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Californians Together

Championing the Success of English Learners

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Californians Together: 2021-22 Budget Update

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The 2021–2022 California State Budget provides an historic investment in our K-12 public education system. The budget invests a total of $123.9 billion overall in K-12 education, the highest level of K-12 education funding in California’s history! This budget also presents unprecedented equity-based investments that are historic not just for the amount, but for how they are being targeted to the highest need students, including English learners. As advocates for English learners, we are excited about the following investments and what they mean for our students:

  • Increased Equity Focused Investment in the Local Control Funding Formula (LCFF). The budget provides a 5% cost-of-living (COLA) increase to the LCFF base grant. Of further note is the additional $1.1 billion to increase the LCFF concentration grant from 50% to 65% of the base grant, supporting school districts with a high proportion (55% or more) of unduplicated students who are English learners, students from low-income families, and foster youth. School districts receiving these concentration grants will need to demonstrate in their LCAP how these funds are used to increase the number of classified and certificated staff in their schools. It is our hope that districts prioritize recruitment and retention of bilingual staff.

 

  • Universal Transitional Kindergarten. The budget includes investments to transition to universal TK over five years. For 2021-22, $300 million will be provided for planning, implementation, and increasing the number of highly qualified early childhood educators. With the goal of increasing access to ALL four year-olds by 2025-26, eligibility will be expanded yearly by two months. To support these additional slots, $600 million will be provided in 2022-23, growing to $2.7 billion in 2025-26. In addition, the Budget includes $130 million for additional access to and increases in reimbursement rates for the California State Preschool Program (CSPP). This gives districts an unprecedented opportunity to expand programs and services for dual language learners—by some estimates, 60 percent of children under age six come from homes where English is not the primary language. This expansion would be supported by the passage of AB 1363 (Rivas), which would establish a definition of dual language learners and a process for their identification. Learn more about AB 1363 here: https://earlyedgecalifornia.org/ab-1363-identifying-supporting-dlls-in-cas-early-learning-system/

 

  • Community Schools Expansion. The Budget includes $3 billion for community schools to expand and support the use of this model to all schools in communities with high levels of poverty. Community schools represent a place-based approach to (1) integrate student supports, (2) expand learning time and opportunities, (3) center family and community engagement, and (4) implement collaborative leadership, practice and decision-making. District can build on the expanded learning time investments and expand on the relationships with families that have been established during the pandemic, especially with our multilingual families. This is also a great opportunity for schools and districts to strengthen and establish partnerships with immigrant-serving organizations to better serve our immigrant and refugee students and their families.

 

  • Educator Preparation, Retention, and Training. The budget provides a total of $2.9 billion to support educator workforce initiatives. To support and retain current teachers, the budget commits $1.5 billion for professional development training resources for teachers, administrators, and other in-person staff (through the Educator Effectiveness Block Grant). In addition, recruitment is prioritized through investments, including $500 million to support 25,000 teacher credential candidates who commit to teach for four years in a high need subject area and school, $350 million to support teacher residencies and grow your own credentialing programs, and $125 million to support over 5,000 classified employees in becoming credentialed teachers. We hope that these investments keep an eye on recruitment and support for bilingual staff. However, we are disappointed that our $5 million request to renew the Bilingual Teacher Professional Development Program (BTPDP) was not included, and we will  continue to push for additional support for this type of crucial support for our bilingual teachers and staff.

 

  • Expanded Learning Time. The budget includes $1.8 billion as part of a multi-year plan to implement expanded-day, full year instruction and enrichment for all elementary school students, with funding expected to increase to $5 billion by 2025-26. School districts will receive this funding based on their number of low-income, English learner, and foster youth students, with guaranteed placement for these students. This is an opportunity to re-engage and accelerate learning for English learners, who have missed out on much needed English Language Development (ELD) instruction during the pandemic.

 

  • Additional Notable Investments:
    • $547.5 million for the A-G Completion Improvement Grant Program. Funds high schools to increase the number of students completing A-G coursework upon high school graduation, with a special focus on low-income students, English learners, and foster youth. This is an opportunity to focus on secondary English learners and ensure that they are provided with the necessary coursework to be successful after high school graduation.

