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Highlight Academic Words from a provided Text 

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Highlight Academic Words from a provided Text 

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AWL highlighter & gapfill Find academic words in a text

Use this tool to highlight words from the AWL (Academic Word List). Enter the text in the box below then click 'submit'. If you want to use the gapfill maker (below), you will need to input and highlight the text first. You may also like to try the AWL tag cloud, which is a companion to this page. For a more detailed look, including number of words and percentages, try the Vocabulary Profiler.

For more on AWL highlighters, check out the YouTube video ".

The highlighted text will appear here.

Sorted word list (by sublist) will appear below.

Wordlists Sorted by sublist

Gapfill maker Choose your flavour

Create a gapfill for the above text. Choose from these different types:

a simple gap fill, with blanks only (you will need the words above to complete it)

a head word gapfill, in which each of the academic words will be replaced by the head word (or by another word form if the replaced word is itself a headword)

a word family gapfill, in which each of the academic words will be replaced by another word from the same word family

Gapfill will appear here.

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Highlight words from the AWL (Academic Word List). Lists words according to sublist. Includes gapfill makers.

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Meet this Padlet Creator

ELD & AVID Excel Teacher / Instructional Leader / ELD Specialist/ EL Advocate

Sacramento, California

Contact Email : ali.alazawi0185@gmail.com

ali.alazawi@trusd.net

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Video Maker | Make Videos and Animations Online | Powtoon

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Powtoon gives you everything you need to easily make professional videos and presentations that your clients, colleagues, and friends will love! No design or tech skills are necessary — it’s free, easy, and awesome!

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Modern Project & Work Management Platform | Smartsheet

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Smartsheet enables teams to manage projects, automate processes & scale programs in one powerful platform. Maintain visibility & keep distributed teams connected.

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By Kate Eby | June 8, 2018 (updated July 26, 2023)

A project plan is an essential part of any project manager's toolkit. While it can be tempting to get started on completing tasks as soon as possible, taking the time to map out your strategy can help you save money and resources. Your project will constantly be shifting, and you need a project plan template that can keep up.

But, with so many available templates, how do you know which one to use? We've sorted through them all and found the best project plan templates in Excel and Microsoft Word. We'll explain the different types of templates and when you should use each one. We'll also provide a selection of free downloads of project plan templates in Microsoft Word and Excel. You'll learn what a project plan is and how to make one from scratch in Excel. Or you can try a pre-built template in Smartsheet, a project management platform that empowers you to efficiently manage projects with real-time collaboration and process automation.

Project Plan Templates

A project plan template can be as simple or as complex as you need, depending on your style of project management and the requirements of your project planning. You can choose to include a static timeline or a dynamic Gantt chart, and focus on action items or business goals.

A project plan is most often used in a project management context, with Gantt charts to plan and report progress as the project changes. The main difference between a project plan and a work plan is the Gantt chart, making it a more integrated project plan complete with a way to track tasks against timelines. A Gantt chart is a dynamic, horizontal bar chart to visualize a project schedule and is an important asset to share with stakeholders to communicate project status. This type of template caters toward project managers who are managing larger projects with many people.
‌ Download Excel Template Use Free Smartsheet Template ‌
Project plan templates, complete with a Gantt chart, are used most often in instance like construction project management, or where there's a need for a more agile project plan. Sometimes, people prefer to use project management software to create more complex project plans, enabling them to easily update and manage their plans with greater flexibility.

Simple Project Plan Template

Work Plan Templates

A work plan template is designed to break down your large project goals into smaller, actionable steps. This kind of template outlines what needs to be done, by whom, and when. It also includes a timeline to help set expectations and improve transparency, keeping everyone on the same page about deliverables and deadlines. A work plan template is best for larger teams working on big projects with many tasks and due dates.
‌ Download Excel Template Use Free Smartsheet Template ‌

Project Implementation Plan Template

‌ Download Word Template

Action Plan Templates

An action plan lists all the steps that must be taken to achieve a specific goal. The template includes information about the actions that need to happen, the people that will complete them, due dates, priority, and status. While an action plan and work plan are similar, an action plan focuses on goals, whereas a work plan template focuses on phases of tasks that are usually listed in chronological order. An action plan template is best for individual use or by smaller teams.
‌ Download Excel Template Use Free Smartsheet Template ‌

Project Action Plan Template

‌ Download Word Template

Business Plan Templates

A business plan template highlights business goals and the plan for achieving them. It focuses on your business' future and how you intend to reach your objectives. Business plans are much more strategic than a work plan or action plan and often include a vision statement, business profile, economic assessment, and more. A business plan is most appropriate for people who are starting their own business, growing their business, or seeking outside help.
‌ Download Excel Template Use Free Smartsheet Template ‌

Get started quickly with project plan templates in Smartsheet

Your projects may be complex, but your project management tool doesn't have to be. Combine a rich set of features with flexibility, simplicity, and ease of use to deliver projects quickly. Try Smartsheet free for 30 days and get access to hundreds of pre-built, easily customizable templates to jumpstart your project. After your trial, you can choose the plan that best suits your needs or opt for the Free Plan as a no-cost alternative.
Try Smartsheet for free

What is a project plan?

A project plan is designed to deliver the intended scope of a project, facilitate communication among stakeholders, and track planning assumptions and decisions. It is a living document that can include a stakeholder list, a scope statement, a project schedule, schedule and cost baselines, baseline management plans, communication plan, and it can change over the course of a project. It is worth noting that a project plan is not just a project timeline, although that is an important component of the plan.

You should always create a project plan before starting a new project. Start with what you want to achieve from the project and break it down into the things you need to do in order to accomplish the goal. Then, once you have a high-level plan of all the things that need to be done, you can think about timing, budget, resources, and more.

At the very least, a project plan should answer the following questions about a project:

Why? - Why are we starting this project? What is the problem that this project will address or solve?

What? - What are we working on? What are the major deliverables and goals?

Who? - Who will be involved in the project and what will be their responsibilities?

When? - When should the project start and end? What are the milestones?

What to include in a project plan

Project plans differ, but they all contain similar information. In your project plan, include an executive summary, project goals, milestones, deliverables, an estimated timeline, potential risks, and budget details. We've outlined some common topics covered by a project plan below:

To learn how to create your own project plan, check out our comprehensive guide to project planning.

Executive Summary: The executive summary should summarize the information contained within your project plan onto a single page for easy reading.

Project Goals: Outline the end goals of your project and how you will measure its success.

Target Audience: Identify the target audience of your project, or who it will affect and who will use the results.

Key Responsibilities: Outline the roles and responsibilities of each team member.

Key Tasks and Deliverables: Highlight the most important tasks and deliverables throughout the project, with estimated deadlines.

Available or Needed Resources: List the resources you will need to secure to complete the project.

Risk Analysis and Mitigation Plan: Identify possible risks and put a plan in place to manage them before they become problems.

Key Milestones: Identify the key milestones you will use to measure progress.

Proposed Project Timeline: Create an estimated timeline for tasks, milestones, and deliverables.

Costs and Budget Details: Create an estimated timeline for tasks, milestones, and deliverables.

Contingency Plans: Include any contingency plans for project elements that don't pan out as planned.

Communication Strategies: Create a communication plan for reference throughout the project's lifecycle.

Evaluation Strategy: Determine how you will evaluate the successes and failures of your project.

To learn more, check out our comprehensive Project Management Guide.

What is the purpose of a project plan?

A project plan is one of the most important ingredients for a successful project. It is used to document and communicate expectations, to control schedule and delivery, and to calculate and manage risks. In general, it acts as a roadmap for everyone involved in the project.

Here are the four biggest benefits of a project plan:

Improves communication: By outlining your whole plan for everyone to see, stakeholders can provide feedback early in the process if things are going in the right direction. A project plan also helps facilitate expectation management by letting you update milestones and timelines as the project progresses.

Increases transparency: With a project plan, stakeholders and team members know exactly where to look to get information every step of the way. Expectations and the project timeline are clearly defined, so everyone is on the same page about priorities and objectives.

Increases organization: Many projects have dozens of tasks, dependencies, and milestones, and it can be hard to track how everything is progressing. A project plan makes you think through the timing of each activity and how it affects the rest of the project. You always know how much time to spend on each task and how many things you can accomplish at the same time.

The project planning process

The project planning process involves thoroughly mapping out your project from start to finish. At this time, determine your goals, estimate a timeline for key deliverables, create a budget projection, and assess your risks before launching your project.

1. Concept and Initiation: Start by determining the overall concept of your project and how you plan to complete it.

2. Roadmap Creation: In this phase, determine a rough timeline of the tasks necessary to complete your project.

3. Deliverable Listing: Each project must have specific deliverables, which you should identify during the beginning portion of your planning phase, so each team member is aware of what is expected of them.

4. Project Milestone Identification: Figure out specific points in the project that you consider to be key milestones. These milestones can consist of certain tasks that you complete, a budget target that you reach, or a team that you assemble.

5. Budget Creation: Creating a predetermined budget is one of the most important parts of a project plan. You should adhere to that budget as your project moves forward. This way, you can allocate specific resources and budgets to certain tasks, without exceeding spending projections.

6. Team Member Identification: As with any project, you'll need to assemble a team of people to implement the project. Work with others to target the specific people who will be most helpful in carrying out the project.

7. Risk Assessment: You must identify all potential risks or threats to your project, including those that could cause budget issues, project delays, and more. List all those potential risks, and detail how you plan to mitigate the issues if they do occur.

8. Project Communication: Once you've outlined the key components of your project, you need to communicate these plans and goals to the greater team - including key stakeholders and any external parties. Develop a way to appropriately and efficiently communicate the project plans to everyone involved.

9. Project Launch: At this point, your project should be ready to launch. Ensure that you've covered all your bases and outlined all the details before starting. Then, you're set to begin.

How to create a project plan in Excel

Here are some step-by-step instructions for making a project plan in Excel. You'll first create the table with your project information, then we'll show you how to make your project timeline.

1. Add Headers to the Table

First, you'll need to add some headers to your table.

1. Highlight the text and in the Alignment group, click the center icon to center the text in the headers.

2. To format the headers for proper spacing, highlight all the text you just typed and on the Home tab, in the Cells group, click Format. Select Column Width and set the width for around 15-20 so you have enough space to enter in your project information.

2. Add Your Project Information

1. Then, enter the person responsible for each task and the start and end dates.

2. To automatically calculate the number in the Days column, click on a cell in the Days column and type =, then click the End date cell, type the minus (-) symbol, then click the Start date cell. Click enter. Drag the bottom right-hand corner of this cell down the entire column and the rest of the values will be automatically calculated for you with this formula.

3. Enter the status of each task. We use Complete, In progress, Overdue, or Not started.

4. To center your content, highlight the text and in the Alignment group, click the center icon.

3. Add Colors to Convey Project Status at a Glance

It's easy to customize your project plan with colors and visual hierarchy. By changing the styling and font sizes, you can highlight key information and convey project status at a glance.

1. To change font color, click on the cell with the text you want to change. In the Home tab, select the color you want from the color drop-down list.

2. To change the background color of one or more cells, select the cell(s) you want to change. Click the paint bucket icon and select the fill color.

3. To format fonts, select one or more cells. In the Home tab, you can change the font type, font size, and make the title bold, italicized, or underlined.

We recommend adding a background color to the main header and to each group or phase of tasks, as well as your target completion date or launch date. You can also change the font color of in the Status column to reflect current progress (in this example, red represents Overdue, green represents Complete, etc).

