Clareval · Framework alignment
Where Clareval's two instruments connect to frameworks your district already uses for instruction, evaluation, school improvement, and federal compliance.
Intended use. AIMS and SIMS results support professional reflection and program planning. Alignment to Danielson or Marzano does not make AIMS an individual evaluation tool, and AIMS results should not be used to evaluate individual teachers.
Every AIMS item connects to all four frameworks. WIDA and TESOL's 6 Principles speak to ESL staff. Danielson and Marzano speak to administrators, so a district can read the columns that match the framework it uses. Items 2, 3, and 4 line up with WIDA's three dimensions of language: word/phrase, sentence, and discourse.
| AIMS item | WIDA ELD Standards Framework (2020) | TESOL 6 Principles (2nd ed.) | Danielson Framework for Teaching (2022) | Marzano Focused Teacher Evaluation Model |
|---|---|---|---|---|
| Academic language | ||||
| 1Language objective | Integration of Content and Language; Language Expectations | P3 Design high-quality lessons for language development | 1c Setting Instructional Outcomes; 3a Communicating About Purpose and Content | Planning Standards-Based Lessons/Units; Identifying Critical Content from the Standards |
| 2Vocabulary within content | Integration of Content and Language; PLDs: word/phrase | P3 | 1a Applying Knowledge of Content and Pedagogy; 3a | Helping Students Process New Content |
| 3Sentence structures | Functional Approach; PLDs: sentence; KLUs Inform, Explain | P3 | 1a; 3a | Helping Students Practice Skills, Strategies, and Processes |
| 4Organization of a type of writing | Functional Approach; PLDs: discourse; KLUs Narrate, Inform, Explain, Argue | P3 | 1a; 1e Planning Coherent Instruction | Planning Standards-Based Lessons/Units; Helping Students Practice Skills, Strategies, and Processes |
| Access and scaffolding | ||||
| 5Visuals, gestures, demonstrations | Equity of Opportunity and Access; multimodal meaning-making | P2 Create conditions for language learning | 1d Using Resources Effectively; 3a | Aligning Resources to Standard(s); Previewing New Content |
| 6Scaffolds matched to proficiency | Equity of Opportunity and Access; PLDs: six proficiency levels | P4 Adapt lesson delivery as needed; P1 Know your learners | 1b Knowing and Valuing Students; 1e; 3e Responding Flexibly to Student Needs | Planning to Close the Achievement Gap Using Data |
| 7Grade-level tasks with supports | Equity of Opportunity and Access; Language Expectations | P2; P3 | 2b Fostering a Culture for Learning; 3c Engaging Students in Learning | Communicating High Expectations |
| Asset-based practice | ||||
| 8Home language use | Equity of Opportunity and Access; Can Do Philosophy | P1; P2 | 1b; 2a Cultivating Respectful and Affirming Environments | Establishing and Maintaining Effective Relationships |
| 9Cultural connections | Equity of Opportunity and Access; Can Do Philosophy | P1 | 1b; 2a | Establishing and Maintaining Effective Relationships |
| Academic discourse | ||||
| 10Structured talk routines | Integration of Content and Language; Standard 1: Language for Social and Instructional Purposes | P2 | 3b Using Questioning and Discussion Techniques; 3c | Organizing Students to Interact |
| 11Reasoning and evidence | Functional Approach; KLUs Explain, Argue | P3 | 3b | Using Questions to Help Students Elaborate on Content; Helping Students Examine Their Reasoning |
| Assessment | ||||
| 12Ways to show understanding beyond written English | Equity of Opportunity and Access; multimodal meaning-making | P5 Monitor and assess student language development | 1f Designing and Analyzing Assessments; 3d Using Assessment for Learning | Using Formative Assessment to Track Progress |
| 13Evidence of language development | Functional Approach; PLDs | P5 | 3d; 4b Documenting Student Progress | Using Formative Assessment to Track Progress |
| Instructional collaboration | ||||
| 14Co-planning with a colleague | Collaboration Among Stakeholders | P6 Engage and collaborate within a community of practice | 4d Contributing to School Community and Culture | Promoting Teacher Leadership and Collaboration |
| 15Reviewing ML work or data with a colleague | Collaboration Among Stakeholders; PLDs | P6; P5 | 4a Engaging in Reflective Practice; 4d | Promoting Teacher Leadership and Collaboration; Planning to Close the Achievement Gap Using Data |
KLU = Key Language Use. PLD = Proficiency Level Descriptor. P1–P6 = TESOL's 6 Principles.
Where AIMS adds the most for administrators. Neither Danielson nor Marzano names language objectives, home language use, or proficiency-matched scaffolds. Washington's OSPI has published English learner connections for an earlier Danielson edition, so there is precedent for this kind of crosswalk.
Coverage. AIMS touches all 6 TESOL Principles and all 4 WIDA Big Ideas and Key Language Uses. It touches 16 of 22 Danielson components and 14 of 23 Marzano Focused elements. The rest, such as classroom management, physical space, family engagement, and professional growth, are general teaching practices outside the scope of a multilingual learner instructional survey.