 

    • $11.6 million for Immigrant Students in Community Colleges. This investment (an increase of $5.8 million)  will fund Dreamer Resource Liaisons and student support services for immigrant students, including undocumented students, attending community colleges.

 

    • $10 million for the Dual Language Immersion Grant Program. The California Department of Education will award at least 25 Language Immersion Grants for LEAs to initiate or expand established dual language immersion programs. The grant awards will be up to $380,000 over three years. 

 

    • $5 million for California Newcomer Education and Well-Being (CalNew). A highly successful and impactful program run by the Department of Social Services Immigrant Integration Branch that targets additional dollars to school districts serving large numbers of refugee and asylee students. In recent years, the DSS team has also expanded their work to support districts and service providers for the increasing number of unaccompanied minors coming to California. We hope to see continued investments in this important and often overlooked group of students.    

 

    • $5 million for Ethnic Studies Support. Will fund professional learning and instructional materials for LEAs on a regional basis, assisting school districts in providing all students, including English learners,  with appropriate and relevant historical information.

 

In addition, there are key language provisions in the budget that have important implications for English learner access and equity. These include:

 

  • Independent Study Requirements. Requires school districts to provide an independent study option for students and adds additional requirements to the existing programs. These new requirements include the provision of opportunities for synchronous instruction and live interaction; access to technology, connectivity, and a rigorous curriculum; re-engagement strategies for students not participating in instruction; and tracking of student learning. However, we remain concerned that these requirements are not specific enough and would allow some of the similar equity and access issues that disproportionately impacted English learners to persist.

 

  • Flexibility to Grant the State Seal of Biliteracy. The State Superintendent of Public Instruction will have flexibility to grant the State Seal of Biliteracy to students who are on track to graduate in the 2021-22 school year, but are unable to take the required assessments due to the COVID-19 pandemic.

 

While we celebrate these historic investments, we know  that our work is far from over. With the expanded and new investments, we will continue to advocate to ensure that they effectively serve the students that they are intended for. Meanwhile, we will continue to be involved in conversations about how to best implement new requirements and programs that can have a direct impact on the education of English learners. 

 

References:

ELRISE! Year One Reflection

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As part of state support for enacting the visionary 2017 CA English Learner Roadmap policy, the legislature and California Department of Education funded two Educator Workforce Incentive Grants, of which EL RISE! (English Learner Roadmap Implementation for Systemic Excellence) is one.

This post takes a look at the learnings from our first year of implementation.

ELRISE! Implementation Goals

  1. Increase educator knowledge of the CA English Learner Roadmap.
  2. Build skills and strategies for implementing evidence-based practices.
  3. Support development of a shared vision and priorities for local planning.
  4. Promote design and sustainability of research-based language acquisition programs, including dual language programs.
  5. Develop local policies and LEA systems focused on EL needs.
  6. Strengthen COE capacity to support LEAs for English learner success

Professional Development during the COVID-19 Pandemic

Like many sectors in Education, those coordinating Professional Development/Learning opportunities were faced with the challenge of having to adapt to a virtual setting. This challenge forced our design team to think of new approaches to professional development. What we found was that not only did our First Year design meet our learning goals, but it also provided an important support network among the County Offices of Education leads who are part of EL RISE! and provided those in attendance with a valuable network of peers who were ready to connect and discuss how they could overcome the challenges of the pandemic together, in particular addressing the challenges faced by English learners. As Districts start to reopen and we approach Year Two of ELRISE!, our Design Team has taken some learnings into consideration: 

Learnings

  • The virtual setting created new opportunities for better accessibility and equity. As a result, we have looked to continue and build on our  virtual professional development offerings and transition as appropriate to  a Hybrid model for Year Two. This will ensure we can continue to provide support for those with a preference for virtual attendance. 
  • There is an additional need for professional development/learning  around  Programs and Services for  Long Term English learners (LTELs) and meeting the unique needs of  Newcomers. For Year Two, we have expanded our offerings to include these crucial areas of need that were identified during our Year One sessions. 

