RESOLUTIONS COMMITTEE AGENDA
California Association of Teachers of English
Business Meeting/Town Hall
Sunday, March 8, 2026
Members Present:
April Parker, Southland Council
Shawn McQuilliams, Kern Council
Maddy Alpert, Southland Council
Taylor Bradley, Capitol Council
Duncan Rivera Wanless, Fresno Council
Abigail Soriano, Central Council
Tayler Easterwood, Kern Council
Jackie Cepeda, TUCATE
- Resolution Reaffirming the Rights of Immigrant Students
- Resolution in Solidarity with Communities of Teachers
- Resolution on the Classroom as a Civic Safe Space
- Resolution on Literacy as a Human Right
- There’s No Debate: A Resolution in Support of Equitable Funding for Co-Curricular Academic Programs
- Board Resolution: Commendation of the Convention Committee for CATE 2026
Resolution Reaffirming the Rights of Immigrant Students
BACKGROUND
In 2025, CATE resolved that as an organization we urge “districts and the state government to clearly and unequivocally express support for the rights of immigrant and refugee students and their families to safely learn and participate in school communities without fear of deportation or detainment. Clearly communicated support for immigrant and refugee families reduces anxiety around school attendance, promotes active participation in learning, builds a diverse and equitable school community, and lowers students’ affective filter for acquisition of the English language.” In the months since, increased action against immigrants has demanded CATE articulate further support for immigrant students and their communities.
Whereas, California has the highest proportion of immigrants and refugees of any US state, and
Whereas, changes in federal policy have increased the scale of deportations and the removal of schools as safe zones from ICE activity, resulting in uncertainty and instability for many immigrant students and their families due to fear of deportation, detainment, or profiling, and
Whereas, many immigrant students and their families have responded to these policy changes by attending school less frequently, withdrawing from participation in events or activities, and/or by moving more frequently to avoid potential immigration actions thereby exacerbating the numerous barriers immigrant students already face in search of a high-quality education, and
Whereas, all of civil society shares the responsibility to welcome, support, and educate its members, including those who are new to the community;
RESOLUTION
Be it therefore resolved, that CATE urge school districts and sites to communicate explicit procedures for the protection of immigrant students and their families, so that students and their families can attend school safely, and
Be it further resolved, that CATE urge districts to take precautions to preserve the privacy of students and their families through careful protection of student data and clear policies about the contexts through which data would be shared with government agencies, and
Be it further resolved, that CATE urge the state to invest more deeply in migrant education programs to provide services to families which may be increasingly transient and face more instability, and
Be it finally resolved, that CATE urge districts to increase communication about partial credit eligibility for migrant students as they move between schools and systems in response to instability.
Resolution in Solidarity with Communities of Teachers
BACKGROUND
Teaching is a time-intensive profession which requires educators of all ages and experiences to dedicate, devote, and (unfortunately) donate personal time before and after contracted hours to complete the work necessary to teach well. New teachers disproportionately bear this burden, contributing to astronomical rates of burnout and high turnover among teachers. Decisions impacting the conditions under which educators impart instruction have created an environment with imbalanced roles and responsibilities. Simultaneously, teachers are skilled professionals and teaching is a profession built upon a collaborative learning community. Supporting the craft of the teacher requires a human-first community in order to promote the sustainability of this field for all involved.
Whereas, teachers across the state share consistent interests based in their understanding of their students and their working conditions, such as class sizes, access to high-quality materials, planning time, and the need for professional development, and
Whereas, teachers in California have organized in pursuit of these goals through the mechanism of teachers’ organizations and unions, including California Teachers’ Association (CTA) and its local affiliates, and
Whereas, tentative and collective bargaining agreements in districts such as San Francisco, Fresno, Oakland, and Berkeley have improved conditions for teachers and students through class size reductions and better working conditions, and
Whereas, navigating the educational field as a new teacher requires a supportive mentor system with training to navigate the growing responsibilities in and out of the classroom;
RESOLUTION
Be it therefore resolved, that CATE affirm teachers as skilled professionals and craftspeople who deserve mentorship and human support in the development of their craft, and
Be it further resolved, that CATE affirm teachers as workers with the right to unionize and bargain for working conditions, and
Be it further resolved, that CATE urge districts and the state to consider all of teaching–including grading, attending IEPs, contacting students’ families, and developing as a professional–as work which should be compensated,
Be it further resolved, that CATE urge educators to develop their teaching practices through collaboration with other members of the community of teachers to the benefit of teacher and student, and
Be it further resolved, that CATE urge teachers’ unions to bargain for policies that promote sustainable teaching careers and high-quality instructional experiences.