4. Create the Project Plan Timeline

You've already added all your project information to the table, now it's time to make the corresponding project timeline. Including a timeline in your project plan will help set expectations and increase transparency, keeping everyone aligned around priorities and due dates.
Add and Format Dates

1. On the same row as your table headers, in the next available column, enter the two dates of your project timeline. Then, hold down Shift, select the two dates, and drag the bottom right-hand corner across the row until you've reached your end date.

2. If you'd like to change the format of dates, select all the dates and right-click. Select Format Cells.

3. In the pop-up box, select Date under the Category section and select the date type you'd like.

4. You'll notice that the cells are very wide. To make the timeline more compact, select all the dates, and select a smaller font size. In this example, we've selected font size 9.

Add Colors to Make the Project Timeline

First, extend the same background colors and font formatting from your table to your timeline.

Now, you've created a type of matrix. You have a row that corresponds to each task, and on the right-hand side, on your timeline, you can simply fill in the cells that represent each task's start and end date. To do this, select a cell (or more than one cell) and click the paint bucket icon. Select the color you'd like to use.

5. Final Touches

1. To add grid lines to the project plan, select the entire project plan, both the table and the timeline, and in the Font group, click the borders icon. Select All Borders.

2. If you want to add more project information, select the first column, right-click and select Insert > Entire Row. Repeat until you have 8 empty rows.

3. Then, in the first column, enter the following: Project Name, Project Manager, Project Deliverable, Start Date, End Date, and Overall Progress. Then, fill in the corresponding information.

How to create a project plan in Smartsheet

Smartsheet's pre-built project template with a Gantt chart makes it even easier to organize tasks, foster communication, and improve transparency. In this template, duration is automatically calculated for you and the interactive Gantt chart lets you drag-and-drop task bars to adjust dates. Smartsheet's powerful collaboration features let you have discussions directly in the project plan, attach files, and set alerts and reminders.

Here's how to use a project plan template in Smartsheet:

1. Select a Project Template

1. Go to Smartsheet.com and login to your account (or start a free 30-day trial)

2. Type "Project with Gantt Timeline" in the Search box or select Projects from the category list.

3. Click on the Project with Gantt Timeline tile, then click the blue Use button.

4. Name your template, choose where to save it, and click the Ok button.

2. List Your Project Information

A pre-made template will open, with sample content filled in for reference and the sections, sub-tasks, and sub-sub-tasks already formatted. With Smartsheet, it's easy to add or delete columns depending on the scope of your project.

Simply right-click on a column and select Insert Column Left/Insert Column Right to add a column or Delete Column to remove a column.

1. Add your tasks under the Task Name column. You'll notice that the hierarchy is already formatted for you. So, be sure to enter the project phase name or group name to the Section 1, Section 2, and Section 3 fields (this is called the parent row. For more information about hierarchy, click here)

2. Enter your tasks and sub-tasks under the parent rows.

3. On the left side of each row, you can attach files directly to a task (perfect for attaching stakeholder lists, budgets, and more) or start a discussion about a certain item.

3. Add Start and End Dates

1. Add start and end dates for each task. If you click and drag either end of the task bars in the Gantt chart, Smartsheet will automatically adjust the dates in your table.

2. Click a cell in the either date column.

3. Click the calendar icon and choose a date. You can also manually enter a date in the cell.

4. Enter % Complete and Assigned To Information

The % Complete and Assigned To columns provide more information about your project and improve transparency by allowing team members to see who is doing what and the status of each task.

On the Gantt chart, the thin bars inside the task bars represent the percentage of work complete for each task.

1. In the % Complete column, enter the percentage of work complete for each task. Enter a whole number and Smartsheet will automatically add the percentage sign.

2. In the Assigned To column, choose a name from your contact list (in the drop-down menu) or manually enter a name.

Customize your project plan in Smartsheet

With just a couple clicks, you can customize the appearance of your project timeline.

1. Customize Fonts and Colors in Your Project Plan

1. To change the font type and size, or bold, italicize or underline text, click the cell with the text you want to change. On the left-hand toolbar, you will find all the text formatting options.

2. To change the background color of a row, click the far left gray cell to highlight the entire row. Then, click the paint bucket icon and select the color you'd like to use.

2. Change the Colors in Your Gantt Chart

1. Right-click on a task bar and click Color Settings.

2. Select the color you'd like to use from the color palette.

Discover a better way to manage your project plans with Smartsheet

From simple task management and project planning to complex resource and portfolio management, Smartsheet helps you improve collaboration and increase work velocity -- empowering you to get more done.

The Smartsheet platform makes it easy to plan, capture, manage, and report on work from anywhere, helping your team be more effective and get more done. Report on key metrics and get real-time visibility into work as it happens with roll-up reports, dashboards, and automated workflows built to keep your team connected and informed.

When teams have clarity into the work getting done, there's no telling how much more they can accomplish in the same amount of time. Try Smartsheet for free, today.

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Top Project Plan Templates for Excel | Smartsheet

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A project plan is key to a successful project. Download free project plan templates for Excel to cover all your work needs, including Agile planning, construction work, sales projections, training, and more.

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A template for Excel is a pre-built spreadsheet or workbook that's already formatted, organized, and populated with formulas tailored for its purpose. If you need to organize or plan something, there's probably an Excel spreadsheet or workbook template perfect for the task. You can use pre-built Excel templates for time management, budgeting, project planning, and much more.

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Excel design templates | Microsoft Create

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Find customizable Excel design templates that'll help you get started on your next project. Find templates that'll jumpstart your work the next time you need to crunch some numbers.

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Why make your school garden a community garden? Such partnerships enrich academic learning, nurture relationships, and create a positive neighborhood environment that enhances students' lives outside of school.

WHAT IS A COMMUNITY GARDEN?

A community garden is a garden that is planned, planted, maintained and sustained by individuals within a community. The "community" may be defined by physical location, such as a neighborhood or a city, or as individuals linked by a common organization or cause, such as a church or food bank.Community gardens come in all shapes and sizes. They can be as small as a raised bed in front of a town hall or library or as large as a couple of acres outside of town. They may be located on empty lots, on land owned by nonprofits or government agencies, or acreage owned collectively by the gardeners. In some community gardens, each gardener has his/her own plot to maintain; in others, gardeners work cooperatively on group plots and then share in the harvest; some offer both options.

THE BENEFITS

Individuals come together to work towards a common goal and create a focus on an activity with positive outcomes. These include:

Beautification - This makes the community a more pleasant and relaxing place to live in and improves the value of surrounding real estate.

Reduced crime - Research shows that the presence of community gardens result in decreased vandalism, littering, and crime.

Food security- Community gardens can increase the availability of fresh fruits and vegetables -- especially important in areas with limited access to grocery stores and farmers' markets.

Environmental improvements- In urban areas, gardens add to community green space, which can reduce stormwater runoff and provides habitat for pollinators and other wildlife.

Economic benefits- Community gardeners can supplement their incomes by selling produce from their plots.

Improved health- Gardening has been shown to contribute to participants' mental and physical health.

COMMUNITY GARDENS ON SCHOOL GROUNDS

Schools are often physical and logistical centers in communities. The difference between a school garden and a school-based community garden is that community members are more than just school volunteers: They're actively engaged in the organization, planning, decision making, and day-to-day maintenance of the garden. Beyond the benefits listed above for school-based community gardens, you'll also have:

A broader support network- More people mean more networking connections especially important when you're seeking funding and donations of supplies.

Many hands- There will be more people to maintain the garden -- a big help when school is out of session.

Intergenerational connections- Through positive interactions, adults and kids develop mutual respect.

Security- More eyes on the garden, especially when school is closed, decreases the likelihood of theft and vandalism.

Parental involvement- The community garden is a place to spend family time. It also gives parents who aren't comfortable or available for volunteering in the classroom or coaching sports another option for getting involved in their children's education.

GETTING STARTED

1. Get administration permission- There can be a number of challenges to starting a community garden on school grounds. Are individuals allowed to be on grounds after hours? Are gardens accessible? Is there water available? Is safety a concern? Your first step should be to find out your school district's policies on use of school grounds and have your idea approved by administrators.

2. Engage your community- Schedule brainstorming sessions, offering multiple times and dates to attract individuals with different schedules. Advertise meetings at local restaurants, businesses, and in newspapers. Send notes home with students and e-mail appropriate contacts. Ask local organizations to include an announcement in their newsletters. Get the word out as widely as possible. These initial meetings can help you gauge community interest. Does your community want a garden? Is there enough interest to begin a garden and keep it going? How should it be organized? What would you want to plant?

3. Organize your group- Dream big as a group, but also elect a smaller committee to be responsible for guiding the project. Members must be willing to take on specific responsibilities and share the load because planning a community garden is too much for one person. It's a good idea to have at least 10 families initially who are committed to your project for successful implementation and to ensure sustainability. This planning committee can later transition into a body responsible for overseeing the garden and keeping it running.

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Starting a Community Garden on School Grounds

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Community gardens can enrich academic learning, nurture relationships, and create a positive neighborhood environment that enhances students' lives outside of school.

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Parent Teacher Home Visits | A Home Visit for Every Learner

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The PTHV Model The Parent Teacher Home Visits model was co-created by parents and educators using the community organizing principles of shared leadership and recognizing the inherent dignity in all people. The success of PTHV relies on training teachers and staff to develop meaningful relationships with families of their students, starting with voluntary home visits.

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Create a more inclusive classroom for both students and parents with live translation and captions

ABOUT

What is Translator for Education?

The Translator for Education site provides free resources, tools, and how-to guides for live captioning and translation in the classroom. Schools are increasingly diverse. Teachers manage many types of learners, including students who are deaf or hard of hearing (DHH) who require assistive technology, and language learners (and their parents) who may not speak or understand the language of the classroom well. Microsoft Translator helps bridge these communication gaps, supporting accessible classroom learning with live captioning, cross-language understanding, and even multilingual casual conversations to help with student integration.

FOR PARENTS

Parent Resources

Learn about the Translator app's conversation feature and how you can have live, translated parent-teacher conferences in your chosen language.
PARENT RESOURCES PAGE

FOR STUDENTS

Student Resources

Use the Translator app in school, on campus, for study groups, and other situations where captions and translations are needed. Share the app with friends to start a live conversation and break communication barriers.
STUDENT RESOURCES PAGE

SEE IT IN ACTION

Case Studies

Read how Translator can help students pass their final exams, break language barriers during parent-teacher conferences, and create inclusive environments for deaf and hard-of-hearing students.
CASE STUDIES PAGE

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Microsoft Translator for Education - Microsoft Translator

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Microsoft Translator for Education tools creates a more inclusive classroom for both students and parents with live translation and captions.

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A tool to help you meet students where they are in their language development

The Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

Bilingual and English-immersion early care and education programs

Bilingual, Spanish-immersion and English-immersion K-12 language programs

Bilingual, Spanish-immersion and English-immersion K-12 content-area classrooms

Similar to the WIDA English Language Development Standards Statements, the Can Do Descriptors describe what learners can do with language across different content areas. Although the Can Do Descriptors relate to the ELD Standards Statements, they don't replace them but are used to supplement the standards statements during instruction.

Educators and early childhood practitioners can use the Can Do Descriptors to

Better understand what students at different levels of language proficiency can do with language

Expand their understanding of what the process of language development can look like

Collaborate around scaffolding that students need to engage in content-area learning and develop language at the same time

Differentiate instruction and classroom assessment for language

Interpret ACCESS for ELLs test scores

The Can Do Descriptors have not yet been updated to reflect the 2020 Edition; however, they remain available as a valuable tool for communicating with stakeholders about what students can do at each language proficiency level. WIDA is monitoring educator use to help inform the timing for updating the materials.

