# data[].attributes.headline
SCOE: Bridging Cultural & Linguistic Gaps with Families

# data[].attributes.subject
SCOE: Bridging Cultural & Linguistic Gaps with Families

# data[].attributes.attachment_link.title
SCOE: Bridging Cultural & Linguistic Gaps with Families

# data[].attributes.headline
SCOE: Prácticas familiares que apoyan al aprendizaje de los estudiantes

# data[].attributes.subject
SCOE: Prácticas familiares que apoyan al aprendizaje de los estudiantes

# data[].attributes.attachment_link.title
SCOE: Prácticas familiares que apoyan al aprendizaje de los estudiantes

# data[].attributes.headline
SCOE: Family Practices That Support Student Learning: A Focus on Bilingual Families

# data[].attributes.subject
SCOE: Family Practices That Support Student Learning: A Focus on Bilingual Families

# data[].attributes.attachment_link.title
SCOE: Family Practices That Support Student Learning: A Focus on Bilingual Families

# data[].attributes.headline
SCOE: Bridging Cultural & Linguistic Gaps with Families

# data[].attributes.subject
SCOE: Bridging Cultural & Linguistic Gaps with Families

# data[].attributes.attachment_link.readable_text
Communication is a critical factor in building relationships. This workshop explores how educators can break cultural barriers. Viewers will learn how to engage families of English learners through supports and strategies that are explicit and build a bridge between the home and school cultures.

Learn more about SCOE: scoe.net
More programs on Family Engagement: secctv.org/family-engagement

# data[].attributes.attachment_link.title
SCOE: Bridging Cultural & Linguistic Gaps with Families

# data[].attributes.attachment_link.description
Communication is a critical factor in building relationships. This workshop explores how educators can break cultural barriers. Viewers will learn how to engage families of English learners through supports and strategies that are explicit and build a bridge between the home and school cultures.

# data[].attributes.headline
Immigrant and Refugee Children: A Guide for Educators and School Staff 

# data[].attributes.subject
Immigrant and Refugee Children: A Guide for Educators and School Staff 

# data[].attributes.attachment_link.readable_text
This guide was created for educators, school support staff and service providers who teach, mentor and help open the doors of opportunity for undocumented youth and unaccompanied and refugee children currently living in the United States. Educators, school support staff and service providers are often the first individuals a student and/or family comes out to as undocumented.

Moreover, they are often the first ones to witness the impact of increased enforcement measures on students and their families.

Schools should be safe havens that embrace all students and families, regardless of citizenship and national origin, and that includes unaccompanied and refugee children. The 1982 U.S. Supreme Court case Plyler v. Doe ruled that undocumented children have a constitutional right to receive a free public K-12 education, which provides the means to becoming a "self-reliant and self-sufficient participant in society," the court wrote, and instills the "fundamental values necessary to the maintenance of a democratic political system." However, today's increased enforcement measures by the Department of Homeland Security and campaign promises made by the incoming administration threaten that right for thousands of undocumented youth and the 4.1 million U.S.-born children who live in mixed-status households with at least one parent or family member who is undocumented.

Facts About Undocumented Students

An undocumented student is an aspiring citizen who came to the United States without legal documentation or who has overstayed his or her visa. These students:

Often don't know they are undocumented until they begin the college application process;

Don't qualify for federal grants or loans, even if they are in financial need and their parents pay taxes;

Are racially and ethnically diverse, from all corners of the world, and are part of the 11.5 million undocumented immigrants in the United States.

Educator's FAQ About Immigration Raids

What impact do raids have on children and youth?

Research consistently shows that immigration enforcement actions have a harmful impact on the health, safety, academic performance and overall well-being of children, including U.S. citizen children living in mixed-status families. According to a 2010 report by the Urban Institute, children who witnessed parents or family members apprehended in a home raid were much more likely to experience symptoms of post-traumatic stress disorder than children whose parents were arrested in other settings, including greater changes in sleeping and eating patterns and much higher degrees of fear and anxiety. Several teachers in North Carolina also reported significant behavioral changes and increased absenteeism among students following a local community raid, including among U.S. citizen students.