Resolution on the Classroom as a Civic Safe Space
BACKGROUND
In an increasingly polarized political landscape, talking politics in classrooms has become an exercise in tightrope walking. In response, many districts have responded with directives to minimize or entirely avoid topical world events due to their political connotations. As a result, classrooms have become spaces of fear and uncertainty for teachers and students. This hurts not only the connection between students and teachers, as students feel unable to seek insight and reassurance about topics they don’t fully understand, but also limits the student potential to become civically engaged citizens. The importance of this concept is stated in the English Language Arts and English Language Development Framework for California Public Schools (ELA/ELD Framework for California Public Schools) and the 2025 English Language Development Roadmap (2025 ELD Roadmap) “To act as informed voters, serve as responsible jurors, and participate in policy making decisions, students need the knowledge and skills to interpret and communicate ideas and negotiate and collaborate in ways that positively impact democratic policies, practices, and other people’s lives” (54).
Whereas, the ELA/ELD Framework for California Public Schools and the 2025 English Language Development Roadmap (2025 ELD Roadmap) defines it as the responsibility of classroom instructors to “develop [student] readiness for college, careers, and civic life,” and
Whereas, increasing restrictions upon educators by minimizing the content available for classroom discussion inhibits fully realized engagement with the civic world, and
Whereas, this increasing censorship of teachers and curriculum in the name of avoiding politically controversial topics leaves students unprepared to recognize misinformation, and
Whereas, this inability to recognize misinformation directly contributes to rising rates of youth extremism in the United States;
RESOLUTION
Be it therefore resolved, that CATE urge districts, boards, and site administrators to enable supports and protections for teachers as they strive to provide safe and academic spaces for students to enter into civic discourse, and
Be it further resolved, that CATE urge educators to support students in academic engagement with politics by providing numerous and rigorous opportunities to engage with relevant content to enter into civic discourse, and
Be it further resolved, that CATE urge educators to develop civic engagement by encouraging open political discourse through the explicit modeling of appropriate ways of engaging in discourse, and
Be it finally resolved, that CATE urge people at all levels of education to work within their communities to construct frameworks for meaningful discourse that further the positive promotion of democratic principles and practices, as outlined in the ELA/ELD Framework for California Public Schools and the 2025 English Language Development Roadmap (2025 ELD Roadmap).
Sources:
2014 ELA/ELD Framework, Introduction – Curriculum Frameworks (CA Dept of Education)
CTA Freedom to Teach the Truth
Resolution on Literacy as a Human Right
BACKGROUND
In 2025, the National Assessment of Education Progress (NAEP) released the Nation’s Report Card, which showed that student achievement had declined significantly since the pandemic and the average reading score last year was the lowest since 1992. Only 35% of seniors are proficient in reading and approximately 40% of all students cannot read at a basic level.
The California ELA/ELD Framework (2012) states that schools are responsible for developing the capacities of literacy for their students. This will, in turn, prepare students for readiness for college, careers, and future life. Our students will develop knowledge of the world and other human beings through insightful interactions with texts and multimodal literacies.
The Framework (2012) further emphasizes that strong literacy and language skills, along with extensive exposure to exceptional literary works and informational texts, aid our students’ discovery of the knowledge, perspectives, and interests of others. As a result, students will have the opportunity to develop a passion for discovering their own interests, perspectives, and views, which can lead to positive discourse amongst their peers.
In addition, it is mentioned that becoming broadly literate, i.e., one who reads and views a wide array of texts from multifaceted and comprehensive areas in literature with the intent to gain information, inspiration, and even passion, intending to communicate key concepts knowledgeably and responsively, is a necessary life skill in today’s society. By exposing our students to a wide range of literature, our students can become broadly literate and subsequently learn to enjoy reading for the pleasure it provides, the ideas it presents, and the knowledge it instills.
The FAIR Education Act (Senate Bill 48), implemented in California in 2012, mandates that K-12 curricula include accurate, inclusive and respectful contribution of persons with disabilities, lesbian, gay, bisexual, and transgender Americans, and other ethnic and cultural groups. This offers the students the opportunity to be exposed to a variety of voices and to be literate in the world and its people.
