Chapter Eight: California English Learner Roadmap

Educational Programs and Services for English Learners

On July 12, 2017, the California state Board of Education unanimously adopted a new policy for English learners, the California English Learner Roadmap: Educational Programs and Services for English learners. This policy supersedes the 1998 English learner policy which was based upon Proposition 227.

The new English learner policy explicitly focuses on English learners in the context of the state’s efforts to improve the educational system, the quality of teaching and learning, and educational outcomes. It centers on standards, curriculum frameworks, assessment, accountability/school improvement, educator quality, early childhood/preschool, social and family support services, and parent/community involvement. Its purpose is to promote local capacity-building and continuous improvement in each of these areas and their interrelationship, based on evidence of effectiveness from local experience as well as the most current rigorous research evidence that speaks to the strengths and needs of the diverse population of English learners.

The primary intended audience are Local Education Agencies (LEAs) and the county offices of education as well as other agencies that provide them with technical assistance. But every agency responsible for the education of children, including early childhood educators, institutions of higher education, credentialing bodies, and professional and advocacy organizations are also part of the intended audience. As a state whose prosperity depends on the success of immigrants and their children, we hope that each Californian can adopt this vision and our educational mission.

Vision

Mission

Four Interrelated Principles

Four principles support the vision and provide the foundation of California English Learner Roadmap. These principles are intended to guide all levels of the system towards a coherent and aligned set of practices, services, relationships, and approaches to teaching and learning that together create a powerful, effective, 21st century education for our English learners. Underlying this systemic application of the principles is the foundational understanding that simultaneously developing English learners’ linguistic and academic capacities is a shared responsibility of all educators, and that all levels of the schooling system have a role to play in ensuring the access and achievement of the 1.3 million English learners who attend our school.

Assets-Oriented and Needs-Responsive Schools
Intellectual Quality of Instruction and Meaningful Access
System Conditions and Articulation within and across Systems

These principles and elements that follow are research and values-based and built upon the California ELA/ELD Framework, Blueprint for Great Schools 1.0 and 2.0,and other state policy and guidance documents. It is important to stress that these principles and elements are not meant to serve as a checklist. Rather, they could be thought of as the keys of an instrument from which harmony and music is created. In that sense, districts are the musicians and ultimately must take the responsibility for choices and implementation.

Principle #1: ASSETS-ORIENTED AND NEEDS-RESPONSIVE SCHOOLS

Pre-schools and schools are responsive to different EL strengths, needs and identities, and support the socio-emotional health and development of English learners. Programs value and build upon the cultural and linguistic assets students bring to their education in safe and affirming school climates. Educators value and build strong family, community, and school partnerships.

The languages and cultures ELs bring to their education are assets for their own learning, and are important contributions to our learning communities. These assets are valued and built upon in culturally responsive curriculum and instruction and in programs that support, whenever possible, the development of proficiency in multiple languages.
Recognizing that there is no single EL profile and no one-size approach that works for all programs, curriculum and instruction are responsive to different EL student characteristics and experiences.
School climates and campuses are affirming, inclusive and safe.
Schools value and buildstrong family and school partnerships.

Principle #2: INTELLECTUAL QUALITY OF INSTRUCTION AND MEANINGFUL ACCESS

English learners engage in intellectually rich, developmentally appropriate learning experiences that foster high levels of English proficiency. These experiences integrate language development, literacy, and content learning as well as provide access for comprehension and participation through native language instruction and scaffolding. English learners have meaningful access to a full standards-based and relevant curriculum and the opportunity to develop proficiency in English and other languages.

Language development occurs in and through content and is integrated across the curriculum, including Integrated ELD and Designated content-based ELD (per ELA/ELD Framework).
Students are provided a rigorous, intellectually rich, standards-based curriculum with instructional scaffolding for comprehension, participation and mastery.
Teaching and learning emphasize engagement, interaction, discourse, inquiry, and critical thinking-with the same high expectations for ELs as for all.
Els are provided access to the full curriculum along with the provision of EL supports and services.
Students’ home language is (where possible) understood as a means to access curriculum content, as a foundation for developing English, and is developed to high levels of literacy and proficiency along with English.
Rigorous instructional materials support high levels of intellectual engagement and integrated language development and content learning, and provide opportunities for bilingual/biliterate engagement appropriate to the program model.
English learners are provided choices of research-based language support/ development programs (including options for developing skills in multiple languages) and are enrolled in programs designed to overcome the language barrier and provide access to the curriculum.