Are there places where raids are prohibited?

Yes, with exceptions. According to a policy memorandum released by the Immigration and Customs Enforcement (ICE) agency in 2011, commonly referred to as the "sensitive locations memo," ICE officers and agents are to refrain from enforcement actions at least at the following locations and events:

schools (including preschools, primary schools, secondary schools, colleges and universities, and other institutions of learning, such as vocational and trade schools);

hospitals;

churches, synagogues, mosques and other institutions of worship, such as buildings rented for the purpose of religious services;

funerals, weddings and other public religious ceremonies; and

public demonstrations, such as a march, rally or parade.

Note: The sensitive locations policy memorandum may be reversed. School leaders should stay informed about possible changes.
Is there a federal law that prevents schools from sharing student information?

Yes. Under the Family Educational Rights and Privacy Act (FERPA), schools are prohibited, without parental consent, from providing information from a student's file to federal immigration agents if the information would potentially expose a student's immigration status. If ICE agents present a school with a removal warrant (deportation order), the school is still permitted to refrain from providing student information, as the warrant is administrative, not judicial. Under FERPA, schools may disclose directory information without consent, but they are required to allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Some schools [and the Southern Poverty Law Center] have also interpreted the Plyler decision as prohibiting them from requiring students to provide Social Security cards or birth certificates as a condition of enrollment, test taking or participation in school activities. For more on FERPA, see familypolicy.ed.gov.

What Educators, School Support Staff and Communities Can Do

Issue a statement-in English and in other languages spoken at the school-articulating that the school supports immigrant students/parents and affirming publically that it is a welcoming site.

Stress the importance of taking proactive steps to ensure the safety and well-being of children and entire communities.

Distribute "know your rights" materials to students, families and communities about what to do if a raid occurs or an individual is detained.

Identify a bilingual person at your school who can serve as the immigration resource advocate in your building or on your campus.

Work with parents to develop a family immigration raid emergency plan.

Provide a safe place for students to wait if a parent or sibling has been detained.

Provide counseling for students who have had a family member detained by ICE.

Work with your school board to pass a resolution affirming schools as welcoming places of learning for all students, distancing the schools from enforcement actions that separate families.

Strengthen relationships with local institutions of higher education and community-based organizations that can support the needs of unaccompanied children and students with interrupted formal education.

Maintain-in English and in other languages spoken at the school-a list of resources, such as the names of mental health providers, social workers, pro bono attorneys and local immigration advocates and organizations that can be shared with your students and their families.

Partner with a pro bono attorney, legal aid organization or immigrant rights organization to schedule a "know your rights" workshop on campus to inform students and families about their rights.

Find out if there is a local immigration raid rapid response team. These teams usually consist of attorneys, media personnel and community leaders who may be able to provide support.

Participate in National Educators Coming Out Day, held annually on November 12, and "come out" in support of undocumented students.

Participate in National Institutions Coming Out Day, held annually on April 7.

For additional tools and model resolutions to create safe, welcoming environments for all students, visit aft.org and see the toolkit for this story.

Taking Action Beyond The Classroom

Advocate to stop raids and halt deportation proceedings.

Unaccompanied children and youth should be in school, not in detention centers awaiting deportation. Educators can play an important role in protesting raids and halting deportation proceedings. For example, if a student has been detained by ICE, you can send a letter of inquiry to the U.S. Department of Homeland Security, asking for prosecutorial discretion to be exercised or considered, or you can file a formal civil rights complaint with the U.S. Department of Education's Office for Civil Rights.

You can also distribute the United We Dream deportation defense guide, which was published to inform members of Congress and other elected officials about the role they can play in stopping the deportation of their constituents and other community members.

Elected officials have successfully advocated for individuals in removal proceedings for years and continue to employ this process to help immigrant communities even today. The guide is also a useful resource for community advocates and people in deportation proceedings seeking support from their elected officials. Download the guide here.

Adopt resolutions.

