California English Language Development Standards

California English Language Development Standards
Name	California English Language Development Standards
Subject	English language development
Jurisdiction	California Department of Education
First adopted	2012
Revised	2018

California English Language Development Standards

The California English Language Development Standards provide a framework for English language instruction across California Department of Education, designed to align with state policy and federal guidance such as Every Student Succeeds Act, No Child Left Behind Act and recommendations from the U.S. Department of Education. They were developed with input from practitioners associated with institutions like University of California, Berkeley, Stanford University, and advocacy groups including California Teachers Association and Council of the Great City Schools. The standards aim to connect student outcomes to statewide assessments administered by organizations such as Smarter Balanced Assessment Consortium and policies from the California State Board of Education.

Overview

The standards articulate expectations for linguistic competence that intersect with standards created by bodies like Common Core State Standards Initiative, Next Generation Science Standards and curricular frameworks used in districts such as Los Angeles Unified School District, San Diego Unified School District and San Francisco Unified School District. They specify language functions and forms paralleling frameworks endorsed by TESOL International Association, WIDA Consortium and federal guidance from Office for Civil Rights (OCR). Designed for educators in schools including Judson School District and charter operators such as KIPP Public Schools, the standards inform teacher preparation programs at universities like California State University, Long Beach and University of Southern California.

Historical Development

The development was influenced by earlier documents from entities like California Commission on Teacher Credentialing, precedents such as the English Language Proficiency (ELP) standards used in other states, and national initiatives including the Common Core State Standards Initiative adoption debates led by governors like Jerry Brown. Stakeholder consultations included organizations such as California Association for Bilingual Education, National Education Association and research centers like WestEd. Legislative and administrative milestones affecting the standards involved the Lau v. Nichols jurisprudence context and state policy shifts debated at the California State Legislature and shaped by advocacy from groups like Mexican American Legal Defense and Educational Fund.

Structure and Organization

The document is organized by grade-level clusters and proficiency domains consistent with frameworks used by Smarter Balanced Assessment Consortium, specifying Listening, Speaking, Reading, and Writing strands similar to models from WIDA Consortium and TESOL International Association. It cross-references Common Core State Standards Initiative for English Language Arts and literacy alignment and integrates disciplinary language expectations found in standards for Next Generation Science Standards, California Arts Standards and social studies frameworks endorsed by the California Department of Education. The standards include performance descriptors that mirror rubric practices from assessment bodies such as Educational Testing Service and PARCC-aligned instruments.

Proficiency Levels and Standards

Proficiency levels are delineated in progressive stages comparable to scales used by WIDA Consortium, ranging from Beginning to Expanding and Bridging, with descriptors resembling frameworks from ACTFL and Council of Europe (CEFR). Each level includes can-do statements similar to those promoted by ELPAC assessment guidance and aligns with scoring bands used by the Smarter Balanced Assessment Consortium. The proficiency descriptors were informed by research from institutions such as Harvard University, University of California, Los Angeles and think tanks like RAND Corporation on language acquisition trajectories.

Implementation and Assessment

Implementation involves curriculum planning in districts such as Fresno Unified School District and assessment practices coordinated with state instruments including the English Language Proficiency Assessments for California (ELPAC), which are administered in contexts shaped by California State Board of Education policy. Professional development for teachers has been supported by partnerships with organizations like California County Superintendents Educational Services Association and higher education providers such as San Diego State University. Assessment design and scoring draw on psychometric methods developed by groups like Educational Testing Service and research units at University of California, Irvine.

Impact on Curriculum and Instruction

The standards have influenced curricular materials produced by publishers working with districts like Long Beach Unified School District and programs such as Dual Language Immersion and Transitional Bilingual Education models championed by advocates from California Association for Bilingual Education. Instructional strategies promoted include sheltered instruction models connected to SIOP Model adaptations and formative practices reflecting guidance from National Literacy Panel and professional organizations including California Teachers Association. Adoption has affected credentialing expectations overseen by California Commission on Teacher Credentialing and teacher evaluation frameworks used in districts such as Sacramento City Unified School District.

Criticisms and Revisions

Critiques of the standards have come from researchers at University of California, Davis, policy analysts at Brookings Institution and community groups like Coalition for Humane Immigrant Rights who raised issues about alignment, cultural responsiveness, and resource allocation in districts such as Oakland Unified School District. Revisions and updates responded to feedback through processes involving the California Department of Education, stakeholders including California Association for Bilingual Education and legislative oversight by the California State Legislature, resulting in technical adjustments and professional development initiatives supported by institutions such as WestEd.

Category:Education in California