System Conditions that Support Effectiveness

Principle Description


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 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.


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

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 EL Master Plan and English Learner Advisory Committee (ELAC) and District English Learner Advisory Committee (DELAC) regulations.

The school system invests adequate resources to support the conditions required to address EL needs.

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.

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.

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 Three and its corresponding elements in action. The illustrative examples will be updated as new submissions become available.

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.

More Illustrative Examples