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. Element 1 Minimal to No 2 Fair 3 Appropriate 4 Excellent Connection Implementation Implementation Implementation Implementation to LCAP and other local planning A. Language Connections Language Language Language development Connections: development occurs in between language development development occurs consistently in and and through subject development and occurs occurs in and through the full content and matter learning and is content are not inconsistently in through content. is integrated across the full integrated across the evident. and through Designated ELD is curriculum—in addition to curriculum, including Designated ELD is content and is responsive to the strong content-based integrated English not inconsistently linguistic demands designated ELD. language development implemented and integrated across of the content. (ELD) and designated may not be the curriculum. ELD (per the English responsive to the Designated ELD Language Arts linguistic demands is inconsistently (ELA)/ELD Framework of the content. connected to pages 891–892). content. B. Students are Evidence of School provides School provides School provides Connections: provided a rigorous, curriculum’s basis standards-based, standards-based, rigorous, and intellectually rich, in the standards rigorous, and rigorous, and intellectually rich curriculum standards-based may be absent. intellectually intellectually rich with strategic instructional curriculum with Instructional engaging curriculum with scaffolding for instructional scaffolding scaffolding for curriculum with instructional comprehension, that increases comprehension, incomplete scaffolding for participation, and mastery. comprehension and participation, and instructional comprehension, participation and mastery is not scaffolding for participation, and develops student evident. comprehension, mastery. autonomy and mastery. participation, and mastery.
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. Element 1 Minimal to No Implementation 2 Fair Implementation 3 Appropriate Implementation 4 Excellent Implementation Connection to LCAP and other local planning A. Language development occurs in and through subject matter learning and is integrated across the curriculum, including integrated English language development (ELD) and designated ELD (per the English Language Arts (ELA)/ELD Framework pages 891–892). Connections between language development and content are not evident. Designated ELD is not implemented and may not be responsive to the linguistic demands of the content. Language development occurs inconsistently in and through content and is inconsistently integrated across the curriculum. Designated ELD is inconsistently connected to content. Language development occurs in and through content. Designated ELD is responsive to the linguistic demands of the content. Language development occurs consistently in and through the full content and is integrated across the full curriculum—in addition to strong content-based designated ELD. Connections: B. Students are provided a rigorous, intellectually rich, standards-based curriculum with instructional scaffolding that increases comprehension and participation and develops student autonomy and mastery. Evidence of curriculum’s basis in the standards may be absent. Instructional scaffolding for comprehension, participation, and mastery is not evident. School provides standards-based, rigorous, and intellectually engaging curriculum with incomplete instructional scaffolding for comprehension, participation, and mastery. School provides standards-based, rigorous, and intellectually rich curriculum with instructional scaffolding for comprehension, participation, and mastery. School provides rigorous, and intellectually rich curriculum with strategic instructional scaffolding for comprehension, participation, and mastery. Connections:
selfreflection.docx