Principle #3: SYSTEM CONDITIONS THAT SUPPORT EFFECTIVENESS

Each level of the school system (state, county, district, school, pre-school) has leaders and educators who are knowledgeable of and responsive to the strengths and needs of English learners and their communities, and utilize valid assessment and other data systems that inform instruction and continuous improvement; resources and tiered support is provided to ensure strong programs and build the capacity of teachers and staff to build on the strengths and meets the needs of English learners.

Leadership establishes clear goals and commitments to English Learners access,growth toward English proficiency,academic achievement and participation, and maintains a focus across the system on progress towards these goals and continuous improvement.
The school system invests adequate resources to support the conditions required to address EL needs.
A system of culturally and linguistically valid and reliable assessments support instruction, continuous improvement, and accountability for attainment of English proficiency, biliteracy, and academic achievement.
Capacity building occurs at all levels of the system, including leadership development to understand and address the needs of ELs, professional development and collaboration time for teachers, and robust efforts to address the teaching shortage and build a pipeline (recruit and develop) of educators skilled in addressing the needs of ELs, including bilingual teachers.

Principle #4: ALIGNMENT AND ARTICULATION WITHIN AND ACROSS

English learners experience a coherent, articulated and aligned set of practices and pathways across grade levels and educational segments beginning with a strong foundation in early childhood and continuing through to reclassification, graduation and higher education. These pathways foster skills, language(s), literacy and knowledge students need for college- and career-readiness and participation in a global, diverse multilingual 21st century world.

EL approaches and programs are designed for continuity, alignment and articulation across grade and systems segments beginning with a strong foundation in early childhood (preschool) and continuing through to reclassification, graduation and higher education.
Schools plan schedules and resources to provide extra time in school (as needed) and build partnerships with after school and other entities to provide additional support for ELs, to accommodate the extra challenge facing ELs of learning English and accessing/mastering all academic content.
EL approaches and programs are designed to be coherent across schools within districts, across initiatives, and across the state.

These principles and elements are not meant to serve as a checklist, but rather as a set of research and practice-based considerations that can be useful to local districts as they develop strategy and modify their plans in the process of continuous improvement. For example, as a guide, Table 1 shows a cross-walk of the principles and elements with the Local Control Funding Formula (LCFF) priorities. The more these elements become part of the communication, and the better able that we as a community of educators begin to shape conversations about priorities with parents and community members as well as internally within districts, we are better able to serve our English learners.

California English Learner Roadmap

Educational Programs and Services for English Learners

	Principle One Assets- Oriented and Needs- Responsive Schools	Principle Two Intellectual Quality of Instruction and Meaningful Access	Principle Three System Conditions that Support Effectiveness	Principle Four Alignment And Articulation Within and Across Systems
LCAP One Basic (Conditions of Learning) Teachers, Materials, Facilities	Elements A, C & E	Elements A, B, & D	Elements B & D	Elements A, B, & C
LCAP Two State Standards (Conditions of Learning)	Elements A, B & E	Elements A, B, F, & G	Elements B & D	Elements B & C
LCAP Three Parental Involvement (Engagement)	Elements B, D & E	Element D	Element D	Element C
LCAP Four Pupil Achievement (Pupil Outcomes)	Element C	Elements A, B, & C	Elements A & B	Elements B & C
LCAP Five Pupil Engagement (Engagement)	Elements B, C, & D	Elements E & F	Element D	Element C
LCAP Six School Climate (Engagement)	Elements A & D	Elements A & D	Element D	Element C
LCAP Seven Course Access (Conditions of Learning)	Elements B & D	Elements D, E, & G	Elements C & D	Elements B & C
LCAP Eight Other Pupil Outcomes (Pupil Outcomes)			Elements A, C, & D	Elements A & C

Master Plan for English Learners

English Learner Roadmap Rubric

English Learner Roadmap Rubric

School and district teams can use this self-reflect rubric on the following pages to assess current status in enacting the Roadmap Principles and identify areas needing attention.

