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LA Zoo Día de los Niños May 3-4, 2025

https://mailchi.mp/lazoo/rsvp-spring-fling-upper-level-member-preview-7224665?e=e32e4782e5

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2 Teachers: returned to campus to share the information with all the teachers.

Carnaval: Learning about carnavales around the world- perhaps we can have a Spring Carnaval that values diverse cultures and languages.

Project GLAD: https://begladtraining.com/?gad_source=1&gad_campaignid=20963350053&gbraid=0AAAAADjtvASll98zxxItVSMD4JVvTaLs1&gclid=Cj0KCQjw8cHABhC-ARIsAJnY12xbREP0z7yio4FUG3lmQVUsMDUytmcmq8TB4NAAQonsXNvdpEumji0aApxvEALw_wcB.

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Be GLAD | K-12 Training for teachers and admins

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Be GLAD | K-12 Training for teachers and admins

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Be GLAD | K-12 Training for teachers and admins

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Transformational Tech for Language Development 

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Transformational Tech for Language Development 

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Language CABE

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CABE2025-Home - CABE 2025 | 50th Anniversary

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California Association for Bilingual Education (CABE)

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CABE 2025 Keynote Speaker: Andres Martinez - March 26, 2025

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Keynote Speaker: Christina Díaz Hernández

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Keynote Speaker: Christina Díaz Hernández

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California Association for Bilingual Education (CABE)

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CABE 2025 Keynote Speaker: Christina Díaz Hernández - March 28, 2025 at Long Beach Convention Center

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Keynote Speaker: Dr. Jacqueline Sanderlin

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Keynote Speaker: Dr. Jacqueline Sanderlin

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California Association for Bilingual Education (CABE)

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CABE 2025 Keynote Speaker: Dr. Jacqueline Sanderlin - March 27, 2025, Long Beach Convention Center

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-Bilingual Audiobook Playlist

-Bilingual Printables

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Reading Wand & Bilingual Books

Easiest way to teach Chinese & Spanish

Give the gift of a second language

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Reading Wand & Bilingual Books
Shop Now

Easiest way to teach Chinese & Spanish
shop now

Give the gift of a second language
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One wand

You only have to buy our Reading Wand once - the same wand works with ALL Habbi Habbi books, in any language. As we release new titles, you can easily update your wand's content for free.

So simple...just tap!

Simply turn on your wand and tap - anywhere, on any page, in any of our books. Every inch is tappable - text, image, even white space! Kids love that there is instant feedback!

Books NOT screens

Our wand and books offer the benefits of technology - instant, accurate pronunciation - WITHOUT a screen! Parents don't need to be native speakers to support bilingual learning.

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OMG. I need this immediately!
Where was this product when I was growing up? It would have been so helpful!

Limited Time: Summer Set

Our Summer Set is here, and we are loving our expanding collection. This set contains 1 Wand + 7 of our current titles.

First Words | First Phrases | Emotions | Careers Vol 1 | I am Kind | Book of Family | Foodie Friends

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Bilingual Education at Home | Habbi Habbi Reading Wand & Books

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Reading Wand & Bilingual Books Easiest way to teach Chinese & Spanish Give the gift of a second language Pause slideshow Play slideshow Shop Now shop now shop now You only have to buy our Reading Wand once - the same wand works with ALL Habbi Habbi books, in any language.

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HLPUSD District Advisory Committee Website

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HLPUSD District Advisory Committee Website

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District Advisory Committees - Hacienda La Puente Unified School District

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District Advisory Committees - Hacienda La Puente Unified School District

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Ongoing Bilingual Events at LA Public Library

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Ongoing Bilingual Events at LA Public Library

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Bilingual Events | Los Angeles Public Library

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Events for those who enjoy the library in two languages.

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Date(s):

Saturday, September 28, 2024

Time:

10 a.m. - 4 p.m.

Location:

LA Central Library

Type:

In Person

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La sexta edición de Los Angeles Libros Festival ofrecerá una entretenida programación con cuentacuentos, conciertos, autores, talleres, libros y comunidad. Entrada gratuita. The 6th annual Los Angeles Libros Festival will offer a full day of entertainment featuring Spanish-language and bilingual storytelling, musical performances, authors, workshops, books, and community. Free and open to the general public.

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What’s Happening?

📅 When: Sunday, September 22nd
⏰ Time: 3:00 PM
📍 Where: LA Librería, 4572 1/2 West Adams Blvd.

Los Angeles, CA 90016.

Why Should You Come?

📚 Books: A specially curated collection of titles to celebrate the reopening.

📚 Storytime (3:30pm): Delight in enchanting storytelling for all ages with Ms. Angel.

🎶 Live Music (4:30pm): Enjoy a live performance by the Angel Figueroa Salsa Band!

🎨 Ongoing Arts & Crafts: Get creative with hands-on activities and craft stations.

🌮 Bites & Refreshments (4:45pm): Savor delicious treats and drinks by de El Ruso Taqueria (featured in Taco Chronicles. IG: @elrusola)

RSVP!

¡Nos encantará verlos a todos! Let us know you’re coming by RSVPing here.

