Differentiated Instruction

Much work remains to ensure all English learners can access the supports and structures necessary for success in school and beyond.

The following recommendations for district and state leaders help address potential barriers to English learners’ success:

1. Ensure English learners have full access to rigorous content and college-preparatory coursework aligned with the Common Core, English Language Development (ELD), and Next Generation Science standards, including the “A-G” courses at the high school level that are necessary for acceptance into the state’s public universities.
2. Train teachers to support language development within the context of the core curriculum, not just in targeted ELD classes.
3. Monitor early implementation of the new Smarter Balanced formative and summative assessments to understand their impact on English learners.
4. When reporting test data on English learners’ achievement, disaggregate results for long-term English learners.
5. When reporting data on English learners’ achievement, focus on student growth, not just overall proficiency.
6.. Ensure the needs of English learners are adequately addressed within Local Control and Accountability Plans (LCAPs).
7. Support biliteracy as a viable instructional program so that districts may provide a range of language instruction options for students and their families.
8. Create clearer, more uniform statewide reclassification standards and guidelines.
9. Modify the Local Control Funding Formula to allow reclassified English learners to generate supplemental and concentration funds.

http://west.edtrust.org/resource/the-language-of-reform-english-learners-in-californias-shifting-education-landscape/

What can you do to differentiate instruction and help knock down any barriers for English learners?