Designated vs. Integrated ELD in California: What's the Difference and How Much Time?

Designated ELD is a protected time set aside in the regular school day when English learners get focused instruction on the California English Language Development (ELD) Standards. Integrated ELD is the ELD support every teacher gives English learners inside math, science, social studies and other content lessons, using the ELD Standards in tandem with the content standards. California requires both, and neither replaces the other.

Below is what the California Department of Education (CDE) and the 2014 ELA/ELD Framework say, including how many minutes.

What is designated ELD?

The CDE quotes the Title 5 definition (5 CCR Section 11300[a]): designated ELD is "instruction provided during a time set aside in the regular school day for focused instruction on the state-adopted ELD standards to assist English learners to develop critical English language skills necessary for academic content learning in English."

In plain terms, it is a scheduled block where the ELD Standards are the main focus. It is where students learn the language of school directly: academic vocabulary, how sentences and texts are built, and how to discuss ideas.

What is integrated ELD?

Per 5 CCR Section 11300[c], as quoted by the CDE, integrated ELD is "instruction in which the state-adopted ELD standards are used in tandem with the state-adopted academic content standards." The CDE's 2019 guidance letter adds that integrated ELD "includes specifically designed academic instruction in English."

Integrated ELD happens all day. A science teacher who plans how students will explain a cause and effect, and gives English learners the language to do it, is teaching integrated ELD.

Are both designated and integrated ELD required?

Yes. The CDE's 2019 letter to superintendents quotes the ELA/ELD Framework (p. 119): "English learners at all English proficiency levels and at all ages require both Integrated ELD and specialized attention to their particular language learning needs, or Designated ELD." It also quotes 5 CCR Section 11309(c)(1): programs must "include both Designated and Integrated ELD."

The CDE's AB 714 page says the same: ELD instruction should be provided in both the integrated and designated settings.

How many minutes of designated ELD are required?

None of the official CDE sources we reviewed sets a specific number of minutes for designated ELD. Here is what they do say:

  • Designated ELD happens during "a time set aside in the regular school day" (5 CCR Section 11300[a]).
  • In a 2023 CDE ELA/ELD Framework webinar Q&A, the CDE said "Designated ELD must be provided in addition to all core content instruction," and that English learners should not be pulled out of core content such as ELA or science to receive it.
  • The same Q&A notes the Framework "considers designated ELD a protected time (Chapter 2, p. 115)."
  • Asked how to enforce the Framework without a minimum time, the CDE answered: "The framework is a guidance document to support local decisions around the implementation of standards."

So the amount of time is a local decision. Your district's English Learner Master Plan is the place to check for local expectations. What the state is clear about is that the time is protected, scheduled, and added to core instruction rather than taken from it.

What are the ELD proficiency levels: Emerging, Expanding and Bridging?

The California ELD Standards describe three proficiency levels. In the CDE's standards publication:

  • Emerging: "Students at this level typically progress very quickly, learning to use English for immediate needs."
  • Expanding: "Students at this level are challenged to increase their English skills in more contexts."
  • Bridging: "Students at this level continue to learn and apply a range of high-level English language skills."

What are Parts I, II and III of the ELD Standards?

  • Part I, Interacting in Meaningful Ways: collaborative (talking with others), interpretive (understanding spoken and written texts) and productive (speaking and writing) skills.
  • Part II, Learning About How English Works: structuring cohesive texts, expanding and enriching ideas, and connecting and condensing ideas.
  • Part III, Using Foundational Literacy Skills: presented separately to highlight that some English learners may need foundational literacy instruction.

The standards publication says the ELD Standards are "designed and intended to be used in tandem with other academic content standards," and are the focal standards in settings designed for English language development.

Who counts as a long-term English learner (LTEL)?

California uses two definitions, and the CDE explains when each applies:

  • California School Dashboard (EC 52052): an English learner "who has not attained English language proficiency within seven years of initial classification." Since the 2024 Dashboard, following SB 141, LTELs are reported as their own student group.
  • DataQuest, CAASPP and ELPAC reporting (EC 313.1): an English learner enrolled in grades 6 through 12 who has been "enrolled in a US school for six or more years," has "remained at the same English language proficiency level for two or more consecutive prior years" or regressed on the ELPAC, and, in grades 6 through 9, scored "Standard Not Met" on the previous year's ELA CAASPP.

