# data[].attributes.headline
1. Teachers value students’ native language (s) and use it as an entry point when and where needed, regardless of whether or not the teacher speaks students’ native language.

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1. Teachers value students’ native language (s) and use it as an entry point when and where needed, regardless of whether or not the teacher speaks students’ native language.

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2. Instruction draws on students’ home language(s) to help make content delivered in a secondlanguage comprehensible and strengthen cognitive engagement.

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2. Instruction draws on students’ home language(s) to help make content delivered in a secondlanguage comprehensible and strengthen cognitive engagement.

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3. Instruction leverages ELLs’ experiences, perspectives, strengths, needs, home language(s),cultural assets, prior knowledge, and English proficiency to accelerate disciplinary content andlanguage learning.

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3. Instruction leverages ELLs’ experiences, perspectives, strengths, needs, home language(s),cultural assets, prior knowledge, and English proficiency to accelerate disciplinary content andlanguage learning.

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4. Teachers model and foster cross-cultural understanding and communication among students,and build their capacity to recognize and navigate multiple and diverse cultural perspectives andnorms.

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4. Teachers model and foster cross-cultural understanding and communication among students,and build their capacity to recognize and navigate multiple and diverse cultural perspectives andnorms.

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5. Instructional materials in ELLs’ home languages are available for students to access grade levelcontent.

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5. Instructional materials in ELLs’ home languages are available for students to access grade levelcontent.

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7. Teachers engage in explicit instruction of the characteristics of disciplinary discourse in nativelanguage and English to accelerate language transfer. For further discussion about languagetransfer, go to the National Literacy Panel Report1 on Language Minority Children and Youth.

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7. Teachers engage in explicit instruction of the characteristics of disciplinary discourse in nativelanguage and English to accelerate language transfer. For further discussion about languagetransfer, go to the National Literacy Panel Report1 on Language Minority Children and Youth.

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6. Teachers employ flexible and fluid grouping structures, both homogeneous and heterogeneous,to work with ELLs based on English Language proficiency, native language, and level ofbackground knowledge. For example, students are grouped by native language to advantagetheir prior knowledge for comprehension and to access prior understandings and skills.

# data[].attributes.subject
6. Teachers employ flexible and fluid grouping structures, both homogeneous and heterogeneous,to work with ELLs based on English Language proficiency, native language, and level ofbackground knowledge. For example, students are grouped by native language to advantagetheir prior knowledge for comprehension and to access prior understandings and skills.

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8. Teachers apprentice ELLs into the academic practices of each disciplinary area throughscaffolding that is deliberately constructed, temporary, and intentional in developing students’potential and autonomy.

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8. Teachers apprentice ELLs into the academic practices of each disciplinary area throughscaffolding that is deliberately constructed, temporary, and intentional in developing students’potential and autonomy.

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9. Teachers provide explicit instruction on the characteristics of texts, language functions, anddiscourse in the discipline with students.

# data[].attributes.subject
9. Teachers provide explicit instruction on the characteristics of texts, language functions, anddiscourse in the discipline with students.

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10. Teachers provide opportunities for students to engage in linguistically complex and content-richtasks, including negotiating meaning through disciplinary discourse.

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10. Teachers provide opportunities for students to engage in linguistically complex and content-richtasks, including negotiating meaning through disciplinary discourse.

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11. Teachers are highly skilled and intentional about the use of scaffolds so that studentsexperience rigor and struggle productively.

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11. Teachers are highly skilled and intentional about the use of scaffolds so that studentsexperience rigor and struggle productively.

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12. Teachers use interventions and instructional routines to hone in on specific precursorcompetencies and knowledge that a subset of students might be lacking.

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12. Teachers use interventions and instructional routines to hone in on specific precursorcompetencies and knowledge that a subset of students might be lacking.

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13. Teachers are masterful and intentional about the use of supports enabling students to work beyond their current ability, for instance: use of anchor models techniques, graphic organizers, visual representations, and structured peer interactions.

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13. Teachers are masterful and intentional about the use of supports enabling students to work beyond their current ability, for instance: use of anchor models techniques, graphic organizers, visual representations, and structured peer interactions.