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A tool to help you meet students where they are in their language developmentThe Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

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Ten Tips for Selecting Multicultural Books for Reading Instruction

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Ten Tips for Selecting Multicultural Books for Reading Instruction

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Ten Tips for Selecting Multicultural Books for Reading Instruction

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Welcome back to this bi-monthly series which focuses on culturally relevant reading instruction. We started off back in September with an introduction to culturally relevant reading instruction and in my last blog, I suggested eight ways to engage multilingual/bilingual learners in reading while supporting language acquisition.

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TimelineJS is an open-source tool that enables anyone to build visually rich, interactive timelines. Beginners can create a timeline using nothing more than a Google spreadsheet, like the one we used for the Timeline above. Experts can use their JSON skills to create custom installations, while keeping TimelineJS's core functionality.

Knight Lab

Watch this brief video for an overview of how to make a timeline.

Tips & tricks

1. Keep it short. We recommend not having more than 20 slides for a reader to click through.

2. Pick stories that have a strong chronological narrative. It does not work well for stories that need to jump around in the timeline.

3. Write each event as a part of a larger narrative.

4. Include events that build up to major occurrences - not just the major events.

Media sources

TimelineJS can pull in media from a variety of sources. Twitter, Flickr, YouTube, Vimeo, Vine, Dailymotion, Google Maps, Wikipedia, SoundCloud, Document Cloud and more!

Examples

Make a Timeline

TimelineJS works on any site or blog. Make your own in four easy steps.
Having trouble? Watch our video, or see the help section below.

1. Create your spreadsheet

Build a new Google Spreadsheet using our template. You'll need to copy the template to your own Google Drive account by clicking the "Make a Copy" button.

Drop dates, text and links to media into the appropriate columns. For more about working with our template, see our help docs.

Get the Spreadsheet Template

Don't change the column headers, don't remove any columns, and don't leave any blank rows in your spreadsheet.

2. Publish to the web

Under the File menu, select "Publish to the Web."

In the next window, click the blue "publish" button. When asked, "Are you sure...?" click OK.

Now, copy the URL that appears in the center of the window. You'll use this in the next step.

The following has changed as of 18 July 2017!

Close the 'Publish to the web' window. Copy the URL for your Timeline from the browser's address bar. It should look something like this:
https://docs.google.com/spreadsheets/d/1xuY4upIooEeszZ_lCmeNx24eSFWe0rHe9ZdqH2xqVNk/edit#gid=0

Disregard the URL that appears in the "publish to the web" window. It used to be used below, but changes to Google mean that you'll get an error if you use it now.

3. Generate your timeline

Copy/paste spreadsheet URL into the box below to generate your timeline. (Make sure you've published the spreadsheet.)

4. Share your timeline

Share Link

Use this to link directly to your timeline.
If you're embedding on Medium.com or other oembed-aware services, just paste this link on a line by itself where you want your timeline to appear.
Embed

Copy this embed code and paste it on your site where you want your timeline to appear (just like a YouTube video).

Preview Open Preview in a new window

Help

Need help? First, please be sure to look at our list of frequently asked questions below. If you're brand new to Timeline JS, you may also want to watch our introductory video.

If you don't find an answer there, try our support forums or use our tech support web form. Please be clear with your question, include a link to your spreadsheet, and if appropriate, a link to a page which shows the issue with which you need help. We can only answer support questions in English. We try to be prompt, but please understand that we do not have a dedicated tech support staff.

Find a bug? If you are confident you have found a bug, please report it as a GitHub issue. Be sure to include detailed instructions on how to reproduce the bug. If you're not sure, please start with the tech support system.

Technical documentation

Go further with Timeline:

Frequently asked questions

There aren't enough options. I want more control over the [font size/color/etc]. Can I change things using CSS?

Because there are so many details to the styling, this is not exactly simple, but, if you have some technical capacity, you can override TimelineJS's CSS rules and have complete control over the look of the timeline. For details, see Using the TimelineJS CSS selectors. You will need to be able to instantiate the Timeline in javascript on your own page. (There is no way to override the CSS using the iframe embed.) Then, either in <style> tags in that page, or in an external stylesheet, you can specify CSS rules changing some or all of TimelineJS's default presentation. The basis of TimelineJS's styles are in these files, which use the Less CSS preprocessor.

The first slide in my timeline isn't the first chronologically. Why did this happen?

When using the Google Spreadsheet to configure your timeline, if you put the word title in the type column, that slide will be put at the front, regardless of the values in the date columns. See the Google Spreadsheet documentation for more information.

How can I format text (add line breaks, bold, italics)?

TimelineJS's text fields (headline, text, caption, and credit) all accept HTML markup. A full tutorial on HTML is outside the scope of this FAQ, but here are a few basics:

Wrap paragraphs in <p></p> tags to create line breaks.

Wrap text in <b></b> tags for bold text and <i></i> for italics

To enter dates before the common era, just use a negative value for the year. Of course, you can also enter month and date if you need them.

Generally, you don't have to think about it -- just enter the dates you want. Timeline can handle dates literally to the beginning of time. For dates more than about 250,000 years ago, only the year is usable. Support for those older dates is still relatively new, so if anything seems off, visit our tech support site.

Privacy is very important to me. How should I use TimelineJS?

If you want complete control over who can see the information in your timeline, you cannot use Google Spreadsheets, and you cannot use our standard iframe embed code. Instead, you must use JSON format for the data and instantiate the timeline directly using javascript. You can then use standard web server security measures to control who has access to your timeline and the data used to create it.

Can I use TimelineJS with Wordpress?

It depends. TimelineJS does not work with Wordpress.com sites. We are researching ways to address this.
If you are able to install plugins to your Wordpress installation, we have a Wordpress plugin for Timeline. It supports embedding Timelines with Wordpress "shortcode", and as of version 3.3.14.0, it also has experimental "oembed" support. That means that you can take a direct URL to a timeline (like you get with the "get link to preview" button) and put it in a post on a line by itself, and it should be embedded. (Make sure you've updated the plugin before you try it.)

Is TimelineJS free for commercial use?

TimelineJS is released under the Mozilla Public License (MPL), version 2.0. That means that TimelineJS is free to "use, reproduce, make available, modify, display, perform, distribute" or otherwise employ. You don't need our permission to publish stories with TimelineJS and you don't need to pay us any fees or arrange any further license beyond the MPL. To read more about what you can do with TimelineJS, read our license page.

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TimelineJS is an open-source tool that enables anyone to build visually rich, interactive timelines. Beginners can create a timeline using nothing more than a Google spreadsheet, like the one we used for the Timeline above. Experts can use their JSON skills to create custom installations, while keeping TimelineJS's core functionality.

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A free resource website for teachers. It has  a HUGE library of printable worksheets for a many different class topics and grade levels.

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A free resource website for teachers. It has  a HUGE library of printable worksheets for a many different class topics and grade levels.

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 Smart videos for curious minds of all ages

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 Smart videos for curious minds of all ages

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Create a variety of Infographic for free 

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Familiarity with Greek and Latin roots, as well as prefixes and suffixes, can help students understand the meaning of new words. This adapted article includes many of the most common examples.

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Total Physical Response (TPR) to Teach Vocabulary 

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Total Physical Response (TPR) to Teach Vocabulary 

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Total Physical Response (TPR) is a method of teaching language or vocabulary concepts by using physical movement to react to verbal input. The process mimics the way that infants learn their first language, and it reduces student inhibitions and lowers stress.

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by Claudia Pesce 35,107 views

Explanations are all fine and dandy, but sometimes we need to pick up a board marker and organize concepts, vocabulary or grammar in a way that is easier and much simpler for our ESL students to grasp. And graphic organizers will help you do just that! Here are some of the most popular, and more importantly, what you can use them for in your ESL class.

8 Ways to Use Graphic Organizers in Your ESL Class

1. Venn diagrams are perfect for comparisons and contrast. There are two circles that overlap in the middle. Students compare two things and write what they have in common in this overlapping space. The differences are written in the spaces that don't overlap.

How to use it in your ESL class: Compare how Christmas is celebrated in the US to the way it is celebrated in your home country.

2. This graphic organizer is ideal for brainstorming, whether you are trying to elicit vocabulary or come up with ideas for a writing assignment. You write the topic in the center and students contribute related ideas to fill out the other circles.

How to use it in your ESL class: Write " Sports" in the center and have students brainstorm different types. From each sport, you can have circles with words related to each particular sport. Sports => Tennis => racket, net, ball, etc... Draw the cluster on the board and work together as a group or hand out individual copies for vocabulary review.

Game: Hand put copies of a cluster with a topic ("Clothes", "Weather") in the center and a certain number of supporting circles. The first student who fills out all of the circles correctly wins.

3. This is a handy way to show a sequence of events and helps students place them in the right order.
How to use it in your ESL class: Students help you place a series of events that took place in the past within the time line: (" Joe went to school at 4pm. His mother made dinner at 6pm. Joe came home at 7pm.") Students practice the Past Perfect: " By the time Joe came home, his mother had already made dinner. "

4. This one is also useful to describe a sequence of events or the steps in a process.
How to use it in your ESL class: Try this sequencing activity on how to wash your hands. Use the prompts for the different steps; students must put them in the right order and use the sequencing words. Flow charts are also great for this type of activity.

5. Students write down the main goal in the center circle. Students come up with reasons for accomplishing this goal, and finally facts related to these reasons.

How to use it in your ESL class: Students write down their goal for the ESL course, for example, " speak English more fluently". One of the reasons may be " need to speak English at work". The supporting circles may be " boss only speaks English" or " all company communication is in English ".

You can also adapt the graphic and make it "cause and effects", for example, global warming as the cause, and its various effects " extreme weather", " increase in average global temperature" " melting of the glaciers ", etc...

6. You can use this graphic in the same way you'd use the Word Cluster - it's a different graphic, but it serves the same purpose. In this case, the topic goes in the center and the supporting ideas on the spokes of the wheel.

How to use it in your ESL class: Write " Ways to Be Healthier " as your central topic. Students contribute ideas such as, "Eat more fruits and vegetables", "Walk or ride bike instead of drive", "Sleep at least 8 hours a day", etc...

7. With the use of triangles you can go from a broad topic to a more specific one (inverted triangle) or vice versa. The triangle is a classic for the Food Pyramid where you put the foods you should eat the most at the bottom and those you should have small quantities of at the top.

How to use it in your ESL class: Use the inverted triangle and write a very general topic at the top and following with more detailed information. General topic: The weather => The weather has been changing in recent years => We are having more extreme weather events => These events include tsunamis, superstorms, and flooding due to heavy rains => The population will need to prepare for these events.

8. Tell your students that they must write a story in English, and most will freak out. Give them a story map to get started, and they will calm down.
How to use it in your ESL class:

Option 1 - Hand them out completely blank

Option 2 - Fill in some of the details. You can fill in the same details (same character or same problem, for example) for each and see how students still come up with different stories.

Option 3 - Fill in different details for different students. In some cases you provide characters, in others a problem, etc...

You may choose to copy the graphic onto the board and complete it as class. Or hand out copies for each individual student to complete. Use them to introduce or review content. You'll find these and more at Education Place and lots more at TeacherVision.

Never underestimate the power of using visuals - graphic organizers can really clear things up for your ESL students. Also, as you work together to complete one, you can maximize student talking time.
Which of these do you use on a regular basis? If you have any success stories to tell, share them below!
P.S. If you enjoyed this article, please help spread it by clicking one of those sharing buttons below. And if you are interested in more, you should follow our Facebook page where we share more about creative, non-boring ways to teach English.

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8 Ways to Use Graphic Organizers in Your ESL Class

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by Claudia Pesce 35,107 views Explanations are all fine and dandy, but sometimes we need to pick up a board marker and organize concepts, vocabulary or grammar in a way that is easier and much simpler for our ESL students to grasp. And graphic organizers will help you do just that!

