Alignment and Articulation Within and Across Systems

Principle Description


English learners experience a coherent, articulated, and aligned set of practices and pathways across grade levels and educational segments, beginning with a strong foundation in early childhood and appropriate identification of strengths and needs, and continuing through to reclassification, graduation, higher education, and career opportunities. These pathways foster the skills, language(s), literacy, and knowledge students need for college- and career-readiness and participation in a global, diverse, multilingual, twenty-first century world.

Resources Related to this Principle

Use these resources to help build your journey. Resource are specific to example element and example element.

This Self-Reflection Rubric can be used to evaluate practices at schools, districts, and county offices of education from preschool through higher education. Please use this rubric prior to submitting a practice to the EL Roadmap Example Survey. 

This information sheet provides a brief overview of the CA EL Roadmap.

More Resources

English learner (EL) educational approaches and programs are designed for continuity, alignment, and articulation across grade levels and system segments beginning with a strong foundation in early childhood (preschool), and continuing through elementary and secondary levels onto graduation, postsecondary education, and career preparation.

Schools plan schedules and resources to provide extra time in school (as needed) and build partnerships with after-school and other entities to provide additional support for English learners, to accommodate the extra challenges English learners face in learning English and accessing/mastering all academic subject matter.

EL educational approaches and programs are designed to be coherent across schools within districts, across initiatives, and across the state.


Start Your Improvement Journey


After exploring this principle, we suggest that LEAs select an element to improve in their system. Below is an example of an improvement journey focused on an element in this principle. Following the example is a link to a template for LEAs to begin their own improvement journey. This Needs Assessment can help LEAs select a principle or element to focus their efforts.

Illustrative Case Examples


The examples below were submitted by local educational agencies (LEAs) and demonstrate Principle Four and its corresponding elements in action. The illustrative examples will be updated as new submissions become available.

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: Sobrato Early Academic Language Model

This example, from the Sobrato Family Foundation, demonstrates Principle 1, Elements 1.A, 1.B, 1.C, and 1.D; Principle Two, Elements 2.A, 2.B, 2.C, 2.D, 2.E, and 2.G; and Principle Four, Element 4.A, in action.

 

More Illustrative Examples