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Podcast: Planting the seeds of Dual Language Developmet

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Podcast: Planting the seeds of Dual Language Developmet

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 Radio Ambulante on Instagram: "“Cada casa, cada barrio, cada madre es un dialecto” / “Every house, every neighborhood, every mother is a dialect”

[English description below] 

En este Día Internacional de la Lengua Materna dedicado a la educación multilingüe, les compartimos un video de la escritora argentina Liliana Bodoc leyendo parte de su ensayo “La palabra y la honra”. 
 
Además, recomendamos escuchar el episodio “Un superpoder” de Radio Ambulante, sobre el bilingüismo inglés/español en una familia en Nueva York. Búscalo en tu aplicación de podcasts favorita.

//

On this International Mother Language Day dedicated to multilingual education, we share this video of the Argentine writer Liliana Bodoc reading part of her essay “The Word and the Honor.”
 
We also recommend listening to Radio Ambulante’s episode “A Superpower” about English/Spanish bilingualism in a family in New York. The story is available in all podcast platforms in Spanish, and you can also find an English transcript at radioambulante.org

📹 @uncuyo | @unidiversidad_
#language #motherlanguage #NPR #RadioAmbulante"

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27K likes, 282 comments - radioambulante on February 21, 2024: "“Cada casa, cada barrio, cada madre es un dialecto” / “Every house, every neighborhood, every mother is a dialect”

[English desc..."

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View this post on Instagram

A post shared by Radio Ambulante (@radioambulante)

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https://cabe2024.org/ali2024/

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Bilingualism is becoming popular as more and more parents demand bilingual schooling for their children. English monolingualism, encouraged in the US during the 20th century and stimulated by the English-only movement of the 1980s and 1990s, is diminishing as communications shrink the planet. At the state level, governors and state boards of education are dramatically expanding the number of dual language (DL) schools, along with financial resources for this expansion.

They often justify the expenditure by arguing that graduating more proficient bilingual/biliterate students boosts state economies in the long run. The popularity of DL programs is evidenced by 4,894 schools in 43 states that currently identify as having a DL program (www.duallanguageschools.com), so the challenge is now to honor the commitment to support English learners and their families.

Program Names
In this article we're using the shorter name dual language (DL) to refer to all high-quality models of bilingual schooling, and we're contrasting DL with the older program for English learners called transitional bilingual education (TBE).

DL Compared to TBE
* Dual language education was initially started in a few US schools in the 1960s, but over the last half-century it has evolved dramatically.

* TBE was a remedial program. DL is the mainstream, an enrichment program; it is the standard grade-level curriculum taught through two languages.

* TBE was only for English learners. DL is for everyone, including English learners.

* TBE was provided for only a few years. DL starts in preschool or kindergarten and grows grade by grade each year, until it is implemented in all grades pre-K-12.

* The ultimate goal for students attending TBE classes was English proficiency, resulting in the loss of their first languages. DL graduates are proficient bilinguals, prepared to use their biliteracy in their professions.

* Longitudinal research on TBE found that English learners only closed half of the achievement gap in English. Longitudinal research findings on DL show that by middle school years, all DL student groups reach grade level and above in two languages (English learners, native English speakers, students from poverty, all ethnic groups) (Collier and Thomas, 2017).

Benefits for DL Students
DL is not a separate, segregated program only for English learners. All students work together, teaching each other and benefiting from cooperative learning activities in pairs, small groups, and learning centers.

DL students are happier, more engaged with instruction, and more confident; they attend school more regularly, and their high school graduation rates are dramatically higher than for students not attending DL classes (Collier and Thomas, 2018; Lindholm-Leary, 2001; Thomas and Collier, 2012, 2014). DL is exciting, stimulating, and fun.

DL Teachers Rule!
What kind of teaching innovations have emerged in DL classrooms? DL is so powerful that it is changing teaching practices for all teachers, because research shows it works for all students, including at-risk groups.

DL teachers must teach very heterogeneous groups of students-of different socioeconomic backgrounds, ethnicities, proficiency levels in the language of instruction, and amounts of schooling they have received in the past.

To manage all these diverse student needs, DL teachers must use many varied strategies based on cooperative learning, with teachers modeling routines and procedures in the process of guiding new curricular experiences and providing lots of clues to meaning through mime, gestures, pictures, word charts, chants, music, movement, graphic organizers, and so much more.

As the lesson moves on, peer teaching among students in pairs and small groups stimulates cognitive development through collaborative problem solving and critical thinking across the curriculum (Collier and Thomas, 2009, 2012).

Many DL classes are team taught, with each teacher providing instruction in one language and the two teachers exchanging their two classes. Team teaching requires coordination and planning, but two heads are better than one for developing innovative teaching strategies and problem solving regarding individual student needs.

Some DL classes are self-contained with one deeply proficient bilingual teacher providing instruction in the two languages, but not translating or code switching, unless that is the specific objective of a lesson. For elementary schools, the amount of instructional time in each language is designated by the program model chosen by the DL school (90:10, 80:20, 50:50, and these variations can influence the choice of either sequential or simultaneous biliteracy development).