Whereas, literacy is a foundational life skill that is necessary for all students’ success, and
Whereas, current national data indicates declining reading achievement among students, and
Whereas, with class sizes that remain above a manageable level, literacy and language skills suffer, teachers are unable to meet the diverse needs of the learning environment, and are less likely to create meaningful feedback to students, and
Whereas, large class sizes, declining attendance, and reduced reading stamina make it increasingly difficult for teachers to support students;
RESOLUTION
Be it therefore resolved, that CATE urge that class sizes in California be reduced to no more than 30 students, allowing teachers to provide meaningful feedback, differentiate instruction for the wide range of learners, and provide stronger literacy support for all students, and
Be it further resolved, that CATE urge that students have access to high-quality instruction and relevant and engaging curriculum that includes the narratives, histories, and cultures of their communities, and
Be it further resolved, that CATE urge schools and districts to support instructional practices that restore and sustain the joy of reading, including opportunities for independent reading, literature circles, and full-class novel experiences that allows students to engage deeply with texts and with one another, and
Be it further resolved, that CATE urge schools and districts to ensure that students have access to books in classroom libraries, school libraries, and a credentialed teacher librarian to support their access to the literature, and
Be it finally resolved, that CATE urge that TK-12 classrooms provide students with opportunities to read widely and thoughtfully in order to become literate individuals who engage with literature and informational texts for not only knowledge, but also inspiration, pleasure and enjoyment.
Sources:
California English Language Arts/ English Language Development Framework Chapter 1
2014 ELA/ELD Framework, Chapter 1 – Curriculum Frameworks (CA Dept of Education)
California English Language Arts/ English Language Development Framework Chapter 2
https://www.cde.ca.gov/ci/rl/cf/documents/elaeldfwchapter2.pdf
The State of Literature Use in U.S. Secondary English Classrooms
https://ncte.org/wp-content/uploads/NCTEFiles/the-state-of-literature-use-in-us-secondary-english-classrooms.pdf
The Nation’s Report Card: Spotlight on Student Performance
https://www.nationsreportcard.gov/
SB-48 Pupil instruction: prohibition of discriminatory content.
California – fair act 510204.5 senate bill 48
https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201120120SB48
AB-1078 Instructional materials and curriculum: diversity
https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB1078
Correlating Research
The effect of school size and class size on school preparedness
Antoniou, Faye et al. “The effect of school size and class size on school preparedness.” Frontiers in psychology vol. 15 1354072. 26 Feb. 2024, doi:10.3389/fpsyg.2024.1354072
There’s No Debate: A Resolution in Support of Equitable Funding for Co-Curricular Academic Programs
BACKGROUND
Every educator knows that the student experience is more than the sum of classroom instruction. Extracurricular programs offer the premier arena for bridging the gap between academic theory and real-world application through play and practice. On campuses across the state, dedicated teachers pull double duty, serving as both classroom instructors and coaches for rigorous programs like Speech and Debate, Mock Trial, and Academic Decathlon. Yet, despite their unquestionable value, these programs remain tragically underfunded. Unlike Career Technical Education (CTE) or the performing arts, which recently secured reliable support through Prop 28, academic extracurriculars lack consistent, dedicated funding channels across districts.
Whereas, co-curricular academic programs provide naturally enriching environments that exceed traditional classroom boundaries through mentorship, added responsibilities, and the transfer of critical life skills into real-world practice, and
Whereas, these programs effectively utilize the practices encouraged by the best research into learning strategies, including rigorous skill building though teamwork and gamification, to target civic engagement and foster collaboration with empathy, and
Whereas, participation in these programs builds intrinsic motivation that keeps students engaged in their broader educational journey, thereby encouraging general daily attendance and actively reducing high school dropout rates, and
Whereas, despite their immense value, these programs suffer from a profound lack of state and local administrative financial and administrative support, and
Whereas, there is a concerning and parallel trend regarding the loss of dedicated Arts and Physical Education teachers at the elementary level, further stripping students of foundational enrichment opportunities, and
Whereas, the potential loss of Proposition 51 funding threatens California schools with the loss of millions of dollars, highlighting the urgent need to protect and expand program financing in the same spirit of the protections and value that Proposition 28 brought to the performing arts, and
Whereas, the dedicated teacher-coaches who lead and facilitate these academic programs are generally provided only a minimal stipend, yet are frequently forced to use their personal funds to subsidize program deficiencies and maintain basic activity requirements, an unfair burden that penalizes their dedication, and
Whereas, this lack of institutional support constitutes a severe equity issue, as wealthier districts can maintain robust programs with budgets for out-of-town tournaments, college visits, and premium educational resources, while under-resourced districts are forced to cut these programs first or run them as mere skeletons of their potential;
RESOLUTION
Be it therefore resolved, that CATE urge state and local administrative bodies to officially recognize the value of non-athletic, non-CTE funded academic programs and immediately increase dedicated financial and infrastructural support for them, and
Be it further resolved, that CATE urge protective measures and budget prioritization to halt the reduction of Arts and Physical Education teachers at the elementary level, and
Be it further resolved, that CATE urge state legislatures to protect existing educational funding structures, such as those threatened by the loss of Proposition 51, and establish secure, dedicated funding streams to ensure these academic programs survive and thrive, and
Be it further resolved, that CATE urge the state legislature to pass a proposition for academic extracurriculars modeled after the system of accountability in Prop 28, providing an explanation for how these program funds are being used to initiate, maintain, and edify these programs alongside campus facility and personnel support where needed, and
Be it finally resolved, that CATE urge increased funding and other infrastructural support models must be considered and restructured through an equity lens to ensure that all districts, regardless of socioeconomic status, can provide fully-realized academic enrichment programs, and that the teacher-coaches facilitating these programs are provided adequate funding to support these activities.