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14. Teachers design and use supports through scaffolding strategies that afford ELLs an entry point leading to a productive struggle with content knowledge, discipline practices, and language development.

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14. Teachers design and use supports through scaffolding strategies that afford ELLs an entry point leading to a productive struggle with content knowledge, discipline practices, and language development.

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15. Teachers understand that a “scaffolding” strategy requires that temporary supports be used with students only when needed and that temporary supports be thoughtfully removed as students move towards independent performance.

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15. Teachers understand that a “scaffolding” strategy requires that temporary supports be used with students only when needed and that temporary supports be thoughtfully removed as students move towards independent performance.

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16. Teachers communicate clearly to students the academic expectations of the classroom (i.e.goals, objectives, and their rationale), ultimately strengthening students’ metacognitive abilities.

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16. Teachers communicate clearly to students the academic expectations of the classroom (i.e.goals, objectives, and their rationale), ultimately strengthening students’ metacognitive abilities.

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17. Teacher design and foster multiple learning opportunities centered on students interests, aspiration and achievements that build partnerships with parents.

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17. Teacher design and foster multiple learning opportunities centered on students interests, aspiration and achievements that build partnerships with parents.

# data[].attributes.headline
1. Instruction simultaneously develops ELLs’ conceptual understandings, analytical practices and academic language at grade-level discourse and standards aligned content learning.

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1. Instruction simultaneously develops ELLs’ conceptual understandings, analytical practices and academic language at grade-level discourse and standards aligned content learning.

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2. Instruction is designed with attention to growing ELLs’ competencies with the ways in which language is used in each discipline to obtain information, demonstrate understanding, construct explanations, engage in arguments, etc.

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2. Instruction is designed with attention to growing ELLs’ competencies with the ways in which language is used in each discipline to obtain information, demonstrate understanding, construct explanations, engage in arguments, etc.

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3. Instruction is designed to engage students in productive struggle with central ideas in the discipline as students build content knowledge and develop rich discipline-specific language and discourse.

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3. Instruction is designed to engage students in productive struggle with central ideas in the discipline as students build content knowledge and develop rich discipline-specific language and discourse.

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4. Teachers design and implement lesson that provide well-structured entry points to actively engage in learning that culminates in accomplish performances and products.

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4. Teachers design and implement lesson that provide well-structured entry points to actively engage in learning that culminates in accomplish performances and products.

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5. Classroom practice is cognitively challenging and aligned to grade-level Common Core StateStandards for mathematics and English language arts as well as Next Generation Science Standards.

# data[].attributes.subject
5. Classroom practice is cognitively challenging and aligned to grade-level Common Core StateStandards for mathematics and English language arts as well as Next Generation Science Standards.

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6. The design of instructional tasks includes scaffolds for ELLs that do not diminish their engagement with complex concepts and text.

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6. The design of instructional tasks includes scaffolds for ELLs that do not diminish their engagement with complex concepts and text.

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7. Teachers choose materials based on native language and English proficiency levels that are appropriate for the grade span and aligned with the standards when planning individual and group learning experiences that accelerate their development.

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7. Teachers choose materials based on native language and English proficiency levels that are appropriate for the grade span and aligned with the standards when planning individual and group learning experiences that accelerate their development.

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8. Teachers choose culturally responsive materials and text (books, advertisements, articles, audiotapes, video, oral texts) that develop deep conceptual foundations, reflective practice, and the academic language form and structures authors/speakers use to accomplish specific purposes and effects.

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8. Teachers choose culturally responsive materials and text (books, advertisements, articles, audiotapes, video, oral texts) that develop deep conceptual foundations, reflective practice, and the academic language form and structures authors/speakers use to accomplish specific purposes and effects.

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9. All classroom libraries contain age-, grade-, and content-appropriate books and materials inEnglish and the students’ native languages.

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9. All classroom libraries contain age-, grade-, and content-appropriate books and materials inEnglish and the students’ native languages.

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10. Teachers carefully choose a variety of materials for individual, small group and whole class learning experiences so that students are often working at their current reading levels and beyond with appropriate supports from teachers and peers.

