# data[].attributes.headline
From “Responsive Systems for LTELs: From Data to Action” (Californians Together, 2025)

# data[].attributes.subject
From “Responsive Systems for LTELs: From Data to Action” (Californians Together, 2025)

# data[].attributes.body
From “Responsive Systems for LTELs: From Data to Action” (Californians Together, 2025)

What We Don’t Know:

Types of learning disabilities

Years as students with disabilities

How these students were identified

Questions to be Asking:

What are the types of learning disabilities for our dually identified LTELs?

For how many years have these students been dually identified?

How does the data compare across schools?

What are the guidelines for identification in the district?

How are both the language and disability needs of these students being met?

Are students being assessed in their home language?

# data[].attributes.headline
Renewing Our Promise: Research and Recommendations to Support California’s Long-Term English Learners

# data[].attributes.subject
Renewing Our Promise: Research and Recommendations to Support California’s Long-Term English Learners

# data[].attributes.attachment_link.readable_text
1. Home

2. Resources
/

Renewing Our Promise By Manuel Buenrostro & Julie Maxwell-Jolly, Ph.D. Californians Together's newest LTEL report includes updated LTEL background and outcome information; research landscape summary; review of policy changes; survey results from 107 California school districts with the highest number and/or percentage of LTELs; examples of successful strategies for serving LTEL students and those at risk of being LTELs; and state and local policy recommendations.

$20.00

# data[].attributes.attachment_link.title
Renewing Our Promise - Californians Together

# data[].attributes.attachment_link.description
Home Resources / Renewing Our Promise By Manuel Buenrostro & Julie Maxwell-Jolly, Ph.D. Californians Together's newest LTEL report includes updated LTEL background and outcome information; research landscape summary; review of policy changes; survey results from 107 California school districts with the highest number and/or percentage of LTELs; examples of successful strategies for serving LTEL students and those at risk of being LTELs; and state and local policy recommendations.

# data[].attributes.headline
Meeting the Unique Needs of Long Term English Learners: A Guide for Educators

# data[].attributes.subject
Meeting the Unique Needs of Long Term English Learners: A Guide for Educators

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

California's Vision and Mission of Success for English Learners

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

Vision

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

Mission

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

Web-based Resources

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

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

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

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

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

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

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

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

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

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

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

Last Reviewed: Tuesday, June 18, 2024

# data[].attributes.attachment_link.description
The California English Learner Roadmap: Strengthening Comprehensive Educational Policies, Programs, and Practices for English Learners is a dynamic collection of resources and guidance.

# data[].attributes.headline
Long-term English Learner Students: Spotlight on an Overlooked Population

# data[].attributes.subject
Long-term English Learner Students: Spotlight on an Overlooked Population

# data[].attributes.attachment_link.title
SBE-Adopted ELA/ELD Framework - ELA/ELD Framework (CA Dept of Education)

# data[].attributes.attachment_link.description
The State Board of Education adopted the English Language Arts/English Language Development (ELA/ELD) Framework at its July 9, 2014, meeting. This is the final, edited digital version of the ELA/ELD Framework, published July 2015.

# data[].attributes.headline
Long-Term English Learners in California

# data[].attributes.subject
Long-Term English Learners in California

# data[].attributes.attachment_link.title
Long-Term English Learners in California

# data[].attributes.attachment_link.description
As California works to better serve all students it has recently added a new long-term English learner (LTEL) category to its accountability dashboard. New research on LTEL characteristics, locations, and academic performances will be key to helping LTELs reach English proficiency.

# data[].attributes.headline
Asset-Based Pedagogy: Student, Family, and Community Engagement for the Academic and Social–Emotional Learning of Multilingual Students
 

# data[].attributes.subject
Asset-Based Pedagogy: Student, Family, and Community Engagement for the Academic and Social–Emotional Learning of Multilingual Students
 

# data[].attributes.headline
Supporting Long-Term English Searner Students in Mastering Academic English

# data[].attributes.subject
Supporting Long-Term English Searner Students in Mastering Academic English

# data[].attributes.attachment_link.title
Long-Term English Learner (LTEL) Students - Accessing Educational Data (CA Dept of Education)

# data[].attributes.attachment_link.description
An overview of the LTEL definitions used for data reporting.

# data[].attributes.attachment_link.description
English Language Development (ELD) Standards

# data[].attributes.headline
An Asset-Based Approach to Multilingual Learner Terminology

# data[].attributes.subject
An Asset-Based Approach to Multilingual Learner Terminology

# data[].attributes.headline
Long-Term English Learners Infographic (OELA)

# data[].attributes.subject
Long-Term English Learners Infographic (OELA)

# data[].attributes.headline
LTELs in CA Accountability and Statewide System of Support

# data[].attributes.subject
LTELs in CA Accountability and Statewide System of Support

# data[].attributes.attachment_link.title
Hot Topics: LTELs in CA Accountability and Statewide System of Support - CCEE

# data[].attributes.attachment_link.description
Explore California’s strategic initiatives to support multilingual learners, including the new recognition of Long-Term English Learners (LTELs) in the 2024 California School Dashboard. Learn about statewide resources, instructional frameworks, funding programs, and professional development efforts aimed at improving academic success for English learners.

# data[].attributes.headline
1. How can we improve upon the equitable opportunities in our course offerings and placement for our LTEL students in MS and HS?

# data[].attributes.subject
1. How can we improve upon the equitable opportunities in our course offerings and placement for our LTEL students in MS and HS?