Board Resolution: Commendation of the Convention Committee for CATE 2026
BACKGROUND
This year’s theme–Power to the Teacher: Preserving Narratives, Amplifying Perspectives aims to recenter the crucial role of the Literacy/ELA teacher, and the design of the convention is to inspire one another and to reignite the passion we have to empower ourselves during these current times. As we navigate through today’s attacks on education and the ever-evolving landscape, this year’s convention will reflect CATE’s commitment to preserve the rich narratives we embody, while amplifying our diverse teacher perspectives. This year’s convention will ultimately nourish inclusive environments that value the assets of diversity in both our student communities and ourselves. We will explore and push our teacher roles that not only foster a deep sense of belonging, but also help us drive learners to utilize transferable skills beyond the classroom. At CATE 2026, we will celebrate the power of educators for not just the invaluable professionals we already know we are, but also the unceasing resilience we have as the catalysts to protecting and nourishing our society’s progress.
Conventions like this happen only because of the efforts of many teachers and other volunteers who donate their time and energy to make this weekend possible.
RESOLUTION
Let it be resolved that the California Association of Teachers of English (CATE) thank and commend the following outstanding volunteers and members of the convention committee:
CATE 2026 Convention Chair Dr. Rita Suh, CSU Long Beach, Long Beach
CWP PreConvention Chair Tim Dewar, UC Santa Barbara
Convention Coordinators Annie Gervais, Mills Middle School, Rancho Cordova
Jennifer Silver, Vistamar High School, El Segundo
CATE Membership Booth Lori Campbell, Kern Learn, Bakersfield
President’s Reception Robb Polski, Independence High School, Bakersfield
College Credit Chair Kim Flachmann, CSU Bakersfield
CYRM Award Coordinator Gabriela Gualano, Paul Revere Middle School, Los Angeles
Convention Chair Advisor Emerita April Parker, Huntington Park High School, Huntington Park
New Teacher Booth Chair Frank Mata, Eleanor Roosevelt High School, Eastvale
Convention Photographer Will Bradley
Books/Signing Chair Samantha Evans, CSU Northridge, Northridge
Program Sessions Chair Carole LeCren, Retired, La Jolla High School, San Diego
CATE Treasurer Denise Mikkonen, Retired, Stone Ranch Elementary, Poway
Exhibits/Advertising Manager Andrea McRae, eventPower
Mobile App/Online Agenda Coordination Katie Erpenbach, eventPower
Registration Adam Nuñez, Andrea McCrae, eventPower
Registrar Cindy Conlin, Stratham, New Hampshire
Flyer/Program/Mobile App Content Carole LeCren, Retired, La Jolla High School, San Diego
Social Media Amber White, Antelope Crossing Middle School, Antelope
Exhibits Decorating Company Dianna Curtin, Curtin Convention and Exposition Services
Printer Rick and Carol Benson, Golden Ink Litho, San Diego
TO:
Tony Thurmond, State Superintendent of Public Instruction
California Department of Education (CDE)
California State University’s Chancellor’s Office
Faculty Chairs of the Academic Senate of the California State University System
California Teachers Association (CTA)
California English
National Council of Teachers of English (NCTE)
California Writing Project (CWP)
County Offices of Education
Local school boards