Principle #1: ASSETS-ORIENTED AND NEEDS-RESPONSIVE SCHOOLS

Element	1 Scarcely Responsive	2 Somewhat Responsive	3 Responsive	4 Very Responsive
A. The languages and cultures ELs bring to their education are assets for their own learning, and are important contributions to our learning communities. These assets are valued and built upon in culturally responsive curriculum and instruction and in programs that support, wherever possible, the development of proficiency in multiple languages.	School is monolingual focused.	School shows slight focus on providing a bilingual education.	School shows moderate focus on providing a multilingual education.	School is multi-lingual focused, and dedicated to preserving the culture of all students.
A. Recognizing that there is no single EL profile and no one-size approach that works for all, programs, curriculum and instruction are responsive to different EL student characteristics and experiences.	Programs, curriculum, and instruction are the same for all students.	Programs, curriculum, and instruction are somewhat adaptive to suit the students.	Programs, curriculum, and instruction are fairly adaptive to the individual student.	Programs, curriculum, and instruction are tailored toward each individual student in order to promote the greatest amount of learning for each individual.
A. School climates and campuses are affirming, inclusive and safe.	School climate is questionable, and/or unwelcoming towards certain minorities.	School climate feels fairly safe, and fairly inviting towards most students and their families.	School climate feels safe and inviting towards students and their families.	School climate feels safe and inviting. Students and their families are treated fairly.
A. Schools value and build strong family and school partnerships.	Parents are rarely included or rarely present in school activities.	Parents are somewhat involved and engaged in their children’s learning experience.	Parents are fairly involved and engaged in their children’s learning experience.	Parents are very involved and engaged in their children’s learning experience.

