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Californians Together

Championing the Success of English Learners

Californians Together

Long-Term English Learners to Get Renewed Attention in LCAPs

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Supporting all English learners (ELs) to achieve their highest potential has been a work in progress for California’s public school system. There is much to celebrate over the past decade. We have seen more and more high school graduates attain the State Seal of Biliteracy (57,561 recipients in 2021-22) with half of these recipients being current or former ELs.  Our public schools also reclassify nearly two in three (65 percent in 2022-23) of ever-ELs (EL and RFEP students combined) by ninth grade. 

 

The Need to Focus on Long-Term English Learners

Despite this progress, more work needs to be done to ensure success for all ELs. There are still many ELs who have remained in that status for six or more years with the system not being able to help them make progress towards English language proficiency. These students are long-term English learners (LTELs) and still make up nearly half of all ELs in the secondary grades (grades 6-12). This is why the continued focus on LTELs is so critical. 

 

Progress from 2010 to 2020

Since the publication of Reparable Harm ringed the alarm bells in 2010, much progress has been made in California. From creating a state definition for LTELs in 2012 (AB 2193), to mandating reporting of their enrollment in LEAs in 2016 (SB 750), and more recently passing legislation in 2022 (AB 1868) to ensure that  data on LTEL achievement and disability status is publicly reported, there has been consistent progress. This progress was highlighted in our 2021 publication, Renewing Our Promise, which further shined a light on the steady but slow progress that California had made in lowering the number and proportion of LTELs from 2014 to 2020. 

 

Renewed Urgency Since the Pandemic

However, that progress has taken a hit since the pandemic. For example, in 2023-23, California enrolled 226,535 LTELs, making up 49 percent of secondary ELs. These numbers signify a significant increase in the number and proportion of LTELs since the 2019-20 school year when 204,042 LTELs were enrolled in California public schools, making up 46 percent of secondary ELs. This is a significant increase of over 22,000 LTELs. 

 

The Opportunity: Changes Coming to the LCAP 

With this urgency, there are significant changes that will be coming to the Local Control and Accountability Plan (LCAP) templates that can support LEAs in revisiting investments, strategies, and goals for meeting the needs of LTELs. These include changes mandated in the 2023 Budget Trailer Bill (SB 114) making LTELs a numerically significant student group to which LEAs must develop and describe specific actions to meet their needs. With the State Board of Education poised to adopt these and other updates to the LCAP at their November 2023 meeting, we hope that LEAs learn from best practices and continue to set goals for meeting the needs of LTELs. 

 

Call to Action

There are examples of promising practices in Renewing Our Promise including a call to action to meet the goal that by the year 2030 California will reduce by half the percentage of ELs in grades 6-12 who are LTELs. This means ensuring that by 2030 less than one in four ELs in secondary gradea are LTELs. We look forward to seeing how LEAs write strategies to meet the needs of LTELs in their LCAPs and learning about the further expansion and implementation of promising practices so that we continue to build a system where no EL is left behind. Californians Together will continue to monitor these updates at the upcoming November SBE meeting and look forward to sharing additional information and guidance after the final template is adopted. 

 

Resources: 

Citations:

  1.  California Department of Education. 2021-22 Participating Current and Former English Learners. Downloaded August 30, 2023 from https://www.cde.ca.gov/sp/el/er/sealofbiliteracy.asp
  2.  California Department of Education, DataQuest. 2022-23 “At-Risk” and Long-Term English Learners (LTEL) by Grade. Downloaded August 30, 2023 from https://dq.cde.ca.gov/dataquest/longtermel/EverElType.aspx?cds=00&agglevel=State&year=2022-23  

Advocates Testify Before CPAG Committee on the Revised LCAP Template and Performance Rubrics for the EL Progress Indicator

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On August 25, 2023 twelve Californians Together advocates testified before the California Practitioners Advisory Committee (CPAG) which advises the State Board on issues of accountability. Two items were on the agenda that we addressed: The revised LCAP template and the new performance rubrics for the English Learner Progress Indicator. Below is the testimony from two of our advocates that influenced the members of CPAG:

Good afternoon, My name is Corina Sapien and I am the Director of Family & Community Engagement in Morgan Hill Unified School District. I am here today representing Californians Together.

Thank you for the genuine efforts to address achievement and equity gaps for our English Learner and especially our LTEL students.

