English Learners
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English proficiency levels at all ages require both integrated English language development (ELD) and specialized attention to students' particular language learning needs, or designated ELD. Such a multilayered application of the CA ELD Standards requires deep collaboration among educators, support for teachers, and, most importantly, a sustained focus on the strengths and needs of individual students who are English learners and a persistent belief that all students who are English learners can achieve the highest levels of academic and linguistic excellence (English Language Arts and English Language Development (ELA / ELD) Framework for California Public Schools, p. 119).
Integrated ELD
Integrated ELD, in which all teachers with ELs in their classrooms use the CA ELD standards in tandem with the focal CA CCSS for EL literacy and other content standards (ELA/ELD Framework, p. 106).
Designated ELD
A protected time during the regular school day, in which teachers use the CA ELD standards as the focal standards in ways that build into and from content instruction in order to develop critical language ELs need for content learning in English (ELA / ELD Framework, p. 106).
California English Learner Roadmap
The San Diego County Office of Education has created this website as a resource to further assist local educational agencies' journeys in implementing the California Department of Education’s English Learner Roadmap.
english language development standards
The ELD standards, ELD video series, information, and resources to assist local educational agencies design, implement, and enhance integrated and designated ELD instruction for students learning English.
ela / eld framework
The State Board of Education adopted the English Language Arts / English Language Development (ELA / ELD) Framework at their July 9, 2014, meeting. This is the final, edited digital version of the ELA / ELD Framework, published July 2015.
Resources
Multilingual and English Learner Resources
Curricular resources, instructional strategies, assessment tools, and professional learning opportunities to support ELD instruction for classroom teachers and TOSAS.
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This English language development (ELD) collaborative integrates school and community members in local teams to co-design and implement a truly comprehensive approach to ELD
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More to Explore
- Professional Learning Opportunities
- Expository Reading and Writing Course
- Project GLAD®
- Student Shadowing
- Writing Redesigned for Innovative Teaching and Equity (WRITE)
- English Learner Roadmap Implementation for Systemic Excellence (ELRISE) and Multilingual California Project (MCaP) professional learning resources
- Educator Workforce Investment Grant for Effective Language Acquisition Programs (EWIG-ELAP)
- Additional Resources
Professional Learning Opportunities
Take advantage of a unique opportunity to engage in free professional learning and coaching, receiving high-quality materials and taking part in ground breaking research with the National Research and Development Center to Improve Education for Secondary English Learners (WestEd), funded by the Institute for Educational Science (IES) and under the direction of Dr. Aída Walqui.
In the Student Oracy Series, participants will learn how to develop student talk in a variety of instructional settings, including in virtual and hybrid environments.
The LTEL Network provides educators multiple venues for collaboration, communication, and networking in order to support and sustain leadership development, standards-based assessment, and curriculum and instruction for students in San Diego County.
Join the Multilingual Education and Global Achievement (MEGA) network meetings designed to support the needs of English learners, immigrants/refugees, dual language learners, world language learners, and newcomer students in your districts and schools.
Expository Reading and Writing Course
General Information
As a means to increase college readiness, a California State University (CSU) task force has developed the Expository Reading and Writing Course (ERWC), a full-year college preparatory English course for high school juniors or seniors. Course assignments, organized into 14 modules and based mainly on non-fiction texts, emphasize the in-depth study of expository, analytical, and argumentative reading and writing. The University of California has approved the ERWC for area "b" credit (from the "a-g" requirements), and the course meets college preparatory requirements for both the University of California (UC) and the California State University (CSU).
The ERWC has been revised to align with the Common Core State Standards, address critical reading and writing problems identified by the CSU English Placement Test Committee, and prepare students to meet the expectations of college and university faculty. The task force has also developed additional modules, four per grade level for grades 7-11, that follow the revised ERWC assignment template and are intended to augment curriculum and expertly promote instruction with expository texts.
The Benefits of ERWC
- Certification for teachers to be able to use the ERWC course in grades 11-12 and modules for grades 9-11 to advance English for Academic Purposes (EAP) Placement Test results from “conditional status” to “college-ready.”
- UC Pre-Approved A-G Eligibility Course that schools and districts can adopt to fulfill “B” English requirement and increase rigor now for grades 11 and 12.