School districts are responsible for ensuring the safety and well-being of all their students while they are in school. One way to create a welcoming school environment and protect undocumented students while in class and on school grounds is to pass a resolution that restricts ICE agents' access to school property, similar to the one the Los Angeles Unified School District (LAUSD) passed in February 2016. The LAUSD resolution:

Forbids immigration enforcement agents from going on campus without approval from the superintendent and the LAUSD law office.

Forbids school staff from asking about a student's immigration status or that of family members.

Provides teachers, administrators and other staff with training on how to deal with immigration issues and how to notify families in multiple languages of issues.

Asks all schools to treat students equitably, including those receiving free and reduced price meals, transportation and other services.

Requires the superintendent to come up with a plan to provide assistance and information for students and families "if faced with fear and anxiety related to immigration enforcement efforts."

Such resolutions can also improve protections for students by affirming that the schoolhouse doors are open to all students, no matter their prior academic attainment or their language proficiency. For additional information about what actions cities and counties can take to protect immigrants and make communities welcoming places for all, visit Cities for Action.

Make public statements.

Educators, administrators, students and community allies can make public statements denouncing immigration enforcement raids to reassure students and families that their local school remains a safe haven.

Create an online petition to prevent a student's deportation.

Online petitions are powerful tools for building public awareness and community support. See the NotOneMoreDeportation.com petition for 19-year-old Kimberly Pineda Chavez, who was detained in the United States after escaping violence in Honduras.

Organize a rally or walkout opposing ICE raids and deportations.

In February 2016, educators and community allies in Durham, North Carolina, organized a rally in support of a high school student detained by ICE. Actions like this help to support individuals fighting their deportation cases. The student's teachers even mailed school assignments to his detention facility to help him stay on top of his work. "There is nothing that will hold me back from giving a kid his classwork and finish their education and graduate," teacher Ellen Holmes told a local news station.
Editor's note This content was originally published by the American Federation of Teachers (AFT) and its partners: United We Dream's Dream Educational Empowerment Program, the National Immigration Law Center and First Focus. This excerpt was adapted and reprinted with generous permission from the AFT.

# data[].attributes.attachment_link.title
Immigrant and Refugee Children: A Guide for Educators and School Support Staff

# data[].attributes.attachment_link.description
This guide was created for educators, school support staff and service providers who teach, mentor and help open the doors of opportunity for undocumented youth and unaccompanied and refugee children currently living in the United States. Educators, school support staff and service providers are often the first individuals a student and/or family comes out to as undocumented.

# data[].attributes.headline
Supporting Immigrant and Refugee Students 

# data[].attributes.subject
Supporting Immigrant and Refugee Students 

# data[].attributes.attachment_link.readable_text
"Trainer of Trainers" Workshops

We are holding "trainer of trainers" workshops throughout California, covering the resources above.

Spring workshops are being planned for the following counties: Los Angeles, Santa Clara, Yolo, Sacramento, San Bernardino, and Monterey. For an up-to-date list of currently scheduled workshops with dates and registration information, go here.

To arrange for multi-district workshops in your area, contact our program director.

# data[].attributes.attachment_link.title
Support for Immigrant and Refugee Students

# data[].attributes.attachment_link.description
We are holding "trainer of trainers" workshops throughout California, covering the resources above. Spring workshops are being planned for the following counties: Los Angeles, Santa Clara, Yolo, Sacramento, San Bernardino, and Monterey. For an up-to-date list of currently scheduled workshops with dates and registration information, go here.

# data[].attributes.attachment_link.readable_text
California English Learner Roadmap Home | Policy and Printed Document | Research | Principles Overview | Principle One | Principle Two | Principle Three | Principle Four | Characteristics of Examples | Illustrative Case Examples | Crosswalk to Local Control Accountability Plan (LCAP) | Resources | Educator Workforce Investment Grant (EWIG) | Communications and Updates | Archives

California's Vision and Mission of Success for English Learners

The California State Board of Education unanimously approved the California English Learner Roadmap State Board of Education Policy: Educational Programs and Services for English Learners (EL Roadmap Policy) on July 12, 2017. This policy is intended to provide guidance to local educational agencies (LEAs) on welcoming, understanding, and educating the diverse population of students who are English learners attending California public schools. The California English Learner Roadmap: Strengthening Comprehensive Educational Policies, Programs, and Practices for English Learners ( CA EL Roadmap) builds on the EL Roadmap Policy and provides further guidance on educating English learners. The CA EL Roadmap supports LEAs as they implement the EL Roadmap Policy.

