California Department of Education
Taking Center Stage – Act II

Local governing board support for articulation

It is essential for school board members to encourage and require articulation among schools and grade levels throughout the district as well as with neighboring schools. Students will be learners who are more effective when their textbooks, materials, and lessons build from one year to the next. State-adopted instructional materials are an essential tool for building student knowledge in a sequential manner and a powerful asset in articulation efforts. Local governing boards can support the delivery of sequential instruction by providing the resources for professional development on instructional materials and state-adopted standards and frameworks for both teachers and administrators.

In the Spotlight

Rio Norte Junior High School, William S. Hart Union High School District
Vertical articulation groups meet to ensure that students learn from sequenced materials and assessments between one year and the next. In addition, teachers meet with peers from feeder elementary schools to explain how to prepare students for middle school rigor in English, math, social sciences, and science. For example, fifth- and sixth-grade teachers learn what they can do to lay the groundwork for seventh- and eighth-grade. Articulation allows teachers to count on the fact that students know terminology and concepts such as how to construct a five-paragraph essay.

Some of the ways district governing boards can support articulation include the following:

  • Allocate funds for articulation days and direct district staff to coordinate a system that allows cross-grade articulation among academic-area teachers.
  • Develop a student data management system that allows for speedy transfer of student data and records when students move to new schools.

In the Spotlight

Long Beach Unified School District
To help schools ensure articulation of standards from one grade level to the next, the district developed a clear vision of what standards-based curriculum looks like at each grade level. This ensures that students encounter a high level of consistency in grade-level content even in communities with district boundaries that lack obvious feeder patterns from one grade level to the next

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Local governing board support for aligning curriculum with the standards

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Fiscal support from the local governing board

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