Designing System Coherence for Designated English Language Development

Authors

• Raquel Gonzalez, Ph.D., Estrada Darley Miller Group
• Magaly Lavadenz, Ph.D., Center for Equity for English Learners at Loyola Marymount UniversityFollow
• Elvira G. Armas, Ed.D., Center for Equity for English Learners at Loyola Marymount UniversityFollow
• Jeimee Estrada-Miller, University of California Riverside
• Britt Jung, Education First

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Abstract

Designing System Coherence for Designated English Language Development is the fourth and final brief in a series designed to guide state, regional, and local educational agencies in establishing equitable, high-quality comprehensive English Language Development (ELD) systems. The brief examines the organizational infrastructure, leadership, and resource alignment needed to scale and sustain high-quality designated ELD. An adapted framework of seven interconnected foundational practices guides the discussion of how educational leaders can protect instructional time, support sustained professional learning and coaching, and connect designated ELD to grade-level academic content. The brief also examines systemic coherence across three levels—state education agencies, local education agencies, and school sites—identifying opportunities to strengthen alignment and address institutional fragmentation. To offer practical models for implementation, the brief features state and district Bright Spots—highlighting systemic initiatives in California, Alabama, Azusa Unified School District, and Decatur City Schools—that illustrate how strategic leadership and coordinated policies have the potential to strengthen English language proficiency and academic achievement for multilingual learners.

Funder

These briefs were developed under a grant from the U.S. Department of Education (Department). The Department does not mandate or prescribe practices, models, or other activities described or discussed in this document. The contents of this resource may contain examples of, adaptations of, and links to resources created and maintained by another public or private organization. The Department does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside information. The content of these briefs does not necessarily represent the policy of the Department. These publications are not intended to represent the views or policy of or be an endorsement of any views expressed, or materials provided by any Federal agency. 2026 Center on English Language Proficiency.

Publication Date

9-2026

Disciplines

Bilingual, Multilingual, and Multicultural Education | Educational Leadership | Secondary Education

Recommended Citation for Full Report

Gonzalez, R., Lavadenz, M., Armas, E., Estrada-Miller, J., & Jung, B. (2026, September). Advancing comprehensive English language development: Designing system coherence for designated English language development (Implementation Brief No. 4). The Center on English Language Proficiency at Loyola Marymount University. https://doi.org/10.64650/celp.brief.004