Vision

English learners fully and meaningfully access and participate in a twenty-first century education from early childhood through grade twelve that results in their attaining high levels of English proficiency, mastery of grade level standards, and opportunities to develop proficiency in multiple languages.

Mission

California schools affirm, welcome, and respond to a diverse range of English learner (EL) strengths, needs, and identities. California schools prepare graduates with the linguistic, academic, and social skills and competencies they require for college, career, and civic participation in a global, diverse, and multilingual world, thus ensuring a thriving future for California.

Web-based Resources

The resources on this web page are intended to support educators as they implement the EL Roadmap Policy.

These materials are not meant to be exhaustive but rather dynamic. The resources provided here are continually updated as new illustrative case examples become available.

Policy and Printed Document: This page contains the EL Roadmap Policy and the printable guidance document that, together with this web page, make up the CA EL Roadmap.

Research: This page contains research related to EL program development.

CA EL Roadmap Principles: These pages contain information on each of the principles and illustrative examples demonstrating each principle in action.

Characteristics of Examples: This page describes the characteristics of examples for inclusion in the CA EL Roadmap.

Illustrative Case Examples: This page contains illustrative case examples from the field that illustrate the CA EL Roadmap principles and elements in action.

Crosswalk to LCAP: This page contains a crosswalk between the CA EL Roadmap principles and the LCAP state priorities.

Resources: This page contains frequently asked questions about the CA EL Roadmap and resources for LEAs and the public to use. This page includes an "At a Glance" information sheet and presentations on the CA EL Roadmap.

Communications and Updates: This page contains letters and other communications on the CA EL Roadmap. This page also includes dates and locations of upcoming regional presentations and workshops.

Archives: This page contains previous EL Roadmap information including workgroup members and meetings that were held.

Last Reviewed: Monday, April 24, 2023

# data[].attributes.attachment_link.description
Guide to assist local educational agencies to implement California's 21st century college-and-career-ready standards, curriculum, instruction programs, and assessments.

# data[].attributes.body
Do's and Don'ts when working with EL families and classroom activities that foster a welcoming environment,

# data[].attributes.headline
Tools and Resources for Ensuring Meaningful Communication with Limited Proficient Parents 

# data[].attributes.subject
Tools and Resources for Ensuring Meaningful Communication with Limited Proficient Parents 

# data[].attributes.body
A publication from the Department of Educations for Civil Rights and the Department of Justice

# data[].attributes.body
A CDE publication

# data[].attributes.attachment_link.title
Part 1B- Toolkit of Resources for Engaging Families and the Community as Partners

# data[].attributes.attachment_link.title
FACE Bridging Cultural and Linguistic Gaps with Families

# data[].attributes.headline
Bridging Cultures in Our Schools: New Approaches That Work

# data[].attributes.subject
Bridging Cultures in Our Schools: New Approaches That Work

# data[].attributes.body
A framework to understand two contrasting value systems: Individualism & Collectivism

# data[].attributes.body
A visual of explicit and implicit factors

# data[].attributes.body
Social and Emotional Website

# data[].attributes.attachment_link.readable_text
T-SEL Competencies and Conditions for Thriving

These guidance tools, developed for voluntary use, aim to build on and respond to the call from California's diverse stakeholders to embed equity-focused Transformative Social and Emotional Learning (T-SEL) in every learning and teaching context across the education system.

Social and Emotional Support During Distance Learning

Visit the California Department of Education (CDE) Social and Emotional Support During Distance Learning web page for resources for educators, educational leaders, and families/guardians in kindergarten through grade twelve (K-12) schools, to provide social and emotional supports during distance learning.

