[New Publication] Effective Literacy Education for English Learner/Emergent Bilingual Students in California by the California Committee for Effective Literacy
One of our sponsored legislation, comes from the findings of our Renewing Our Promise report. It would ensure the reporting of achievement, demographic, other outcome data for Long Term English Learners (LTELs) and students at risk of becoming LTELs, including data on the types of learning disabilities for dually identified students.This is critical in a state where, according to 2019-20 data, nearly half of all ELs in grades 6-12 are LTELs, and over one in three of these LTELs are dually identified students with disabilities.We need this data to inform the development of intentional, targeted courses, instruction, curriculum, materials, and professional learning across the disciplines. The more information we have on LTELs, the better we will be able to serve them.
We are pushing for the creation of a one-time $20 million appropriation for five years ($4 million annually) to extend funding of the two current grantees, commencing July 1, 2023 through June 30, 2028, for the purpose of continuing the Educator Workforce Investment Program (EWIG) English Learner (EL) Roadmap Policy Implementation Grant Program.
The pandemic has increased the need for more robust access to high quality instruction for English learners through this grant program. Many school districts, including charter schools, are not aware of the EL Roadmap policy. There continues to be an urgent need for its implementation and adherence by California’s public schools and educators in order to assure EL students will be provided an effective and quality education.
Fighting for the inclusion of a one-time $10 million appropriation, with $2 million provided annually for a series of five years, to bring back the Bilingual Teacher Professional Development Program (BTPDP). This important program used a “grow your own” approach to address the bilingual teacher shortage by allowing eligible local educational agencies (LEA) to apply for state funds in order to provide professional learning opportunities to increase the number of bilingual authorized teachers.
The previous BTPDP funded projects provided professional learning opportunities to teams of eligible teachers, principals, and paraprofessionals to increase the number of teachers who obtain a bilingual authorization as a result of participation in the program and to increase the number of teachers with a bilingual authorization who return to teaching in a bilingual or multilingual classroom setting. The previous program had notable accomplishments and LEAs to this day are still looking for this program to come back.
In response to the passage of Proposition 58 of 2016, which allowed for the establishment of bilingual/multilingual programs, the need for credentialed teachers with a bilingual authorization has increased. AB 1701 is one of our sponsored legislation, which would create a grant program within the California State University (CSU) system to increase student enrollment in bilingual authorization programs through the recruitment and retention of full-time faculty in bilingual authorization programs. We are also fighting for the inclusion of $25 million provided through increments of $5 million for five years to ensure the goals of AB 1701 are able to be implemented. This bill is a direct effort to fuel the bilingual teacher pipeline aligning to policy priority number three.
On July 1, 2019, Senator Rubio amended SB 614, proposing the elimination of the RICA (Reading Instruction Competency Assessment) The RICA is neither aligned to the current English Language Arts standards, the current curriculum framework nor the current teacher performance expectations. Developed in 1996, the RICA also does not reflect current research and instructional practices in literacy.
The bill shifts the evaluation of teachers’ reading and literacy knowledge from the RICA to university coursework, teacher performance expectations and assessment of literacy competency through the accreditation program. This is good for our teacher candidates, schools and students because teacher candidates will still be required to learn how to teach reading and literacy. SB 614 (Rubio) does not remove this requirement!.
Please sign the letter requesting Assembly Member O’Donnell and members of the committee to vote “yes” on SB 614 (Rubio) and to move the bill out of the Assembly Education Committee so it can proceed through the legislative process. Letters must be signed by Monday, July 8, 2019 by 10:00 AM.
The members of the Assembly Education Committee need to see that there is tremendous support for SB 614 (Rubio)! Please SIGN NOW!!
In August of 2018 we asked for your help convincing members of the Senate Appropriations Committee to allow AB 2514 (Thurmond) Dual Language Grant Programs to continue its way through the legislative process.
The problem is that specific funding for this grant program was not provided for in the 2018-2019 State Budget.
HOWEVER, moving AB 2514 through the legislative process will allow us to pursue funding next year in the 2019-2020 state budget because the bill is very clear in stating that its provisions will not be implemented if there is no funding appropriated for its provisions.
We asked you to send letters to the Senate Appropriations Committee to convince them that the public and members of the education community seek the legislature's support in keeping the promise of Proposition 58, promoting and supporting dual language immersion and developmental bilingual programs by removing AB 2514 (Thurmond) off the "Suspense File" so it can continue its way through the legislative process.
