In response to renewed calls to strengthen programs for English Learners in California, 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. The resources respond to previous reports that English Learners’ needs were largely “masked” as demonstrated by the limited or weak evidence for EL programs, actions, and services in local LCAPs (Local Control and Accountability Plan).
The LCAP Toolkit: Using Research-Based Tools to Promote Equity for English Learners are aligned to the aspirational goals of the new English Learner Roadmap. Along with the required transparency for targeted funding, the Toolkit provides important opportunities for educators and advocates to participate effectively in LCAP development.
Dr. Magaly Lavadenz, one of the authors and executive director for the Center for Equity for English Learners, Loyola Marymount University, stated, “After seven years of of The Local Control Funding Formula and persistent academic and opportunity gaps for English Learners this Toolkit provides the support and direction to improve the LCAP process to finally realize the promise of equity for English Learners”.
The Toolkit was developed through an extensive process of analysis and reflection that included teachers, district leaders, educational researchers and EL experts.
The toolkit has four sections:
- Understanding who your ELs are and what the district data reveals
- How to use a new resource (seven research-aligned rubrics) to comprehensively address ELs in district LCAPs
- Examples of how a local EL expert group or task force can contribute to improving the content of the LCAP to address the needs of ELs. Examples of promising practices from actual district LCAPs.
