CA Practitioners’ Guide Figures
Figure 2.1. California’s MTSS: Systemically Supporting All Students
Figure2.2. MTSS: All Means All
Figure 2.3. California’s MTSS Design Elements: Three Tiers of High Quality Core Instruction, Supports, and Interventions
Figure 2.4. Classroom Qualities Promoting Social-Emotional Learning and Growth
Figure 2.5. Social-Emotional Supports for Identified English Learner Populations
Figure 2.6. Culturally and Linguistically Sustaining Pedagogy
Figure 2.7. Critical Principles of the California English Language Development Standards
Figure 2.8. Tier I Core Instruction—What It Is and Is Not
Figure 2.9. Universal Design for Learning
Figure 2.10. Framing Questions for Instructional Planning
Figure 2.11. Tier II Intervention—What It Is and Is Not
Figure 2.12. Differences Between Tier II and Tier III Support
Figure 2.13. Broad Areas of Pre-Referral Review
Figure 3.1. Pre-Referral Data Sources
Figure 3.2. General Progression of the ELD Continuum
Figure 3.3. Comparison of Language Differences Versus Disabilities
Figure 3.4. Tools for Gathering Extrinsic Factors Data
Figure 3.5. English Learner Intervention Summary
Figure 3.6. English Learner Initial Referral and Decision-Making Process
Figure 6.1. California’s Values for Educating English Learners with Disabilities
Figure 6.2. California English Learner Roadmap Vision, Mission, and Principles
Figure 6.3. General Stages of English Language Development in the California ELD Standards
Figure 6.4. Comprehensive English Language Development: Integrated and Designated ELD
Figure 6.5. What Is Formative Assessment?
Figure 6.6. Language Analysis Framework for Writing
Figure 6.7. Grade Seven Collaborative Conversations Observation Notes
Figure 6.8. ELPAC Universal Tools, Designated Supports, and Accommodations
Figure 6.9. Sample Districtwide Plan for Monitoring English Language Development Progress
Figure 6.10. ELA/ELD Framework Circles of Implementation
Figure 6.11. Models of Co-Teaching
Figure 6.12. Co-Teaching Models for Elementary Grades with Integrated and Designated ELD
Figure 6.13. Sample High School Course Schedules for English Learners with Disabilities
Figure 6.14. California Code of Ethics for English Learners with Disabilities
Figure 6.15. English Learner Roadmap Rubric for Self-Reflection
Figure 6.16. California LRE Self-Assessment and Continuous Improvement Activities—District Level
Figure 6.17. Fresno Unified School District English Learner Master Plan—Integrated and Designated ELD
Figure 6.18. Assessing and Improving Special Education: A Program Review Tool for Schools and Districts Engaged in Rapid School Improvement
Figure 7.1. ELA/ELD Framework Circles of Implementation
Figure 7.2. Culturally and Linguistically Responsive and Sustaining Pedagogy
Figure 7.3. California’s Social-Emotional Learning Guiding Principles
Figure 7.4. UDL Principles and Guidelines
Figure 7.5. How Traditional Classrooms Differ from UDL
Figure 7.6. Using UDL to Clarify Learning Goals
Figure 7.7. California Multi-Tiered System of Supports and English Learners
Figure 7.8. Key Themes of Literacy and ELD Instruction Across the Content Areas
Figure 7.9. Framing Questions for Lesson Planning: English Learners with Disabilities
Figure 7.10. Recommended Teaching and Learning Strategies to Support English Learners with Disabilities
Figure 7.11. Types of Accommodations for English Learners with Disabilities
Figure 7.12. Lesson Tuning Protocol