Bilingual Classrooms Alignment

TPE 1: Engaging and Supporting All Young Children in Development and Learning

• Element 1.j: Provide a supportive learning environment for children’s first- and dual-language acquisition, development and learning. 

TPE 2: Creating and Maintaining Effective Environments for Student Learning

• Element 2.2: Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive. 

TPE 3: Understanding and Organizing Content Knowledge for Young Children’s Development and Learning

• Element 3.d: Understand and demonstrate how to interact with children in ways that support their content learning and developing skills
• Element 3.h: Design and implement learning experiences that are developmentally- and linguistically appropriate, engaging, and supportive of children’s learning
• Element 3.l: Individually and through consultation and collaboration with other educators, plan for effective learning opportunities appropriate for young children and provide multiple ways for young learners to demonstrate their learning development
• Element 3.m: Use and adapt learning resources, learning materials, and a range of technology, including assistive technology, to facilitate children’s equitable access to the curriculum, in collaboration as appropriate with other educators in the early childhood setting 

TPE 4: Planning Instruction and Designing Developmental and Learning Experiences for all Young Children

• Element 4.c: Demonstrate appropriate pedagogy for key content and skill areas in the early childhood curriculum
• Element 4.h: Demonstrate how specific learning experiences would be adapted to address specific children’s needs related to their cultural background, linguistic, ethnic, economic, skill levels, gender, and first- second- and dual language acquisition and development, as well as children’s diverse learning styles, motivations, interests, skills, social and cognitive development
• Element 4.m: Describe appropriate strategies for supporting home language for the youngest learners in developing language and literacy skills
• Element 4.n: Describe appropriate strategies for supporting dual language learners in developing English language and literacy skills for infants, toddlers, and preschool age children 

TPE 5: Assessing and Documenting Young Children’s Learning

• Element 5.j: Interpret first- and dual-language learners’ assessment data to identify their level of proficiency in English as well as in their home language, as applicable, and use this information in planning learning experiences and sequences

TPE 3: Understanding and Organizing Content Knowledge for Young Children’s Development and Learning

• Element 3.d: Understand and demonstrate how to interact with children in ways that support their learning and developing skills
• Element 3.f: Appropriately implement learning experiences that are developmentally- culturally- and linguistically appropriate, engaging, and supportive of children’s learning
• Element 3.j: Use and adapt, as guided and/or as directed by the Teacher and/or the Master Teacher, learning resources, learning materials, and a range of technology, including assistive technology, to help facilitate children’s equitable access to the curriculum and learning experiences 

TPE 4: Planning Instruction and Designing Developmental and Learning Experiences for all Young Children

• Element 4.c: Implement appropriate pedagogy for key content and skill areas in the early childhood curriculum
• Element 4.h: Explain how specific learning experiences would be differentiated/adapted to address specific individual children’s needs related to their cultural background, linguistic, ethnic, economic, skill levels, gender, and first- and dual-language acquisition and development, as well as children’s diverse learning styles, motivations, interests, skills, physical, emotional, social and cognitive development
• Element 4.m: Describe appropriate strategies for supporting home language for the youngest learners
• Element 4.n: Describe appropriate strategies for supporting dual language learners in developing language and literacy skills for infants, toddlers, and preschool age children 

TPE 5: Assessing and Documenting Young Children’s Learning

Element 5.i: Demonstrate understanding of how to Interpret first- and dual-language learners’ assessment results to identify their level of proficiency in English as well as in their home language, as applicable, as well as how to use this information in helping to plan learning experiences and sequences.

TPE 1: Engaging and Supporting All Students in Learning

• Element 1.1: Apply knowledge of students, including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language and socioeconomic backgrounds, to engage them in learning.
• Element 1.6: Provide a supportive learning environment for students’ first and/or second language acquisition by using research-based instructional approaches, including focused English Language Development, Specially Designed Academic Instruction in English (SDAIE), scaffolding across content areas, and structured English immersion, and demonstrate an understanding of the difference among students whose only instructional need is to acquire Standard English proficiency, students who may have an identified disability affecting their ability to acquire Standard English proficiency, and students who may have both a need to acquire Standard English proficiency and an identified disability 

TPE 3: Understanding and Organizing Content Knowledge for Student Learning

• Element 3.5: Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment. 

