Section I: Background and Purpose Statement
The San Bernardino County Superintendent of School’s English Language Instruction program is focused on students gaining proficiency in all domains of English Language Arts (Reading, Writing, Listening and Speaking). Curriculum and instruction used in classrooms is purposefully designed to enhance learning within each of these domains. The use of English Language Development (ELD) standards during integrated and designated instruction is our primary instructional delivery model. SBCSS has a commitment: ✓ To provide high-quality English Language Development (ELD) Instruction to English learners that is consistent with current research, state frameworks, and county guidelines. ✓ To provide students with a program of ELD instruction that is systematic, articulate, and coherent. ✓ To ensure all English learners receive ELD instruction that is meaningful and responsive to their social and academic needs. ✓ To ensure all English learners have access to the core curriculum through added academic support and/or SDAIE strategies. Federal Law The U.S. Department of Education’s Office for Civil Rights (OCR) and U.S. Department of Justice (DOJ) released joint guidance on January 7, 2015, reminding states, school districts, and schools of their obligations under federal law to ensure that English learners have equal access to a high-quality education and the opportunity to achieve their full academic potential (US Department of Education). Policy: The English Learner Roadmap 2017 On July 12, 2017, the California State Board of Education passed the English Learner Roadmap Policy: Strengthening Comprehensive Educational Policies, Programs, and Practices for English learners. The policy's expectation is for the California Department of Education to guide local educational agencies (LEAs) on welcoming and responding to a diverse range of English learners' strengths, needs, and identities, providing full access to state standards-based education. Four principles support the mission and vision of this policy and give guidance on building coherent and aligning practices.
The four principles are: 1. Assets-Oriented and Needs-Responsive Schools 2. Intellectual Quality of Instruction and Meaningful Access 3. System Conditions that Support Effectiveness 4. Alignment and Articulation Within and Across Systems
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