Our latest report Masking the Focus on English Learners questions the efficacy of the state accountability system in identifying the needs of English Learners accurately. The report states that by combining data from two English Learner subgroups (current and reclassified), the system masks the distinct needs of each subgroup and diminishes the urgency to address the numerous educational needs of current English Learners thus undermining the central equity intent of the Local Control Funding Formula. The report’s strongest recommendation is that the state discontinue aggregating the two subgroups and instead report them separately for analysis and planning.
Over the last few months, we have all been horrified at the inhumane family separation policy undertaken by the U.S. Department of Homeland Security. Heartbreaking stories of children being ripped from their parents’ arms, audio of children crying hysterically and photos of prison-style camps have inundated the media.
California Together wholeheartedly condemns the federal administration’s decision to separate families and their continued decisions and rhetoric designed to dehumanize immigrants and refugees.
Many of you have answered the call to volunteer your time or make donations or to take to the streets to demand that this nonstop attack on our country’s core value, that we are now and have always been a nation of immigrants, stop. Yet the attacks continue weekly and almost daily as the federal administration continues to change policies and procedures to make life as difficult as possible for all immigrants, authorized or not.
As the new school year approaches, we worry about heightened fear, trauma and anxiety that students in our schools will face. Immigrant parents and students see the same media stories that we do – and we can’t ignore the fact that this climate of hostility has a direct impact on the social-emotional well-being of our students and their ability to learn. We believe that we have to bring the conversation into the classroom, and that’s why we have developed age-appropriate, standards-based lesson plans to help build empathy and community-building within the classroom as well as have literature-based discussions about detention, deportation and separation.
In partnership with county offices of education around the state, we will be holding “Trainer of Trainer” workshops that cover our “Support for Immigrant and Refugee Students” lesson plans, socio-emotional guide, and guide to creating safe and welcoming schools.
We hope to see you soon at one of our upcoming workshops.
Join us for this amazing workshop!
Kagan’s publications and workshops are based on a research program conducted by Dr. Spencer Kagan beginning in 1968.
Dr. Kagan and his associates discovered that children of all ages in many parts of the world acted quite differently when placed in certain types of situations. He could manipulate the interaction patterns of children and make them more cooperative or more competitive. Dr. Kagan applied his findings to education and was a pioneer in the cooperative learning movement. He has dedicated his life’s work helping educators create more cooperative, interactive classrooms that produce smarter, more caring and cooperative students.
Dr. Kagan’s book, Kagan Cooperative Learning, is the single most comprehensive and most popular book in the field of cooperative learning and is considered the must-have guide for active engagement strategies.
Here’s a great video about their approach.
And now, the details:
WHEN: Tuesday October 16, 2018, from 8 am – 3 pm
WHERE: Grand Hotel – 4101 E. Willow St. Long Beach, 90813
Questions? email@example.com – 562-983-1333
- Maintains $2 million in federal Title III funding to be allocated to the 11 regional county offices of education, as currently allocated. Adopted Budget Bill Language requiring the 11 county offices of education to meet specified metrics in order to be held accountable for improving performance for English learners within their respective regions
- Includes $5 million for Licensed Child Care Teacher Professional Development targeted for Bilingual Teachers working with Dual Language Learners in Preschool
- Provides $437,000 in one-time federal Title III carryover funding to develop a tool/metric for teachers to use when giving input to reclassify a student.
- Includes $75 million one-time Proposition 98 for the Teacher Residency Grant Program. It specifies that $50 million is set aside for special education and $25 million for other teacher shortage areas, including Science, Technology, Engineering and Math (STEM) and Bilingual Education.
- Approves $300 million in one-time Proposition 98 funding to allocate for low- performing students.
- Includes funding for the redesign of the Local Control Accountability Plan template and for the development of a budget summary for parents to improve transparency of LCFF funds.
The language attached to maintaining the Title III funds with the 11 Regional County Offices which requires evaluation attached to improved performance for English Learners. No other project or entity is attached to the development of a metric tied to improved English Learner performance. We will ALL need to be involved in defining what that means.
- Does not include $5 million for year two funding of the Bilingual Teacher Professional Development Grants.
- Does not include funding for AB 2514 (Thurmond) for new and expanding dual immersion and developmental bilingual programs.
- We will continue to move AB 2514 (Thurmond) through the legislature and hope to get the Governor’s signature. Next year we will seek funding in the budget for this program.
- Work on the interpretation of Title III language.