PUBLICATIONS
THE LATEST
The LCAP Toolkit: Using research-based tools to ensure equity for English Learners
The LCAP Toolkit: using research-based tools to ensure Equity for English Learners. This toolkit is designed to support school communities in ensuring the academic progress of English Learners by improving our Local Control and Accountability plans (LCAPS). The Center for Equity for English Learners at Loyola Marymount University and Californians Together have created a set of resources to support educators and community members to ensure schools’ efforts to serve English Learners (EL) are not only comprehensive but also visible.
California English Learner Roadmap: An Elementary School Teacher Toolkit
The English Learner Roadmap Elementary School Teacher Toolkit was written by Dr. Laurie Olsen and Martha Hernández. Teachers from around the state were brought together to help make meaning of the new English Learner state policy. The EL Roadmap Toolkit helps to translate the policy into practice through the lens of the classroom teacher. This Elementary School Toolkit is intended to give teachers tools to reflect on classroom practices and plan for implementation of the California English Learner Roadmap.
California English Learner Roadmap: A Middle School Teacher Toolkit
The English Learner Roadmap Middle School Teacher Toolkit was written by Dr. Laurie Olsen and Martha Hernández. Teachers from around the state were brought together to help make meaning of the new English Learner state policy. The EL Roadmap Toolkit helps to translate the policy into practice through the lens of the classroom teacher. This Middle School Toolkit is intended to give teachers tools to reflect on classroom practices and plan for implementation of the California English Learner Roadmap.
California English Learner Roadmap: A High School Teacher Toolkit
The English Learner Roadmap High School Teacher Toolkit was written by Dr. Laurie Olsen and Martha Hernández. Teachers from around the state were brought together to help make meaning of the new English Learner state policy. The EL Roadmap Toolkit helps to translate the policy into practice through the lens of the classroom teacher. This High School Toolkit is intended to give teachers tools to reflect on classroom practices and plan for implementation of the California English Learner Roadmap.
California English Learner Roadmap: A Guide for Administrators, Coaches, Personnel
The Administrator’s Guidance Document provides suggestions and directions for administrators on how to engage teachers in the implementation of the EL Roadmap.
Who are the Recipients of the State Seal of Biliteracy?
In California, 418,205 students earned high school diplomas in 2017-18; and 47,248 of those students graduated with a State Seal of Biliteracy, a distinction that recognizes proficiency in English and one or more other languages. This report celebrates the achievement of California’s students who can demonstrate proficiency in multiple languages. It describes the linguistic profiles of the students receiving this recognition and challenges the state to support many more districts and students to participate in the State Seal of Biliteracy Program.
Who are the Recipients of the Seal of Biliteracy? (infographic)
This infographic is a summary of the important data contained in the report, Who are the Recipients of the State Seal of Biliteracy? Posting this document in schools and districts reminds everyone to celebrate the achievements of the students who earned the State Seal of
Biliteracy and hopefully inspires many more students, schools and districts to participate and honor the languages spoken in California.
Masking the Focus on English Learners
Our latest report 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.
BILITERACY
Who are the Recipients of the State Seal of Biliteracy?
In California, 418,205 students earned high school diplomas in 2017-18; and 47,248 of those students graduated with a State Seal of Biliteracy, a distinction that recognizes proficiency in English and one or more other languages. This report celebrates the achievement of California’s students who can demonstrate proficiency in multiple languages. It describes the linguistic profiles of the students receiving this recognition and challenges the state to support many more districts and students to participate in the State Seal of Biliteracy Program.
Who are the Recipients of the Seal of Biliteracy? (infographic)
This infographic is a summary of the important data contained in the report, Who are the Recipients of the State Seal of Biliteracy? Posting this document in schools and districts reminds everyone to celebrate the achievements of the students who earned the State Seal of Biliteracy and hopefully inspires many more students, schools and districts to participate and honor the languages spoken in California.
Multiple Pathways to Biliteracy
This publication describes this new effort as a campaign across California to develop strong, articulated, equitably accessible preschool through high school programs and learning opportunities that will prepare students with high level proficiency in two or more languages. Contained in the document is guidance for districts interested in implementing multiple pathways to biliteracy (K-12) and a description of language learning opportunities and programs for districts to consider.
Seal of Biliteracy Booklet
This document gives an overview of the State Seal of Biliteracy and locally developed biliteracy pathway awards. In addition to defining the award and the rationale and benefits of bilingualism, this booklet gives suggestions for a step-by-step process to implement these recognitions at the district or school site level.
COMMON CORE CONTENT STANDARDS
Raise Your Voices for English Learners: The English Learners and Common Core Advocacy Toolkit
This advocacy toolkit was designed to help ensure that the Common Core is implemented in a way that fully includes English Learners and that meets their unique language development and access needs. It has prepared talking points for use by educators, policy makers, parents and community members in dialogues at the local, district and state levels – raising concerns, pushing for the supports needed to realize the Common Core for English Learners, and advancing the vision of English Learner education that the Common Core can make possible.
English Learner Success in the Common Core State Standards (CCSS): Your Voice, Your Advocacy: A Guide for Parents on How Your Support and the CCSS can Help Your Children Succeed in School
This guide has been developed to help parents understand what the Common Core State Standards (CCSS) are and how these standards will impact the academic success of English learners once they are implemented in the classroom. The guide provides information for parents to use when speaking with their child’s teacher, principal and other school staff to make sure he or she receives the learning supports to succeed academically. It is available in English and Spanish.