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The Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts.

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The Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts.

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A tool to help you meet students where they are in their language development

The Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

Bilingual and English-immersion early care and education programs

Bilingual, Spanish-immersion and English-immersion K-12 language programs

Bilingual, Spanish-immersion and English-immersion K-12 content-area classrooms

Similar to the WIDA English Language Development Standards Statements, the Can Do Descriptors describe what learners can do with language across different content areas. Although the Can Do Descriptors relate to the ELD Standards Statements, they don't replace them but are used to supplement the standards statements during instruction.

Educators and early childhood practitioners can use the Can Do Descriptors to

Better understand what students at different levels of language proficiency can do with language

Expand their understanding of what the process of language development can look like

Collaborate around scaffolding that students need to engage in content-area learning and develop language at the same time

Differentiate instruction and classroom assessment for language

Interpret ACCESS for ELLs test scores

The Can Do Descriptors have not yet been updated to reflect the 2020 Edition; however, they remain available as a valuable tool for communicating with stakeholders about what students can do at each language proficiency level. WIDA is monitoring educator use to help inform the timing for updating the materials.

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A tool to help you meet students where they are in their language developmentThe Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

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What will readers learn?

This website contains articles about language instructional practices that support multilingual learners. Each article has an infographic that synthesizes the essential information from the article. The intention of sharing these resources is to provide strategies to educators who work with multilinguals.

At times, my resources can be used across the various content area, while at other times, are more relevant for just language specialists. I know that many of you are busy and do not have time to sift through the literature, books, articles, and videos and cannot attend conferences. It is my job to curate these resources for you.

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Welcome | ML Instruction | Empowering ELLs

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Sharing ELL strategies that work. Helping ELL teachers implement classroom-tested, research-backed ELL strategies that develop social and academic language

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Listen to this post as a podcast:
A note on terminology: The acronym ESL is used less often now in schools than it used to be, because we recognize that many students who are learning English already speak several other languages, so English would not be a "second" language. I use it several times in the post because schools sometimes refer to the teachers as ESL teachers, and the term is still widely used as a search term for this topic. My intent in using the acronym is to make this post easier to find online.

You have a new student, and he speaks no English. His family has just moved to your town from Japan, and though he receives English as a Second Language (ESL) support, he will also be sitting in your room every day to give him more exposure to his new language. How can you be a good teacher to someone who barely understands you?

According to the National Center for Education Statistics, an average of 9 percent of students in U.S. public schools are English Language Learners (ELLs); that number is closer to 14 percent in cities. Although many of these students start off in high-intensity, whole-day English programs, most are integrated into mainstream classrooms within a year, well before their English language skills would be considered proficient.

How prepared are you to teach these students? If you're like most classroom teachers, you have little to no training in the most effective methods for working with English language learners (Walker, Shafer, & Iiams, 2004). So that means we have a problem here: Lots of ELL kids in regular classrooms, and no teacher training to ensure the success of that placement.

Below, three ESL teachers tell us what they know about the things regular classroom teachers can do to improve instruction for ELL students. These 12 strategies are simple, they are not very time consuming, and best of all, they will help everyone in your class learn better:

1. Make it Visual

"Avoid giving instructions in the air," says Melissa Eddington, an Ohio-based ESL teacher. "ELL kids have a harder time processing spoken language." So instructions - even basic directions for classroom procedures - should be written on the board whenever possible. Challenging concepts should be diagrammed or supported with pictures. And modeling the steps of a process or showing students what a finished product should look like can go a long way toward helping students understand. "Sometimes showing our students what to do is all they need in order to do it," Eddington says. Not only will this kind of nonlinguistic representation improve comprehension for ELL students, it will help all of your students grasp concepts better.

2. Build in more group work.

"Kids aren't just empty glasses that we pour stuff into and then at the end of the day they dump it back onto a test," says Kim, an ESL teacher who was the subject of my very first podcast interview. "If you really want the kids to learn, they've got to be engaged." That means less teacher-led, whole-class instruction, and more small groups, where students can practice language with their peers in a more personal, lower-risk setting. And if ELL students attend your class with a resource teacher, make use of that person: In most cases the resource teacher doesn't have to work exclusively with the ESL students; they can work with smaller groups that happen to contain these students, helping to improve the teacher-student ratio and give kids more time to practice.

3. Communicate with the ESL teacher.

Mary Yurkosky, a former ESL teacher in Massachusetts, credits much of her students' success to the strong relationship she had with the regular classroom teachers. "The classroom teachers were always talking to me about what they were doing in their classes," she says. "They made it so easy for me to support them: If a teacher was going to be doing a unit on plants, I could make sure we used some of that same vocabulary in the ESL class."

Ideally, this could be systematized, where ESL teachers could regularly get copies of lesson plans or collaborate with regular classroom teachers to build solid back-and-forth support, but "it doesn't have to be that much work," Yurkosky insists. "Just talk to each other. Talk about what's going on in your classrooms, invite each other to special presentations, share what your students are learning, and the words will naturally find their way into the ESL class."

4. Honor the "silent period."

Many new language learners go through a silent period, during which they will speak very little, if at all. "Don't force them to talk if they don't want to," says Eddington, "A lot of students who come from cultures outside of America want to be perfect when they speak, so they will not share until they feel they are at a point where they're perfect." Just knowing that this is a normal stage in second language acquisition should help relieve any pressure you feel to move them toward talking too quickly.

5. Allow some scaffolding with the native language.

Although it has been a hotly debated topic in the language-learning community, allowing students some use of their first language (L1) in second-language (L2) classrooms is gaining acceptance. When a student is still very new to a language, it's okay to pair him with other students who speak his native language. "Some students are afraid to open their mouths at all for fear of sounding stupid or just not knowing the words to use," Yurkosky says. "Letting them explain things or ask questions in their first language gets them to relax and feel like a part of the class."

And this doesn't only apply to spoken language. If you give students a written assignment, but the ELL student doesn't yet have the proficiency to handle writing his response in English, "Don't make them just sit there and do nothing," Eddington says. "Allow them to write in their first language if they're able. This allows them to still participate in journal writing or a math extended response, even if you can't read what they write." There has even been some evidence that allowing second-language learners to pre-write and brainstorm in L1 results in higher-quality writing in L2 in later stages of the writing process (Yigzaw, 2012).

6. Look out for culturally unique vocabulary.

"For most of these kids, their background knowledge is lacking, especially with things that are unique to American or westernized culture," says Eddington. It's important to directly teach certain vocabulary words: "Show them videos of what it looks like to toss pizza dough, show pictures of a juke box or a clothing rack - things that are not common in their own language."

One way to differentiate for ELL students is to consider the whole list of terms you're going to teach for a unit, and if you think an ELL student may be overwhelmed by such a long list, omit those that are not essential to understanding the larger topic at hand.

7. Use sentence frames to give students practice with academic language.

All students, not just English language learners, need practice with academic conversations. Sentence frames - partially completed sentences like "I disagree with what _________ said because..." - show students how to structure language in a formal way. Keep these posted in a highly visible spot in your classroom and require students to refer to them during discussions and while they write.

For this kind of language to really sink in, though, Kim says it has to become a regular part of class. "They won't do it if it's not the norm in the class, because they'll be embarrassed to use it among their peers," she says. "But if they can put it off on the teacher and say, Oh, well, you know, Miss Kim makes me talk like this, then they don't look as hoity-toity as they would otherwise."

8. Pre-teach whenever possible.

If you're going to be reading a certain article next week, give ESL students a copy of it now. If you plan to show a YouTube video tomorrow, send a link to your ESL students today. Any chance you can give these students to preview material will increase the odds that they'll understand it on the day you present it to everyone else. "That kind of thing is wonderful," Yurkosky says. "The kids feel so empowered if they've had a chance to look at the material ahead of time."

9. Learn about the cultural background of your students...

Our second-language populations grow more diverse every year. Taking the time to learn the basics of where a child comes from - exactly, not 'somewhere in the Middle East/South America/Asia/Africa' - tells the student that you respect her enough to bother. Kim remembers one time when she had to set the record straight about the diverse South American population at her school: "I was listening to the teachers talking about the 'Mexican' kids in our building," she says, "and I was like, 'We don't have any Mexicans.'" Not taking the time to at least correctly identify a child's country of origin, much like not bothering to pronounce their name correctly, is a kind of microaggression, a small, subtle insult that communicates hostility toward people of color. Make a commitment to be someone who bothers to get it right.

Once you have the country straight, take things up a notch by learning about students' religious and cultural practices. If he is a practicing Muslim, he should be told if one of the pizzas you ordered for the class party has sausage on it. If she comes from a culture where eye contact with adults is viewed as disrespectful, you'll know not to force her to look you in the eye when she's talking.

10. ...but don't make a child speak for his entire culture.

In her podcast interview, Kim shared a story about watching a teacher ask a new Iraqi student how he felt about the war in his country, right in the middle of class. "That's not cultural inclusiveness," she explains. "I've seen teachers do this and then pat themselves on the back. The students' English is limited so they can't express themselves very well, and they don't want to 'represent'; they just want to be there." If you anticipate a theme coming up in your class that's going to be relevant to one of your students, have a conversation with them in advance, or check with your ESL teacher to see if they think it's appropriate for in-class discussion.

11. Show them how to take themselves less seriously...

By modeling the risk-taking that's required to learn a new language, you help students develop the courage to take their own risks, and to have a sense of humor about it. "I tried to say the word 'paint' ( pinta) in Portuguese and instead I said the word for 'penis' ( pinto). They all roared with laughter while I stood there with a What?? look on my face," Yurkosky says. "When they explained what I'd said, I laughed so hard! I told them that laughing was fine because sometimes mistakes are really funny, but ridicule is never okay."

12. ...but always take them seriously.

One of Kim's pet peeves about how teachers interact with English language learners is the way they often see students' efforts as 'cute,' missing the whole point of what the student is trying to say. "A student will be desperate to communicate, and the teacher will get distracted by the delivery and miss the message," she says. "That's painful for me to watch." It bothers her when teachers mistake a lack of language for a lack of intelligence or maturity. When a child can't express themselves as well as they would in their native language, it's far too easy to assume the concepts just aren't in their heads.

"It breaks my heart when I hear teachers say (ELL kids) don't know anything," says Eddington. "These are brilliant kids and they know a lot. They just can't tell us in English yet." Make a conscious effort to see past the accent and the mispronunciations and treat every interaction - every student - with the respect they deserve.

"They're doing twice the job of everybody else in the class," Kim adds, "even though the result looks like half as much." ♦

Further Reading

The ESL/ELL Teacher's Survival Guide is one of the highest-rated books on teaching English-language learners available. In addition to offering an overview of the research on second-language learners and best practices in teaching ESL, it also includes a whole section on teaching ESL in the content areas and another specifically geared toward teaching ELL students in mainstream classrooms.
References:
Walker, A., Shafer, J., & Iiams, M. (2004). "Not in my classroom": Teacher attitudes towards English language learners in the mainstream classroom. NABE Journal of Research and Practice, 2(1), 130-160.

Yigzaw, A. (2012). Impact of L1 use in L2 English writing classes. Ethiopian Journal of Education and Sciences, 8(1), 11-27.

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12 Ways to Support English Learners in the Mainstream Classroom

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Advice from three ESL teachers on the things regular classroom teachers can do to help English language learners thrive in mainstream classrooms.

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TemplateLab - Best Business & Legal Templates

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Monitoring Selection Criteria - Compliance Monitoring (CA Dept of Education)

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There are several factors used in identifying LEAs for a Federal Program Monitoring review. Each year, approximately 130 LEAs are selected for review–65 LEAs from one cohort for an onsite review, and 65 LEAs from another cohort for an online review.