Who is at risk of becoming an LTEL?

EC 313.1 also defines English learners at risk of becoming LTELs. In its data file documentation, the CDE describes the At-Risk group as English learners who have been enrolled in a U.S. school for 4 to 5 years. For the full statutory criteria, see EC 313.1 or your district's EL office.

What does a designated ELD lesson look like?

Here is one simple routine (an example, not a state requirement):

  1. Vocabulary: preview a few general academic words from a short text, with morphology and cognates.
  2. Read closely: read a short informational text together and find how the author connects ideas (ELD Part I and Part II).
  3. Talk: a structured partner conversation with frames at each level.
  4. How English Works: unpack one sentence from the text, such as an expanded noun phrase or a transition like "as a result."
  5. Write: a short response that uses the new language.

Our Designated ELD Kit for Long-Term English Learners (Grades 5–8) is built around a 30-minute daily routine like this, with 8 weekly units on California topics and conversation cards with Emerging, Expanding and Bridging frames. The 30 minutes is how we designed the kit, not a state number.

What do integrated ELD sentence frames look like in math and science?

Frames give students the language a lesson already demands. Here is one task at three levels.

Math (comparing fractions):

  • Emerging: "___ is greater than ___."
  • Expanding: "___ is greater than ___ because ___."
  • Bridging: "I know ___ is greater than ___ because when I compare ___, I can see that ___."

Science (cause and effect):

  • Emerging: "When ___, the ___ ___."
  • Expanding: "When ___ happens, ___ because ___."
  • Bridging: "As a result of ___, ___, which shows that ___."

Fade the frames as students grow: the goal is independent academic language, not permanent scaffolds. Our Integrated ELD Sentence Frames for Math, Science & Social Studies (Grades 3–8) includes 18 cut-apart card sets leveled Emerging, Expanding and Bridging, a 10-minute integrated ELD routine and a four-week plan for fading frames.

How does this connect to AB 2555 and Summative ELPAC Level 4?

Under AB 2555, the CDE says English learners are eligible for reclassification once they reach Overall Performance Level 4 on the Summative ELPAC (or Overall Level 3 on the Summative Alternate ELPAC). Reclassified students are still monitored for four years.

With the ELPAC score now the single criterion, the language students build in designated ELD and practice in integrated ELD is what they bring to the test. For the details, read AB 2555 and ELPAC Reclassification: What California Teachers Need to Know This Year.

For a whole school, the California English Learner Bundle (School Site) includes both kits above among six English learner kits with a School license for one site. The School Membership includes the full Schools & Programs library plus a new resource drop each month.

Frequently asked questions

What is the difference between designated and integrated ELD?

Designated ELD is time set aside in the regular school day for focused instruction on the California ELD Standards. Integrated ELD is instruction in which the ELD Standards are used in tandem with academic content standards, in every subject, all day.

Are both designated and integrated ELD required in California?

Yes. Title 5 regulations (5 CCR Section 11309(c)(1)), as quoted by the CDE, say English learner programs must include both designated and integrated ELD, and the ELA/ELD Framework says English learners at all proficiency levels and ages require both.

How many minutes of designated ELD are required in California?

The CDE sources we reviewed do not set a specific number of minutes. They describe designated ELD as a protected time set aside in the regular school day, provided in addition to core content instruction, and call the Framework a guidance document that supports local decisions. Check your district's EL Master Plan for local expectations.

What are the three ELD proficiency levels in California?

The California ELD Standards use three proficiency levels: Emerging, Expanding and Bridging.

What is a long-term English learner in California?

Under Education Code section 313.1, as summarized by the CDE, a long-term English learner is an English learner in grades 6 to 12 who has been enrolled in U.S. schools for six or more years, has stayed at the same ELPAC level for two or more years or regressed, and, in grades 6 to 9, scored Standard Not Met on the prior year's ELA CAASPP.

How does ELD connect to AB 2555 reclassification?

Under AB 2555, the CDE says English learners are eligible for reclassification once they reach Overall Performance Level 4 on the Summative ELPAC (or Level 3 on the Summative Alternate ELPAC). Designated and integrated ELD are how students build the English needed to reach that goal.

Sources

This article summarizes public CDE guidance as of October 2026. It is not legal advice; follow your district's EL Master Plan and EL office guidance.

Written by Isaac, U.S. Navy veteran and founder of Creator Supply Co.