ENGLISH LEARNER ROADMAP
California English Learner Roadmap: An Elementary School Teacher Toolkit
The English Learner Roadmap Elementary School Teacher Toolkit was written by Dr. Laurie Olsen and Martha Hernández. Teachers from around the state were brought together to help make meaning of the new English Learner state policy. The EL Roadmap Toolkit helps to translate the policy into practice through the lens of the classroom teacher. This Elementary School Toolkit is intended to give teachers tools to reflect on classroom practices and plan for implementation of the California English Learner Roadmap.
California English Learner Roadmap: A Middle School Teacher Toolkit
The English Learner Roadmap Middle School Teacher Toolkit was written by Dr. Laurie Olsen and Martha Hernández. Teachers from around the state were brought together to help make meaning of the new English Learner state policy. The EL Roadmap Toolkit helps to translate the policy into practice through the lens of the classroom teacher. This Middle School Toolkit is intended to give teachers tools to reflect on classroom practices and plan for implementation of the California English Learner Roadmap.
California English Learner Roadmap: A High School Teacher Toolkit
The English Learner Roadmap High School Teacher Toolkit was written by Dr. Laurie Olsen and Martha Hernández. Teachers from around the state were brought together to help make meaning of the new English Learner state policy. The EL Roadmap Toolkit helps to translate the policy into practice through the lens of the classroom teacher. This High School Toolkit is intended to give teachers tools to reflect on classroom practices and plan for implementation of the California English Learner Roadmap.
California English Learner Roadmap: A Guide for Administrators, Coaches, Personnel
The Administrator’s Guidance Document provides suggestions and directions for administrators on how to engage teachers in the implementation of the EL Roadmap.
EVERY STUDENT SUCCEEDS ACT (ESSA)
EVERY STUDENTS SUCCEEDS ACT: A Vision to Address the Needs of California’s Youngest Learners
LOCAL CONTROL FUNDING FORMULA (LCFF)
The LCAP Toolkit: Using research-based tools to ensure equity for English Learners
The LCAP Toolkit: using research-based tools to ensure Equity for English Learners. This toolkit is designed to support school communities in ensuring the academic progress of English Learners by improving our Local Control and Accountability plans (LCAPS). The Center for Equity for English Learners at Loyola Marymount University and Californians Together have created a set of resources to support educators and community members to ensure schools’ efforts to serve English Learners (EL) are not only comprehensive but also visible.
Masking the Focus on English Learners: The Consequences of California’s Accountability System’s Dashboard on Year 4 Local Control and Accountability Plans (LCAPs)
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
Does Your Local Control Accountability Plan ( LCAP) Deliver on the Promise of Increased or Improved Services to English Learners?: 10 Research-aligned Rubrics to Help Answer the Question and Guide your Program
To provide guidance for LEAs in designing, funding and implementing programs for English Learners using Local Control Funding Formula guidelines, Californians Together, the California Association for Bilingual Education (CABE), California Rural Legal Assistance (CRLA), and the Center for Equity for English Learners (CEEL) developed a set of rubrics that address 10 focus areas with high impact on English Learners. They are: English Language Development, Parent Engagement, Professional Development, Programs and Course Access, Expenditures, District Wide Use of Concentration and Supplemental Grant Funds, School Wide Use of Concentration and Supplemental Grant Funds, Actions and Services, Proportionality, English Learner Data to Inform Goal
A Review of Year 2 LCAPS: A Weak Response to English Learners
This publication reviewed 29 key school district Local Control Accountability Plans (LCAPs) to determine the impact those LCAPs are having on English Learner students. The report found that LCAPs are distressingly weak in identifying English Learner needs, building capacity to serve English Learners, and supporting the program and services that are responsive to English Learners. Recommendations for districts, county offices and the state are contained in the publication.
Falling Short on the Promise to English Learners: A Report on Year One LCAPs
This report shares the result of a review of the Local Control Accountability Plans (LCAPs)of 29 key school districts throughout the state, and the impact those LCAPs are having on English Learner students. The report found that LCAPs tend to be characterized by woefully inadequate specificity and weak attention to how schools are meeting the various needs of English Learners. In addition, the study, found that districts tended to not identify effective, research-based practices for working with underserved populations.
LONG TERM ENGLISH LEARNERS (LTEL)
Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for California's Long Term English Learners
This report shares data gathered from 40 school districts on English learners grades 6 – 12 and calls upon state policymakers and leaders to provide solutions for these students. It also outlines basic principles and promising approaches for school districts to meet the needs of Long Term English Learners more effectively.
Secondary Schools Courses Designed to Address the Language Needs and Academic Gaps of Long Term English Learners
Well over half of the secondary school English Learners in California are Long Term English Learners – struggling academically and stuck in progressing towards English proficiency despite six or more years in U.S. schools. Many secondary schools and districts, feeling the urgency of meeting the needs of these Long Term English Learners, are attempting to modify curriculum or create new courses that address the unique language and academic gaps of these students. This report culls the lessons learned from districts throughout the state and provides needed guidance for the field.
SUPPORT FOR IMMIGRANT AND REFUGEE STUDENTS (SIRS)
Support for Immigrant and Refugee Students
In light of the increasingly hostile climate toward immigrants and the insecurity caused by the changing policy landscape, Californians Together is implementing a multi-pronged approach toward creating a safe learning environment for students of all backgrounds.
TEACHERS
