English Learners
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Supporting students with English language development
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.
More to Explore
- Professional Learning Opportunities
- Expository Reading and Writing Course
- Project GLAD®
- Student Shadowing
- Writing Redesigned for Innovative Teaching and Equity (WRITE)
- Multilingual California Project Grant (MCaP)
- English Learner Roadmap Implementation for Systemic Excellence (EL RISE!)
- Additional Resources
Professional Learning Opportunities
- Student Oracy Series
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.
- Networking
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.
- Networking
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.
- Networking
To create a culture of learning by sharing Project GLAD® resources to build precision and pedagogical practices to improve student learning, support dELD/iELD, and implementation of the CA EL Roadmap.
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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main contacts
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
Instructional Design for Equity: Writing Redesigned for Innovative Teaching and Equity (WRITE)
The Writing Redesigned for Innovative Teaching and Equity (WRITE) courses introduce TK-12 educators to culturally and linguistically responsive instructional practices, with an emphasis on integrated literacy and equity-centered design. During the four synchronous two-hour meetings and applied projects, teacher leaders build their capacity to support site and district implementation through dynamic learning. The asynchronous course component (approximately one hour per week) includes readings, relevant online discussions, and applied projects. The courses are aligned to the Common Core State Writing standards and support teachers to design for equity in the following content areas: English language arts/English language development (ELA/ELD), Spanish language arts/Spanish language development (SLA/SLD), Spanish/Spanish for Spanish speakers, history/social science, science, and career technical education. Professional learning credit available.
Register for the WRITE 101 cohort from 3 to 5 p.m.
Register for the WRITE 102 cohort from 3 to 5 p.m.
MULTILINGUAL CALIFORNIA PROJECT (MCaP) SDCOE WRITE INITIATIVE INNOVATION:
MCaP WRITE Digital Academy
The MCaP WRITE Digital Academy is free, asynchronous professional learning available to educators working with English learners throughout the state in Structured English Immersion or Dual Language Immersion instructional programs. Participants will understand the key instructional practices to implement integrated literacy, in both English and Spanish, for language learners.
MCaP Stage 2+ and Stage 3
This professional learning series expands on culturally and linguistically responsive instructional practices, with an emphasis on integrated literacy application and examples. During the synchronous sessions, participants will deepen their understanding and application of the integrated literacy approach. In the asynchronous course component, participants will build their capacity to support site and district implementation through shared projects and engaging dialogue. ONLY for partner districts and schools participating in the Multilingual California Project (MCaP).
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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
Multilingual California Project Grant (MCaP)
The Multilingual California Project Grant (MCaP) is a three-year grant awarded in March 2020 to the California Association for Bilingual Education (CABE) MCaP Alliance through the California Department of Education (CDE) Educator Workforce Investment Grant program (EWIG). EWIG supports professional learning opportunities for teachers and paraprofessionals across the state for implementation of the English Learner (EL) Roadmap Policy. Guiding the implementation of this policy, MCaP delivers a powerful statewide model to strengthen the capacity of districts to dramatically accelerate the academic and multilingual opportunities and outcomes of students who are English learners. MCaP builds 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.
Using a four-stage model, MCaP is designed to implement the project goals and build the capacity of local educational agencies (LEAs) via research-based professional learning innovations and an equity-centered, continuous improvement process called Liberatory Design. The Liberatory Design process (from Stanford University's design thinking model, with important contributions from the National Equity Project) guides participants to explore systemic inequities across curricular areas and within the English Learner Typologies.
CABE leads this project with the following official partners: San Diego County Office of Education, Orange County Department of Education, Butte County Office of Education, Fresno County Superintendent of Schools, San Bernardino County Superintendent of Schools, San Diego State University and Wexford Institute.
Project participants include 60 LEAs that were strategically selected to represent diverse regions across the state (rural, suburban, and urban) from the five partner counties and the five CABE regions.
Additional partners include the National Equity Project, the University of San Diego, the San Diego State University (SDSU) Language Acquisition Resource Center, and the SDSU Chinese Culture Center. Furthermore, nationally recognized leaders in the fields of equity and language acquisition advise the progress of this project.
Announcements
The Multilingual California Project (MCaP) is now offering Free Asynchronous Academies for its eight innovations. Access this high-quality professional learning opportunity to learn at your own pace.
More on MCaP:
- Multilingual California Project, MCaP website
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contact
Izela Jacobo
Executive Leadership Coach, Multilingual Education and Global Achievement (MEGA) MCaP Project Lead
izela.jacobo@sdcoe.net
858-295-8985
English Learner Roadmap Implementation for Systemic Excellence (EL RISE!)
The English Learner Roadmap Implementation for Systemic Excellence is a partnership of:
- Californians Together
- Center for Equity for English Learners (CEEL)
- Sobrato Early Academic Language (SEAL)
EL RISE! is funded by a grant from the California Department of Education to support implementation of the visionary 2017 CA English Learner Roadmap policy.
Over the next three years, the three agencies will work with and through 20 County Offices of Education who collectively serve 76.7% of the state’s English learners. Through this partnership with county offices, EL RISE! will support LEAs in making meaning of the Roadmap principles, understanding their English learner/dual language learner population, becoming familiar with research on dual language development, developing local implementation plans, and implementing those plans across multiple roles and parts of the system."
Resources
- EL RISE! Webinars
- English Learner Roadmap Toolkits for educators
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contact
Izela Jacobo
Executive Leadership Coach, Multilingual Education and Global Achievement (MEGA) EL RISE! 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