I am here to call your attention to an incongruence in the language on one of the items in the draft. On p. 30/31 Bullet 2 refers to “required metrics” for LEAs to monitor the effectiveness of identified actions, but bullet 1 states that LEAs are only “encouraged to identify metrics for specific student groups, as appropriate, including expected outcomes that address and reduce disparities in outcomes between student groups.”

In order for the two statements to be congruent, we recommend the wording in Bullet 1 be changed from “encouraged to identify” to “shall identify” so that it reads, “LEAs shall identify metrics for students groups,” which will then match with the second bullet that “requires” metrics be identified.

In these new LCAP requirements it is clear that the legislature emphasized the need to close gaps and disparities. The intent is not well represented with just encouragement and should require metrics to meet this important intent.

Thank you so much for your thoughtful consideration of this item.

Corina Sapien
ELLLI Advocate

 

Hello. Sally Fox, CABE recommends CPAG support maintenance of the “traditional” 5x5 performance matrix in lieu of changing to the so-called “balanced” matrix. The alternative “balanced” proposal would redefine cells where the school or LEA experienced a significant decline from year to year. Of particular concern is the cell where a school or LEA has a status of “Low” and “Significantly Declined” because such a performance or change shows the need for stronger focus on EL progress, which would be required under a traditional 5x5 matrix. Reclassifying this cell from red to orange would exempt the school/LEA from addressing this indicator in its LCAP. In fact, only 77 districts would be designated red with the “balanced” matrix - not even two districts per county. It is important to keep LEAs accountable with high expectations. Favor de aprobar la matriz “tradicional.” Please approve the traditional matrix.

Sally Fox
Education Policy Analyst
California Association for Bilingual Education            

Shared Statement on the Adoption of the 2023 Mathematics Framework

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Shared Statement
Adoption of the 2023 Mathematics Framework: An Important Milestone

 

Today we celebrate the State Board of Education’s adoption of the 2023 Mathematics Framework for California public schools. For over three years, our organizations have been collaborating to ensure that this update to the Math Framework includes principles of equity, is asset-based and culturally and linguistically responsive, and meets the needs of all of California’s  students, including English learners. We are pleased to see many of these priorities reflected in the final version. 

However, as we celebrate this achievement, we must also acknowledge that there is critical work ahead to ensure that the robust vision of the Framework becomes reality. Instructional frameworks at their essence are just guidance. Therefore, it is up to state, county, district, and school leaders to ensure that the guidance in the Framework is implemented well, and that educators receive the professional learning and support they need to provide access and equity for all students. In particular, we hope that the passage of the Math Framework provides the California Department of Education and local education agencies (LEAs) with the opportunity to:

  1. Review and adopt policies and practices (including those related to course placement, instructional materials adoptions, student support structures, educator professional learning & supports, and family engagement) to ensure equitable access to rigorous coursework for all students, especially those who have been furthest from opportunity,

  2.  Ensure that educators are prepared and supported to make rigorous math content accessible to all students, including in the delivery of integrated English Language Development  (ELD) across the content, and

  3.  Ensure that the state and LEA adoption process for math instructional materials is robust, aligned with the Framework, and delivers the high-quality instructional materials that our students deserve.

As we celebrate the adoption of the 2023 Math Framework, our organizations also renew our commitment to continue to collaborate and support the field to ensure that the principles of equity throughout the Framework become reality in all of California’s school districts. 

Over the next two years, our organizations will work collectively as the California High Quality Instructional Materials (HQIM) Coalition and Learning Partners to ensure that California’s list of approved instructional materials for TK-8 are high-quality, aligned to mathematics and English language development standards, center strategies and supports for multilingual learners, and are culturally and linguistically relevant for all of California’s diverse students. We will also create and disseminate resources to support schools and districts to evaluate, adopt, and effectively implement high-quality instructional materials in mathematics that align with the new Math Framework. 

Californians Together
California Partnership for Math & Science Education
English Learners Success Forum
Loyola Marymount Center for Equity for English Learners (CEEL)
Partnership for Los Angeles Schools
The Education Trust—West
UnboundEd 

 

 

 

 

 

Apply Now for the 2024 English Learner Advocacy Institute

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“When I dare to be powerful, to use my strength in the service of my vision, then it becomes less and less important whether I am afraid.”  – Audre Lorde

 

Do you ever feel like the lone voice for English learners and multilingual learners in your school or district? 

You are not alone.   