- A Common Core-aligned, research-validated curriculum and instructional model for teaching California standards with emphasis on expository reading and writing and college readiness.
About ERWC 3.0
In June 2019, the California State University system will release the third edition of the ERWC for grades 11 and 12. Schools have several choices regarding the implementation of ERWC in school year 2019-2020:
- Your school may choose to offer the new edition of the course in grade 11, grade 12, or both grades.
- Your school may choose to continue offering the second edition of the course in grade 12 for one remaining year.
- Beginning fall 2020, all schools offering the ERWC in grade 12 must offer the third edition of the course.
In total, there are 81 new and revised modules that utilize a revised ERWC Assignment Template for grades 9-12. Nineteen modules include support for integrated English language development (ELD). Five new modules can be integrated into a school's Career Technical Education (CTE) Health Pathway. There are also new categories for the modules that include: issue, foundational document, drama, full-length book, research, and concept mini-modules.
Teachers who are already ERWC certified will have access to the new 11th and 12th grade course and the new modules throughout the ERWC Online Community. Teachers who are already ERWC Certified will NOT need to attend additional professional learning to use the modules.
Professional Learning
ERWC 3.0 Introductory Workshop
A four-day workshop that certifies 9-12th grade teachers to teach ERWC courses and modules. Through in-depth analysis of expository reading and writing, teachers acquire knowledge of what it means to read and write rhetorically and the ways in which this approach promotes career and college readiness. Teachers who attend all days of the professional learning receive print and digital access to ERWC curriculum for all grade levels.
All introductory workshops are online. Teachers can register for any workshop in any California region.
ERWC 3.0 Update Course
A two-day refresher course for teachers who are already ERWC certified who would like a more formal introduction to the new ERWC 3.0 modules and a deeper understanding of argumentation, rhetoric and writing.
If you have previously been ERWC certified and are interested in taking a refresher course, please email Jennifer Upham for further information.
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main contacts
Jennifer Currie Upham
Coordinator
858-295-8858
Lena Poplin-Viramontes
Administrative Assistant
858-295-8998
Project GLAD®
Guided Language Acquisition Design (GLAD®) is an instructional model for TK-12 that supports the vision of the California English Learner Roadmap policy by strengthening educational programs and practices for English learners. Project GLAD® supports the implementation of integrated English-language development (ELD) and designated ELD. This model provides full and meaningful access to a 21st century education that results in attaining high levels of language proficiency and mastery of grade level standards.
Guided Language Acquisition Design (GLAD®) is an instructional model for TK-12 that supports the vision of the California English Learner Roadmap policy by strengthening educational programs and practices for English learners. Project GLAD® supports the implementation of integrated English-language development (ELD) and designated ELD. This model provides full and meaningful access to a 21st century education that results in attaining high levels of language proficiency and mastery of grade level standards.
Student Shadowing
What's it like at your school for a student who is learning English?
You have their test scores, grades, and English proficiency levels, but do you really know what their educational experience looks like and sounds like? What about how often they communicate during class time and how they feel about their learning?
The Student Shadow Project provides the structure and support for your district or school team to be immersed in the perspective of students who are learning English for the purpose of enacting systemic change for their success.
By following students who are learning English through a portion of their academic day, your team experiences how it feels intellectually, emotionally, and physically for these learners. It helps your team tackle the barriers to equity and access by providing a front row seat to all the little things that are difficult to see, but critical to address.
Why Shadow a Student?
If your students who are learning English aren't making the academic strides you expect, and you're ready to shine a light on their needs, then take a walk in their shoes. Follow them from class to class and gain invaluable insight. Hear what they have to say about their learning, their challenges, and their goals.
Create an urgency in your administrative team, lead teachers, counselors, board members, and principals to prioritize the needs of your students who are English learners through the Student Shadow Project.
The project was adapted from ELL Shadowing as a Catalyst for Change by Ivannia Soto for K-12 students who are designated English learners.
Research reveals that students who are learning English are given few opportunities in class to engage in meaningful conversations with their peers, even though developing academic oral language is fundamental to their success. Program participants are tasked with paying specific attention to their students' academic speaking and listening opportunities in the classroom to reveal patterns and trends.
