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Californians Together

Championing the Success of English Learners

Erika Menjivar

Analysis: Educators Say Distance Learning Failed Most English Learners Last Spring. Here’s 10 Ways to More Effectively Serve ELs as Schools Reopen for Virtual and Blended Learning

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By Martha Hernandez, Californians Together Executive Director

American schools’ responses to COVID-19’s sudden interruption to public education varied considerably across the nation as students went from daily classroom learning to stay-at-home orders nearly overnight. Now, a new survey reveals the limits of that patchwork response to the emergency — and indicates key lessons for schools’ reopening this fall.

BARTLETT, ILLINOIS - MAY 01: Seven-year-old Hamza Haqqani, a 2nd grade student at Al-Huda Academy, uses a computer to participate in an E-learning class with his teacher and classmates while at his home on May 01, 2020 in Bartlett, Illinois. Al-Huda Academy, an Islam based private school that teaches pre-school through the 6th grade students, has had to adopt an E-learning program to finish the school year after all schools in the state were forced to cancel classes in an attempt to curtail the spread of the COVID-19 pandemic. (Photo by Scott Olson/Getty Images)

Over the past several months, Californians Together, an English-learner advocacy organization, asked more than 650 educators to provide details about their schools’ distance learning plans, focusing particularly on how they served English learners. The results were sobering. Martha Hernandez discusses a 10-point road map for how Local, state leaders, and schools can address inequities as they prepare to relaunch public education in the fall.

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School Closure and English Learners

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SCHOOL CLOSURE AND ENGLISH LEARNERS:

A Review of COVID-19 Operations Written Reports

2020.09.01 School Closure and Distance Learning - Californians Together

COVID-19 hit California like a bolt from the blue. No one could have predicted the size and scope of the threat it posed until it was too late, and public institutions—especially schools—were largely left scrambling to sketch hasty plans to continue their operations. But as California approaches half a year of lockdowns, school closures, and economic restrictions related to the COVID-19 pandemic, it is time to cease treating it as a crisis to be coped with and begin treating it as a situation to be managed.

Better mid- and long-term planning begins with an assessment of the chaotic spring. How well did schools respond in the moment? What worked well, what was left out then—and how can schools do better in the upcoming school year?

To help answer these questions, Californians Together launched a collaborative review process of 79 California school districts’ COVID-19 Operations Written Reports. This brief offers a window into local districts’ decision-making and can serve as a guide for future improvement.

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Read @caltog's NEW policy brief: “School Closures and English Learners: A Review of COVID-19 Operations Written Reports”. What worked well, what was left out then—and how can schools do better in the upcoming school year? https://bit.ly/2DmwC4K

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NEW! Policy Brief from @CaliforniansTogether: School Closures and English Learners: A Review of COVID-19 Operations Written Reports. How well did schools respond in the moment? What worked well, what was left out then—and how can schools do better in the upcoming school year? To help answer these questions, @CaliforniansTogether launched a collaborative review process of 79 California school districts’ COVID-19 Operations Written Reports. These documents offer a window into local districts’ thinking and can serve as a guide for future improvement. https://bit.ly/2DmwC4K

Supporting English Learners in Learning Continuity Plans

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As school districts kick off the 2020-21 school year and address the challenges presented by the ongoing COVID-19 crisis, equity must be front and center. Equity in this context means that reopening plans consider the needs of the most vulnerable students and have explicit strategies and investments to ensure that opportunity and achievement gaps are not exacerbated. Given some of the gaps in access to education that have been documented from the spring closures, Californians Together recommends that districts ensure that the needs of English learners are addressed in their Learning Continuity and Attendance Plans. 

Districts have an opportunity to describe their plans for school reopenings and how they will address the needs of our most vulnerable students through the development of their Learning Continuity and Attendance Plans (LCPs), which must be adopted by September 30th. To ensure that the needs of English learners are addressed in their LCP, we encourage districts to provide a clear description and definition of the following factors. 

  1. Designated and Integrated instruction in English language development (ELD). Education Code 43503(b)(5) clearly states that distance learning shall include “Designated and integrated instruction in English language development pursuant to Section 11300 of Title 5 of the California Code of Regulations for English learners, including assessment of English language proficiency, support to access curriculum, the ability to reclassify as fully English proficient, and, as applicable, support for dual language learning.” LCPs must provide a clear description of how designated and integrated ELD instruction will be delivered within distance learning.
  2. Daily live interaction and synchronous learning time that all students will receive. Education Code 43503(a)(6) clearly states that distance learning shall include “Daily live interaction with certificated employees and peers for purposes of instruction, progress monitoring, and maintaining school connectedness.”  School districts should clearly define what daily live interaction will entail and incorporate expectations for synchronous learning, including the time and frequency expectations for every student, grade level, and the format. In addition, districts should describe any modifications for English learners, students with disabilities, homeless students, foster youth, and socio-economically disadvantaged students.
  3. Support that will be provided to parents and families. This support should be focused on opportunities to learn strategies to help enhance the education of their children at home. In addition, this should also include opportunities for authentic engagement that informs and has an impact on district and school decision-making. All of these support opportunities must be differentiated to ensure the engagement of families whose primary home language is other than English. 
  4. Social-Emotional Supports. Providing students with access to social-emotional supports is critical during this time of crisis. Moreover, districts should detail strategies to ensure that such supports are accessible to all students and that SEL is incorporated within instruction.
  5. Alignment and articulation between early childhood education and early elementary education, with supports for dual language learners and their multilingual families. The first five years are a critical window of opportunity for brain, language, and bilingual development. Therefore support for dual language learners and their multilingual families must start from the earliest years possible (i.e. infant/toddler programs, and preschool). Early childhood education should continue to be included within the planning process and aligned with elementary education so that students have a smooth transition into elementary education. This is of particular importance to dual language learners that can be supported in the development of both their home language and English language as early as possible.