Secondary DL classes are planned by offering core curricular courses and electives taught in the non-English (partner) language, along with ESL content courses for the newly arriving immigrants. In our North Carolina research, we conducted principal interviews that confirmed our surprising data-analytic findings regarding DL teaching practices. The types of second-language teaching strategies developed by DL teachers are powerful not only for the English learners but also for other students who in the past have not done well in school.

Professional development opportunities in DL schools now help monolingual English teachers master more varied teaching strategies based on DL teaching innovations, to serve all learners' diverse needs (Thomas and Collier, 2014, 2017).

DL Administrative Reforms
Since DL is the mainstream curriculum, teaching all subjects through both languages over each two-year period (e.g., if math is taught in English this year, math should be taught in the partner language next year), this reform pushes all central-office curricular heads into collaboration and shared financing.

Textbooks in each subject area must be chosen thoughtfully, so that the curricular materials in the partner language are cross-culturally appropriate and authentic, and match the curricular goals of the grade for the subject being taught. Also financial and logistical support should be provided by all departments for hiring high-quality, certified bilingual staff, for library resources in the partner language, and for DL professional development for teachers and administrators. Uniting all administrative divisions also requires collaboration across elementary, middle, and high schools, because all K-12 educators contribute to DL students' long-term success. This can occur only when the superintendent, chief academic officer, school board members, and principals fully understand and support the DL program.

Extending DL to Secondary
DL courses need to continue into the feeder middle and high schools for many reasons. Remember from our longitudinal research that it takes groups an average of six years to reach grade-level achievement in their second language (Collier and Thomas, 2009), and that means that some students get there in a shorter time and others take a longer time.

Extending the DL program into middle school gives all students the opportunity to catch up to grade level in their second language and to excel in their first language. Proficient bilinguals usually outscore monolinguals on any test you give them in either language, so once the DL students reach grade-level achievement, they typically outscore native speakers by as much as one or two grades. Principals of DL middle and high schools watch their scores go up as increasing numbers of students who attended the DL elementary program reach secondary, addressing issues of accountability and making it a win-win for students, teachers, and administrators. Most important, though, is that the DL secondary courses are where the newly arriving immigrants belong when the DL partner language is their native language.

Courses taught in the partner language allow the new arrivals to catch up and keep up with schoolwork while they are acquiring English through the ESL content courses, taught by ESL faculty who are part of the DL program. We have some astonishing stories of student success in our book on secondary DL (Collier and Thomas, 2018), for those arriving in the US at secondary level.

Since bilingually schooled students are high achievers, DL students should be offered many core courses for AP credit in the partner language, as well as popular electives. DL high school programs lead to high graduation rates, big reductions in dropouts and misbehavior, and no more long-term English learners.

The Biliteracy Seal
This credential added to a student's high school diploma helps DL students gain admission and scholarships to four-year universities, professional credibility, and higher salaries in their professional lives.

Languages of DL programs
Since Spanish is the primary language of 76% percent of English learners in the US (US Department of Education, 2020), Spanish-English programs are quite popular. Spanish is the second-largest language of the world after Mandarin Chinese, as defined by the number of native speakers (see Figure 1.5 in Thomas and Collier, 2017).

The US now has the second-largest number of Spanish speakers in the world, after Mexico.

There are also US DL programs taught in English and Arabic, Armenian, Bengali, Cantonese, Filipino, French, German, Greek, Haitian-Creole, Hebrew, Hmong, Italian, Japanese, Khmer, Korean, Mandarin Chinese, Polish, Portuguese, Russian, Ukrainian, Urdu, and Vietnamese, and the list is growing every year.

In addition, DL programs are provided in the following Indigenous languages of the US: Arapahoe, Cherokee, Crow, Diné (Navajo), Hoopa, Inupiaq, Keres, Lakota, Nahuatl, Ojibwe, Passamaquoddy, Shoshone, Ute, and Yurok (US Department of Education, 2015; Center for Applied Linguistics, 2017).

DL Works for Everyone
So you can see that DL is popular, and it's expanding throughout the US. In our research in North Carolina and Texas, we have found that African American students benefit dramatically from attending DL classes, scoring as much as two grades above grade level by the middle school years (Thomas and Collier, 2002, 2014).

In our North Carolina research, DL students with exceptionalities such as learning disabilities, autism, and other categories of special need scored significantly higher than their peers with special needs not in DL; it does not harm these students to study through two languages-they benefit! Native English speakers, new immigrants, English learners, Latinos, Asians, Indigenous groups, students of low socio-economic status-all groups of students thrive in DL enrichment classes.

References
Center for Applied Linguistics (2017). Two-Way Immersion Directory. Center for Applied Linguistics. www.cal.org/twi/directory

Collier, V. P., and Thomas, W. P. (2009). Educating English Learners for a Transformed World. Dual Language Education of New Mexico-Fuente Press.

Collier, V. P., and Thomas, W. P. (2014). Creating Dual Language Schools for a Transformed World: Administrators Speak. Dual Language Education of New Mexico-Fuente Press.

