English Learners

A newcomer student is a recent immigrant to the U.S. who has little or no English proficiency and is in their first 12 months of attending school in the U.S. They may have varying levels of preparedness in their native language, with some being on grade level and others below. They may arrive with different levels of transferable credits or no transcript records. Newcomer students make steady progress through an English Language Development (ELD) sequence and may benefit from special orientation and transitional classes. They may be part of a newcomer class or program that offers high quality literacy-focused ELD curriculum. Newcomer students may spend an extended time in a five or six-year high school program and may have access to home language academic content classes. Instruction for newcomer students includes learning how English works and becoming proficient in using it, as well as direct instruction for language to access and comprehend information and to participate in activities, tasks, and processes of learning. Newcomer students also face a cultural transition as they adjust to life in a new country.

Newcomer students can be further classified as Well Educated Newcomers and Underschooled Newcomers.
Well Educated: an individual who has recently immigrated to the U.S. and is within their first year of attending school, typically with excellent schooling in their native country, strong literacy skills in their home language, and a fast progression through English language development programs. These students often excel academically, have high motivation, and are on track to graduate in four years. It is important to provide appropriate support and resources for these students, including avoiding placing them in classes that repeat content they already know, offering high-level academic courses in their home language, and providing instruction to improve their English skills within the context of academic content.

Underschooled/SLIFE (student with Limited or Interrupted Formal Education): An underschooled newcomer student is a student who has been in the U.S. for several years or less and has little to no English language proficiency or literacy in their native language. They may have had interrupted, inadequate, or no schooling in their native country, leading to being three or more years below grade level in math. They may struggle in academic content classes, have slow acquisition of English, and lack credit accrual over time. These students require an intense focus on English, extended time in high school, age-appropriate curriculum with content support, additional content support as needed, special orientation and transitional support, social/emotional support, and deliberate instruction within the context of content to learn how English works and become proficient in using it. They also need direct instruction for language to access and comprehend information, as well as to participate in activities, tasks, and processes of learning.

An At Risk student of becoming Long Term English Learner (LTEL) is a student who has been enrolled in US schools for 4 or five years, scored at Level 1 or 2 on a language proficiency test, and in grades 4 to 9 scored at the “Standard Not Met” level on the prior year CAASPP-ELA. These students may struggle with areas such as motivation and engagement, academic language, rigor, study skills and goal setting. They may also benefit from deliberate instruction within the context of content to learn how English works and become proficient in using it, as well as direct instruction for language to access/comprehend and participate in activities, tasks, and processes of learning.

A long-term English learner is a student who has been enrolled in US schools for six or more years (grades 6-12) and has either remained at the same language proficiency level for 2 or more consecutive prior years, or has regressed to a lower English language proficiency level. These students typically score at the "Standard Not Met" level on the prior year CAASPP-ELA test, are usually orally fluent in English, but struggle with reading and writing below the level of their native English-speaking peers. They may also have a bi-modal academic performance, with some excelling and others struggling.

Some long-term English learners may have literacy in their primary language, while others do not, and may have been in bilingual programs or not. There is often a mismatch between the student's perception of their academic achievement and their actual grades or test scores, as well as a mismatch between their perception of their language abilities and reality.

To support long-term English learners, it is important to focus on motivation and engagement, academic language development, rigor, study skills, goal setting, and maximizing graduation credits and A-G requirements. These students may benefit from a specific program or class for long-term English learners, as well as deliberate instruction within the context of content to learn how English works and become proficient in using it. Direct instruction for language to access/comprehend and to participate in activities, tasks, and processes of learning is also essential for these students.
 

A Redesignated Fluent English Proficient (RFEP) student is a student who originally entered U.S. schools classified as an English Learner, but has since been reclassified as fully English proficient. Despite being fluent in English, RFEP students are allowed to receive English Learner supports and services as needed and must continue to be monitored for 4 years to ensure they are participating meaningfully in the standard instructional program at a level comparable to their peers who were never classified as English Learners.