# data[].attributes.body
How can/does this learning inform our thinking around this Inquiry Question?

What data will we need to collect to more fully explore this area of inquiry?

# data[].attributes.headline
2. What kinds of professional development are needed to support the needs of LTEL students in both dELD and iELD?

# data[].attributes.subject
2. What kinds of professional development are needed to support the needs of LTEL students in both dELD and iELD?

# data[].attributes.body
How can/does this learning inform our thinking around this Inquiry Question?

What data will we need to collect to more fully explore this area of inquiry?

# data[].attributes.headline
3. How can we effectively use multiple data sources to monitor progress and inform instruction? How can we integrate student voice and family/community input as an additional data point?

# data[].attributes.subject
3. How can we effectively use multiple data sources to monitor progress and inform instruction? How can we integrate student voice and family/community input as an additional data point?

# data[].attributes.body
How can/does this learning inform our thinking around this Inquiry Question?

What data will we need to collect to more fully explore this area of inquiry?

# data[].attributes.headline
4. How can dually identified students receive comprehensive ELD and special education services through a multidisciplinary approach? 

# data[].attributes.subject
4. How can dually identified students receive comprehensive ELD and special education services through a multidisciplinary approach? 

# data[].attributes.body
How can/does this learning inform our thinking around this Inquiry Question?

What data will we need to collect to more fully explore this area of inquiry?

# data[].attributes.headline
5. How do we develop collective responsibility and shared ownership across content areas of our LTEL students?

# data[].attributes.subject
5. How do we develop collective responsibility and shared ownership across content areas of our LTEL students?

# data[].attributes.body
How can/does this learning inform our thinking around this Inquiry Question?

What data will we need to collect to more fully explore this area of inquiry?

# data[].attributes.headline
Academic Progress for ELs: The Role of School Language Environment and Course Placement in Grades 6-12

# data[].attributes.subject
Academic Progress for ELs: The Role of School Language Environment and Course Placement in Grades 6-12

# data[].attributes.body
English Learners

The Role of School Language Environment

and Course Placement in Grades 6–12

# data[].attributes.headline
A High School Counselor’s Toolkit for English Learner Success

# data[].attributes.subject
A High School Counselor’s Toolkit for English Learner Success

# data[].attributes.attachment_link.title
A High School Counselor’s Toolkit for English Learner Success - Californians Together

# data[].attributes.attachment_link.description
Championing the Success of English Learners

# data[].attributes.headline
Building Better PL: How to Strengthen

Teacher Learning

# data[].attributes.subject
Building Better PL: How to Strengthen

Teacher Learning

# data[].attributes.headline
LTEL Empathy Interview Protocol Screencast

# data[].attributes.subject
LTEL Empathy Interview Protocol Screencast

# data[].attributes.body
This brief video was shared at the CDE's 2023-2024 LTEL CoP for conducting student empathy interviews.

Credit: Understanding Language, the Center to Support Excellence in Teaching (CSET), and Dr. Shelley Goldman, all out of Stanford Graduate School of Education.

# data[].attributes.headline
A New Direction for Assessing English Learners in the Secondary Grades

# data[].attributes.subject
A New Direction for Assessing English Learners in the Secondary Grades

# data[].attributes.body
This protocol was shared at the CDE's 2023-2024 LTEL CoP for conducting student empathy interviews.

Credit: Understanding Language, the Center to Support Excellence in Teaching (CSET), and Dr. Shelley Goldman, all out of Stanford Graduate School of Education.

# data[].attributes.headline
less 1x PD, more ongoing Professional Learning

# data[].attributes.subject
less 1x PD, more ongoing Professional Learning

# data[].attributes.body
Importance of starting any PL with a midset /paradigm shift, focusing on Multilingualism with an asset-based mindset before jumping into anything else!

# data[].attributes.headline
I appreciate the comment that it's not just about strategies it's a mindshift. 

# data[].attributes.subject
I appreciate the comment that it's not just about strategies it's a mindshift. 

# data[].attributes.body
Teachers, staff and site leads need to understand the purpose of explicit language instruction and how it's a question of equity. Also that we are all English learners. Int ELD supports all students

# data[].attributes.body
Creating space where teachers can really focus on intentional lesson planning for LTELs, again beyond "magic strategies." Specialized LTEL focus.

# data[].attributes.headline
This needs to be a cross departmental project

# data[].attributes.subject
This needs to be a cross departmental project

# data[].attributes.body
I am going to propose that we set up a committee to complete a needs assessment and then determine next steps

# data[].attributes.body
I thinking about how my district has SO many new teachers and a part of their credential program is weekly meetings with each other. I'm wondering how I can create a schedule where they're getting explicit EL related PD during those meetings, even if its only once a month or every other week

# data[].attributes.body
What resonates with me is realizing that I don't have touchpoints with counselors at all and I need to figure out how to parter with them.

# data[].attributes.headline
California Practitioners' Guide for Educating English Learners with Disabilities

# data[].attributes.subject
California Practitioners' Guide for Educating English Learners with Disabilities

# data[].attributes.headline
Practitioners' Guide Chapter 6- Collaboration and Co-Teaching

# data[].attributes.subject
Practitioners' Guide Chapter 6- Collaboration and Co-Teaching

# data[].attributes.attachment_link.title
 Collaboration and Co-Teaching Models- From Practitioners' Guide

# data[].attributes.attachment_link.title
IEP Team Checklist for ELs (Practitioners' Guide)