Collier, V. P., and Thomas, W. P. (2017). "Validating the Power of Bilingual Schooling: Thirty-two years of large-scale, longitudinal research." Annual Review of Applied Linguistics. Cambridge University Press. www.thomasandcollier.com

Collier, V. P., and Thomas, W. P. (2018). Transforming Secondary Education: Middle and High School Dual Language Programs. Dual Language Education of New Mexico-Fuente Press.

Lindholm-Leary, K. (2001). Dual Language Education. Bristol, UK: Multilingual Matters.

Thomas, W. P., and Collier, V. P. (2002). A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement. Center for Research on Education, Diversity and Excellence, University of California-Santa Cruz. www.thomasandcollier.com

Thomas, W. P., and Collier, V. P. (2012). Dual Language Education for a Transformed World. Dual Language Education of New Mexico-Fuente Press.

Thomas, W. P., and Collier, V. P. (2014). English Learners in North Carolina Dual Language Programs: Year 3 of This Study: School Year 2009-2010. George Mason University. A research report provided to the North Carolina Department of Public Instruction. www.thomasandcollier.com

Thomas, W. P., and Collier, V. P. (2017). Why Dual Language Schooling. Dual Language Education of New Mexico-Fuente Press.

US Department of Education: Office of English Language Acquisition (2015). Dual Language Education Programs: Current State Policies and Practices. US Department of Education.

US Department of Education: Office of English Language Acquisition (2020). "The Top Languages Spoken by English Learners in the United States." US Department of Education.

Virginia P. Collier and Wayne P. Thomas are professors emeritus, George Mason University. Superintendents, school board members, and central administrative staff should check out their short book, Why Dual Language Schooling (Thomas and Collier, 2017; 2019 edition in Spanish).

This is also a good book for convincing bilingual families to enroll their children in DL classes. Educators should ensure that newly arriving immigrants who are speakers of the DL partner language understand the importance of the program so that their children can continue to keep up or catch up to grade level in their native language while they also acquire English.

They should know that the research shows that in DL classes their children will develop deeper proficiency in English than in a monolingual English program. For details on well-implemented DL programs, see Thomas and Collier (2017), as well as the whole series of five books on DL, three of which have editions in Spanish.

Collier and Thomas (2014) is written by and for DL principals, and Collier and Thomas (2018) provides the passionate voices of 19 contributing authors who are experienced secondary DL educators.

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Why Dual Language Works for Everyone - Language Magazine

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Bilingualism is becoming popular as more and more parents demand bilingual schooling for their children. English monolingualism, encouraged in the US during the 20th century and stimulated by the English-only movement of the 1980s and 1990s, is diminishing as communications shrink the planet. At the state level, governors and state boards of education are dramatically [...]

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Sunday, 10/28/23 @ 8435 Firestone Boulevard, Downey, California 90241 at the Downey Theatre Plaza

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Downey Día de Los Muertos Art Festival 10/29/23 11:00 am - 8:00 pm

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College Career Fair, Oct. 14 10am-1:30pm @ Los Altos High School

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Overview

The SSB, per AB 815 (Brownley, Chapter 618, Statutes of 2011), became effective January 1, 2012, and was amended in 2017 per AB 1142 , effective January 1, 2018 and by AB 370, effective January 1, 2024. California Education Code sections 51460-51464 establish the SSB program and its requirements. This program recognizes high school graduates who have attained a high level of proficiency in speaking, reading, and writing one or more languages in addition to English. The SSB will be awarded by the State Superintendent of Public Instruction in accordance with specified criteria set forth in the legislation.

Importance of the SSB Letter to the Field
The Importance of the SSB Letter to the Field gives the history of the SSB program and explains the program's purpose and importance as reaffirmed by State Superintendent of Public Instruction, Tony Thurmond.

For Students and Families

Requirements

2023-24 SSB Requirements Flyer (PDF) The SSB Requirements Flyer provides an overview of the SSB requirements. This flyer may be used by students in appointments with their counselors to understand progress towards meeting the SSB requirements. This flyer reflects updated eligibility requirements established in California Education Code ( EC) Section 51461.

How to Participate

If you believe that you or your child is eligible for the SSB, please contact a counselor or administrator at your school. You can check to see if your school or district participates in the SSB program by clicking on the "Data" tab above and clicking on the tab for your county. All public schools are eligible to participate in the program.

If the school or district does not yet participate, you can share this web page with a counselor, teacher, or administrator at the school as well as the contact information below. The SSB is an optional program and participation is voluntary.

Resources

Resources

Please note, the requirements beginning with the 2023-24 school year have been amended per AB 370 . The information and resources below have been updated to reflect the new requirements effective January 1, 2024. These requirements apply to all students seeking the SSB beginning with 2024 graduates.

SSB FAQs
The FAQs section includes responses to common inquiries about the SSB program and procedures.

California Educators Together SSB Group (Account Required)
The California Educators Together SSB Group is a space for educators and education leaders who are involved in coordinating the SSB or Biliteracy Pathway Recognition programs. This group will include the latest news, events, and resources related to the SSB and Biliteracy Pathway Recognitions and includes a space for members to share their own resources. Educators interested in joining will be prompted to create a free California Educators Together account.