About the Program
The three-day Student Shadow Project begins with an overview of the shadowing process, including a deeper dive into the research on effective practices for English learners, the rationale for shadowing, and how to report and record your observations.
The student shadowing begins on day two of the program with two to three hours of observation, which includes tracking the students' academic speaking and listening. It is followed by a study and analysis of the collected observations and other available data, then a general conversation on next steps.
Day three is time for your district or school program participants to begin planning or refining professional learning and structures to address the newly-uncovered issues.
Shadowing often uncovers the lack of academic speaking opportunities and the need for more student-to-student interactions. Many times, it also reveals unintended consequences of structures in place, such as a student placed in an inappropriate class or group, or a need for more strategic staffing to meet the needs of English learner students.
When your empathy expands with the Student Shadow Project, your eyes are opened to the invisible hurdles that prevent students who are English learners from reaching their fullest potential.
While it was created for students who are English learners, the Student Shadow Project is easily adapted to gain insight into the perspective of any student subgroup on your campus.
What Project Participants Have Said
"This project significantly impacted my awareness of patterns of instructional strengths and weaknesses impacting the academic language development of our English learner students. It created a sense of urgency in me and prompted me to reflect on our current systems and mind-sets."
"Being 'in the shoes' of an English learner student was really eye-opening. It's clear that even though we may stress the need for collaborative conversations, we need to provide teachers with solid professional learning in this area."
"It has provided another very powerful tool in triangulating data to assess how our system is meeting the needs of our students."
"The project has really forced me to think strategically about how to facilitate academic conversations in all classrooms that involve all students. Specifically, that a quiet room is not necessarily conducive to English development."
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Writing Redesigned for Innovative Teaching and Equity (WRITE)
The Writing Redesigned for Innovative Teaching and Equity (WRITE) initiative, a national academic excellence model for professional development, supports TK-12 schools and districts to implement an equity-centered, culturally and linguistically responsive writing approach in English and Spanish across instructional contexts. Aligned to the writing standards in the California Common Core Standards for English Language Arts and Literacy in History/Social Science, Science, and Technical Subjects, and language development proficiency levels, WRITE prepares students for college, career, and civic participation. Through partnerships with schools, districts, and county offices, WRITE develops a network of leaders with a shared understanding of quality integrated literacy instruction.
Through partnerships with schools, districts, and county offices, WRITE develops a network of leaders with a shared understanding of quality integrated literacy instruction. Join TK-12 teacher leaders across the state in a four-module online course to focus on equity-centered, research-based writing instruction.
Read the Institute of Education Sciences (IES) Research Study
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main contacts
Julie Goldman, Ed.D.
Director, Equity Curriculum and Instruction
Linda Vista Campus
jgoldman@sdcoe.net
858-298-2012
Izela Jacobo
Executive Leadership Coach, Multilingual Education and Global Achievement (MEGA) MCaP Lead
Linda Vista Campus
izela.jacobo@sdcoe.net
858-295-8985
Elizabeth Campos
Administrative Assistant, Multilingual Education and Global Achievement (MEGA)
Linda Vista Campus
ecampos@sdcoe.net
858-295-8985
Roxanna Bayon
Administrative Assistant, Equity Department
Linda Vista Campus
roxanna.bayon@sdcoe.net
858-295-6298
English Learner Roadmap Implementation for Systemic Excellence (ELRISE) and Multilingual California Project (MCaP) professional learning resources
California’s commitment to supporting LEAs and educators in enacting the EL Roadmap is evident through efforts such as the Educator Workforce Investment Grant (EWIG). EWIG is a program to support professional learning opportunities for teachers and paraprofessionals across California.
CalTog’s English Learner Roadmap Implementation for Systemic Excellence! EL RISE! is a collaboration with two other lead agencies: Sobrato Early Academic Language (SEAL) and Loyola Marymount University’s Center for Equity for English Learners (LMU-CEEL), and other agencies such as the National Resource Center for Asian Languages, and 20 county offices of education funded by EWIG.
ELRISE! is a system strengthening effort with the goal of enacting the vision of asset-oriented, student responsive, intellectually rich education that provides meaningful access for all English learners that supports teaching, learning and accountability improvement efforts.