To support districts in incorporating these factors within their LCP’s our EL RISE! Initiative (made possible with the support of an Educator Workforce Investment Grant [EWIG] to Californians Together from the California Department of Education) developed two tools aligned to the English Learner Roadmap. 

We encourage all districts, schools, teachers, and community members to review the recommendations in these resources and to continue to do what they can to close opportunity gaps for English learners. 

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For wide dissemination of the tools and the report, here are social media posts for each of the five factors:

Districts must ensure that time for integrated and designated English Language Development is provided within distance learning. @CalTog through EL RISE! has guidance to help districts develop their Learning Continuity Plans with English learners at heart. https://bit.ly/32Cwq9Y

Students deserve daily live instruction and interaction with teachers. For ELs, these interactions are integral to language development. @CalTog through EL RISE! has guidance to help districts develop their Learning Continuity Plans with ELs at heart. https://bit.ly/32Cwq9Y

During distance learning, families need help to support their children’s education at home. Supports must be available in families’ home languages. @CalTog through EL RISE! has guidance to help districts develop Learning Continuity Plans with ELs at heart. https://bit.ly/32Cwq9Y

Social-emotional supports are important for students during distance learning. These must be accessible to ELs and incorporated within instruction. @CalTog through EL RISE! has guidance to help districts develop Learning Continuity Plans with ELs at heart. https://bit.ly/32Cwq9Y

During distance learning, early childhood education for dual language learners must be incorporated. Articulation between ECE and elementary education is critical. @CalTog through EL RISE! has guidance to help districts develop Learning Continuity Plans. https://bit.ly/32Cwq9Y

Engaging in Advocacy for the 2021 Mathematics Framework Revision

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California’s over 1.1 million English learners (ELs) deserve access to the full curriculum so that they are prepared for success in not just English language arts, but also in math, science, social studies, the arts, and all other subjects. It is all of these subjects combined that make learning relevant and support language development. 

Unfortunately, we know all too well that access to rigorous coursework is still lacking for many ELs. When looking at achievement in Math, only 12.6% of ELs met or exceeded math standards in 2019. It is for these reasons that Californians Together has partnered with Education Trust-West to lead an advocacy effort focused on informing the 2021 Mathematics Framework revision. 

Math Framework Timeline and Goals

The Mathematics Framework is currently being drafted by the Mathematics Curriculum Framework and Evaluation Criteria Committee (CFCC), which will continue meeting until December 2020. From then, the Framework will go to the Instructional Quality Commission (IQC) in January 2021, for approval for an initial 60-day public review period. Moreover, thanks to the English learner roadmap and the new English Language Development (ELD) standards, California has an opportunity to better integrate strategies for ELs and ELD standards into teaching and learning in all subjects. This makes this the right time to engage in this process!

Central to this effort is to ensure that decision-makers hear from the perspectives of our diverse coalition partners in order to:

  • Uplift the need for equity to be a driving force in the framework development process, content, and implementation process (i.e. curriculum/instructional materials); and
  • Improve equitable access to standards-aligned, high-quality curriculum and instruction for English learners.

Our Progress

Over the past three months Californians Together and The Education Trust-West have been joined by ten other education organizations that signed on to one or both of the coalition letters for the May IQC Meeting and June Mathematics CFCC Meeting. In addition, during the June 24-25 Mathematics CFCC meeting, we were joined by six individuals in providing public comment in support of Equity and ELs. 

“Ed Trust-West is proud to be working in partnership with CalTog and many other organizations to ensure that California’s revised math framework is grounded in equity and provides a clear instructional, research-based blueprint for serving diverse learners. Educators throughout the state are looking for clear guidance on how to implement the math  standards in culturally relevant and engaging ways, including for students of color, students who are gaining proficiency in English, and those learning in multilingual settings. It is imperative that educators, advocates, students, and families, all have a voice in the framework revision process and we welcome additional organizations to join our coalition.” Rachel Ruffalo, Director of Educator Engagement at Education Trust-West 

Based on our review of the chapters discussed at the June meeting, it is clear that there is a need to ensure that examples and strategies discussed consider the needs of our diverse learners, including a clear integration of ELD standards and strategies within the Mathematics standards. However, we found much of the discussions of the committee promising as there was a focus on expanding cultural relevance and ensuring that the purpose of learning math was expanding to understanding our world and solving complex problems.