TPE 4: Planning Instruction and Designing Learning Experiences for All Students

• Element 4.1: Locate and apply information about students’ current academic status, content- and standards-related learning needs and goals, assessment data, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes.
• Element 4.4: Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies that include:
  • appropriate use of instructional technology, including assistive technology;
  • applying principles of UDL and MTSS;
  • use of developmentally, linguistically, and culturally appropriate learning activities, instructional materials, and resources for all students, including the full range of English learners;
  • appropriate modifications for students with disabilities in the general education classroom;
  • opportunities for students to support each other in learning; and • use of community resources and services as applicable.
• Element 4.7: Plan instruction that promotes a range of communication strategies and activity modes between teacher and student and among students that encourage student participation in learning. 

TPE 5: Assessing Student Learning

• Element 5.7: Interpret English learners’ assessment data to identify their level of academic proficiency in English as well as in their primary language, as applicable, and use this information in planning instruction.

Standard 1: Engaging and Supporting All Students in Learning

• Element 1.2: Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests
• Element 1.3: Connecting subject matter to meaningful, real-life contexts
• Element 1.4: Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs

Standard 2: Creating and Maintaining Effective Environments for Student Learning

• Element 2.2: Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students 

Standard 3: Understanding and Organizing Content Knowledge for Student Learning

• Element 3.2: Applying knowledge of student development and proficiencies to ensure student understanding of subject matter
• Element 3.3: Organizing curriculum to facilitate student understanding of the subject matter
• Element 3.5: Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students
• Element 3.6: Addressing the needs of English learners and students with special needs to provide equitable access to the content 

Standard 4: Planning Instruction and Designing Learning Experiences for All Students

• Element 4.1: Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction
• Element 4.3: Developing and sequencing long-term and short-term instructional plans to support student learning
• Element 4.4: Planning instruction that incorporates appropriate strategies to meet the learning needs of all students
• Element 4.5: Adapting instructional plans and curricular materials to meet the assessed learning needs of all students

ELR Principle 1: Assets-Oriented and Needs-Responsive Schools 

• Element 1.A. Language and Culture as Assets. 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.

ELR Principle 2: Intellectual Quality of Instruction and Meaningful Access 

• Element 2.A. Integrated and Designated English Language Development (ELD). Language development occurs in and through subject matter learning and is integrated across the curriculum, including integrated ELD and designated ELD (per theEnglish Language Arts (ELA)/ ELD Framework).
• Element 2.B. Intellectually Rich, Standards-based Curriculum. Students are provided a rigorous, intellectually rich, standards-based curriculum with instructional scaffolding that increases comprehension and participation and develops student autonomy and mastery.
• Element 2.C. High Expectations. Teaching and learning emphasize engagement, interaction, discourse, inquiry, and critical thinking with the same high expectations for English learners as for all students in each of the content areas.
• Element 2.D. Access to the Full Curriculum. English learners are provided access to the full curriculum along with the provision of appropriate English learner (EL) supports and services.
• Element 2.E. Use of Students’ Home Languages. Students’ home language is understood as a means to access subject matter content, as a foundation for developing English, and, where possible, is developed to high levels of literacy and proficiency along with English.
• Element 2.F. Rigorous Instructional Material. Rigorous instructional materials support high levels of intellectual engagement. Explicit scaffolding enables meaningful participation by English learners at different levels of English language proficiency. Integrated language development, content learning, and opportunities for bilingual/biliterate development are appropriate according to the program model.
• Element 2.G. Programmatic Choice. English learners are provided choices of research-based language support/development programs (including options for developing skills in multiple languages) and are enrolled in programs designed to overcome language barriers and provide access to the curriculum.

ELR Principle 3: System Conditions that Support Effectiveness 

• Element 3.C. Assessments. A system of culturally and linguistically valid and reliable assessment supports instruction, continuous improvement, and accountability for attainment of English proficiency, biliteracy, and academic achievement.