Californians Together invites mid-career professionals to apply to the 2024 English Learner Advocacy Institute, an extraordinary, four-day professional development event for selected education leaders and advocates for quality education for multilingual learners. This is a fully-funded event (materials, meals, lodging), with support available as needed for transportation. 

The institute will be based on design and materials developed for the English Learner Leadership and Legacy Initiative (ELLLI) including the case studies outlined in A Legacy of Courage and Activism: Stories from the Movement Toward Educational Equity and Access for English Learners in California by Dr. Laurie Olsen.   

Those who complete the four days will become part of an expanding community of ELLLI advocates, including over 260 professionals and veteran EL advocates working to impact local and state-wide policy and practice in fostering quality education for multilingual learners in California.

 

Institute Flyer and Application link: https://caltog.co/3ANjjEC 

Application Deadline: August 4, 2023

For more information, please contact Ruth Barajas, Project Director at [email protected]

Adoption of the 2023 Mathematics Framework: An Opportunity for English Learners

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Californians Together celebrates the approval of the 2023 Mathematics Framework by the State Board of Education and its promise to better meet the needs of English learners. We are grateful to our partners at Education Trust-West and many other organizations across California for the strong partnership in advocacy to ensure that this version of the Math Framework is as strong as it is today. We are particularly pleased with the Framework’s inclusion of assets-based and culturally responsive language, and guidance for meeting the needs of English learners, including references to the ELA/ELD Framework, ELD standards, and the EL Roadmap.

With our education system preparing just three percent of ELs and 25 percent of RFEPs in 11th Grade to meet or exceed Math standards, implementation of this Framework should be urgent and a priority. In particular, there will be a need to ensure strong professional learning for educators to deliver integrated ELD within Math instruction, a review of LEA policies to ensure access to rigorous Math coursework, and strong state and LEA math material adoption processes. We are hopeful that in reviewing math instructional materials, that the State Board of Education and LEAs will consider alignment to ELD standards as a critical component in the review process. This is essential and will ensure that LEAs and educators have the materials that they need to meet the needs of ELs without requiring them to purchase or create supplemental materials down the line.

Today we celebrate, but the work continues to ensure that we do not miss the opportunity presented by the 2023 Mathematics Framework for English learners. 

June 2023 Legislative Update

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Greetings from Californians Together!

The June 15th constitutional deadline for the Legislature to pass the budget has come and gone, from that point forward, the Governor has 12 days to sign the budget bill. It is worth noting that the Governor has the power to “line item” veto items of the budget trailer bill should he want to eliminate or reduce any given spending. It is also important to note that negotiations on many topics, typically the most controversial ones, are still happening and the Governor does not sign the budget until a final deal is met. On the night of June 26th the Assembly, Senate and Governor announced that they had reached a deal. The Governor and the Legislature agreed that budget reserves need to be maintained due to significant uncertainties about the economy and tax revenues to be paid by California’s high-income tax filers in October; total reserves are estimated to be $37.8 billion with a $310 billion spending plan. Given the late filers and the budget deficit that the state faces, this budget also includes language that allows for the Governor, with notification to the legislature, to delay one-time spending proposals before March 1, 2024. This was a well-balanced budget that included big changes, some great wins for California’s English learners and others that we have concerns with. 

TOP WINS – We were excited for the inclusion of a $20 million one-time appropriation for the Bilingual Teacher Professional Development Program, we’re especially grateful for our budget champion Asm. Majority Leader Reyes and to our co-sponsor the California Association for Bilingual Education. This will make a significant impact toward California’s efforts to ensure there is an adequate supply of bilingual educators to serve our students and address this component of the teacher shortage. The budget plan also includes $5 million one-time appropriation for a three-year period, with expenditure authority through June 30, 2026, for the Opportunities For Youth program, serving Undocumented, Unaccompanied Minors (UUM). 

Below are a few items we would like to highlight: 