Posters, Booklets, and Handouts

Presentations

SSB Webinar (Video; 59:07)
This webinar was recorded on November 8, 2023. It includes an overview of the SSB program and its purpose, the requirements (as updated by AB 370), logistics for local educational agencies participating in the program, information and resources for equity and raising awareness, and information and resources for creating paths to biliteracy and the SSB. The link document that includes resources referenced throughout the webinar is available below.

SSB Webinar Slides (Coming Soon)
The slides above are from the SSB webinar. They provide an overview of the SSB program and its purpose, the requirements (as updated by AB 370), logistics for local educational agencies participating in the program, information and resources for equity and raising awareness, and information and resources for creating paths to biliteracy and the SSB. This presentation can be used to inform district or school site staff, parents, students, and other interested parties about the SSB program.

Participation Data

Participation data for the previous school year is posted annually in the fall. This data is compiled from self-reported data received from local educational agencies via the Insignia Request Form. To correct participation data, please contact the California Department of Education Multilingual Support Division by email at SEAL@cde.ca.gov.

2022-23 Participation Data

2022-23 Districts Awarding the SSB in Less Commonly Awarded Languages
This page lists the counties and districts that awarded the SSB in less common languages during the 2022-23 school year.

2022-23 Participating Current and Former English Learners (XLSX)
This Excel spreadsheet includes data on the number of current and former English learner (EL) students who earned the SSB in 2022-23 by county and district. This data includes students currently classified as EL students at the time they earned the seal as well as students who reclassified prior to earning the seal (at any time, kindergarten through grade twelve).

Historical Participation Data

2021-22 Districts Awarding the SSB in Less Commonly Awarded Languages
This page lists the counties and districts that awarded the SSB in less common languages during the 2021-22 school year.

2020-21 Districts Awarding the SSB in Less Commonly Awarded Languages
This page lists the counties and districts that awarded the SSB in less common languages during the 2020-21 school year.

Requirements

Please note, the requirements beginning with the 2023-24 school year have been amended per AB 370 . The information and resources below have been updated to reflect the new requirements effective January 1, 2024. These requirements apply to all students seeking the SSB beginning with 2024 graduates.

Updated Guidance for Awarding the SSB, 2023-24
This letter explains the updated procedures for awarding the SSB during the 2023-24 school year after AB 370 was signed into law.

2023-24 SSB Requirements Flyer (PDF)
The SSB Requirements Flyer is a resource that may be distributed to districts, schools, students, and families to communicate the requirements for earning the SSB. This flyer reflects updated eligibility requirements established in California Education Code (EC) Section 51461.

SSB Eligibility Tracker for Schools and Districts (XLSX)
The SSB Eligibility Tracker is an optional resource for internal school or district use to track eligible students and ensure that they meet the SSB eligibility requirements. This checklist reflects the requirements established in EC Section 51461.

Letter Regarding SSB Data Collection on the California Longitudinal Pupil Achievement Data System (CALPADS)
This letter explains how SSB data is collected on CALPADS and how SSB data will be a component of the College/Career Indicator in the 2018 California School Dashboard.

Assessment List

The assessments statutorily identified for demonstrating proficiency in a language other than English are the Advanced Placement, International Baccalaureate, and ACTFL (AP, IB, and ACTFL).

The assessment list below is provided as an optional resource to identify locally approved assessments where a local educational agency (LEA) does not use one of the statutorily identified assessments (California Education Code [ EC] Section 51461[c]).
LEA-Approved World Language Assessments
If you have questions about a locally approved assessment or an LEA's approval process, please contact that LEA directly. This list is compiled from self-reported data submitted by LEAs through the online Insignia Request Form during the 2022-23 school year.

Certifying Locally Approved Assessments

LEAs must certify that any world language proficiency assessment(s) it uses, other than those specified in EC 51461(a)(3), meet the rigor of a four-year high school course of study and, at a minimum, assess speaking, reading, and writing in the language at the proficient level or higher ( EC Section 51461[a][2][C]). LEAs may certify locally approved assessments when submitting the online Insignia Request Form annually.

Insignia Request Process

A school district, county office of education, or direct-funded charter school that participates in the SSB program must maintain appropriate records to identify qualifying students and may complete and submit the online Insignia Request Form (California Education Code Section 51463[a]). The Insignia Request Form may be submitted at any time; however, it is recommended that requests be submitted far enough in advance to allow time for the California Department of Education (CDE) to process the requests and for insignias to be affixed to diplomas or transcripts. Participation is voluntary and no fee may be charged to the student.

The CDE will mail to the requestor one seal per eligible student to be affixed to the diploma or transcript.

Insignia Request Form

SSB Insignia Request Form
Please note, a public school, school district, county office of education, or direct-funded charter school may use this form. Parents, guardians, and students should contact the school or school district to verify eligibility and to find out if the school participates in the SSB program. If the student qualifies, the local educational agency will verify that the student has met the criteria and submit this form on behalf of the student.

