English Learner Roadmap Principle Three
System Conditions that Support Effectiveness: elements and case examples.California English Learner Roadmap Home | Policy and Printed Document | Research | Principles Overview | Principle One | Principle Two | Principle Three | Principle Four | Characteristics of Examples | Illustrative Case Examples | Crosswalk to Local Control Accountability Plan (LCAP) | Resources | Educator Workforce Investment Grant (EWIG) | Communications and Updates | Archives
Each level of the school system (state, county, district, school, pre-school) has leaders and educators who are knowledgeable of and responsive to the strengths and needs of English learners and their communities and who utilize valid assessment and other data systems that inform instruction and continuous improvement. Each level of the school system provides resources and tiered support to ensure strong programs and build the capacity of teachers and staff to leverage the strengths and meet the needs of English learners.
Principle Three Elements
Each principle is broken down into its corresponding elements. Below are Principle Three's elements.
Element 3.A: Leadership
Leaders establish clear goals and commitments to English learners by providing access, growth toward English proficiency, and academic engagement and achievement. Leaders maintain a systemic focus on continuous improvement and progress toward these goals—over and above compliance via the English Learner Master Plan and English Learner Advisory Committee (ELAC) and District English Learner Advisory Committee (DELAC) regulations.
Element 3.B: Adequate Resources
The school system invests adequate resources to support the conditions required to address EL needs.
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.
Elements 3.D: Capacity Building
Capacity building occurs at all levels of the system, including leadership development to understand and address the needs of English learners. Professional learning and collaboration time are afforded to teachers. The system makes robust efforts to address the teaching shortage and build a recruitment and development pipeline of educators skilled in addressing the needs of English learners, including bilingual teachers.
Illustrative Case Example: Principle Three
Illustrative Example: Using Actionable Evidence in Math to Improve Student Discourse
This example, from the Garden Grove Unified School District, demonstrates Principle Two, Element 2.A, and Principle Three, Elements 3.A, 3.C, and 3.D, in action.
Illustrative Example: District Partnerships to Address the Needs of Long Term English Learners
This example, from the Sanger Unified School District and the Firebaugh-Las Deltas Unified School District, demonstrates Principle Two, Element 2.A, and Principle Three, Elements 3.A, 3.B, 3.C, and 3.D, in action.
Illustrative Example: Improving Post-Secondary Opportunities by Addressing System Inequity
This example, from the Fresno Unified School District, demonstrates Principle Three, Elements 3.A and 3.D, and Principle Four, Element 4.A, in action.
Illustrative Example: My Name, My Identity
This example, from the Santa Clara County Office of Education, demonstrates Principle 1, Elements 1.A, 1.C, and 1.D and Principle Three, Element 3.A, in action.