A struggling RFEP (Re-designated Fully English Proficient) is a student who was once limited in English proficiency but has been re-designated as fully proficient. However, they are currently receiving at least one D or F in core academic classes and have experienced a decline in grades and achievement since re-designation. To support this student, interventions may focus on improving reading fluency through academic vocabulary, encouraging regular participation in academic conversations, ensuring they understand graduation credits and A-G requirements, providing deliberate instruction on how English works in the context of content, offering direct instruction to access and comprehend language, and teaching language skills to actively participate in learning activities, tasks, and processes.

Once a student has been reclassified, the student can’t go back to being an EL. However, an RFEP student may receive any EL supports and services as needed.
 

Oracy, learning to talk and learning through talk, plays a critical role in improving educational outcomes, especially for our historically underserved students. Extensive research reveals not only the cognitive benefits of student talk, but also the social and emotional advantages. In addition, verbal communication skills and teamwork are essential for civic engagement and highly sought after by employers.  

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. Participants will also engage in action research and apply their learning to their own classrooms. The cost is $175 per participant.

Series includes

• Four synchronous learning sessions
• Four asynchronous learning modules/experiences
• Access to oracy tools/resources

Audience

• K-12 teachers, coaches, site administrators
• Site teams are encouraged to participate together, and special pricing is available for district teams

Cohort “A” (series full/closed)

Synchronous Sessions on Wednesdays from 2:30 to 4 p.m.

• Session #1:  Dec. 9
• Session #2:  Jan.13
• Session #3:  Jan. 27
• Session #4:  March 17

Cohort “B” 

Synchronous Session Dates TBD

Complete online interest form

SDCOE Facilitators

• Sonja Munévar Gagnon
• Eva Pando-Solís, Ph.D.
• Jennifer Upham

For additional information or questions, contact sonja.gagnon@sdcoe.net.

Utilizing an asset-based approach, this English language development (ELD) collaborative integrates diverse school and district members in local teams to co-design and implement a truly comprehensive approach to ELD (including integrated and designated ELD) that is culturally sustaining, aligned to content, and responsive to multilingual learner students’ literacy and language learning needs.  A yearlong cycle of inquiry and action consists of a multi-day launch, in-person professional learning days, action steps, and coaching/consultation cycles.

Overarching Purpose

To build members’ capacity to implement culturally sustaining systems and practices to achieve equitable outcomes for multilingual learner students.

Team Composition

Site/District teams of at least four members with representation from each of the following strands:

1. Instruction Strand members may include: content area teachers, designated ELD teacher, instructional coach or TOSA, EL coordinator, instructional assistant, paraprofessional, etc.
2. Systems Strand members may include: site/district administrators, directors, coordinators, counselors, etc.
3. Family and Community Strand members may include: parent/family liaison, community liaison, any staff member who works closely with families

Level 1 Culturally Sustaining ELD Collaborative  (for grades 4-12)

• October 20 and 22, 2026 (in-person 2-day Launch Institute)
• December 8, 2026 (in-person learning session)
• February 25, 2027 (in-person learning session)
• May 4, 2027 (in-person "Sharing our Learning" session)

Register Now for Level 1

Level 2 Culturally Sustaining ELD Collaborative (for grades 4-12)

Level 2 of the Culturally Sustaining ELD Collaborative supports returning site-based and LEA teams in increasing their capacity and deepening the implementation of Level 1 targeted leadership and instructional practices that best serve their Multilingual Learner (ML) students and families. The SDCOE/WestEd Design Team will guide this ongoing work, with a special emphasis on coaching and implementation support for culturally sustaining, evidence-based practices aimed at improving educational experiences and academic outcomes for ML students.

• Level 2 Launch Institute
  • Option A: July 27–29
    Location: NCREC
  • Option B: September 29 – October 1
    Location: One Safe Place, 1050 Los Vallecitos Blvd #351, San Marcos, CA 92069
     
• Level 2 Professional Learning Sessions (2026–2027)
  • November 5, 2026
  • January 28, 2027
  • March 18, 2027
  • Location: One Safe Place, 1050 Los Vallecitos Blvd #351, San Marcos, CA 92069

Contact

• Sonja Munévar Gagnon sonja.gagnon@sdcoe.net
• Izela Jacobo izela.jacobo@sdcoe.net
• Libia Gonzalez libia.gonzalez@sdcoe.net

The ELA/ELD Leaders Network supports coaches, TOSAs and district leaders in facilitating best practices in literacy instruction with an emphasis on comprehensive English Language Development (ELD).  Reading Difficulties Risk Screener (RDRS) updates will be included as part of the CISC ELA/ELD subcommittee meeting updates from 10 tp 11 a.m.

