and how students graduate from one proficiency into the next one

# data[].attributes.body
I'd like to know more about the PLDs and how these are aligned to the actual standards. How do we bridge the PLDs with Ca. ELA standards

# data[].attributes.headline
I want to learn more about how these standards apply to students with an IEP

# data[].attributes.subject
I want to learn more about how these standards apply to students with an IEP

# data[].attributes.body
How can you use this in a professional development to engage teachers in important conversations about modes of communication in chapter 2

# data[].attributes.body
I would like more information on the Rationale for Three Proficiency Levels.

# data[].attributes.body
Best practices in applying the standards to teaching and learning

# data[].attributes.headline
How to monitor EL students' progress through the proficiency levels?

# data[].attributes.subject
How to monitor EL students' progress through the proficiency levels?

# data[].attributes.body
How do I cite a standard?

# data[].attributes.body
I want to know more about how to synthesize parts 1 and 2 in lesson planning.

# data[].attributes.body
I want to know more about the PLD levels.

# data[].attributes.body
How to better assist emerging, expanding, and bridging in order for them to move onto the next level to exit out of ELD.

# data[].attributes.body
What are some examples of appropriate linguistic support (substantial, moderate, light, and occasional)?

# data[].attributes.body
How do the grade span expectations differ from the PLDs? For example how does a 1st year emerging bilingual student look similar or different in 4th grade look like vs. 8th grade? Is it just the ELA content standards?

# data[].attributes.body
Is the connecting ideas under Part II encompassing background knowledge or what does it entail?

# data[].attributes.headline
If the student is a newcomer with interrupted education, How do we hold the students to the ELD standards for their grade level?

# data[].attributes.subject
If the student is a newcomer with interrupted education, How do we hold the students to the ELD standards for their grade level?

# data[].attributes.body
What was the intention behind the connection between ELD standards and the ELA CCSS? What would objectives look like in designated vs. integrated ELD if the standards work in tandem?

# data[].attributes.body
It will be helpful to find routines to teach students how to listen actively. How do you read/view closely, how do you evaluate language choice. What tools or strategies should we use for students to do this independently. How do we scaffold within the ELD proficiency level continuum.

# data[].attributes.body
Is the ELD section of ELA Curriculum enough to successfully and effectively teach students who are learning English?

# data[].attributes.headline
Foundation Literacy for Students in Upper Grades

# data[].attributes.subject
Foundation Literacy for Students in Upper Grades

# data[].attributes.body
I'm curious about chapter 4 because I am a coordinator and teacher coach. I'd like to know more about how I can support students in grades 6-12 with foundational skills (ch. 6)

# data[].attributes.body
Chapter 5, because I think I would benefit the most for my own learning and better support my students.

# data[].attributes.body
I am excited to read about Ch. 6 first and I wish to learn about how multilingual students can best learn English using their primary language as a base.

# data[].attributes.body
Chapter 5 how English works. I am excited to learn about how English works so that I can better understand the fundamentals for providing support to students.

# data[].attributes.headline
Theoretical Foundations and the Research base of the CA ELD standards

# data[].attributes.subject
Theoretical Foundations and the Research base of the CA ELD standards

# data[].attributes.body
I love to learn more about scaffolding. The importance of vocabulary and discourse. I feel like we take these for granted. We can definitely provide more PD for these important areas.

# data[].attributes.headline
Excited to Read.../I Wish To Learn More About...

# data[].attributes.subject
Excited to Read.../I Wish To Learn More About...

# data[].attributes.body
Definitely excited to read more about Chapter 5: How English Works.... Hoping to connect this with instruction.

And I wish to learn more about how to provide more seasoned teachers with newer/fresher ELD instruction ideas/practices.

# data[].attributes.body
I'm interested in studying the "Considerations for Foundational Literacy Skills Instruction" section for the grade levels I teach to help me craft lessons to target student needs more effectively.

# data[].attributes.headline
I would like to read chapter 4, and definitely look forward to learn about how to scaffold for my newcomers.

# data[].attributes.subject
I would like to read chapter 4, and definitely look forward to learn about how to scaffold for my newcomers.

# data[].attributes.body
Chapter 6: Secondary level 6-12 to support LTELS.

# data[].attributes.body
I didn't realize the standards included a section on learning how English works. Sounds interesting.

# data[].attributes.headline
Sentence Deconstruction Focusing on Structure and Meaning

# data[].attributes.subject
Sentence Deconstruction Focusing on Structure and Meaning

# data[].attributes.body
I'm excited to learn how to better help my students focus on making meaning. Unpacking sentences!