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ELR Principle One

Assets-Oriented and Needs-Responsive Schools: elements and case examples.

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Pre-schools and schools are responsive to different English learner (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.

Principle One Elements

Each principle is broken down into its corresponding elements. Below are Principle One's elements.

Element 1.A: Language and Culture as Assets

The languages and cultures English learners bring to their education are assets for their own learning and are important contributions to 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.

Element 1.B: English Learner Profiles

Recognizing that there is no single EL profile and no one-size-fits-all approach that works for all English learners, programs, curriculum, and instruction must be responsive to different EL student characteristics and experiences. EL students entering school at the beginning levels of English proficiency have different needs and capacities than do students entering at intermediate or advanced levels. Similarly, students entering in kindergarten versus in later grades. The needs of long-term English learners are vastly different from recently arrived students (who in turn vary in their prior formal education). Districts vary considerably in the distribution of these EL profiles, so no single program or instructional approach works for all EL students.

Element 1.C: School Climate

School climates and campuses are affirming, inclusive, and safe.

Element 1.D: Family and School Partnerships

Schools value and build strong family and school partnerships.

Element 1.E: English Learners with Disabilities

Schools and districts develop a collaborative framework for identifying English learners with disabilities and use valid assessment practices. Schools and districts develop appropriate individualized education programs (IEPs) that support culturally and linguistically inclusive practices and provide appropriate training to teachers, thus leveraging expertise specific to English learners. The IEP addresses academic goals that take into account student language development, as called for in state and national policy recommendations.

Illustrative Case Examples: Principle One

The examples below were submitted by local educational agencies (LEAs) and demonstrate Principle One and its corresponding elements in action. The illustrative examples will be updated as new submissions become available.

Illustrative Example: Sobrato Early Academic Language Model
This example, from the Sobrato Family Foundation, demonstrates Principle 1, Elements 1.A, 1.B, 1.C, and 1.D; Principle Two, Elements 2.A, 2.B, 2.C, 2.D, 2.E, and 2.G; and Principle Four, Element 4.A, in action.

Illustrative Example: My Name, My Identity
This example, from the Santa Clara County Office of Education, demonstrates Principle 1, Elements 1.A, 1.C, and 1.D and Principle Three, Element 3.A, in action.

Questions:   English Learner Support Division | ELROADMAPPROJECT@cde.ca.gov | 916-319-0938
Last Reviewed: Thursday, September 10, 2020
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