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THE  LATEST NEWS

Now Available: New Resource Hub Gathers Tools to Bring California’s English Learner Roadmap to Life 

As California leads the way to protect our families and uphold our values in response to COVID-19, it is more important than ever for us to come together and share resources to ensure all of our students, particularly Dual Language Learners and English learners, thrive. We’re proud to partner with leading advocates to advance the California English Learner Roadmap’s vision of honoring equity, ensuring meaningful access and embracing the diversity that makes our state great. In collaboration with six other organizations committed to advancing equity in education, we’ve launched the English Learner Roadmap Resource Hub to translate vision to action across our state. Together, we will harness the power of language to prepare our students to participate in a global, diverse and multilingual world, thus ensuring a thriving future for California.

The new Resource Hub gathers resources from across the field to help key audiences – including families, educators, administrators, teacher educators and policymakers – work toward effective implementation of the EL Roadmap. Leveraging the strongest thinking and tools, we will create a future where all Californian students will receive equitable opportunities starting from early childhood. Visit www.elroadmap.org to find the latest resources from leading organizations across the field. Please contact info@elroadmap.org to submit additional materials to the Resource Hub for consideration

Considerations for Supporting English Learners During COVID-19

The crisis created by COVID-19 has placed a magnifying glass on opportunity gaps faced by many students across California. From access to healthy meals to meeting mental health and education technology needs, communities are depending on public schools to help weather the storm. Of particular concern to Californians Together is the impact on our state’s 1.2 million English learners, multilingual families, and refugee and immigrant students. This crisis has highlighted and amplified the equity challenge to ensure that learning plans meet the needs of English learners (ELs) and their families. 

To support district, school, and community leaders, Californians Together has developed a list of considerations to ensure that ELs continue to have full access to the curriculum: Supporting English Learners Through Distance Learning: Considerations for District and School Leaders

Joining Us

Suzy Jacobson,  Executive Administrative Assistant
Suzy is the new Executive Administrative Assistant for Californians Together.  She has worked in nonprofit environments for almost a decade in settings that support leadership training for immigrants and young folks of color in the greater Puget Sound area, work to create cities that embrace good planning and good government, and that strive to create a fair, equitable, and peaceful world for everyone. After living in Washington State for ten years Suzy returned to California to be closer to her grandchild and family. Suzy is excited to join the Californians Together team and advocate for equity in education for English learners.
Olympia Ammon, Fund Developer
Olympia grew up in a rural, majority Latinx community in southeastern Arizona near the Mexican border, where most of her friends learned English as a second language. This experience inspired her to study and become fluent in Spanish and planted the seeds of her passion for educational equity. One of the few members of her high school class to attend college, Olympia went on to receive a bachelor’s degree from Vanderbilt University and an MBA from Rice University. Throughout her 22-year career, Olympia has worked with nonprofit organizations, including many that are committed to educational equity. She has built her own consulting practice dedicated to helping nonprofits achieve bold revenue and mission goals. 

UPCOMING WORKSHOPS

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FEATURED ARTICLE
COVID-19: Linguistically Diverse Students: Issues, Implications and Policy Recommendations
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