Looking Ahead: How To Help

As we look ahead to the remaining Math CFCC meetings, including the one coming up on August 5-6th, we need your help. 

You can help by doing one or all of the following:

  • Review draft chapters and provide feedback to be included in our coalition letter before each meeting.
  • Sign-on to our coalition letters or submit your own before each meeting.
  • Provide public comment during the Mathematics CFCC meetings that highlight our key messages.

If you are interested in supporting this effort or just want to stay updated, email Manuel Buenrostro at .

Job Opening: Communications Manager

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Position: Communications Manager, Non-Profit

Long Beach, CA

Exempt, Full-Time, Regular Position

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Organizational Background:

Californians Together is a statewide advocacy coalition with the goal of better educating 1.2 million English learners by improving California's schools and promoting equitable educational policy.

Position Summary:

The Communications Manager is the sole communications staffer within Californians Together and reports directly to the Executive Director. The Communications Manager is responsible for implementing all communications activities and is heavily focused on developing content. The essential duties for this position include creating different types of high-quality content; translating research and policy content into easy-to-understand versions for different audiences; developing and implementing the organization’s communications plan, brand and narrative; and collaborating with the organization’s staff to support organizational-wide communications efforts. Responsible for developing work products with a special emphasis on key initiatives and organization wide programs.

Specific responsibilities include but are not limited to:

Content Development:

  • Translate research and policy papers into briefs, executive summaries and other accessible written formats to share with a broad audience
  • Write monthly newsletter to highlight organizational news, updates and milestones
  • Manage organizational website and social media accounts to keep content updated and strategically aligned with organization’s goals and priorities
  • Manage the production of photo and video shoots, usage and distribution of photo and video story content for general Californians Together work and specific to social media campaign for Spanish speaking parents
  • Build communication/advocacy campaigns, including:
    • Work with colleagues to vet stories
    • Conduct interviews with coalition members, educators and parents and others, and write their stories
    • Promote stories on organizational platforms and share with partners to disseminate
    • Build a bank of freelance photographers to capture visuals from multiple locations across the state
    • Build a list of education journalists, reporters and editors
  • Draft white papers with support from senior staff
  • Additional duties as assigned

Organizational Communications:

  • Develop and implement a comprehensive communications program with specific strategies and action plans to effectively communicate with and influence internal and external stakeholders
  • Drive ongoing brand integration and updates, including narrative and design consistency, and clarity across the organization
  • Update brand and style guidelines and train staff on how to use them when they develop their own materials; and to share with outside consultants on related projects
  • Brief staff, leadership and board on communications efforts
  • Create high-quality printed and digital materials per the communications plan
  • Manage media opportunities, including responding to reporters, writing talking points and writing and pitching op-eds
  • Develop and monitor communication measurements and analytics to gauge effectiveness and interest level of key audiences.

Qualifications:

The ideal candidate will have a minimum of 3 years of experience in a communications capacity, and relevant experience including a mix of the following qualifications

  • Commitment to the mission and work of Californians Together with the credibility and persuasiveness to secure support from others
  • Bachelor’s degree preferably in journalism, public relations, communications, public policy, marketing or related field required.
  • Bilingual and biliterate in English and Spanish.
  • Experience with strategic communications practices and techniques and/or minimum three years communications experience in education, non-profit, government or related field required.
  • Exceptional written and verbal communications skills with a strong focus on creating high-quality content such as briefs, executive summaries, press and social media announcements and other organizational documents
  • Ability to present and defend ideas and recommendations
  • Excellent organizational abilities
  • Ability to design and implement communications ideas
  • Experience in editorial work including the planning, development and distribution of communications materials in multiple formats also required.
  • Experience with digital communications, including websites, newsletters and social media
  • Experience with policy and research
  • Experience with data storytelling
  • Collaborative leadership; Able to contribute to a high functioning team environment
  • Graphic design skills preferred

 

Equal Employment Opportunity: Californians Together is an equal opportunity employer, welcomes a diverse pool of applicants, and makes employment decisions on the basis of merit. Californians Together policy prohibits unlawful discrimination based on race, color, religion, gender, sexual orientation, pregnancy, national origin, ancestry, citizenship, age, marital status, physical disability, mental disability, military service, legally protected medical condition, or any other consideration made unlawful by federal, state, or local laws.

Physical Demands/Working Conditions: This is a full-time, forty-hour per week position, though additional hours and evenings may be necessary to attend events and functions. Work will include long periods of sitting and standing and driving, so reliable transportation and a valid driver’s license is required. Time will be spent on the phone and sitting in front of a computer. Some lifting up to 15 pounds may be required. Limited physical effort required. Hearing, repetitive hand motions, sitting, talking, typing.

Compensation:

Salary is commensurate with experience and qualifications. Includes full health, dental and vision benefits, holidays, vacation and sick days. Office closes between Christmas Eve and New Year’s.

 

To Apply:

Please send cover letter and resume to:

Erika Menjivar

Office Manager