Social and Emotional Learning Basics

Social and Emotional Learning (SEL) reflects the critical role of positive relationships and emotional connections in the learning process and helps students develop a range of skills they need for school and life. SEL skills include the ability to:

set and achieve positive goals

feel and show empathy for others

establish and maintain positive relationships

make responsible decisions

understand and manage emotions

All of these skills are necessary-both for educators and students-to function well in the classroom, in the community, and in college and careers.

While many teachers instinctively know that SEL is important, historically schools have been primarily focused on teaching academic content such as reading, math, science, and history, and less intentional about supporting the social and emotional skills that are so important to learning and life success.

There is a growing body of research proving that SEL is fundamental to academic success, and must be woven into the work of every teacher in every classroom and every after school and summer learning program, if we truly want to prepare all our students for college and careers.

The CDE is committed to helping educators learn more about SEL and how to make this a part of every child's school experience. To support this work, the CDE has joined the Collaborating States Initiative a group of states that share information, best practices, and promising tools and ideas in the interest of building strong SEL in schools across their states. The Collaborating States Initiative is hosted by the Collaborative for Academic Social and Emotional Learning .

The CDE has convened a group of experts from different sectors of the education system to advise on the best ways to support SEL implementation. The following are products this team has developed:

See the CDE's press release on California's participation in the Collaborating States Initiative.

Advance Social and Emotional Learning Campaign

In 2020, the State Superintendent of Public Instruction Tony Thurmond, First Partner Jennifer Siebel Newsom, and State Board of Education President Linda Darling-Hammond launched the Advance SEL in California Campaign. The initiative gathered large-scale input through a forum called WikiWisdom , a virtual resource where educators, school leaders, and families can collaborate, interact with peers, and share best SEL practices to support students dealing with the impact of the Coronovirus (COVID-19) pandemic and over the long term. In total, the project engaged nearly 800 diverse California education stakeholders to gather perspectives on SEL practices, needs, and goals.

The project culminated with a report on the status of SEL in California, with recommendations for how teachers, school leaders, and families across the state can address the social and emotional needs of students, both in response to COVID-19 and over the long term. The findings in this report are grounded in what we heard from nearly 2,000 educators, students, parents, and other stakeholders throughout this project. The resounding message we heard was that SEL is more important than ever-and racial equity must be part of those SEL conversations.

For both the executive summary and the final report, visit the Education First website .

General Resources

To better understand the role of SEL in schools, the resources listed below are a good starting place. This list will be updated as relevant information is gathered and reviewed:

Support

If you need support in your school, district, or county in better understanding SEL or if you need implementation tools or technical assistance, the following are some resources to consider:

Register for Updates

If you would like to receive updates from the California Department of Education about California's SEL efforts, please sign up for our listserv.

To subscribe to the SEL Planning listserv, send a "blank" message to join-sel-planning@mlist.cde.ca.gov.

To unsubscribe from the SEL Planning listserv, send a "blank" message to unsubscribe-sel-planning@mlist.cde.ca.gov.

To view archived SEL newsletters, visit the California Educators Together SEL Newsletter Archive collection web page .

Last Reviewed: Thursday, September 23, 2021

# data[].attributes.attachment_link.description
These guidance tools, developed for voluntary use, aim to build on and respond to the call from California's diverse stakeholders to embed equity-focused Transformative Social and Emotional Learning (T-SEL) in every learning and teaching context across the education system.

# data[].attributes.headline
C.A.R.E. Guide: Strategies for Closing the Achievement Gaps 

# data[].attributes.subject
C.A.R.E. Guide: Strategies for Closing the Achievement Gaps 

# data[].attributes.body
A National Educators Association publication full of frames and activities to dig into understanding and supporting a diverse system

# data[].attributes.attachment_link.title
Part 2B- Toolkit of Resources for Engaging Families and the Community as Partners

# data[].attributes.attachment_link.title
Part 3B- Toolkit of Resources for Engaging Families and the Community as Partners

# data[].attributes.attachment_link.title
Part 4B- Toolkit of Resources for Engaging Families and the Community as Partners