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10. Teachers carefully choose a variety of materials for individual, small group and whole class learning experiences so that students are often working at their current reading levels and beyond with appropriate supports from teachers and peers.

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11. Teachers provide a variety of complex texts appropriate for each discipline that challenge students to build and expand their current literacy, language and content knowledge.

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11. Teachers provide a variety of complex texts appropriate for each discipline that challenge students to build and expand their current literacy, language and content knowledge.

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12. Teachers provide students with frequent exposure to a variety of writing and reading genres typical for the discipline with appropriate supports when needed.

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12. Teachers provide students with frequent exposure to a variety of writing and reading genres typical for the discipline with appropriate supports when needed.

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1. Students engage in oral and written discourse, in which they argue from evidence, present explanations, describe their reasoning, make conjectures, justify conclusions and validate findings.

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1. Students engage in oral and written discourse, in which they argue from evidence, present explanations, describe their reasoning, make conjectures, justify conclusions and validate findings.

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2. Teachers collect evidence of students’ progression towards independence, adjusting instruction when necessary.

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2. Teachers collect evidence of students’ progression towards independence, adjusting instruction when necessary.

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3. Teachers provide students with timely and useful feedback and encourage students to reflect on their own learning and thinking.

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3. Teachers provide students with timely and useful feedback and encourage students to reflect on their own learning and thinking.

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4. Teachers carry out assessment with discipline-specific language and practice competencies in mind.

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4. Teachers carry out assessment with discipline-specific language and practice competencies in mind.

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5. Teachers adapt assessment practices linguistically so that ELLs can show their conceptual understanding.

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5. Teachers adapt assessment practices linguistically so that ELLs can show their conceptual understanding.

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6. Teachers help students learn the specific linguistic features of formative and summative assessment.

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6. Teachers help students learn the specific linguistic features of formative and summative assessment.

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7. Teachers employ formative assessment practices to gather evidence and guide productive next steps to support simultaneous learning of conceptual understandings, analytical practices and academic language development in disciplinary areas.

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7. Teachers employ formative assessment practices to gather evidence and guide productive next steps to support simultaneous learning of conceptual understandings, analytical practices and academic language development in disciplinary areas.

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8. Teachers understand and use summative assessment results to improve instruction.

# data[].attributes.subject
8. Teachers understand and use summative assessment results to improve instruction.

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1. Teachers develop a deep knowledge of the disciplinary vocabulary, language purposes, and discourse that ELLs need and structure multiple opportunities in the classroom for students to actively use language.

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1. Teachers develop a deep knowledge of the disciplinary vocabulary, language purposes, and discourse that ELLs need and structure multiple opportunities in the classroom for students to actively use language.

# data[].attributes.headline
2. Teachers review and use data (nativity, prior schooling, native language and English proficiency, prior instruction in the discipline, etc.) when planning instruction for individual student needs.

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2. Teachers review and use data (nativity, prior schooling, native language and English proficiency, prior instruction in the discipline, etc.) when planning instruction for individual student needs.

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3. Teachers communicate with families to gather a social history in order to gain a better understanding of student needs (academic and socio-emotional).

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3. Teachers communicate with families to gather a social history in order to gain a better understanding of student needs (academic and socio-emotional).

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4. Teachers meet regularly with colleagues to reflect and co-plan instruction that accelerate competencies, content and English language proficiency.

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4. Teachers meet regularly with colleagues to reflect and co-plan instruction that accelerate competencies, content and English language proficiency.

# data[].attributes.headline
5. Teachers collaborate to analyze texts and tasks for discipline-specific language, practices and content demands.

# data[].attributes.subject
5. Teachers collaborate to analyze texts and tasks for discipline-specific language, practices and content demands.

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6. Teachers collaborate with grade-level peers in selecting, designing, and implementing grade-level curriculum and associated material in multiple languages.

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6. Teachers collaborate with grade-level peers in selecting, designing, and implementing grade-level curriculum and associated material in multiple languages.

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7. Teachers collaborate to analyze students’ work products for discipline-specific language facility, practices competencies, and content knowledge.