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For more information about the State Seal of Biliteracy (SSB), including resources and guidance, please visit the California Department of Education (CDE) SSB web page.

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3. When is the deadline to submit the Insignia Request Form?

There is no specific deadline. The CDE recommends, however, that LEAs submit the online Insignia Request Form at least four weeks prior to the graduation date to account for mailing time. This will help ensure sufficient time for LEAs to affix insignias to be affixed to the diplomas or transcripts.

Also, the CDE annually publishes SSB data collected through the Insignia Request Form. To ensure that your data is included in the annual posted, please submit requests by July 31 of that year. The online Insignia Request Form can be found on the CDE SSB web page.

4. How can LEAs ensure they have a sufficient number of insignias to award seals to all students who meet the requirements for earning the SSB by the end of their senior year?

LEAs may estimate the number of students they believe will meet eligibility requirements by graduation based on available data. Seals are to be awarded only to those students who fully meet the eligibility requirements (California Education Code Section 51461). If the LEA orders more seals than they need, they may submit a corrected Insignia Request Form to ensure that the data the CDE collects and reports is accurate. If the LEA does not order enough seals, they may submit an additional Insignia Request Form. The online Insignia Request Form can be found on the CDE SSB web page.

5. Does SSB information need to be reported through the California Longitudinal Pupil Achievement Data System (CALPADS)?

Yes. In addition to requesting insignias through the online Insignia Request Form, LEAs should indicate which students earned the SSB when exiting students in CALPADS. Starting in 2018, the SSB was incorporated as one of the options an LEA may select for the College/Career Indicator for high schools. Students who earned the SSB will be reflected in the California School Dashboard.

For more information about CALPADS, including how to report SSB data, please contact the CALPADS Operations Office by phone at 916-324-6738 or by email at CALPADS@cde.ca.gov.

6. Where can I find more information about the SSB?

7. What are the requirements for earning the SSB?

8. What is a "successor test," as referenced in Education Code (EC) Section 51461(a)(1)(B)?

A "successor test" refers to any future assessment that may be adopted by the State Superintendent of Public Instruction to take the place of California Assessment of Student Performance and Progress (CAASPP) for example, the CAASPP system is the "successor test" to the California Standards Test.

9. In which languages may the SSB be awarded?

The SSB may be awarded in any world language other than English. To earn the SSB, students must demonstrate a high level of proficiency in one or more languages in addition to English. To learn more about the options for demonstrating world language proficiency for the SSB, please see the CDE SSB web page and EC Section 51461 .

1. To be eligible for the SSB, in which of the domains must candidates demonstrate proficiency?

In accordance with EC Section 51461(a)(2)(C)(ii), high school graduates who are candidates for the SSB must have attained a high level of proficiency in all the modalities (listening, speaking, reading, and writing) that characterize communication in that language. SSB criteria can be found in EC Section 51461 .

2. Can the SSB be awarded in American Sign Language (ASL)?

Yes. Students may earn the SSB in ASL. According to EC Section 51461(a)(2)(C)(ii), "a pupil who seeks to qualify for the State Seal of Biliteracy through a language that is not characterized by listening, speaking, or reading, or for which there is no written system, shall pass an assessment on the modalities that characterize communication in that language at the proficient level or higher." For information regarding ASL assessments that LEAs have adopted locally for the SSB, please see the "Assessments" tab on the CDE SSB web page.

3. If a student seeks to qualify for the SSB through an assessment administered in grade 12 and they do not receive their scores until after graduation, can the student still earn the SSB?

Yes. Seals may be awarded after graduation. Some districts recognize these students as "candidates for the SSB" during graduation ceremonies.

4. May LEA use a locally approved assessment to determine proficiency in a world language other than English for the SSB?

The assessments statutorily identified for demonstrating proficiency in a language other than English are the Advanced Placement (AP), International Baccalaureate (IB), and ACTFL Writing Proficiency Test and Oral Proficiency Interview (EC 51461[a][2][A]). An LEA must certify that any world language proficiency assessment(s) it uses, other than those specified in EC 51461(a)(2)(A), meet the rigor of a four-year high school course of study and, at a minimum, assess speaking, reading, and writing in the language at the proficient level or higher ( EC Section 51461[a][2][C]). LEAs may certify locally approved assessments when submitting the online Insignia Request Form annually. The Insignia Request Form is available on the CDE SSB web page.

1. How can an LEA submit a locally approved assessment to be included in the list of locally approved world language assessments posted on the CDE SSB web page?

When submitting the online SSB Insignia Request Form annually, LEAs are asked if they use any locally approved assessments to assess proficiency in a world language other than English for the SSB. LEAs may submit their locally approved assessments by indicating "Yes" and then including the information about locally approved assessments when prompted in the form. This form asks LEAs to certify to the State Superintendent of Public Instruction that the test "meets the rigor of a four-year high school course of study in that world language" and that the assessment assesses "speaking, reading, and writing" or all of the modalities that exist in the language, at the proficiency level or higher ( EC Section 51461[a][2][C][i]).

Assessment information submitted via the SSB Insignia Request Form is used to create the list of locally approved assessments posted annually on the CDE SSB web page under the "Assessments" tab.

2. If a student tests into a higher level world language course and completes through year four of that language with a 3.0 Grade Point Average (GPA), would that student qualify for the SSB even if the student did not complete level 1, 2, 3, and 4 in high school?

Per EC Section 51461(a)(2)(B), one way to show proficiency in a language other than English is "successful completion of a four-year course of study of content in a world language at a high school or higher level attaining an overall grade point average of 3.0 or above in that course of study, and oral proficiency in that language" comparable to that required to pass a an AP, IB, or ACTFL assessment, as discussed in (a)(2)(A). LEAs define the structure, organization, and successful completion of a four-year high school course of study in a world language. The LEA may establish comparable rigor scenarios for the "four-year high school course of study in a world language" consistent with EC Section 51461, including for students who place into higher level language courses. For example, if a student tests out of the first year of a four-year high school course of study or takes the first year of a four-year high school course of study while still in grade eight, but completes the rest of the four-year course, such student could qualify for the SSB provided they also satisfied the other criteria.

3. Can courses completed at a community college or university satisfy the English language arts (ELA) coursework option for demonstrating proficiency in English for the SSB?

Yes. Per EC Section 51461(a)(1)(A), one way to demonstrate proficiency in English for the SSB is to complete all ELA requirements for graduation with a 3.0 or higher GPA in those classes. Further, students may satisfy one or more of these course requirements with courses at a public education institution or independent institution of higher education (as described in EC Section 66010).

1. Do colleges and universities recognize the SSB?

Each college or university determines for itself if and how to recognize the SSB. Please contact the college or university directly to inquire whether SSB recognition is offered.

2. Are the requirements for the SSB different for students who have an Individualized Education Program (IEP)?

For a student with an IEP, LEAs should defer to what is in the student's IEP regarding testing. The decision to modify the SSB criteria would depend on the individual student and the decisions made by the student's IEP team. The IEP team should review the student's assessment plan and transition plan and determine what assessment(s) to use and what score on these assessments indicates proficiency in order to accurately measure the student's biliteracy in light of the student's IEP.

3. Can students who attend private school qualify for the SSB?

No. The SSB is an award conferred by the State Superintendent of Public Instruction and thus not awarded to private school students. CDE encourages private schools, however, to establish their own Seal of Biliteracy program. For more information on establishing a Seal of Biliteracy program, please visit the Seal of Biliteracy website .

4. How can I learn about other Seal of Biliteracy programs?

Questions: Multilingual Support Division | SEAL@cde.ca.gov | 916-319-0265

Last Reviewed: Tuesday, June 18, 2024

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State Seal of Biliteracy FAQs - Multilingual Learners (CA Dept of Education)

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Frequently asked questions (FAQs) related to the State Seal of Biliteracy (SSB).

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51461.

(a) The State Seal of Biliteracy certifies attainment of a high level of proficiency by a graduating high school pupil in one or more languages, in addition to English, and certifies that the graduate meets the following criteria for being proficient in English and one or more languages other than English:

(1) Proficiency in English shall be demonstrated through one of the following requirements:

(A) Completion of all English language arts requirements for graduation with an overall grade point average of 3.0 or above in those classes. Completion of one or more English language arts courses at a public higher education institution or an independent institution of higher education, as described in subdivisions (a) and (b) of Section 66010, with a grade equivalent to a grade point average of 3.0 or above may also be used to satisfy one or more course requirements of this subparagraph.

(B) Passing the California Assessment of Student Performance and Progress for English language arts, or any successor test, administered in grade 11, at or above the "standard met" achievement level, or at the achievement level determined by the Superintendent for any successor test.

(C) (i) Passing an English Advanced Placement examination with a score of 3 or higher or an English International Baccalaureate examination with a score of 4 or higher.

(ii) For purposes of clause (i), "English Advanced Placement" means Advanced Placement English Language and Composition, Advanced Placement English Literature and Composition, or Advanced Placement Seminar.

(D) Achieving a score of 480 or higher on the Evidence-Based Reading and Writing section of the SAT.

(2) Proficiency in one or more languages other than English shall be demonstrated through one of the following requirements:

(A) Passing a world language Advanced Placement examination with a score of 3 or higher, passing a world language International Baccalaureate examination with a score of 4 or higher, or passing a world language ACTFL Writing Proficiency Test (WPT) and an Oral Proficiency Interview (OPI) with scores of Intermediate Mid or higher.

(B) Successful completion of a four-year course of study of content in a world language at a high school or higher level attaining an overall grade point average of 3.0 or above in that course of study, and oral proficiency in the language comparable to that required pursuant to subparagraph (A). Pupils may also satisfy the requirements of this subparagraph by either or both of the following:

(i) Successful completion of high school level courses completed in another country in a language other than English with the equivalent of an overall grade point average of 3.0 or above, as verified through a transcript.

(ii) Completion of one or more world language courses at a public higher education institution or an independent institution of higher education, as described in subdivisions (a) and (b) of Section 66010, with a grade equivalent to a grade point average of 3.0 or above and oral proficiency in the language comparable to that required pursuant to subparagraph (A), as verified through a transcript.

(C) (i) If no Advanced Placement examination or off-the-shelf language test exists and the school district can certify to the Superintendent that the test meets the rigor of a four-year high school course of study in that world language, passing a school district language examination that, at a minimum, assesses speaking, reading, and writing in a language other than English at the proficient level or higher. If a school district offers a language examination in a language in which an Advanced Placement examination or off-the-shelf language test exists, the school district language examination shall be approved by the Superintendent for the purpose of determining proficiency in a language other than English.

(ii) Notwithstanding clause (i), a pupil who seeks to qualify for the State Seal of Biliteracy through a language that is not characterized by listening, speaking, or reading, or for which there is no written system, shall pass an assessment on the modalities that characterize communication in that language at the proficient level or higher.

(b) If a pupil in any of grades 9 to 12, inclusive, is an English learner, the pupil shall meet both of the following criteria in order to qualify for the State Seal of Biliteracy:

(1) Attain an Oral Language composite score of level 4 on the English Language Proficiency Assessments for California, or any successor English oral language proficiency assessment, in transitional kindergarten, kindergarten, or any of grades 1 to 12, inclusive.

(2) Demonstrate proficiency in English through one of the accomplishments listed in paragraph (1) of subdivision (a) and demonstrate proficiency in one or more languages other than English through one of the accomplishments listed in paragraph (2) of subdivision (a).

(c) For languages in which an Advanced Placement test is not available, the Superintendent may provide a listing of equivalent summative tests that school districts may use in place of an Advanced Placement test for purposes of subparagraph (A) of paragraph (2) of subdivision (a). A school district may provide the Superintendent with a list of equivalent summative tests that the school district uses in place of an Advanced Placement test for purposes of subparagraph (A) of paragraph (2) of subdivision (a). The Superintendent may use lists received from school districts in developing the Superintendent's list of equivalent summative tests.

