California Department of Education May 2018 English Learner Roadmap Self-Reflection Rubric School and district teams can use this self-reflection tool to engage in dialogue, to assess current status in enacting the English Learner (EL) Roadmap Principles, and to identify areas needing improvement. 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. Element 1 Minimally or 2 Somewhat 3 Responsive Very Responsive Connection to Not at All Responsive Local Control and Responsive Accountability Plan (LCAP) and other local planning The School is School affirms School has some School is Connections: A. languages and cultures English learners monolingual language and programs and multilingual bring to their education are focused with cultural diversity aspects of culturally/ focused and assets for their own learning little visibility of as a general linguistically dedicated to a and are important language concept (for responsive culturally contributions to learning diversity or example, in instruction in responsive communities. These assets cultural mission Multilingual pedagogy and are valued and built upon in diversity. There statements); programs are climate for all culturally responsive is little or no some teachers available for some students. School curriculum and instruction evidence of may include students. has multilingual and in programs that programs or culturally programs, support, wherever possible, instructional responsive materials, and the development of support for approaches in celebrations. proficiency in multiple developing teaching. School engages languages. bilingualism. students in many opportunities to build proficiency in multiple languages.
California Department of Education May 2018 English Learner Roadmap Self-Reflection Rubric School and district teams can use this self-reflection tool to engage in dialogue, to assess current status in enacting the English Learner (EL) Roadmap Principles, and to identify areas needing improvement. 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. Element 1 Minimally or Not at All Responsive 2 Somewhat Responsive 3 Responsive Very Responsive Connection to Local Control and Accountability Plan (LCAP) and other local planning A. 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. School is monolingual focused with little visibility of language diversity or cultural diversity. There is little or no evidence of programs or instructional support for developing bilingualism. School affirms language and cultural diversity as a general concept (for example, in mission statements); some teachers may include culturally responsive approaches in teaching. School has some programs and aspects of culturally/ linguistically responsive instruction in Multilingual programs are available for some students. School is multilingual focused and dedicated to a culturally responsive pedagogy and climate for all students. School has multilingual programs, materials, and celebrations. School engages students in many opportunities to build proficiency in multiple languages. Connections:
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