Please follow these links to access ELRISE! professional learning resources, toolkits, and microsites.
Via EWIG funding, CABE’s Multilingual California Project (MCaP) is an effort of the Multilingual California Alliance involving five county offices of education (San Diego, Orange, San Bernardino, Fresno, and Butte) and San Diego State University along with at least 20 statewide local educational agencies (LEAs). The Multilingual California Project (MCaP) is a powerful statewide professional learning model that launched in 2020 and ended in 2023. Its goal was to strengthen the capacity of districts to accelerate the academic and multilingual opportunities and outcomes of students who are English learners. MCaP professional learning is based on consistently strong research documenting multilingualism as the most effective option for high academic achievement across all content areas and for preparation to participate effectively in the global workforce for students who are English learners. The legacy of this work lives here. Please access FREE state wide courses on Biliteracy and EL support through the free statewide asynchronous digital Canvas Academies - for teachers, para-educators and administrators.
In 2023, new EWIG funding continues to focus on building and strengthening educational partners' capacity to implement the EL Roadmap policy and guidance. Learn more about the new EWIG professional learning opportunities available to all educational partners in our region via the English Learner Roadmap Power in Collaboration Across California (EPiCC) project.
Resources
- EL RISE! Webinars
- English Learner Roadmap Toolkits for educators
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contact
Izela Jacobo
Senior Director, Multilingual Education and Global Achievement (MEGA) MCaP Project Lead
izela.jacobo@sdcoe.net
858-295-8985
Educator Workforce Investment Grant for Effective Language Acquisition Programs (EWIG-ELAP)
The Sacramento County Office of Education, San Bernardino County Superintendent of Schools, Los Angeles County Office of Education, and Orange County Department of Education are the four recipients of the Educator Workforce Investment Grant (EWIG) for Effective Language Acquisition Programs. These four county offices are participating at the state level as the English Learner Roadmap Power in Collaboration Across California (EPiCC) leads, with each lead assigned to a specific zone. The four-zone leads will work with other COEs across the state to coordinate and provide professional development opportunities.
The Orange County Department of Education has been awarded $2.5 million to collaborate with the Zone D Alliance partners, comprised of the following counties: Imperial, Riverside, and San Diego. The other three recipients will represent EPiCC Alliance Zone A, Zone C, and Zone D.
The EPiCC Zone D Lead at the state level is:
- Nicole Chavez, Ed.D., Administrator of Multilingual Academic Services, Orange County Department of Education
The EPiCC Zone D Lead for the San Diego County is:
- Izela R. Jacobo, Senior Director for the SDCOE's Multilingual Education and Global Achievement Department
This important work brings in Californians Together (CalTog) and the California Association for Bilingual Education (CABE) as strong partner agencies, and the Wexford Institute as evaluator. Utilizing the work developed under the Educator Workforce Investment Grant (EWIG) for Effective Language Acquisition Programs 2020-2023 - English Learner Roadmap Implementation for Systemic Excellence! (ELRISE) and the Multilingual California Project (MCaP) as the strong foundation for this important work, the goals for this grant are as follows:
- Collaboratively work within the Statewide System of Support to build the capacity of LEAs across the state by providing professional learning opportunities for teachers and paraprofessionals in the area of implementing effective language acquisition programs for EL students, which may include:
- Integrated language development within and across content areas, i.e., integrated ELD, designated ELD, or language development in a language in addition to English to benefit EL students.
- Development of bilingual and biliterate proficiency.
- Building and strengthening capacity to implement EL Roadmap policy.
- Professional learning opportunities for teachers, paraprofessionals, school leaders, and counselors should include strategies for high-quality instruction aligned to the QPLS.
Learn more about the RFA: Educator Workforce Investment Grant: Effective Language Acquisition Programs (California Department of Education) grant.
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contact
Izela Jacobo
Senior Director, Multilingual Education and Global Achievement (MEGA) MCaP Project Lead
izela.jacobo@sdcoe.net
858-295-8985
Additional Resources
- View comprehensive ELD resources for LEAs on Padlet
- Latinx Education Achievement Report / Informe del Progreso de la Educación Latinx
Secondary Pathways Mailing List
Email Sonja Gagnon to join the English Language Development mailing list