Principle #2: INTELLECTUAL QUALITY OF INSTRUCTION AND MEANINGFUL ACCESS

Element	1 Poor implementation	2 Fair implementation	3 Appropriate implementation	4 Excellent implementation
A. Language development occurs in and through content and is integrated across the curriculum, including integrated ELD and designated content-based ELD (per ELA/ELD Framework).	Language development does not occur in and through content and integrated across the curriculum.	Language development occurs inconsistently in and through content and integrated across the curriculum.	Language development occurs in and through content and integrated across the curriculum.	Language development occurs consistently in and through content and integrated across the curriculum.
A. Students are provided a rigorous, intellectually rich, standards-based curriculum with instructional scaffolding for comprehension, participation and mastery.	Provides non standards-based, non-rigorous or non-intellectually rich curriculum with no instructional scaffolding for comprehension, participation, and mastery.	Provides standards-based, rigorous and somewhat intellectually rich curriculum with unplanned instructional scaffolding for comprehension, participation, and mastery.	Provides standards-based, rigorous andintellectually rich curriculum with instructional scaffolding for comprehension, participation, and mastery.	Provides standards-based, rigorous and intellectually rich curriculum with strategic instructional scaffolding for comprehension, participation, and mastery.
A. Teaching and learning emphasize engagement, interaction, discourse, inquiry, and critical thinking- with the same high expectations for ELs as for all.	Teaching and learning emphasize disengagement, teacher- centered, non- inquiry, and passive thinking with low expectations for EL students.	Teaching and learning emphasize engagement, interaction, discourse, inquiry, and critical thinking with low expectations for ELs as for all.	Teaching and learning emphasize engagement, interaction, discourse, inquiry, and critical thinking with high expectations for ELs as for all.	Teaching and learning emphasize engagement, interaction, discourse, inquiry, and critical thinking with the same high expectations for ELs as for all.
A. ELs are provided access to the full curriculum along with the provision of EL supports and services.	EL students are provided access to the partial curriculum along with no provision of EL supports and services.	EL students are provided access to most of the curriculum along with no provision of EL supports and services.	EL students are provided access to the curriculum along with provision of EL supports and services.	EL students are provided access to the full curriculum across content areas along with provision of EL supports and services.
A. Students’ home language is (where possible) understood as a means to access curriculum content, as a foundation for developing English, and is developed to high levels of literacy and proficiency along with English.	Students’ home language is understood as a detriment to access curriculum content, and is not developed to high levels of literacy and proficiency along with English.	Students’ home language is understood as a means to access curriculum content, as a foundation for developing English, but is not developed to high levels of literacy and proficiency along with English.	Students’ home language is understood as a means to access curriculum content, as a foundation for developing English, and is developed to high levels of literacy and proficiency along with English.	Students’ home language is understood as a means to access curriculum content, as a foundation for developing English, and is developed to high levels of literacy and proficiency along with English and other languages.
A. Rigorous instructional materials support high levels of intellectual engagement and integrated language development and content learning, and provide opportunities for bilingual/biliterate engagement appropriate to the program model.	Instructional materials support low levels of intellectual engagement and integrated language development and content learning, and provide no opportunities for bilingual/bilit- erate engagement appropriate to the program model.	Instructional materials support low levels of intellectual engagement and integrated language development and content learning, and provide some opportunities for bilingual/bilit- erate engagement appropriate to the program model.	Instructional materials support high levels of intellectual engagement and integrated language development and content learning, and provide opportunities for bilingual/bilit- erate engagement appropriate to the program model.	Instructional materials support low levels of intellectual engagement and integrated language development and content learning, and provide many opportunities for bilingual/bilit- erate engagement appropriate to the program model.
A. English Learners are provided choices of research-based language support/development programs (including options for developing skills in multiple languages) and are enrolled in programs designed to overcome the language barrier and provide access to the curriculum.	English Learners are provided no choices of research-based language support/development programs and are not enrolled in programs designed to overcome the language barrier and provide access to the curriculum.	English Learners are provided few choices of research-based language support/development programs and are enrolled in programs designed to overcome the language barrier and provide access to the curriculum.	English Learners are provided choices of research-based language support/development programs and are enrolled in programs designed to overcome the language barrier and provide access to the curriculum.	English Learners are provided choices of research-based language support/development programs and are enrolled in programs designed to overcome the language barrier and provide access to the curriculum in multiple languages.

Principle #3: SYSTEM CONDITIONS THAT SUPPORT EFFECTIVENESS

Element	1 Poor Conditions	2 Fair Conditions	3 Good Conditions	4 Excellent Conditions
A. Leadership establishes clear goals and commitments to English Learners access, growth toward English proficiency, academic achievement and participation, and maintains a focus across the system on progress towards these goals and continuous improvement.	Leadership establishes unclear goals and commitments to English Learners access, growth toward English proficiency, academic achievement and participation, and has no focus across the system on progress towards these goals and continuous improvement.	Leadership establishes goals and commitments to English Learners access, growth toward English proficiency, academic achievement and participation, and is establishing a focus across the system on progress towards these goals and continuous improvement.	Leadership establishes clear goals and commitments to English Learners access, growth toward English proficiency, academic achievement and participation, and maintains a focus across the system on progress towards these goals and continuous improvement.	Leadership establishes clear goals and commitments to English Learners access, growth toward English proficiency, academic achievement and participation, and expands a focus across the system on progress towards these goals and continuous improvement.
A. The school system invests adequate resources to support the conditions required to address EL needs.	The school system invests no resources to support the conditions required to address EL needs.	The school system invests few resources to support the conditions required to address EL needs.	The school system invests adequate resources to support the conditions required to address EL needs.	The school system invests extra resources to support the conditions required to address EL needs.
A. A system of culturally and linguistically valid and reliable assessment support instruction, continuous improvement, and accountability for attainment of English proficiency, biliteracy, and academic achievement.	A system of valid and reliable assessment in English support, instruction, improvement, and accountability for attainment of English proficiency, biliteracy, and academic achievement.	A system of culturally and linguistically valid and reliable assessment in English support, instruction, improvement, and accountability for attainment of English proficiency, biliteracy, and academic achievement.	A system of culturally and linguistically valid and reliable assessment in English support, instruction, continuous improvement, and accountability for attainment of English proficiency, biliteracy, and academic achievement.	A system of culturally and linguistically valid and reliable assessment in English support, culturally relevant instruction, continuous improvement, and accountability for attainment of English proficiency, biliteracy, and academic achievement.
A. Capacity building occurs at all levels of the system, including leadership development to understand and address the needs of ELs, professional development and collaboration time for teachers, and robust efforts to address the teaching shortage and build a pipeline (recruit and develop) of educators skilled in addressing the needs of ELs, including bilingual teachers.	Capacity building occurs at no levels of the system, particularly with leadership development to understand and address the needs of ELs, professional development and collaboration time for teachers, and efforts to address the teaching shortage and build a pipeline of educators skilled in addressing the needs of ELs, including bilingual teachers.	Capacity building occurs at few levels of the system, particularly with leadership development to understand and address the needs of ELs, professional development and collaboration time for teachers, and efforts to address the teaching shortage and build a pipeline of educators skilled in addressing the needs of ELs, including bilingual teachers.	Capacity building occurs at many levels of the system, particularly with leadership development to understand and address the needs of ELs, professional development and collaboration time for teachers, and efforts to address the teaching shortage and build a pipeline of educators skilled in addressing the needs of ELs, including bilingual teachers.	Capacity building occurs at all levels of the system, particularly with leadership development to understand and address the needs of ELs, professional development and collaboration time for teachers, and efforts to address the teaching shortage and build a pipeline of educators skilled in addressing the needs of ELs, including bilingual teachers.