We will meet virtually:

• From 10 to 11 a.m., we will be your connection to the content, resources, opportunities, and announcements shared at the CISC ELA/ELD subcommittee meetings. 
• From 11 a.m. to 12 p.m., we will separate into self-selected elementary and secondary breakout rooms to take a deeper look at CDE guidance documents.

Dates: 10/08/2026, 12/10/2026, 01/14/2027, 03/11/2027, 05/20/2027

Time: 10 a.m. to 12 p.m.

Register now for ELA/ELD Leaders Network

For more information: 

• Mónica Aguirre, ELA Coordinator, monica.aguirre@sdcoe.net
• Melanie Stone, ELA Coordinator, melanie.stone@sdcoe.net

As a means to increase college readiness, a California State University (CSU) task force has developed the Expository Reading and Writing Course (ERWC), curriculum that now includes comprehensive ELD and spans grades 6-12. Teachers must have completed a 4-day ERWC Introductory Workshop in order to access and teach the modules.

Upcoming Professional Learning

Middle School 4-Day Workshop (in-person)

Aug 18-21 at Taft Middle School in San Diego

Time: 8:30 a.m. to 3:30 p.m.

Register for the Middle School workshop

Online High School Workshops 

New online workshops are posted throughout the year. 

Register for upcoming online workshops

More Information

More information about ERWC, upcoming professional learning, and access to the ERWC Online Community can be accessed from the CSU ERWC website.

Contact

• Jennifer Currie Upham, Coordinator

Foundations for Integrated ELD (FIELD). The expectation of this learning series is to have participants become trainers of the FIELD Project for their LEA. The purpose of this learning series is to strengthen internal LEA capacity to support the increase of teacher knowledge focused on how to provide access to content, language to participate, and teach how English works within their classrooms. In addition to experiencing the 4-day series, participants will also receive coaching as well as all the resources needed to deliver learning sessions that focus on instructional strategies that engage students in content and language learning.

Register now for our upcoming four-day series designed for secondary educators.

Register now for FIELD Learning Series

Dates:

• Feb. 19, 2026 -Annex B
• May 12, 2026
• Aug. 5, 2026
• Oct. 14, 2026 

All days are from 8:30 a.m. to 3 p.m.

Cost is $350 per person.

The Long Term English Learner (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 LTEL students in San Diego County. This work helps prepare students for success in today's global society.

The LTEL Network:

1. Provides professional development opportunities, support, and resources;
2. Facilitates articulation and data sharing related to content standards, instructional materials and assessment; and
3. Develops understanding of California Department of Education mandates and legislative issues.

Upcoming Network Meeting Dates:

• Oct. 15, 2025
• Jan. 14, 2026
• March 18, 2026
• May 13, 2026

Resources

• "Reparable Harm" from Californians Together (PDF)
• Secondary School LTEL Report (PDF)
• "A Closer Look at Long Term English Learners" (PDF)
• Amendments to EC 313.1 and 313.2

Contact

• Antonio Mora, District Advisor, 858-295-8832

While reviewing students’ test scores, grades, and language proficiency levels provides valuable data, do these measures capture the full story of students’ learning experiences and the systemic factors that shape them?

• How often do they communicate during class time?
• What do they “hear” and “see” in their learning environments?
• How do they feel about their learning experiences?
• What systemic barriers or supports shape what students see, hear, and feel about their learning journey?

The ML Student Shadowing Project provides structured support for your team to step into the experiences of students who are learning English or other languages, with the goal of driving systemic change that fosters equitable, inclusive, and effective learning environments.

Why Shadow a Multilingual Learner Student?

If your multilingual learners aren’t making the academic progress you expect, it may be time to examine the systems shaping their learning experiences and take a walk in their shoes.

By shadowing students through a portion of their school day, your team gains:

• A front-row seat to the barriers students may encounter.
• A deeper understanding of how it feels intellectually, emotionally, and physically for these learners.
• Insights into challenges that are often invisible but critical to address.