SIMS maps to systems frameworks at the level of infrastructure, teaming, leadership, and systems-level data use, not to tiers. English language development is a required service, not a Tier 2 or Tier 3 intervention, so no SIMS domain is placed on a tier. MTSS and Cognia describe how a system is organized, the 5Essentials describe how it is experienced, and the federal column names what the law requires. SIMS shows whether each works for multilingual learners.
| SIMS domain (what it adds for MLs) | MTSS (Center on MTSS) | 5Essentials | Cognia Performance Standards | Federal EL obligations |
|---|---|---|---|---|
| Informed ESL credentials, ML-specific professional learning that changes practice, expertise that stays in the building | Infrastructure: professional capacity and professional learning | Collaborative Teachers (quality professional development) | Culture of Learning: Std 6 staff professional support. Leadership for Learning: Std 13 qualified personnel. Growth in Learning: Std 29 needs-driven professional learning | Castañeda Prong 2: qualified staff to carry out the program; Title III: effective professional development |
| Proactive Plans in place before disruption, protected ESL instruction, dedicated support staff, usable technology | Infrastructure; Multi-Level Prevention System (core conditions) | Supportive Environment | Leadership for Learning: Std 11 structures for change, Std 14 reliable resources, Std 15 needs-driven resource allocation. Engagement of Learning: Std 23 digital resources | Castañeda Prong 2: resources and personnel to implement the program; EEOA: appropriate action to overcome language barriers |
| Collaborative Shared responsibility across roles, so ESL staff are not the only ones accountable for ML success | Infrastructure: teaming; family engagement | Collaborative Teachers; Involved Families | Culture of Learning: Std 3 stakeholder engagement, Std 5 staff collegiality and collaboration | Lau and Title VI: meaningful access to the core curriculum; Title VI: communication with families in a language they understand |
| Distributed ML expertise in building and district decisions, school-based ESL staff consulted, safety to raise concerns | Infrastructure: leadership; teaming (membership and decision authority) | Effective Leaders (including teacher influence) | Leadership for Learning: Std 9 individual and collective leadership | Title III: local plans developed in consultation with teachers, administrators, and families |
| Responsive Monitoring how MLs are doing, timely response to concerns, evidence-based changes that get evaluated | Data-Based Decision Making (including systems-level evaluation) | No direct factor | Engagement of Learning: Std 22 monitored and adjusted instruction. Growth in Learning: Std 24 data-informed decisions, Std 26 regular program evaluation | Castañeda Prong 3: evaluate the program and adjust when it is not working; Title III: monitoring EL progress and former ELs for four years |
Screening and student-level progress monitoring have no SIMS domain by design. SIMS measures the system, and Clareval does not analyze student data.
State MTSS frameworks. Most states publish their own MTSS framework built on the national components. Because SIMS maps to infrastructure, teaming, leadership, and data use, it lines up with state frameworks the same way. Clareval can add a state column on request.
Federal column. These obligations come from Title VI of the Civil Rights Act, the Equal Educational Opportunities Act, Lau v. Nichols, Castañeda v. Pickard, and ESSA Title III. The 2015 Dear Colleague letter that summarized them was rescinded in August 2025, but the statutes and case law it described remain in force.
Coverage. SIMS touches the infrastructure, core conditions, and data-based decision-making parts of the MTSS model, but not screening or student progress monitoring. It touches 4 of 5 5Essentials factors; AIMS covers the fifth, Ambitious Instruction. It touches 13 of 31 Cognia standards, mostly in Leadership for Learning and Growth in Learning. For federal obligations, SIMS covers Castañeda Prongs 2 and 3, and Clareval's Program Design Checklist covers Prong 1.
AIMS gives MTSS teams instruction-side evidence for multilingual learners at Tier 1. Most MTSS problem-solving processes ask first whether the core program is sufficient, and the ICEL framework (Instruction, Curriculum, Environment, Learner) directs teams to review instruction before looking at the learner.
AIMS supplies that instruction evidence at the building level and gives teams a way to check whether Tier 1 is culturally and linguistically responsive. AIMS does not replace student outcome data, and it is not a fidelity measure for a specific intervention.
Use "aligned to" or "crosswalked to." Avoid "addresses," "meets," "fulfills," "certified," or "approved," which suggest full coverage or endorsement.
WIDA ELD Standards Framework, 2020 Edition. TESOL's 6 Principles for Exemplary Teaching of English Learners, Grades K–12, 2nd edition (2024). Danielson Framework for Teaching, 2022 edition. Marzano Focused Teacher Evaluation Model (23 elements in 4 domains). Center on MTSS essential components. University of Chicago 5Essentials. Cognia Performance Standards (31 standards in 4 Key Characteristics). Federal EL obligations from statute and case law. Component and standard names only; no rubric language is reproduced.