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7. Teachers collaborate to analyze students’ work products for discipline-specific language facility, practices competencies, and content knowledge.

# data[].attributes.headline
VISION FOR ELLS: RESPONSIVE AND RIGOROUS INSTRUCTION AND CURRICULUM

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VISION FOR ELLS: RESPONSIVE AND RIGOROUS INSTRUCTION AND CURRICULUM

# data[].attributes.headline
1. School leaders carry out the district’s vision for ELLs, and have clear and high expectations for all ELLs.

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1. School leaders carry out the district’s vision for ELLs, and have clear and high expectations for all ELLs.

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2. School leaders provide socio-emotional supports to students who have experienced or are experiencing turmoil as a result of their immigration and/or reunification circumstances.

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2. School leaders provide socio-emotional supports to students who have experienced or are experiencing turmoil as a result of their immigration and/or reunification circumstances.

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3. School leaders implement the district’s ELL Response To Intervention (RTI)/multi-tiered system of support models to ensure they meet the needs of ELLs.

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3. School leaders implement the district’s ELL Response To Intervention (RTI)/multi-tiered system of support models to ensure they meet the needs of ELLs.

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4. School leaders use research to inform service delivery models for ELL that yield high quality instruction.

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4. School leaders use research to inform service delivery models for ELL that yield high quality instruction.

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1. School leaders must ensure that ELLs have access to standards aligned curriculum.

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1. School leaders must ensure that ELLs have access to standards aligned curriculum.

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2. School leaders make sure rich grade-level appropriate materials and technology resources are available for students in all disciplines in the native languages and English at all proficiency levels.

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2. School leaders make sure rich grade-level appropriate materials and technology resources are available for students in all disciplines in the native languages and English at all proficiency levels.

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3. School leaders ensure that human and fiscal resources are maximized for discipline specific learning, language and literacy development.

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3. School leaders ensure that human and fiscal resources are maximized for discipline specific learning, language and literacy development.

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1. School leaders facilitate professional learning communities that examine ELLs’ work and tasks for evidence of alignment to grade-level cognitive and academic language demands.

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1. School leaders facilitate professional learning communities that examine ELLs’ work and tasks for evidence of alignment to grade-level cognitive and academic language demands.

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2. School leaders ensure that teachers of ELLs receive professional development on discipline-specific language and literacies development and have time to co-construct lessons and units that integrate content and language development.

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2. School leaders ensure that teachers of ELLs receive professional development on discipline-specific language and literacies development and have time to co-construct lessons and units that integrate content and language development.

# data[].attributes.headline
3. School leaders ensure that teachers of ELLs receive professional development on discipline-specific language and literacies development and have time to assess content knowledge.

# data[].attributes.subject
3. School leaders ensure that teachers of ELLs receive professional development on discipline-specific language and literacies development and have time to assess content knowledge.

# data[].attributes.headline
4. School leaders provide professional development on ways to differentiate instruction for subgroups of ELLs (newcomers, SIFE, Long-term ELLs, ELLs with IEPs, etc.).

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4. School leaders provide professional development on ways to differentiate instruction for subgroups of ELLs (newcomers, SIFE, Long-term ELLs, ELLs with IEPs, etc.).

# data[].attributes.headline
5. School leaders provide all teachers of ELLs the time to develop their expertise in meeting the needs of ELLs.

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5. School leaders provide all teachers of ELLs the time to develop their expertise in meeting the needs of ELLs.

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SCHOOL ENVIRONMENT SUPPORTIVE OF QUALITY INSTRUCTION

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SCHOOL ENVIRONMENT SUPPORTIVE OF QUALITY INSTRUCTION

# data[].attributes.headline
1. School leaders provide time for ESL/bilingual teachers and content area teachers to collaborate on understanding the cognitive demands and discipline-specific language challenges of curriculum, instruction, and assessments.

# data[].attributes.subject
1. School leaders provide time for ESL/bilingual teachers and content area teachers to collaborate on understanding the cognitive demands and discipline-specific language challenges of curriculum, instruction, and assessments.

