Intellectual Quality of Instruction and Meaningful Access

Principle Description


English learners engage in intellectually rich, developmentally appropriate learning experiences that foster high levels of English proficiency. These experiences integrate language development, literacy, and content learning as well as provide access for comprehension and participation through native language instruction and scaffolding. English learners have meaningful access to a full standards-based and relevant curriculum and the opportunity to develop proficiency in English and other languages.

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

Element Description

Language development occurs in and through subject matter learning and is integrated across the curriculum, including integrated ELD and designated ELD (per the English Language Arts (ELA)/ ELD Framework).

Element Description

Students are provided a rigorous, intellectually rich, standards-based curriculum with instructional scaffolding that increases comprehension and participation and develops student autonomy and mastery.

Element Description

Teaching and learning emphasize engagement, interaction, discourse, inquiry, and critical thinking with the same high expectations for English learners as for all students in each of the content areas.

Element Description

English learners are provided access to the full curriculum along with the provision of appropriate English learner (EL) supports and services.

Element Description

Students’ home language is understood as a means to access subject matter content, as a foundation for developing English, and, where possible, is developed to high levels of literacy and proficiency along with English.

Element Description

Rigorous instructional materials support high levels of intellectual engagement. Explicit scaffolding enables meaningful participation by English learners at different levels of English language proficiency. Integrated language development, content learning, and opportunities for bilingual/biliterate development are appropriate according to the program model.

Element Description

English learners are provided choices of research-based language support/development programs (including options for developing skills in multiple languages) and are enrolled in programs designed to overcome language barriers and provide access to the curriculum.

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 One 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