Year One Impact & Participation

Building on existing relationships Californians Together had with several county offices really helped spur engagement. Twenty counties signed our letter promising to be part of the grant and in Year One, all of those counties participated even with the challenges of a virtual setting. In total, EL RISE! serviced 547 Districts and Organizations from September, 2020-June, 2021. Below is a summary of participation based in  the number of professional development sessions and participants: Below is a summary of participation:

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Summary of Year One Resources

What Year One participants had to say

"This training and the abundant resources have been one of the best professional learning sessions I have attended in many years! Thank you!"

"I am excited to try these new things in our classroom and school in order to continue to build those important connections with our families."

"These were some fantastic resources on how to explicitly make the incredibly crucial ideas reflected in the Roadmap principles come to life."

"I am leaving today's training feeling really inspired."

"Presenters were some of the best I've ever had! Thank you for your expertise and obvious thoughtful creation of material and preparation!"

"Thank you for all the tools and resources! I am so excited to do this work and have a community of practice to lean on."

Looking Ahead to Year Two

New Offerings

  • Creating Conditions for Dual Language Learners to Thrive in Early Education
  • Developing and Strengthening Programs and Services to meet the Needs of LTELs 
  • Elementary Coaching to Enact the English Learner Roadmap 
  • English Learner Master Plan Institute: Designing Local Policy aligned to the CA EL Roadmap
  • Integrated and Designated ELD Strand for Secondary teachers
  • Meeting the Unique Needs of Newcomers in the Classroom
  • Fall Webinar: Preparing to Lead Integrated and Designated ELD

Want to participate?

For more information about ELRISE! professional learning opportunities contact 

Dr. Margarita Gonzalez-Amador, Project Administrator

Victoria Weiss, Project Specialist

info@elroadmap.org

More About ELRISE!

There are three main agencies leading the work of EL RISE!: Californians Together , Sobrato Early Academic Language (SEAL), and Loyola Marymount University’s Center for Equity for English Learners (CEEL). Under CaliforniansTogether’s leadership, these three agencies have formed a Design Team to design research-based professional learning and to ensure coherence across the professional learning efforts for multiple roles and across the state. In addition, all three play a role in delivering professional learning opportunities and technical assistance to the field as part of this grant - drawing upon many years of designing demonstration projects, providing professional learning and technical assistance to the field of English Learner education, and creating tools and resources for implementation of research-based practices.

Visit the ELRISE! homepage here

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Job Opening: Fund Developer

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Position: Fund Developer

Long Beach, CA [Another location in California is negotiable]

Exempt, Half-Time, Regular Position

 

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:In the role of Fund Developer, you are directly responsible for identifying and qualifying various funding sources,including writing of grant proposals in implementation of the strategic plan, philanthropic partnerships, individual and major gifts. You will plan, coordinate and implement development plans to meet fund development and budgetary goals. Current overall annual fundraising goal is approximately $1 million,including grants, contracts and individual and corporate donors. Activities will also include research, drafting, proofreading, submitting, and tracking proposals; managing the grants calendar; and support of reporting requirements. Reports to the Executive Director. The position is a half-time, exempt position with potential full-time employment in the future.

 

Specific responsibilities include but are not limited to:

  • Participate with the Executive Director, Board of Directors and staff to lead the organization’s development strategies and continue to chart the organization’s course in fund development
  • Oversee the launch and execution, with the Executive Director & Board of Directors, of currently funded grants
  • Identify new potential government and private funding opportunities through publications, website subscriptions, the internet, and other resources that relate to Californians Together programs
  • Attend necessary bidders’ conferences and grant workshops as needed;Interact with and respond to questions from foundation representatives, and participate in relevant discussions and meetings
  • Design long-term strategies for consistent foundation support. Develop and maintain funding calendar
  • Correspond with funders about grant opportunities; apply for new funding.
  • Proposal writing and editing –Develop and write compelling proposals in response to foundation, and government RFPs; Review and edit proposals written by staff
  • Ensure that philanthropy and fund development are carried out in keeping with the organization’s values, mission, vision and plans
  • Oversee performance measures, monitor results and help the Executive Director and Board of Directors evaluate the effectiveness of the organization’s fund development program
  • Maintain and organize electronic foundation filing system and integrate with development database
  • Ability to manage donor relationships through periods of engagement and growth, ensuring that donor and volunteer interests are in alignment with organization priorities
  • Create, manage and direct the funding/revenue base while focusing on a comprehensive fund development plan to enhance the short-and long-term diversified funding base
  • Develop a balanced funding mix of donor sources and solicitation programs tailored to the needs of the organization that will enable it to attract, retain and motivate donors and fundraising volunteers
  • Provide oversight of all of the organization’s fund development activities and monitor adequacy of such activities through coordination with the Executive Director, the Board and the finance committee
  • Prepare and maintain monthly funding chart listing active grants, pending grants, and potential grants;Prepare monthly reports including activities, research, contacts made, inquiry letters submitted, proposals funded, and a running account of monies raised
  • Produce fundraising reports for senior management and Board of Directors
  • Partner with the Business Director to assure sound fiscal operation of the development function including timely, accurate and comprehensive development of charitable contributions income and expense budgets, reporting, monitoring and implementation
  • Assure design and maintenance of donor and prospect records, gift management systems, and informational reports. Keep donor base engaged and informed
  • Assure design and implementation of acknowledgment, stewardship and recognition programs with feedback and necessary check off systems
  • Execute all other reasonable duties as assigned by the Executive Director

 

Qualifications:

  • B.A. preferred; or 5 -7 years related experience and/or training; or equivalent combination of education and experience
  • Passion, imagination, vision, leadership, and integrity
  • A demonstrated ability to plan and operate strategically, to build public support, to develop and strengthen fund diversity to include grants, contracts and donations
  • Strong organizational skills and accountability toward goals
  • A minimum of five years of grant writing and fundraising experience
  • Significant experience in and a successful track record of major gift and annual fund fundraising

 

Personal Characteristics:

  • Commitment to the mission and work of Californians Together with the credibility and persuasiveness to secure support from others
  • A self-starter who is confident enough to express opinions, to forge ahead when appropriate and hold back when necessary, with a sensitivity to the feelings and opinions of others
  • Highly self-motivated with the ability to work independently
  • Ability to work with diverse people, build and maintain strong working relationships with both internal and external partners
  • Exceptional organizational skills and the ability to develop and follow a prioritized plan of work, set and keep deadlines and work on multiple projects concurrently
  • Exceptional communication skills with the ability to listen well
  • An energetic person who is emotionally mature and dependable; a collegial individual with a sense of humor.
  • Ability to exercise sound, independent judgment
  • Ability to contribute to a high functioning team environment
  • Patient, personable and approachable
  • Must be a team player who is inclusive, flexible, creative, energetic and fair-minded
  • Passion for improving the educational experiences and outcomes for dual language/English learners

 

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, resume and (2) grant writing samples to:

Human Resources

hr@caltog.org

The California State Seal of Biliteracy: Summary for the 2019-20 School Year

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Even during the closures of the pandemic, families and educators were able to recognize students for their years of academic achievements. In California, 414,193 students who entered high school in 2016 earned their high school diplomas in 2020; and 51,229 of those students graduated with a State Seal of Biliteracy, a distinction that recognizes proficiency in English and one or more other languages.  

Overall, 65,622 students received the State Seal of Biliteracy in 2020, higher than any previous school year (this total includes the 51,229 recipients who entered high school in 2016 and all other recipients who graduated in 2020 but entered high school in another year).   Of these Seal of Biliteracy recipients, nearly half (47 percent) were current or former English learners. 

Mastering fluency in one of the 41 different languages represented, including American Sign Language, is a tremendous accomplishment for any student. Speaking two or more languages has proven cognitive, social and economic benefits. Bilingual students have the ability to retain and manipulate varying pieces of information, do better academically in English and their home language, have better college going and completion rates, are preferred by employers and for language heritage students maintain strong connections to their family members, language and culture. These students are our future bilingual teachers, doctors, government employees, and artists. We celebrate all students who achieve proficiency in two or more languages, especially students who walked into their classrooms not knowing one word of English.

The State Seal of Biliteracy

In 2008, Californians Together spearheaded a campaign aimed at statewide adoption of a Seal of Biliteracy. Four years later in 2012, the State of California officially adopted its State Seal of Biliteracy. Thus far, 340 school districts have adopted the State Seal of Biliteracy and encourage students to become proficient in two or more languages.

