Principle #3: System Conditions that Support Effectiveness 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. Element 1 Minimal 2 Fair Conditions 3 Good 4 Excellent Conditions Connection to Conditions Conditions LCAP and other local planning A. Leaders establish Leaders are in the Leaders establish Leaders establish Leaders establish Connections: clear goals and early stages of goals and clear goals and goals and commitments commitments to English establishing goals commitments to commitments to to EL access, growth learners by providing and commitments EL access, growth EL access, growth toward English access, growth toward to EL access, toward English toward English proficiency, academic English proficiency, and growth toward proficiency, proficiency, achievement, and civic academic engagement English academic academic engagement. Leaders and achievement. proficiency, achievement, and achievement, and engage in a continuous Leaders maintain a academic participation. civic engagement. improvement cycle when systemic focus on achievement, and Leaders are Leaders engage in setting and monitoring continuous participation. engaged in the a continuous goals. These goals are improvement and Evidence of a beginning stages improvement cycle integrated and embedded progress toward these focus across the of a continuous when setting and in all aspects of the goals and above system on improvement cycle monitoring goals. system and the needs of —over compliance via the EL progress towards to set and monitor Commitment to English learners are Master Plan and these goals and goals. these goals is represented in all actions English Learner continuous evident across the and discussions. Advisory Committee improvement is system. (ELAC) and District not observed. English Learner Advisory Committee (DELAC) regulations.
Principle #3: System Conditions that Support Effectiveness 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. Element 1 Minimal Conditions 2 Fair Conditions 3 Good Conditions 4 Excellent Conditions Connection to LCAP and other local planning A. 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. Leaders are in the early stages of establishing goals and commitments to EL access, growth toward English proficiency, academic achievement, and participation. Evidence of a focus across the system on progress towards these goals and continuous improvement is not observed. Leaders establish goals and commitments to EL access, growth toward English proficiency, academic achievement, and participation. Leaders are engaged in the beginning stages of a continuous improvement cycle to set and monitor goals. Leaders establish clear goals and commitments to EL access, growth toward English proficiency, academic achievement, and civic engagement. Leaders engage in a continuous improvement cycle when setting and monitoring goals. Commitment to these goals is evident across the system. Leaders establish goals and commitments to EL access, growth toward English proficiency, academic achievement, and civic engagement. Leaders engage in a continuous improvement cycle when setting and monitoring goals. These goals are integrated and embedded in all aspects of the system and the needs of English learners are represented in all actions and discussions. Connections:
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