Shadowing creates urgency for site and district administrators, teachers, coordinators, coaches, and counselors, and other educational partners to prioritize the needs of multilingual learner students.  It encourages educators to move beyond assumptions and test scores, and instead experience the school day through the eyes of multilingual learner students.

Research Basis

Research shows that multilingual learner students are given few opportunities to engage in meaningful conversations during class — even though developing academic oral language is essential for their success.

The ML Student Shadowing Project equips participants to:

• Pay close attention to students’ academic speaking and listening opportunities.
• Uncover patterns and trends that limit access and equity.

About the Program

The San Diego County Office of Education uses the student shadowing process and protocol developed by Dr. Ivannia Soto. This shadowing protocol is designed to collect data on multilingual learners’ opportunities for speaking and listening—the building blocks of reading and writing—in our classrooms.

All shadowing participants will either receive, or need to purchase, Dr. Soto’s book: Shadowing Multilingual Learners (2nd ed., Corwin, 2020).

The project is a three-day professional learning experience.

Register now ML Student Shadowing Project

Day 1 – Foundations of the Shadowing Process

• Overview of the shadowing process.
• Review of research on oracy and its critical role.
• Guidance on how to observe, report, and record findings.

Day 2 – On-Site Shadowing

• Two to three hours of student observation.
• Tracking students’ academic speaking and listening opportunities.
• Study and analysis of collected observations and related data.
• Team discussion of emerging themes.

Day 3 – Action Planning

• Reflection on findings.
• Oracy resources and high-leverage practices and strategies
• Planning or refining professional learning and structures.
• Identifying next steps to address newly uncovered issues.

What Shadowing Reveals

Shadowing often uncovers:

• A lack of opportunities for academic speaking and peer-to-peer interaction.
• A lack of belonging expressed through being unnoticed or not listened to.
• Experiences of frustration or withdrawal that are invisible in traditional data.
• Unintended consequences of current structures (e.g., inappropriate placement in classes or groups).

These insights open your team’s eyes to the invisible hurdles designed by the system preventing multilingual learner students from reaching their full potential—not only in academic achievement, but also in their ability to express themselves confidently, engage meaningfully with peers and content, and feel a genuine sense of belonging in their learning environments.

Broder Applications

While this process and protocol was created for students designated as English learners or multilingual learners, the ML Student Shadowing Project can also be used to gain insight into the experiences of any student group on your campus.

When your empathy expands, your vision for equity sharpens — and your school becomes a place where all learners can thrive.

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."

For additional information, please contact:

• Sonja Gagnon, District Advisor, sonja.gagnon@sdcoe.net
• Richard Romero, MEGA Coordinator, richard.romero@sdcoe.net

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.

Project GLAD® Professional Learning Series

Calling all 8th grade ELA teachers who have long term English learners in their classrooms.

Would you like to receive FREE professional learning to help all your students, with a focus on supporting long term English learners? 

Would you like to work directly with an internationally renowned researcher and her team to support research on high-quality materials for long term English learners? 

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. 

View an informational video.

For more information contact Lee Hartman, Senior Program Associate with the Quality Teaching for English Learners (QTEL) initiative at WestEd.

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. Read the Institute of Education Sciences (IES) Research Study.

Upcoming WRITE professional learning:

WRITE Institute (4-day Event) 

Aug. 18 - 21, 2026

Register now for WRITE Institute

For additional information, or to schedule a site training, please contact Dr. Maria McCord.

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.

The Discussion Cards consist of powerful questions organized by subject area to get students thinking and talking about text. They are designed to be used with any text that students read, listen to, or view in order to learn how to build knowledge of the field of study. 

Discussion Cards Page

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. View the ELD standards.

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.

This toolkit provides a collection of effective protocols for student interaction and collaboration embedded in and connected with strategies and tasks for each of the three modes of communication (Collaborative or Interpersonal, Interpretive, and Productive or Presentational).   

Oracy Toolkit Page

Curricular resources, instructional strategies, assessment tools, and professional learning opportunities to support ELD instruction for classroom teachers and TOSAS.

• 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.