Local Control Funding Formula and Accountability

  • Provides an increase of $3.4 billion in Proposition 98 funding for the Local Control Funding Formula (LCFF), reflecting Universal Transitional Kindergarten (UTK) enrollment and an 8.22% percent cost-of-living adjustment (COLA) in 2023-24. Total Budget Year LCFF is estimated at $79.8 billion. 
  • Authorizes a new, ongoing $300 million LCFF equity multiplier and LCAP accountability system changes to target low-performing student groups. Provides $2 million for an associated System of Support proposal.
  • Requires local educational agencies that have the lowest performing pupil subgroups to provide specific actions to address these pupil subgroups. 
    • To address and reduce disparities in opportunities and outcomes between pupil groups indicated by the California School Dashboard.
    • Focused goals for all pupil groups that have the lowest performance level on one or more state indicators on the California School Dashboard pursuant to Section 52064.5.
  • Requires Long-term English learners to be reported as a separate student group in addition to English learners for accountability purposes. 
  • Requires local educational agencies with schools receiving equity multiplier funds to provide focused goals. 
  • Establishes equity leads in the statewide system of support. 
    • Equity leads are to be chosen on a competitive basis to work collaboratively with  California Collaborative for Educational Excellence, the Department of Education, and other lead agencies in the system of support to advance the purpose of the statewide system of support. 
    • Among their many duties, equity leads are to develop and disseminate resources on effective practices for analyzing programs, identifying barriers and opportunities, and implementing actions and services to meet the identified needs of all pupils, including by addressing racial disparities. 
  • Requires a mid-year update on the local control and accountability plan on the progress at a public meeting. 
  • Provides additional assistance to local educational agencies that are unable to submit data to CALPADS. 
  • Provides an additional opportunity for struggling school districts to work with county offices of education that are geographic leads to improve pupil outcomes.
  • Requires local educational agencies to include information about the technical assistance it receives on its local control and accountability plan, as applicable.

Early Education 

  •  Provides $762 million to expand Universal Transitional Kindergarten (UTK) access including: 
    • $597 million General Fund to “rebench” the Proposition 98 guarantee for an estimated 42,000 new universal TK enrollments in 2023-24. 
    •  $165 million Proposition 98 to maintain decreased UTK ratios at 1:12, adults to children. Adopts a 1:10 ratio beginning 2025-26. 
    • Allows early Transitional Kindergarten enrollment at 1:10 ratio, in the Budget Year.
    • Sunrises UTK increased lead teacher quality standards in 2025-26. 
    • Maintains the state’s 2025-26 goal for full UTK implementation.
  • Includes a total of $1.4 billion to supplement reimbursement rates for all subsidized child care providers, inclusive of ongoing collective bargaining between the state and Child Care Providers United.
  • Enacts permanent family fee reform beginning October 1, 2023. Under the new family fee structure, families below 75 percent of state median income will pay no fee for subsidized child care, and families at or above 75 percent state median income will pay fees capped at one percent of monthly income. Allows family fees accrued but uncollected prior to October 1, 2023 to be forgiven. Appropriates $56 million from the General Fund to the Department of Social Services to reimburse child care providers for family fees waived or reduced.

TK-12 Public Education

  • Increases the projected Proposition 98 “Rainy Day” fund (PSSSA) to $10.829 billion through the Budget year. The current Rainy Day fund balance continues to trigger the statutory 10% cap on local school district reserves, and would reach the state constitutional cap. 
  • Reduces the one-time surplus available for the Arts, Music, and Instruction Materials Block Grant by $200 million.  
  • Delays $1.2 billion of the one-time surplus available in the current year for the Learning Recovery Emergency Block Grant, for planned restoration over the 2024-25, 2025- 26, and 2026-27 fiscal years.

Literacy 

  • $250 million one-time Proposition 98 funding for Literacy Coaches.
  • $1 million one-time General Fund for a state Literacy Roadmap. 
  • Screening for Reading Difficulties – $1 million for reading screening assessments and new mandate. Requires an expert panel to approve a list of screening instruments to assess pupils in kindergarten through second grade for risk of reading difficulties, and appropriates $1 million for this purpose. Requires local educational agencies serving pupils in kindergarten through second grade to screen pupils for risk of reading difficulties using the instruments they will adopt from the approved list beginning no later than the 2025-26 school year.  Here are our thoughts on the final trailer bill language regarding screening for reading difficulties: 
    • We appreciate the opportunity to engage in dialogue around screening for reading difficulties and what this means for English learners. We must note that the final language reflected on Chapter 15.5 of AB/SB 114 falls short of providing the appropriate safeguards to prevent overidentification and/ or unintended consequences of the state’s 340,000 English learners in grades K-2.
    • We do appreciate the updated language making the selection of the panel of experts and their meetings subject to Bagley-Keene Open Meeting Act. This means that all the meetings will be open to the public. We are excited to have English learner representation on the panel and look forward to working with the State Board of Education. 
  • Increases the CalNEW program with $1.9 million in on-going Proposition 98 funding which provides support services to newcomer students, English learners, and immigrant families.