# data[].attributes.headline
2. School leaders facilitate the creation of detailed ELL case studies enabling the school community to have a common understanding of ELLs’ academic and socio-emotional needs.

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2. School leaders facilitate the creation of detailed ELL case studies enabling the school community to have a common understanding of ELLs’ academic and socio-emotional needs.

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3. School leaders design and provide structures and time for common planning so that all teachers share the responsibility of educating students in content and skills.

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3. School leaders design and provide structures and time for common planning so that all teachers share the responsibility of educating students in content and skills.

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4. School leaders create a culture where teachers are afforded the time to differentiate for language and content, bridging the gap that ELLs may have from their monolingual peers.

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4. School leaders create a culture where teachers are afforded the time to differentiate for language and content, bridging the gap that ELLs may have from their monolingual peers.

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5. School leaders create and structure professional development, inquiry team work, and common planning time which use the available data around student literacy and content area achievement to drive curriculum and lesson development.

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5. School leaders create and structure professional development, inquiry team work, and common planning time which use the available data around student literacy and content area achievement to drive curriculum and lesson development.

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6. School leaders create opportunities that strengthen the capacity of parents of ELLs to support learning, language and literacy in the discipline.

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6. School leaders create opportunities that strengthen the capacity of parents of ELLs to support learning, language and literacy in the discipline.

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7. School Leaders schedule Ells so that subject matter specialists that are skilled with strategies to support ELLs instruct them.

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7. School Leaders schedule Ells so that subject matter specialists that are skilled with strategies to support ELLs instruct them.

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8. School leaders schedule EL supports to enrich disciple specific learning, language and literacies development.

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8. School leaders schedule EL supports to enrich disciple specific learning, language and literacies development.

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9. School leaders schedule ELLs to provide for time for modeling English by teachers and peers.

# data[].attributes.subject
9. School leaders schedule ELLs to provide for time for modeling English by teachers and peers.

# data[].attributes.headline
1. School leaders collect data (i.e. nativity, proficiency levels, years of services, home language, prior schooling) to inform culturally relevant curriculum and instructional practices.

# data[].attributes.subject
1. School leaders collect data (i.e. nativity, proficiency levels, years of services, home language, prior schooling) to inform culturally relevant curriculum and instructional practices.

# data[].attributes.headline
2. School leaders establish an intake process so that data can be obtained from students and their families.

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2. School leaders establish an intake process so that data can be obtained from students and their families.

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3. School leaders disseminate and analyze relevant data with all teachers to inform and guide classroom practice.

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3. School leaders disseminate and analyze relevant data with all teachers to inform and guide classroom practice.

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4. School leaders create profiles of different types of ELLs to inform the overall professional development plan and areas of focus.

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4. School leaders create profiles of different types of ELLs to inform the overall professional development plan and areas of focus.

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5. School leaders seek observable evidence of the discipline in practice, and are able to articulate means for improving implementation when teachers need support.

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5. School leaders seek observable evidence of the discipline in practice, and are able to articulate means for improving implementation when teachers need support.

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6. School leaders acknowledge teachers who have expertise and showcase, as well as encourage their knowledge for others to learn from within the school.

# data[].attributes.subject
6. School leaders acknowledge teachers who have expertise and showcase, as well as encourage their knowledge for others to learn from within the school.

# data[].attributes.headline
7. School leaders ensure that ELLs are assessed in fair and equitable ways. Assessments should test content knowledge. This means that at times, testing in the native language may be appropriate.

# data[].attributes.subject
7. School leaders ensure that ELLs are assessed in fair and equitable ways. Assessments should test content knowledge. This means that at times, testing in the native language may be appropriate.

# data[].attributes.headline
VISION FOR ELLS: RESPONSIVE AND RIGOROUS INSTRUCTION AND CURRICULUM

# data[].attributes.subject
VISION FOR ELLS: RESPONSIVE AND RIGOROUS INSTRUCTION AND CURRICULUM

# data[].attributes.headline
1. District creates and holds an instructional vision for ELLs that affords standards aligned instruction for college and career readiness.

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1. District creates and holds an instructional vision for ELLs that affords standards aligned instruction for college and career readiness.