 

California’s adoption of the State Seal of Biliteracy was a remarkable triumph considering the previous 18 years of English-only instruction. That triumph was made possible by changing public and political attitudes toward multilingual education. The passage of Proposition 58 in 2016, which repealed restrictions on bilingual education, demonstrated the evolution and demand for access to multilingual programs in California. Proposition 58 paved the way for the development and adoption of a new statewide English Learner policy, The English Learner Roadmap. The EL Roadmap adopted in 2017 is a policy that supports and guides districts and schools to offer comprehensive assets-based programs including those leading to biliteracy. 

 

Additionally, in May 2018, the California Department of Education launched Global California 2030. The initiative’s purpose is to equip students with world language skills that will enable them to more fully engage with and better appreciate the rich and diverse mixture of cultures, heritages, and languages in California. This initiative calls for more than tripling the number of students earning the Seal of Biliteracy, to 150,000 graduates by 2030.

Opportunity to Expand Access

There is a need to support and encourage more students to qualify for the Seal of Biliteracy. Moreover, there is still room for improvement in ensuring that all students have equitable access to opportunities that allow them to achieve this goal. For example, 63 percent of Seal of Biliteracy recipients who entered high school in 2016 were socio-economically disadvantaged, compared to 67 percent of all graduates and 69 percent of students who entered high school in 2016 (2020 four-year graduation cohort students). 

The table below provides a breakdown by ethnicity for all students who entered high school in 2016 (2020 four-year graduation cohort student):

Ethnicity  % of Seal of Biliteracy Recipients % of Graduates % of Cohort  Students
Latino 58.8% 52.7% 54.1%
Asian 17.9% 10.1% 9.2%
White 16.8% 24.1% 23.1%
Filipino 2.3% 3.2% 2.9%
African American 1.2% 5.2% 5.7%
Pacific Islander 0.3% 0.6% 0.9%
American Indian or Alaska Native 0.2% 0.5% 0.5%

The table shows the promise that the Seal of Biliteracy has provided to Latino and Asian students, while also highlighting opportunities to increase access to Filipino, African American, Pacific Islander, and American Indian or Alaska Native students. 

Number of School Districts Offering the State Seal of Biliteracy

Out of the 420 school districts in California eligible to offer the Seal of Biliteracy, 340 are participating (a slight increase from 321 in 2018). It is hoped that the remaining 80 districts will adopt the Seal of Biliteracy and provide access for all students across the entire State of California.

Conclusion and Recommendations

California is moving toward multilingualism for all students. The rapid increase in the number of local educational agencies adopting the Seal of Biliteracy and the number of students qualifying for that designation is heartening. The state adoption of the EL Roadmap and Global California 2030 provides the framework for further work in elevating multilingual programs and supports the vision of a multilingual state with benefits to students and the state as a whole.

Below are recommendations to continue to support expanding access to the Seal of Biliteracy: 

  • Support 100% of California’s school districts to adopt the State Seal of Biliteracy. 
  • Have up-to-date lists of county offices, districts, and charter schools that have adopted the Seal of Biliteracy. 
  • Track and report the demographics of students who receive the Seal of Biliteracy. 
  • Expand resources for districts, schools, and classrooms to fully implement the English Learner Roadmap including multilingual programs leading to eligibility for the Seal of Biliteracy.
  • Keep the focus on Global California 2030’s goals by widely reporting on the status of goal attainment annually. 
  • Publishing and distributing informational materials for students in the lower grades to motivate them to develop proficiency in English and another language leading to state recognition with the State Seal of Biliteracy. 
  • Develop a multilingual communications campaign to reach parents of English learners to learn about the State Seal of Biliteracy and the importance and benefits of enrolling their children in multilingual programs to qualify for this recognition.
1 https://dq.cde.ca.gov/dataquest/dqcensus/CohRate.aspx?cds=00&agglevel=state&year=2019-20
2 https://www.cde.ca.gov/sp/el/er/documents/ssbeldata201920.xlsx

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

Erika@californianstogether.org