The form opens in a new window. Please read the directions and then click the "next" button at the bottom of the screen to begin filling out the form. When the Insignia Request Form is submitted, an automatically generated email is sent to the submitter. If the submitter does not receive an automatically generated email or if the insignias requested do not arrive after two weeks, please contact the CDE Multilingual Support Division by email at SEAL@cde.ca.gov.

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State Seal of Biliteracy - Resources (CA Dept of Education)

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Information about the California State Seal of Biliteracy program and its requirements for students, parents, and educators.

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-Public Notice of Board Meeting

-2024-2025 Meeting Dates

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https://youtu.be/eAqVR4JQITc

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The Benefits of Being Bilingual | Bella Lawson & Jose Sabedra | TEDxKids@ElCajon

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Saturday, April 22, 2023 from 12pm-6pm at the Plaza West Covina located at 112 Plaza Dr, West Covina. Learn more about Japanese culture. Register HERE for the free event.

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Presenta: Maarten Van Delden
Jueves 27 de abril de 2023 @4:00 p. m. Lydeen Library, 4302 Rolfe Hall, University of California, Los Angeles. 90095, Los Angeles, CA. LINK

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HLPUSD Dual Immersion Language Programs Website

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HLPUSD Dual Immersion Language Programs Website

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https://www.hlpschools.org/district/education-services-division/multilingual-department/dual-immersion-language-programs

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Spanish Dual Immersion Language Programs Los Altos Elementary provides a high-quality educational program for students including our new Spanish Dual Immersion Program. Over the past four years, we have been recognized as a Distinguished School and Title I High Achieving School. In our Spanish Dual Immersion Program, we immerse students in Spanish language along with culture and history of the regions and provide our families events to share and experience what our students are learning. We offer a 90/10 model which means students are instructed in Spanish 90% and in English 10% of the instructional day. Each year the English instruction is increased until it reaches 50% English and 50% Spanish in the 4th grade and continues as such. Principal Rosalie Sinapi, Los Altos Elementary School.

Nelson Elementary School began a new Spanish Dual Immersion Program in 2019-2020. Students are taught literacy and academic content in both English and Spanish. Kindergarten students receive 90% of their instruction in Spanish and 10% in English. Instructional time in English is gradually increases each subsequent year, eventually reaching 50% English and 50% Spanish in grades 4th through 6th.

The goals for students in our program include:
* Developing high levels of language proficiency and literacy in both languages
* Demonstrating high levels of academic achievement
* Developing an appreciation for and an understanding of diverse cultures.
In addition to the Dual Immersion program, we offer, instrumental band classes for 6th grade students, Science Olympiad, a Headstart/Preschool program and a no cost afterschool program through the Boys & Girls Club available for all students.

Our highly qualified teaching staff provides best practice teaching methodologies to ensure all students reach high levels of academic success.

Newton Middle School We, the faculty and staff of Newton Middle School, believe that all students can achieve. We are dedicated to providing an academic environment that will insure student success. We challenge all students to think critically and develop lifelong curiosity that will propel each individual toward their college and career goals.

Newton is proud to offer our Spanish Dual Immersion Program to our native English and Spanish-speaking students the unique opportunity to become bilingual, bi-literate, and bi-cultural by the end of 8 th grade. Students in the Dual Immersion Program will promote with the bilingual skills necessary to prepare them for rigorous Spanish elective and AP Spanish courses in high school. Our vision for the DI Program is for our students to attain bilingualism and biliteracy with high-levels of academic excellence and multicultural understanding to be competitive in the global market.

Valinda School of Academics is a K-8 school with an enrollment of 547 students. Our hardworking and dedicated teaching staff and full time counselor use research-based strategies to ensure student success. We offer Journalism, Science Olympiad, instrumental band classes in addition to the Headstart/Preschool and ASES (free after school care) Programs. Valinda has a strong ASB and PTA. We are proud to also offer a Spanish Dual Immersion Program. This unique program offers English and Spanish speaking students the opportunity to learn and excel in two languages, English and Spanish. Students are taught in the 90/10 model. Students in Kindergarten receive 90% of their instruction in Spanish and 10% in English. Each year, English is gradually increased until instructional time reaches 50% English and 50% Spanish in grades 4th through 6th. Principal Elizabeth Bermejo, Valinda School of Academics.

Chinese (Mandarin) Dual Immersion Language Programs

Wedgeworth Elementaryprovides strong, rigorous K-5 curriculum programs including the foreign language programs that are focused on infusing 21st century skills with a strong emphasis on technology literacy and project-based learning.

Mandarin Chinese/English Dual Immersion Program

Foreign Language Elective Classes

School-Wide Gifted and Talented Education (GATE) - Depth and Complexity

Science Olympiad

Dual Immersion Program Model: Our program promotes a bilingual, multicultural environment by providing 50% of instruction in English and 50% in Mandarin Chinese. Standards-based instruction in both languages ensures that all students are able to achieve high academic standards as well as they become bilingual, biliterate, and bicultural citizens. Principal Dr. Paulina Cho, Wedgeworth Elementary School

Chinese and Korean Dual Immersion Language Programs

At Cedarlane Academy, the goal of our new Dual Immersion programs in Chinese (starting in 6th grade) and Korean (starting in Kindergarten) is to continue the development of students' bilingualism, biliteracy, academic achievement, and cross-cultural competencies through mastery of challenging curriculum in both Chinese/Korean and English.

