Designated ELD should not be viewed as a place but rather as a protected time. Depending on
the particular learning needs of a school’s ELs and the number of ELs at particular English language
proficiency levels, a school may decide to extend the school day for ELs so that an extra period can be
dedicated to designated ELD during the regular school day. This specialized course might include other
non-EL students who need support in developing academic English in support of their content learning
in high school coursework. A logical scope and sequence for English language development is aligned
with the texts used and tasks implemented in ELA and
other content instruction. Other schools, particularly
schools with low numbers of ELs, may opt to provide
dedicated time within the school day when teachers
can work with small groups of students.
These decisions are made using a variety of data,
including—first and foremost—EL student learning
needs, and master schedules should be flexible
enough to accommodate students’ transition out of
the specialized courses when they are ready to do so.
In addition, content teachers and teachers responsible
for teaching designated ELD collaborate regularly in
order to ensure that what is taught in designated ELD
genuinely builds into and from content instruction
and integrated ELD. Schools dedicate the time and
resources needed for effective collaborations between
teachers and for optimal student learning. Regardless
of the structure schools opt to use in order to provide designated ELD to their EL students, this
coursework should not prevent any EL from participating in comprehensive curricula that includes full
access to all core disciplines and electives, such as the performing and visual arts, world languages,
and other classes all students need in order to be college- and career-ready. Examples of integrated
and designated ELD are provided in brief snapshots and lengthier vignettes in the grade-level sections
of this chapter.
Regardless of the structure schools
opt to use in order to provide
designated ELD to their EL students,
this coursework should not prevent
any EL from participating in
comprehensive curricula that
includes full access to all core
disciplines and electives, such as the
performing and visual arts, world
languages, and other classes all
students need in order to be college-
and career-ready.722 | Chapter 7 Grades 9 to 12