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2. District prioritizes socio-emotional supports for ELLs along with an emphasis on rigorous academic instruction.

# data[].attributes.subject
2. District prioritizes socio-emotional supports for ELLs along with an emphasis on rigorous academic instruction.

# data[].attributes.headline
3. District develops a system-wide model for Response To Intervention (RTI) specifically for ELLs.

# data[].attributes.subject
3. District develops a system-wide model for Response To Intervention (RTI) specifically for ELLs.

# data[].attributes.headline
4. Curriculum guides integrate content and discipline-specific language competencies and literacies development in their scope and sequence, sample lessons, and units.

# data[].attributes.subject
4. Curriculum guides integrate content and discipline-specific language competencies and literacies development in their scope and sequence, sample lessons, and units.

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1. District intentionally sets aside funds in support of making this vision a reality.

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1. District intentionally sets aside funds in support of making this vision a reality.

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2. District invests in assessment resources in English and students home languages.

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2. District invests in assessment resources in English and students home languages.

# data[].attributes.headline
3. District adopts and purchases a variety of high quality, age- and grade-appropriate materials that support rigorous instruction in all content areas in English and the students’ native languages.

# data[].attributes.subject
3. District adopts and purchases a variety of high quality, age- and grade-appropriate materials that support rigorous instruction in all content areas in English and the students’ native languages.

# data[].attributes.headline
1. Districts design professional learning series that bring ESL/bilingual teachers, content area teachers and principals together for learning and inquiry experiences that build their capacity to educate ELLs to grade level standards.

# data[].attributes.subject
1. Districts design professional learning series that bring ESL/bilingual teachers, content area teachers and principals together for learning and inquiry experiences that build their capacity to educate ELLs to grade level standards.

# data[].attributes.headline
2. District ensures that site based professional learning opportunities provide time and structures for all teachers of ELLs to learn from each other and plan instruction for ELLs.

# data[].attributes.subject
2. District ensures that site based professional learning opportunities provide time and structures for all teachers of ELLs to learn from each other and plan instruction for ELLs.

# data[].attributes.headline
3. District funds, protects and schedules time for ESL teachers and content area teachers to collaborate on lesson design, co-teach, evaluate and refine units of instruction.

# data[].attributes.subject
3. District funds, protects and schedules time for ESL teachers and content area teachers to collaborate on lesson design, co-teach, evaluate and refine units of instruction.

# data[].attributes.headline
4. District builds the educators’ capacity to understand that ELLs are not a monolithic group, recognizing their diversity of language, culture, prior schooling, etc. This diversity should be considered when making decisions at the district, school and classroom level.

# data[].attributes.subject
4. District builds the educators’ capacity to understand that ELLs are not a monolithic group, recognizing their diversity of language, culture, prior schooling, etc. This diversity should be considered when making decisions at the district, school and classroom level.

# data[].attributes.headline
5. District and schools’ professional development is informed by the latest research and evidenced based practices on ELL instruction.

# data[].attributes.subject
5. District and schools’ professional development is informed by the latest research and evidenced based practices on ELL instruction.

# data[].attributes.headline
6. District recruits, hires, and develops highly qualified administrators and teachers with ELL expertise.

# data[].attributes.subject
6. District recruits, hires, and develops highly qualified administrators and teachers with ELL expertise.

# data[].attributes.headline
7. District provides professional learning opportunities to educators at all levels within the district to enhance their expertise to work with ELLs.

# data[].attributes.subject
7. District provides professional learning opportunities to educators at all levels within the district to enhance their expertise to work with ELLs.

# data[].attributes.headline
8. District ensures that bilingual teachers have professional learning opportunities designed to enrich their content and discipline-specific language and literacy fluency in the native languages.

# data[].attributes.subject
8. District ensures that bilingual teachers have professional learning opportunities designed to enrich their content and discipline-specific language and literacy fluency in the native languages.

# data[].attributes.headline
DISTRICT ENVIRONMENT SUPPORTIVE OF QUALITY INSTRUCTION

# data[].attributes.subject
DISTRICT ENVIRONMENT SUPPORTIVE OF QUALITY INSTRUCTION