Cedarlane Academy's Dual Immersion programs' participating students are held to the high level of rigor. Dual Immersion students take two classes taught in Chinese: Chinese language arts (during zero period) and Chinese social studies. The content, scope, sequence, and standards of Chinese social studies is identical to the English course counterpart. Dual Immersion students also take English language arts taught in English, Science, math, P.E., and elective class of their choice. Korean Dual Immersion program is following a 50:50 Korean/English model and begins in Kindergarten. Native English speakers must begin the Dual Immersion program in elementary school to be eligible to participate in Cedarlane Academy's Middle School Immersion Program. Native Chinese speakers who did not attend an elementary Dual Immersion Program, may begin at Cedarlane Academy, contingent upon tested Chinese language proficiency. For the Korean Dual Immersion program, any incoming Kinder student is eligible.

Advanced and AP Chinese courses, Korean as a Foreign Language courses as well as an IB program offered at Wilson High School, HLPUSD, are the natural next steps for our Middle School Dual Immersion Students.

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hacienda la puente unified school district

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Dual Immersion Language Programs - Hacienda La Puente Unified School District

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Dual Immersion Language Programs - Hacienda La Puente Unified School District

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Benefits of Multilingualism (English)

Guiding Principles for Dual Language Education

Improving Education for Multilingual and English Learner Students:

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Dual Language Learner Family Events

Quality Start LA Professional Learning Opportunities

University of Guadalajara Foundation USA

Head Start: Culture & Language

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Taller de retrato a lápiz con Yair Sikorski

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Taller de retrato a lápiz con Yair Sikorski

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Drawing workshop with University of Guadalajara Foundation

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Saturday, January 28, 2023
Click Here for information

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Los Altos Elementary

Nelson

Valinda School of Academics

Newton

Wedgeworth

Cedarlane (View 12:32 time mark)

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2023 State of the District Thursday 1/19/2023, 6:00 pm

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2023 State of the District Thursday 1/19/2023, 6:00 pm

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2023 STATE OF THE DISTRICT - Explore, Learn, Grow: Inspire Deep Learning

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Join Superintendent of Schools Dr. Alfonso Jiménez in celebrating Hacienda La Puente Unified's success and achievements!

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Duolingo (Free)

Mango Languages (Free with Public Library Card)

National Museum of Language

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Games to Learn English

Google Arts and Culture

ABCya!

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Los Angeles Public Library - Free Tutoring Opportunities

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Los Angeles Public Library - Free Tutoring Opportunities

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Connecting with an online tutor is easy and free. You just need a library card and a computer or mobile device with internet access. Professionally trained and experienced tutors work online with students in grades K-12 and adult learners. The student and tutor communicate in a virtual classroom with chat and two-way white boards.

Live one-to-one tutoring every day, 11 a.m. to 11 p.m., in English or Spanish

K-12 and adult learners

Tutoring in English, math, science, social studies, writing, and world languages (Spanish, French, German, and Italian)

Tutoring for AP level classes and intro-level college coursework

ACT/SAT or GED/HiSET help from The Princeton Review, including full-length practice tests, detailed score reports, engaging video lessons, and powerful practice drills

Career tutors help navigate a job search, create a resume, prepare for an interview, or apply for jobs online

Parent coaching for student success

En Español

Conectarse con un tutor en línea es fácil y gratis. Sólo necesitas tu tarjeta de biblioteca y una computadora o dispositivo con acceso a internet. Los tutores que hablan español están disponibles de 11 a.m. a 11 p.m. para ayudar a estudiantes de todas las edades con sus tareas de matemáticas, ciencias y estudios sociales. Cuando te conectes, asegúrate de cambiar el idioma de "English" a "Español"

Need Help?

Contact Tutor.com for frequently asked questions and technical support.

Live one-to-one tutoring always available (except major holidays) in English, Spanish, Mandarin, Cantonese, Tagalog, and Vietnamese

K-12 and adult learners

Tutoring in English, math, science, social studies, writing, and world languages (ESL, Spanish, Tagalog, Cantonese, Mandarin, and Vietnamese)

Expert assistance filling out the Free Application for Federal Student Aid (FAFSA®)

Diagnostic test center with customized study plans, lessons, videos and practice tests

Create and share flashcards, tests, and games

Discover college majors and careers that match your skills and interests

Schedule sessions with friends in a private virtual study room

Learn the basics, tactics, and maneuvers of chess to improve cognitive thinking with an expert chess coach

Need Help?

Contact Brainfuse for frequently asked questions and technical support.

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Free Online Tutoring / Tutoría en línea gratis | Los Angeles Public Library

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Connecting with an online tutor is easy and free. You just need a library card and a computer or mobile device with internet access. Professionally trained and experienced tutors work online with students in grades K-12 and adult learners. The student and tutor communicate in a virtual classroom with chat and two-way white boards.

