EWIG: EL Roadmap Policy Implementation

Awarded Grantees

In recognition of the need to build capacity throughout the state to implement the comprehensive California EL Roadmap Policy, the California Legislature earmarked $10 million in the EWIG. The California Department of Education (CDE) awarded two EWIG EL Roadmap Implementation grants in March 2020, just before the Coronavirus (COVID-19) pandemic led to school closures. The pandemic has elevated the need for a focused effort to provide access to high quality instruction. The two EWIG EL Roadmap Implementation grantees, Californians Together (CalTog) and the California Association for Bilingual Education (CABE) are available to bring research-based strategies and resources to administrators and educators as tools to address student, teacher, parent, and educational systems needs, while pursuing a vision of powerful opportunities for learning multiple languages and receiving dual language instruction in California.

The EWIG ELR grantees have committed to collaboratively work with all agencies of the Statewide System of Support, including county offices of education, Regional EL Specialists, the California Collaborative for Educational Excellence, and the CDE. This robust communication network is key to building the capacity of LEAs across the state by providing training in EL Roadmap Policy implementation opportunities for teachers, paraprofessionals, school leaders, and counselors that support the use of evidence-based practices in root cause analyses and systems alignment.

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.

EL RISE! Resources

• EL RISE! Webinars
• EL RISE! Professional Development
• EL RISE! Tools

CABE’s Multilingual California Project , 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). An advisory council comprised of renowned experts in the field of biliteracy and English learners will collaborate and support this effort.

Multilingual California Project Resources

• MCAP Webinars
• MCAP Dual Language Resources
• Learning Continuity and Attendance Plan Template (DOCX) Translations (does not include instructions):
  • Arabic Learning Continuity and Attendance Plan (PDF; Posted 11-Aug-2020)
  • Chinese (Simplified): 持续性学习和考勤计划模板 (DOCX; Posted 11-Aug-2020)
  • Chinese (Traditional): 持續性學習和考勤計劃模板 (DOCX; Posted 11-Aug-2020)
  • Spanish: Modelo del Plan de Continuidad de Aprendizaje y Asistencia (DOCX; Posted 11-Aug-2020)
  • Vietnamese: Mẫu Kế Hoạch Tiếp Tục Giảng Dạy và Duy trì Sĩ Số Học Sinh (DOCX; Posted 11-Aug-2020)

Goals

Multilingual California and EL RISE! share the goals of preparing educators to implement the vision, mission, and principles of the California EL Roadmap Policy and build system mechanisms to centralize the needs of English learners. The professional learning activities are designed to support system-wide implementation of the EL Roadmap Policy that align with the California Statewide System of Support.

This support will dramatically accelerate and improve multilingual academic opportunities and outcomes for English learners across California by:

• Building widespread awareness and foundational understanding of the EL Roadmap Policy’s vision, mission, and principles.
• Developing the capacity of county offices of education to support LEAs to improve programs and services for English learners pre-K16 and to work with LEAs in data-driven, locally designed, research-based continuous improvement processes.
• Designing delivery mechanisms and special content to support educators in the need to build capacity for distance learning, hybrid instructional delivery, and new configurations of schooling required to address public health urgencies of schooling during a pandemic, and provide approaches to educational recovery and socioemotional learning in response to harms resulting from COVID-19.
• Emphasizing and addressing the preschool through higher education vision of the EL Roadmap involving partners and directing professional learning across that spectrum.
• Avoiding one-size-fits-all approaches to implementing the EL Roadmap by facilitating local planning processes and shaping professional learning options to build capacity addressing the different contexts and priorities and needs of schools across the state.
• Focusing on local planning efforts through which cross-role teams and leadership, inclusive of parents and families, develop shared understanding of the EL Roadmap, understanding of their EL student needs and develop local plans for professional learning and implementation.
• Providing coherent professional learning across roles that is assets-oriented, role-specific, supported through coaching and/or communities of practice, and builds upon the most recent research consensus on dual language development, effective instructional pedagogy for English learners in both English-instructed and dual-language program contexts.
• Building skills and strategies for implementing EL Roadmap-aligned research based instructional practices that effectively develop academic content knowledge, discipline-specific practices, academic language, integrated and designated English language development, and multilingual and multiliterate proficiency.
• Supporting the development of strengthened data and progress monitoring systems to provide transparency into English learner/dual language achievement, and to serve as the foundation for continuous improvement.
• Creating professional networks across the state to share resources.

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