Principle #4: ALIGNMENT AND ARTICULATION WITHIN AND ACROSS

Element	1 Poor Alignment and Articulation	2 Fair Alignment and Articulation	3 Good Alignment and Articulation	4 Excellent Alignment and Articulation
A. EL approaches and programs are designed for continuity, alignment and articulation across grade and systems segments beginning with a strong foundation in early childhood (preschool) and continuing through to reclassification, graduation and higher education.	No EL approaches and programs are designed for continuity, alignment and articulation across garde and systems segments with a foundation in early childhood and continuing through to reclassification, graduation and higher education.	Few EL approaches and programs are designed for continuity, alignment and articulation across garde and systems segments with a foundation in early childhood and continuing through to reclassification, graduation and higher education.	Many EL approaches and programs are designed for continuity, alignment and articulation across garde and systems segments with a solid foundation in early childhood and continuing through to reclassification, graduation and higher education.	Many EL approaches and programs are designed for continuity, alignment and articulation across garde and systems segments with a strong foundation in early childhood and continuing through to reclassification, graduation and higher education.
A. Schools plan schedules and resources to provide extra time in school (as needed) and build partnerships with afterschool and other entities to provide additional support for ELLs, to accommodate the extra challenge facing ELs of learning English and accessing/mastering all academic content.	Schools do not plan schedules and resources to provide time in school and build partnerships with afterschool and other entities to provide additional support for ELLs, to accommodate the extra challenge facing ELs of learning English and assessing/ mastering all academic content.	Schools somewhat plan schedules and resources to provide time in school and build partnerships with afterschool and other entities to provide additional support for ELLs, to accommodate the extra challenge facing ELs of learning English and assessing/ mastering all academic content.	Schools plan schedules and resources to provide time in school and build partnerships with afterschool and other entities to provide additional support for ELLs, to accommodate the extra challenge facing ELs of learning English and assessing/ mastering all academic content.	Schools implement schedules and resources to provide extra time in school and build partnerships with afterschool and other entities to provide additional support for ELLs, to accommodate the extra challenge facing ELs of learning English and assessing/ mastering all academic content.
A. EL approaches and programs are designed to be coherent across schools within districts, across initiatives, and across the state.	EL approaches and programs are not designed to be coherent across schools within districts, across initiatives, and across the state.	EL approaches and programs are faultily designed to be coherent across schools within districts, across initiatives, and across the state.	EL approaches and programs are designed to be coherent across schools within districts, across initiatives, and across the state.	EL approaches and programs are meticulously designed to be coherent across schools within districts, across initiatives, and across the state.