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Translation, Reference, and Language Editing Tools

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Translation, Reference, and Language Editing Tools

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HuayaWorld.org

Traditional Chinese Character Resources

Chinese Learning Games

Chinese Traditional Stories

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Footsteps2Brilliance

Storybooks Canada Spanish-Fiction

Leyendas Mexicanas

Colección Literaria de Letras para Volar

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Children's Books Read Aloud (Korean)

Learn Korean with Songs

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Coming soon...

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Resources for Dual Language Schools, Parents, and Teachers

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Muestras de afecto - Resources for Dual Language Schools, Parents, and Teachers

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Los padres pueden ayudar mucho a sus hijos. Mientras más felices se sienten los niños y las niñas, más fácil les será aprender.

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Understanding Traumatic Stress in Children

A resource for caregivers working with children who have experienced traumatic stress, including a definition of trauma and a close look at acute traumatic stress and complex trauma, developmental effects on children, ways for caregivers to respond, and the importance of self-care for caregivers. Compiled by the National Center on Family Homelessness (NCFH).

Click below for downloadable pdf.

Free Online Tutoring
Tutoría en línea graits

Suicide Prevention Training

Hello, parents, guardians, and caregivers. First and foremost, we hope you are doing well, staying safe and healthy. The Office of Equity & Access has been in the process of implementing an important project this year with regards to suicide prevention, awareness of warning signs, increasing resiliency, and training of key people in the process. Most importantly, you, the parents, guardians, or caregivers. You are a crucial part of this project and process. When schools closed to students and staff due to COVID-19, many parts of our school community were affected, such as our planned training events. However, the Center for Distance and Online Learning (CDOL) division of the LA County Office of Education (LACOE) recently developed and released a set of screencasts for online parent training. This training is focused on suicide prevention, awareness of warning signs, and increasing resiliency. It is important to note; each segment is not meant to be a stand-alone segment, which means that we ask you ultimately to watch each of them in order and its entirety. By design, each segment is no longer than 15 minutes because you may not have an opportunity to view content like this for an extended period of time. Additional resources are provided at the end of each segment. Feel free to share the link with others, because the more people who have this important knowledge, the better! Please remember that you can help prevent suicide.

Parent Segment #1
In this first segment of the series, the video highlights how parents are very important in the prevention of suicide, some of the myths surrounding suicide and prevention, and the importance of talking to their children. In this segment, as with each of the segments, resources for support are provided at the end of the segment.
Parent Segment #2
In this segment, the video focuses on the importance of safe messaging, using terminology when talking about suicide that will not have a negative impact. Also, taking a closer look at examining some of the trends and statistics with regards to youth suicide in Los Angeles County, as well as across the nation. Moreover, examining some of the risk factors which may lead to an increased risk of suicide, as well as protective factors, which are those aspects of a person's life that helps protect them from going down the road towards suicidal behaviors.
Parent Segment #3
In this segment of the series, this video examines other risk factors which may lead to a higher risk of suicide, as well as more protective factors that students cope with emotional distress thus helping protect them from going down the path towards suicide.
Parent Segment #4
In this final segment of the series, the video examines some of the precipitating events which may be seen as a spark that, when the underlying risk factors are present, may lead to a student going down the path towards a suicidal action. This segment also features warning signs (which are red flags that a child may be heading down that path), and what parents should do immediately if they become aware of those red flags.

This website is provided as a tool to assist in finding child care. Once on the site, enter the zip code in which you are looking for child care, and it it will bring up a list of active providers in that area along with information as to whether they are booked or have space available.

From the results, you can click directly on the name of the provider and it will bring up a list of the following:

availability

capacity

contact

health & safety

resource & referral agency

Click on the image below to be redirected to the website.

*This website is provided as a tool only. We do not endorse any of the providers listed through this service.

Student Housing Questionnaire

Are you experiencing any of the following housing situations? Are you living in:

a hotel/motel

a rented garage or room in someone else's home

your car

If the answer is yes to any of the above, you may be eligible for addition support. Please click the link below to compete the Student Housing Questionnaire.

The California Parent and Youth Helpline provides support and resource referrals to parent and youth during the current COVID-19 pandemic, 7-days a week from 8:00 a.m. to 8:00 p.m. Call or text 1-855-4APARENT (855-427-2736) for services in English, Spanish and other languages. For more information, please click the link below:

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Understanding Traumatic Stress in Children A resource for caregivers working with children who have experienced traumatic stress, including a definition of trauma and a close look at acute traumatic stress and complex trauma, developmental effects on children, ways for caregivers to respond, and the importance of self-care for caregivers.

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Spanish:
-LA libreria
-MijaBooks
-Scholastic
-First Book Marketplace
-Amazon
-Colorin Colorado
-Lee & Low Book
Mandarin Chinese
-Amazon
-LycheePress
-Airitibooks
Korean
-Amazon
-90DayKorean
-Target
-Korean Kids Books
-BandiBook
-Aladdin Books