(d) For purposes of this article, "world language" has the same meaning as defined in Section 91.

(e) Notwithstanding subdivision (a), for those pupils on track to graduate in 2022 and who were unable to take the assessment identified in subparagraph (B) of paragraph (1) of subdivision (a), the Superintendent may use the assessments identified in Section 121 of Chapter 44 of the Statutes of 2021 to determine whether a pupil obtained the achievement level on a grade 11 English language arts assessment for the purposes of subparagraph (B) of paragraph (1) of subdivision (a).
(Amended by Stats. 2023, Ch. 326, Sec. 1. (AB 370) Effective January 1, 2024.)

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Seal of Biliteracy – Multilingual California

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Data and statistics collected from California schools and learning support resources to identify trends and educational needs and to measure performance.

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Search and compare data from the California School Dashboard, 2023

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Search and compare data from the California School Dashboard, 2023

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Search and compare data from the California School Dashboard, 2023

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Search and compare all California public schools, districts, cities and counties for data from the state’s school accountability dashboard.

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A central database for educators, researchers, and policymakers to understand how the COVID-19 pandemic shaped students’ modes of learning in 2020-21.

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California School Dashboard (CA Dept of Education)

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The California School Dashboard provides parents and educators with meaningful information on school and district progress so they can participate in decisions to improve student learning.

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The best free stock photos, royalty free images & videos shared by creators.

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The best free stock photos, royalty free images & videos shared by creators.

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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.

EL 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 Webinars

CA ELD Standards Webinar 1 Links
This page includes links to the resources referenced throughout the webinar.

Chapter 4, Theoretical Foundations and the Research Base of the California English Language Development Standards

Chapter 5, Learning About How English Works; and

Chapter 6, Foundational Literacy Skills for English Learners

CA ELD Standards Webinar 2 Links
This page includes links to the resources referenced throughout the webinar.

Webinar 3: California ELD Standards Proficiency Level Descriptors (Recording Available Summer 2024) This webinar was recorded on March 20, 2024. This webinar provides a detailed presentation of the California ELD Standards Proficiency Level Descriptors and how they are intended to be used as a guide for teachers to provide EL students with targeted instruction in ELD as well as differentiated instruction in academic content areas.

Webinar 4: California ELD Standards Part I: Interacting in Meaningful Ways (Recording Available Summer 2024) This webinar was recorded on April 24, 2024. This webinar provides a detailed presentation of Part I: Interacting in Meaningful Ways, of the California ELD Standards to gain a better understanding of the standards and discuss how to develop appropriate integrated and designated ELD for EL students.

Webinar 5: California ELD Standards Part II: Learning About How English Works (Recording Available Summer 2024) This webiar was recorded on May 22, 2024. This webinar provides a detailed presentation of Part II: Learning About How English Works, of the California ELD Standards to gain a better understanding of the standards and discuss how to develop appropriate integrated and designated ELD instruction for EL students.

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 EL 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, EL students 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 EL students.

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 .

ELD Distance Learning Frequently Asked Questions
Features responses to frequently asked questions (FAQs) regarding integrated and designated ELD in distance learning instruction.

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 ELr students.

CDE Resources

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 EL 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 EL 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

English Language Arts/English Language Development Framework
The 2014 ELA/ELD Framework was developed to support and incorporate the ELA/Literacy and the CA ELD Standards for implementation of these interrelated Standards. The SBE adopted the ELA/ELD Framework in 2014.

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 (EL) students.

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English Language Development (ELD) Standards

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HISPANIC HISTORY 21st CENTURY GREAT DEPRESSION ASIAN HISTORY WORLD WAR I WORLD WAR II COLD WAR IMMIGRATION

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Engage with National Geographic Explorers and transform learning experiences through live events, free maps, videos, interactives, and other resources.

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General History Ancient and Medieval History Modern History
Careers for Historians
Academic Careers Online: Opportunities in education and academia, including faculty, research, post doc, adjunct, administrative, and senior management positions at colleges, universities, and research institutes around the world.

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Teaching History with Integrity

The AHA, its members, and other historians find ourselves on the front lines of a conflict over America's past, confronting opponents who are actively promoting ignorance in service of misleading notions of unity. Through Teaching History with Integrity, the AHA leads or participates in several initiatives to provide resources and support for history educators facing intensifying controversies about the teaching of the American past. Historians have a crucial role to play as participants in public deliberations about how to engage students in truthful and rigorous inquiry in history classrooms.

The Pacific Coast Branch (PCB) of the American Historical Association was organized in 1903 to serve members of the American Historical Association living in the Western States of the United States and the Western Provinces of Canada. All members of the AHA living in those areas, therefore, are also members of the Branch.

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The AHA, its members, and other historians find ourselves on the front lines of a conflict over America's past, confronting opponents who are actively promoting ignorance in service of misleading notions of unity. Through Teaching History with Integrity, the AHA leads or participates in several initiatives to provide resources and support for history educators facing intensifying controversies about the teaching of the American past.

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English Learning for Teenagers | National Geographic Learning ELT

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Teach the language and skills needed to succeed in the classroom and the real world. Discover our National Geographic Learning ELT programs for teenagers.

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The National Geography Standards represent the consensus of the geography education community around what students should know and be able to do by the time they graduate from the 12th grade.

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Act now! For Giving Tuesday, your gift to the National Geographic Society will be matched dollar-for-dollar. Make your tax-deductible contribution today and make TRIPLE the impact for Explorers working to preserve threatened species around the world.

Donate today!

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Education Resources | National Geographic Society

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Inspire learners to explore National Geographic through interactive lesson plans, maps, storytelling and a wide variety of resources to illuminate their world.

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National Geographic Learning | English Learning Programs and Resources

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Discover English language teaching resources and programs for young learners, teens, and adults. NGL ELT brings the world to the classroom, and the classroom to life.

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Engage with National Geographic Explorers and transform learning experiences through live events, free maps, videos, interactives, and other resources.

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The world’s largest library. View historic photos, maps, books and more. Contact experts for help with research. Plan a visit. Home of U.S. Copyright Office.

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The dropout count reported by an LEA is reconciled by CDE through continued cross-district analysis of student enrollments. The state level view of dropouts continues to evaluate an LEA's dropout data after it has been certified. Therefore, the state level count reflects analysis of statewide data that continues to change until all LEAs have certified their data.

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CALPADS End Status Codes and Descriptions

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CALPADS End Status Codes and Descriptions

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Welcome to DataQuest - find facts about California's public schools fast!

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This Public Schools feature dataset is composed of all Public elementary and secondary education facilities in the United States as defined by the Common Core of Data (CCD, https://nces.ed.gov/ccd/ ), National Center for Education Statistics (NCES, https://nces.ed.gov ), US Department of Education for the 2017-2018 school year. This includes all Kindergarten through 12th grade schools as tracked by the Common Core of Data. Included in this dataset are military schools in US territories and referenced in the city field with an APO or FPO address. DOD schools represented in the NCES data that are outside of the United States or US territories have been omitted. This feature class contains all MEDS/MEDS+ as approved by NGA. Complete field and attribute information is available in the ”Entities and Attributes” metadata section. Geographical coverage is depicted in the thumbnail above and detailed in the Place Keyword section of the metadata. This release includes the addition of 3065 new records, modifications to the spatial location and/or attribution of 99,287 records, and removal of 2996 records not present in the NCES CCD data.

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EdData - District Profile - Washington Unified

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Free Templates - Download Designs, Docs, Forms | Template.net

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Beautifully Designed, Easily Editable Templates to Get your Work Done Faster & Smarter. Simply Browse, Search, Save & Download our Easy to use Templates.

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Summative ELPAC: Estimated Testing Times

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Summative ELPAC: Estimated Testing Times

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Summative ELPAC: Estimated Testing Times

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Estimated testing times for Summative ELPAC, for testing forms 1 through 10 in Kindergarten through grade 12.

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Smarter Tools for Teachers. Discover classroom resources you can use today. Educator-created lessons, activities, strategies, and professional development to help tailor instruction and boost learning.

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According to the Safe and Supportive Schools Model (see below), which was developed by a national panel of researchers and other experts, positive school climate involves

Engagement. Strong relationships between students, teachers, families, and schools and strong connections between schools and the broader community.

Safety. Schools and school-related activities where students are safe from violence, bullying, harassment, and controlled-substance use.

Environment. Appropriate facilities, well-managed classrooms, available school-based health supports, and a clear, fair disciplinary policy.

These areas overlap in many existing frameworks of school climate, and it is critical that all three areas be considered as a single issue in policy and practice.

Research has shown that positive school climate is tied to high or improving attendance rates, test scores, promotion rates, and graduation rates. For example, a 2008 study examined seven years of longitudinal data on school leadership, parent and community ties, faculty quality, school safety and order, and instructional guidance. Schools that measured strong in most supports were 10 times as likely as schools with one or two strengths to show substantial gains in reading and mathematics.

Conversely, negative school climate can harm students and raise liability issues for schools and districts. Negative school climate is linked to lower student achievement and graduation rates, and it creates opportunities for violence, bullying, and even suicide.

The Safe and Supportive Schools Model demonstrates general consensus among researchers and practitioners on many common characteristics of schools with a positive climate. Some researchers use the concept of creating conditions for learning in speaking about school climate, meaning that students are supported, students are socially capable, students are safe, and students are challenged. Others have outlined the importance of climate at the classroom level.

The strength of the linkages between school climate and academic achievement make it essential that all students have the opportunity to attend schools that provide a safe and supportive environment where they can thrive and fully engage in their studies.

Boccanfuso, C., & Kuhfeld, M. (2011). Multiple responses, promising results: Evidence-based, nonpunitive alternatives to zero tolerance. Washington, DC: Child Trends.

Christle, C. A., Jolivette, K., & Nelson, C. M. (2007). School characteristics related to high school dropout rates. Remedial and Special Education, 28(6), 325-339.

Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180-213.

Goddard, R. D., Sweetland, S. R., & Hoy, W. K. (2000). Academic emphasis of urban elementary schools and student achievement in reading and mathematics: A multilevel analysis. Educational Administration Quarterly, 36(5), 683-702.

Gottfredson, G. D., & Gottfredson, D. C. (2001). What schools do to prevent problem behavior and promote safe environments. Journal of Educational and Psychological Consultation, 12(4), 313-344.

Grayson, J. L., & Alvarez, H. K. (2008). School climate factors relating to teacher burnout: A mediator model. Teaching and Teacher Education, 24(5), 1349-1363.

Hardre, P. L., & Reeve, J. (2003). A motivational model of rural students' intentions to persist in, versus drop out of, high school. Journal of Educational Psychology, 95(2), 347-356.

Jiang, Y., Perry, D. K., & Hesser, J. E. (2010). Suicide patterns and association with predictors among Rhode Island public high school students: A latent class analysis. American Journal of Public Health, 100(9), 1701-1707.

Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262-273.

MacNeil, A. J., Prater, D. L., & Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of Leadership in Education, 12(1), 73-84.

McNeely, C. A., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting school connectedness: Evidence from the National Longitudinal Study of Adolescent Health. Journal of School Health, 72(4), 138-146.

Osher, D., Dwyer, K., & Jimerson, S. R. (2006). Safe, supportive, and effective schools: Promoting school success to reduce school violence. In S. R. Jimerson & M. J. Furlong (Eds.), Handbook of school violence and school safety: From research to practice (pp. 51-72). Mahwah, NJ: Erlbaum.

