Asset-based Content and Language Instruction for Multilingual Learners in the Secondary Grades Institute Integrated and Designated ELD in conjunction with culturally and linguistically sustaining practices are the foundational components of effective and responsive secondary schools for meeting the needs of English Learners. Participants become acquainted with the guidance provided in key California Department of Education resources,  including the English Learner Roadmap, ELD Standards, ELA/ ELD Framework, and the newly published Improving Education for Multilingual and English Learner Students: Research to Practice. 

Developing and Strengthening Programs and Services to Meet the Needs of LTELs  It has been nearly ten years since Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for California’s Long Term English Learners shed light on the needs of Long-Term English Learners and called on education leaders to provide solutions for these students.  Californians Together continues its work with a new report focused on how schools, districts, and the state can best meet the needs of Long-Term English learners, which will be released June 2021.  Using the new report as guidance, this institute will include an overview of what the data says about LTELs across California, a summary of research and key policy changes over the past ten years, findings from a landscape survey of districts across California, examples from districts with promising practices, and key policy recommendations for education leaders.  The institute will provide templates and guidance in shaping inquiries into your own LTEL population, and will acquaint participants with resources for developing and strengthening programs and services.

Integrated and Designated ELD Strand for Secondary Teachers This two-year series is framed by the four Principles of the English Learner Roadmap policy and focuses primarily on deepening knowledge about and implementing quality teaching and learning practices for EL students.  The Strand will feature guidance provided in key California Department of Education resources, including the English Learner Roadmap policy, ELD Standards, ELA-ELD Framework, and Improving Education for Multilingual and English Learner Students: Research to Practice. 

English Learner Roadmap 101 for School Board Members

This session for School Board Members provides a basic overview of the comprehensive and visionary English Learner Roadmap state policy.  It is designed to address the role of local governing bodies in supporting and overseeing planning, resource allocation, and implementation of responsive and effective programs and services for English learners that are aligned with the state policy.  What questions should you be asking? What opportunities does this assets-oriented and visionary state policy open up for your schools?  How can you ensure your schools are enacting the vision, mission and principles of the EL Roadmap?  Sign up and gain answers and tools for being a school board member that centralizes the needs of your English learner students. 

Leading School Improvement with English learners at the Heart: The English Learner Roadmap for Administrators Strand of Five Modules Administrators are the linchpin of implementation - the leader who articulates urgency, the ears and eyes to assess what needs to be done for English learners, the supporter for teachers and staff engaged in the hard work of changing practices, a cheerleader and critical friend, a reminder to keep the focus on students, and the manager of critical resources needed to support the work. This series of five modules (over a two-year period) is designed to support district and site administrators as they take up the challenge of doing all of this to enact the comprehensive English Learner Roadmap policy.

Each module of the Leadership/Administrator Strand involves participants in specifically examining their role in leading improvement processes and supporting evidence-based practice and results in a plan for inquiry and implementation to pursue before the next module. Each module also provides a volume of The EL Roadmap Administrators Toolkit with tools, readings, resources, and activities.  The five modules together provide a solid and comprehensive learning and support structure preparing administrators to lead implementation of research-based, assets-oriented programs and services for English learners.

Meeting the Unique Needs of Newcomers in the Classroom

California’s newly arrived students from other nations face a particular set of unique needs. This institute, designed for K-12 educators, begins with an overview of who these newcomers are, and their cultural and social needs.   The institute will then focus on the academic needs of these students to help them succeed in the classroom and beyond.  Participants will receive strategies and practical resources they can use right away to create a welcoming environment for newcomer students and facilitate their learning.

Structuring District and School Site Programs to Meet the Needs of Newcomers Students 

It has been nearly ten years since Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for California’s Long Term English Learners shed light on the needs of Long-Term English Learners and called on education leaders to provide solutions for these students.  Californians Together continues its work with a new report focused on how schools, districts, and the state can best meet the needs of Long-Term English learners, which will be released June 2021.  Using the new report as guidance, this institute will include an overview of what the data says about LTELs across California, a summary of research and key policy changes over the past ten years, findings from a landscape survey of districts across California, examples from districts with promising practices, and key policy recommendations for education leaders.  The institute will provide templates and guidance in shaping inquiries into your own LTEL population, and will acquaint participants with resources for developing and strengthening programs and services. 

Preparing to Lead Integrated and Designated ELD Creating a comprehensive ELD program is a central priority for effectively serving English learners.   By planning before the academic year begins and carefully nurturing the program during the first weeks of school, administrators can create schools that accelerate learning for English learners.  This three-hour session focuses on how administrators can enact Principle 2 of the English Learner Roadmap policy in their virtual or in-person school.  Participants will learn specific skills and strategies to lead staff, assess instructional materials, and guide a strong Integrated and Designated ELD program.