Based on a year-long collaborative equity audit with school leaders and educators from across the US, Megan Hopkins and Hayley Weddle share challenges and opportunities for fostering multilingual learners' access to high school computer science.
In Chapter 7 of this California Department of Education publication, Maria Santos and Megan Hopkins describe how district and school leaders have engaged in continuous improvement efforts that resulted in positive academic and linguistic outcomes for multilingual learners.
Maria Santos and Megan Hopkins contributed to this National Academies report, describing the local capacity building needed to facilitate multilingual learners' opportunities in STEM through continuous improvement processes.
In this CCSSO resource, Megan Hopkins and Hayley Weddle offer recommendations for SEA leaders as they develop, revise, and refine statewide COVID-related guidance to prioritize equity for ML students and families. The recommendations are based on a comprehensive review of over 150 state guidance documents.
In this CCSSO resource, Sara Kangas offers recommendations for creating and expanding policy guidance to address the needs of English learners with disabilities during remote learning and school reopening, as well as state leadership actions to strengthen collaboration between English learner and special education departments.