Resnick, M. D., Bearman, P. S., Blum, R. W., Bauman, K. E., Harris, K. M., Jones, J., et al. (1997). Protecting adolescents from harm: Findings from the National Longitudinal Study on Adolescent Health. Journal of the American Medical Association, 278(10), 823-832.

Ripski, M. B., & Gregory, A. (2009). Unfair, unsafe, and unwelcome: Do high school students' perceptions of unfairness, hostility, and victimization in school predict engagement and achievement? Journal of School Violence, 8(4), 355-375.

Stewart, E. B. (2008). School structural characteristics, student effort, peer associations, and parental involvement: The influence of school- and individual-level factors on academic achievement. Education and Urban Society, 40(2), 179-204.

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According to the Safe and Supportive Schools Model (see below), which was developed by a national panel of researchers and other experts, positive school climate involves Engagement. Strong relationships between students, teachers, families, and schools and strong connections between schools and the broader community. Safety.

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Help Teachers to Start the Day

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Edtomorrow- Supporting Today's Educators through Restorative Practices PD

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Today's First Five - Edtomorrow- Supporting Today's Educators through Restorative Practices PD

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Free Storyboarding Software — Online Storyboard Creator

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Storyboard That: Easy online storyboard creation! Perfect for filmmakers, teachers, and students. Create storyboards and comics with Storyboard That today!

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Summative ELPAC Grade Reports for:State of California

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CTC/ Appropriate Credentials for English Learner Services

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CTC/ Appropriate Credentials for English Learner Services

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Integrated ELD

Full English Learner Authorization (or CLAD Emphasis) ELA1

Multiple Subject, PK-3 ECE Specialist, Single Subject, or Education Specialist Credential with revised ELA2 ELAM, ELAS, ELAE, ELAP

CLAD Certificate SA12

Bilingual Authorization BA**

Single Subject Teaching Credential in World Language: ELD content area WLEL, WLEX

Supplementary Authorization in English as a Second Language (ESL) R2B (ESL subject)

Introductory Supplementary Authorization in Introductory English as a Second Language R1B (IESL subject)

District Intern Credential with revised ELA ELA3

Clear Designated Subjects Career Technical Education S17C

Certificate of Completion of Staff Development S17A, S17D, and various older documents

Designated ELD

Full English Learner Authorization (or CLAD Emphasis) ELA1

Multiple Subject, PK-3 ECE Specialist, Single Subject, or Education Specialist Credential with revised ELA2 ELAM, ELAS, ELAE, ELAP

CLAD Certificate SA12

Bilingual Authorization BA**

Single Subject Teaching Credential in World Language: ELD content area WLEL, WLEX

Supplementary Authorization in English as a Second Language (ESL) R2B (ESL subject)

Introductory Supplementary Authorization in Introductory English as a Second Language R1B (IESL subject)

District Intern Credential with revised ELA ELA3

Certificate of Completion of Staff Development S17S, S17D, Various older documents*

*Authorizations may vary on older Certificates of Completion of Staff Development. Monitoring Authorities must review authorization statement to determine if Designated ELD is covered.

Integrated ELD AND Designated ELD

Full English Learner Authorization (or CLAD Emphasis) ELA1

Multiple Subject, PK-3 ECE Specialist, Single Subject, or Education Specialist Credential with revised ELA2 ELAM, ELAS, ELAE, ELAP

CLAD Certificate SA12

Bilingual Authorization BA**

Single Subject Teaching Credential in World Language: ELD content area WLEL, WLEX

Supplementary Authorization in English as a Second Language (ESL) R2B (ESL subject)

Introductory Supplementary Authorization in Introductory English as a Second Language R1B (IESL subject)

District Intern Credential with revised ELA ELA3

Certificate of Completion of Staff Development S17D, Various older documents*

*Authorizations may vary on older Certificates of Completion of Staff Development. Monitoring Authorities must review authorization statement to determine if Designated ELD is covered.

Departmentalized ELD

Full English Learner Authorization (or CLAD Emphasis) ELA1

CLAD Certificate SA12

Bilingual Authorization BA**

Single Subject Teaching Credential in World Language: ELD content area WLEL, WLEX

Supplementary Authorization in English as a Second Language (ESL) R2B (ESL subject)

Introductory Supplementary Authorization in Introductory English as a Second Language R1B (IESL subject)

Bilingual Instruction

Language listed on the document must match the language of instruction.

Bilingual authorizations are checked in CalSAAS against the language of instruction reported in CALPADS. If the languages do not match, an exception will generate.

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Appropriate Credentials for English Learner Services

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The following table is intended to support credential analysts in determining which English Learner authorizations are required to provide the various types of English Learner Services. Note, the type of English Learner Service displayed on exceptions in CalSAAS is based on the Education Service Code reported in CALPADS for the assignment. The authorizations listed in the table below may appear on any number of documents, including some Emergency Permits, yet the authorization remains the same across all types of documents.

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Padlets | Multilingual Students with Exceptional Needs

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Each of the domain (listen, speak, read, and writing) measures a child's proficiency with English as determined by the English Language Proficiency Assessments of California (ELPAC).

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Parent Guides to Understanding -  CAASPP 

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Parent Guides to Understanding -  CAASPP 

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In Multiple Languages

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Parent Guides to Understanding - California Assessment of Student Performance and Progress (CAASPP) System (CA Dept of Education)

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The Parent Guides to Understanding are flyers written in easy-to-understand language that answer key questions (what, why, who, how, and when) about California’s assessment programs.

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Starting Smarter Parent Informational Flyer, Spanish 

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Starting Smarter Parent Informational Flyer, Spanish 

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Starting Smarter Parent Informational Flyer, English

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Starting Smarter Parent Informational Flyer, English

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Parents Resources /ELPAC Starting Smarter – English Language Proficiency Assessments for California

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Parents Resources /ELPAC Starting Smarter – English Language Proficiency Assessments for California

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ELPAC Starting Smarter – English Language Proficiency Assessments for California

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Students of a national-origin-minority who are limited in English language proficiency (United States Department of Education, Office for Civil Rights, 2016). The acronym ELL or ELLs, is used to refer to students whose home/native language is any language other than English, and who are in the process of learning academic English (CDE, 2015).

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Homepage | Multilingual Students with Exceptional Needs

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Students of a national-origin-minority who are limited in English language proficiency (United States Department of Education, Office for Civil Rights, 2016). The acronym ELL or ELLs, is used to refer to students whose home/native language is any language other than English, and who are in the process of learning academic English (CDE, 2015).

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Reclassification Criteria

The reclassification criteria set forth in EC Section 313 and Title 5 California Code of Regulations (5 CCR) Section 11303 remain unchanged. LEAs should continue using the following four criteria to establish reclassification policies and procedures:

Criterion 1: Assessment of English Language Proficiency

Assessment of language proficiency using an objective assessment instrument, including, but not limited to, the English language development test that is developed pursuant to EC Section 60810 :

The English Language Proficiency Assessments for California (ELPAC) constitute the required state assessments for English language proficiency (ELP) administered to students whose primary language is a language other than English. With the possible exception of students with unique needs or who are dually identified, EL students who do not have either a Summative ELPAC or Summative Alternate ELPAC score are not eligible to be reclassified, even if they have met other locally-determined criteria.

The Summative ELPAC Overall Performance Level (PL) 4 was approved by the State Board of Education (SBE) as the statewide standardized ELP criterion for the Summative ELPAC. LEAs shall use ELPAC Overall PL 4 to determine whether a student assessed with the Summative ELPAC has met that criterion.

Students who score at Summative ELPAC Overall PL 4 should be considered for reclassification.

Students who score at Summative ELPAC Overall PL 3 or lower should not be considered for reclassification. However, LEAs are encouraged to convene interest holders for a larger conversation to inform planning, placement, and personal goals for the short term and the next school year. These convenings should include parents, whenever possible, and focus on strengths, growth areas, and opportunities for the student.

Some EL students with unique needs, or dually-identified students, may need specific considerations for how this criterion is met as described in the student's individualized education plan (IEP). In such instances, members of the student's IEP team should confer to document and discuss how the student's unique needs affect their ability to obtain an Overall PL 4.

The Summative Alternate ELPAC is the state test for ELP for students with the most significant cognitive disabilities. LEAs shall use Summative Alternate ELPAC Overall PL 3 (Fluent English Proficient) as the Alternate ELP criterion.
All students with a Summative Alternate ELPAC Overall PL 3 (Fluent English Proficient) are eligible to be considered for reclassification in conjunction with the other three locally determined required reclassification criteria.

Resources to Support Criterion 1

Criterion 2: Teacher Evaluations

Teacher evaluations, including, but not limited to, a review of the pupil's curriculum mastery:

This criterion remains locally determined and LEAs should continue using teacher evaluations per local policy to establish reclassification policies and procedures for Criterion 2. Teacher evaluation is not to be interpreted as teacher opinion and should be based on data as well as the LEA's locally-established process for soliciting teacher evaluation.

For students who score at ELPAC Overall PL 4 or Summative Alternate ELPAC Overall PL 3 (Fluent English Proficient), LEAs should establish a local policy and process to collect feedback on an eligible student's mastery of the curriculum provided by that student's teachers (See Resources to Support Criterion 2).
Because the student may have different language support needs across different subject areas, all teachers and certificated staff with direct responsibility for teaching or placement decisions of the student should be afforded the opportunity to evaluate.

If other reclassification criteria suggest that a student who scored at Summative ELPAC Overall PL 4 or Summative Alternate ELPAC Overall PL 3 (Fluent English Proficient) has learning deficits in other areas, decision-makers are encouraged to discuss these results with those who know the student (e.g., classroom teachers, parents, instructional specialists or coaches) to identify needed services and supports, so as not to preclude a student with unique needs from demonstrating readiness for reclassification.
Please note: Deficits in academic success, although currently unrelated to ELP, may indicate a student has incurred a deficit while learning English. Although this situation does not preclude a student from reclassification, the LEA is obligated to ensure the student is provided ongoing academic support, and any other necessary support, designed to recuperate and remedy any such deficits before reclassification, during the four-year RFEP monitoring period or beyond, until the deficits are remedied.

The CDE has developed a standardized resource for this criterion. Designed to promote equity in the reclassification process, the Observation Protocol for Teachers of English Learners (OPTEL) is an observation protocol designed to support educators in monitoring and evaluating the academic language use of EL students, per the requirements of EC Section 313.3 .

Resources to Support Criterion 2

Criterion 3: Parent Consultation

Parental opinion and consultation:

This criterion remains locally determined and LEAs should continue using parental opinion and consultation per local policy to establish reclassification procedures for connecting with EL families to answer questions, discuss student performance on each criterion (Criteria 1-4), and set goals for the next school year. Parental consultation and opinion, not consent, is required per EC Section 313 (f)(3). 5 CCR Section 11303 mandates parental involvement through encouragement of the participation of parent(s) or guardian(s) in the school district's reclassification procedure, including seeking their opinion and consultation during the reclassification process, but consent is not required.

For students who score at Summative ELPAC Overall PL 4 or Summative Alternate ELPAC Overall PL 3 (Fluent English Proficient), LEAs are encouraged to convene interested parties (including the student's current teachers, teachers from the previous school year, and relevant academic coordinators) to discuss the eligible student's performance and recommend goals for the next school year.
These consultations should lead to a reclassification discussion, held prior to decisions, that includes parents and yield collaboratively developed ideas, plans, and decisions for any change in classification as well as support to be provided during the four-year RFEP monitoring period.

Access issues should not be a justification for failing to connect with parents. LEAs can think strategically about connecting with parents, including through alternative means (e.g., direct phone calls; one-on-one conferences) if needed. An interpreter should be provided for the parent, when necessary.

LEAs can reach out to parents of all students eligible for reclassification to consult via phone, virtual school platforms, or other technology that is available to parents in order to give parents the opportunity to discuss progress and data or to voice any concerns and questions about their child's likely reclassification.

LEAs should focus on the information that makes the student eligible, any necessary supports for the student to succeed in rigorous, grade-level learning, and how to monitor and meet these needs via the RFEP monitoring process.

It can be productive to ensure that parent consultations involve everyone who knows and will be supporting the student in the coming school year: parents, decision-makers, as well as all relevant teachers and support staff, in order to address parent questions about how the school's instructional environments and supports will continue to benefit the student's academic success. Hearing parent concerns, responding to their questions, and then collaboratively identifying strategies to address those questions is an appropriate use of parent consultation time.

The CDE has developed a standardized resource for this criterion. Designed to promote equity in the reclassification process, the OPTEL is an observation protocol designed to support educators in monitoring and evaluating the academic language use of EL students, per the requirements of EC Section 313.3 .

Resources to Support Criterion 3

The following resources may be helpful for LEAs looking for tools to support parent consultations during the COVID-19 pandemic.

Criterion 4: Basic Skills Relative to English Proficient Students

Comparison of the performance of the pupil in basic skills against an empirically established range of performance in basic skills based upon the performance of English proficient pupils of the same age, which demonstrates whether the pupil is sufficiently proficient in English to participate effectively in a curriculum designed for pupils of the same age whose native language is English:

LEAs establish the empirical range of performance in basic skills when setting the locally established criteria for reclassification and consider the overall achievement goals set for all students. In doing so, the following definitions of related terms may be helpful:

Performance in basic skills: The score and/or performance level resulting from a recent administration of an objective assessment of basic skills in English (e.g., Smarter Balanced assessments, district benchmarks).

Range of performance in basic skills: A range of scores on the assessment of basic skills in English that corresponds to a performance level or a range of scores within a performance level.

Students of the same age: English-proficient students who are enrolled in the same grade as the student who is being considered for reclassification.

Smarter Balanced Assessment Consortium English language arts scores, LEA benchmarks, or other assessments identified by the LEA that measures progress in English language arts can be used to meet the requirements for Criterion 4. Progress can be measured by a set score or point span depending upon the educational research and value.

The selected assessment must be administered to all students, not solely to English learner students.

The Interim Assessment Blocks (IABs) may not be used to satisfy this criterion per EC Section 60642.7 (b).

If other reclassification criteria suggest that a student who scored at Summative ELPAC Overall PL 4 or Summative Alternate ELPAC Overall PL 3 (Fluent English Proficient) has learning deficits in other areas, decision-makers are encouraged to discuss these results with those who know the student (e.g., classroom teachers, parents, instructional specialists or coaches) to identify needed services and supports, so as not to preclude a student with unique needs from reclassification or reclassify too soon.
Please note, deficits in academic success, although currently unrelated to ELP, may indicate a student has incurred a deficit while learning English. Although this situation does not preclude a student from reclassification, the LEA is obligated to ensure the student is provided ongoing academic support, and any other necessary support, designed to recuperate and remedy any such deficits before reclassification, during the four-year RFEP monitoring period or beyond, until the deficits are remedied.

Resources to Support Criterion 4

The following resources may be helpful for LEAs looking for tools to support the basic skills criterion during the COVID-19 pandemic.

Smarter Balanced Website
The Smarter Balanced assessment system is designed to support instruction and give teachers better information about their students' progress.

California Assessment of Student Performance and Progress (CAASPP)
Students in grades three through eight and grade eleven will receive full-length summative tests for both English language arts/literacy and mathematics, with approximately seven to eight hours of total testing time for each student.

State Board of Education Approved Content Standards
Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that all students should acquire at each grade level.

Legislation

Reclassification procedures shall utilize multiple criteria in determining whether to reclassify a pupil as proficient in English, including, but not limited to, all of the following:

1. Assessment of language proficiency using an objective assessment instrument, including, but not limited to, the English language development test that is developed or acquired pursuant to Section 60810.

2. Teacher evaluation, including, but not limited to, a review of the pupil's curriculum mastery.

3. Parental opinion and consultation.

4. Comparison of the performance of the pupil in basic skills against an empirically established range of performance in basic skills based upon the performance of English proficient pupils of the same age, that demonstrates whether the pupil is sufficiently proficient in English to participate effectively in a curriculum designed for pupils of the same age whose native language is English.

EC Section 313(f)
English Language Proficiency (ELP) Assessment requirements are specified in California EC sections 313, 60810, and 60812.

EC Section 60810
California law requires that the assessment for initial identification of an English learner and the summative assessment shall include, but not be limited to, an assessment of achievement of these pupils in English reading, speaking, and written skills.

LEAs Monitor RFEP Students for Four Years

The CDE released guidance regarding RFEP monitoring in a letter to LEAs titled Monitoring of Reclassified Students. State and federal laws require LEAs to monitor students who have exited EL status for a period of four years after they have RFEP status (20 United States Code Section 6841[a][4][5]; Title 5 California Code of Regulations [5 CCR] Section 11304). After students have exited an EL program through the locally-approved reclassification process, LEAs must monitor the academic progress of those RFEP students for at least four years to ensure that:

The students have not been prematurely exited;

Any academic deficit they incurred as a result of learning English has been remedied; and

The students are meaningfully participating in the standard instructional program comparable to their English-only peers.

In preparation for and during the four-year RFEP monitoring period, LEAs can continue to use the results of Criteria 2-4 to inform areas of focus for reclassified students. To this end, LEAs should establish rigorous monitoring systems that include benchmarks for expected growth in acquiring academic content knowledge during the academic year and take appropriate steps to assist students who are not adequately progressing toward those goals. During this monitoring time, LEAs must ensure that RFEP students have met the same academic achievement goals set for all students.

If RFEP students do not yet meet the same academic achievement goals set for all students during the four monitoring years or beyond, intervention and support are to be provided. These services are not dependent on specialized funds. When an LEA's monitoring of an RFEP student indicates that academic deficits were incurred while the student learned English, the LEA should take affirmative steps to provide remedy of those deficiencies and continue to provide support until resolved. For example, RFEP students who score below the adjusted range of performance on Criterion 4, during the four-year monitoring period, should receive focused support to ensure that they reach and maintain parity with native-English peers.

Letters to the Field

Letter to Local Educational Agencies Regarding English Language Proficiency Assessment Requirement (February 8, 2024)
This letter reminds all LEAs of the obligation to annually assess each enrolled English Learner (EL) student for English language proficiency using the state's test until they exit from EL services, which occurs at reclassification.

Guidance for Reclassification with the Summative Alternate English Language Proficiency Assessments for California for 2022-23
This letter provides updated guidance for reclassification with the Summative Alternate English Language Proficiency Assessments for California for 2022-23.

Reclassification Guidance for 2020-21 and Statewide Testing Window Extension (June 14, 2021)
This letter provides continued reclassification guidance and notifies LEAs of adjustments to the Summative ELPAC testing schedule.

COVID-19 Reclassification Guidance for 2019-20 and Fall Administration (July 1, 2020)
This letter provides guidance regarding ELPAC testing and reclassifying students from English learner to fluent English proficient status for 2019-20.

Letter to Local Educational Agencies Regarding the Monitoring of Reclassified Students (December 20, 2019)
This letter reminds LEAs about requirements of monitoring reclassified students.

Reclassification Guidance for 2019-20 (September 2, 2019)
This letter provides guidance to LEAs regarding reclassifying students from English learner to fluent English proficient status.

Updated Letter to Local Educational Agencies Regarding Reclassification Guidance for 2018-19 (January 18, 2019)
This letter updates the guidance previously provided to local educational agencies regarding reclassifying students from English learner to fluent English proficient status.

Letter to Local Educational Agencies Regarding Interim Reclassification Guidance for 2018-19 (September 14, 2018)
This letter updates to interim guidance provided to LEAs regarding reclassifying students from English learner to fluent English proficient status.

Frequently Asked Questions (FAQs) and Additional Resources

Reclassification FAQs
The above link provides frequently asked questions regarding English learner reclassification.

Surveying the Landscape of California's English Learner Reclassification Policy
This report shares results from a survey of district policies for measuring English learner progress and for removing the English learner designation, before and during school closures due to COVID-19.

Multilingual Learners FAQs
The above link provides FAQs regarding Multilingual learners in California and appropriate teacher authorizations and links to websites with information about developing programs for linguistically and culturally diverse students.

Federal Program Monitoring (FPM) Instrument California Department of Education (CDE) Web Page
The CDE Monitoring Tool is a web-based system, which allows LEAs to facilitate a response to state and federal requirements for program monitoring.

U.S. Department of Education English Learner Toolkit Web Page
Office of English Language Acquisition's EL Tool Kit was published in 2015 as a companion to support the January 7, 2015 Dear Colleague Letter (PDF) produced by the Department of Education, Office for Civil Rights, and the Department of Justice, outlining legal obligations for English learner students. Some chapters of the tool kit have been updated related to the Every Student Succeeds Act (ESSA) of 2015.

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Information on how a local educational agency (LEA) determines whether or not an English learner (EL) student has sufficient English proficiency to be reclassified as fluent English proficient.

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A bilingual site for educators and families of English language learners

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A bilingual site for educators and families of English language learners

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A bilingual site for educators and families of English language learners

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The Expo, the largest of its kind, provides the opportunity to showcase your latest products, publications, software, and ESOL teaching tools to more than 3,000 international TESOL professionals through our interactive exhibit hall. This year's Expo will feature a dedicated networking area to play games and relax and an ice cream social.

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In-Person | TESOL | International Convention

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The Expo, the largest of its kind, provides the opportunity to showcase your latest products, publications, software, and ESOL teaching tools to more than 3,000 international TESOL professionals through our interactive exhibit hall. This year's Expo will feature a dedicated networking area to play games and relax and an ice cream social.

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Reconceptualizing the Development of Educator Expertise for a Multilingual, Intercultural Future

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April 27-29, 2021 - Houston, Texas - structured as a two-day hybrid conference: Pre-Conference, April 27, Main Programming, April 28-29.

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La Cosecha Conference will bring together educators, parents, researchers, and practitioners supporting dual language enrichment programs from across the U.S.

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March 26-29, 2025 | Long Beach Convention Center Online Registration is now open! REGISTER ONLINE HUNDREDS OF WORKSHOPS AND INSTITUTES ON KEY STRATEGIES FOR BILITERACY AND ENGLISH LANGUAGE FOR PRE & TRANSITIONAL KINDERGARTEN, ELEMENTARY, SECONDARY, & COLLEGE/UNIVERSITY PROGRAMS! CONFERENCE HIGHLIGHTS Administrative Leadership Symposium Two-Day, One-Day and Half-Day Institutes Hundreds of Workshops & Institutes Seal of […]

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PRE-CONFERENCE LIVE CHAT MLSummit hosts Tan Huynh, Dr. Carol Salva, and Katie Toppel offer DIYpd ideas for USING the MLSummit! ML Summit founders and facilitators ( and #DIYpd4MLs authors) talking about innovative ways to make the most of the summit! Many ideas were shared including some from

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Etymonline - Online Etymology Dictionary

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The online etymology dictionary (etymonline) is the internet’s go-to source for quick and reliable accounts of the origin and history of English words, phrases, and idioms. It is professional enough to satisfy academic standards, but accessible enough to be used by anyone.

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Longman Dictionary of Contemporary English | LDOCE

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Longman Dictionary of Contemporary English | LDOCE

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Longman Dictionary of Contemporary English | LDOCE

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Longman English Dictionary - the leading dictionary for learners of English of all levels: definitions, idioms, examples and more.

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