OUR PREVIOUS ALERTS
In March 2018, we sent a second action alert for the legislation that authorizes new and expanding dual immersion and developmental bilingual programs K - 12 and Early Learning Bilingual Programs for preschool Dual Language Learners. Your letter to the Chair of the Assembly Appropriations Committee, the Honorable Lorena Gonzalez Fletcher is needed to move AB 2514 (Thurmond) off the Assembly Appropriations Suspense File to the full Assembly for a vote.
There is an opportunity to provide “seed” and “capacity building” funding to our school districts seeking to expand existing dual language immersion or developmental bilingual programs or to establish new dual language immersion or developmental bilingual programs or early learning dual language learner programs.
AB 2514 (Thurmond) Pupil Instruction: Dual Language Grant Program was introduced by Assembly Member Thurmond on February 14, 2018. This bill is sponsored by CABE and Californians Together in response to feedback from educators that additional resources are required for our school districts to expand or establish new dual language immersion or development bilingual programs as called for in Proposition 58 of November 2016 and overwhelmingly supported by voters! The bill would also allow funding for early learning programs for our dual language learners in pre-school!!
Significant provisions of AB 2514 (Thurmond) include:
Establishes the 3 year Pathways to Success Grant Program proposing to provide up to $300,000 per grantee for a minimum of 10 grants.
Allows local educational agencies or consortia to apply for this funding.
Funding can be used for purposes such as recruitment of bilingual teachers at the pre-school, elementary and secondary levels, on-going professional development for teachers, teacher coaches, establishment and support of language learning materials; instructional materials; and ongoing outreach to families and family engagement.
Convening of grant recipients to share their program models, best instructional practices, curriculum, instructional materials and other resources.
AB 2514 was heard in the Assembly Education Committee on April 11, 2018.
We asked you to help us send letters to Assemblymember O'Donnell, Chair of the Assembly Education Committee and you responded in force! Our voice has been heard!
AB 2514 (Thurmond) passed out of the Assembly Education Committee on a unanimous vote. This is the first of many votes before the bill goes to the Governor for his signature.
We will keep you updated to let you know when there are other opportunities to lend your support to make sure we keep the promise of Proposition 58 alive
Let’s implement the promise of Proposition 58, reaffirming the value of multilingualism and biliteracy! Let’s encourage and promote dual language immersion, developmental bilingual programs and early learning dual language learner programs NOW!
In 2017 Californians Together and CABE worked with the official Yes on 58 campaign to secure endorsements for the Initiative from school boards, organizations and individuals. We encouraged our supporters to help us achieve our goal of at least 40 district endorsements by the end of August and at least 20 endorsements from other organizations. We shared the attached packet which provided background and sample resolutions for activists to use.
In September of 2017, after the excitement of having voters approve Proposition 58, we knew it was important to encourage and support activists to make sure that the Title V regulations captured the intent and language of Proposition 58 to facilitate implementation. We created this Action Alert in September 2017 to encourage everyone to email their comments into the California Department of Education asking for additional clarity and direction in the regulations before they were adopted by the State Board of Education.
After the passage of Proposition 58, it was evident that there is a significant shortage of bilingual teachers and these numbers will only grow as districts begin to implement new and expanded dual and other bilingual programs. In this Action Alert in November 2016, we urged our members to support AB 952 (Reyes) which would establish consortiums to provide professional development for current bilingual teachers who have been teaching for five years or more in English only programs and for teachers who are native speakers of other languages and who wish to possess a bilingual certification.
In addition, the proposed legislation would encourage recruitment of the state Seal of Biliteracy awardees to enter into the teacher preparation programs and the creation of alternative support programs to increase the pipeline of bilingual teachers. Unfortunately, after the bill cleared the Assembly and the Senate, the Governor vetoed it in October of 2017.
In this Action Alert in August of 2011, we urged our members to support AB 815 (Brownley) which would establish a State Seal of Biliteracy, a voluntary program, to recognize high school graduates who have attained a high level of proficiency in one or more world languages, in addition to English. The bill would ensure that high school graduates seeking this state recognition would meet specific rigorous standards established by the state, regardless of which district or school they attend. AB 815 was signed into law by the Governor in October of 2011!
AB 1142 was signed into law September 1, 2107. This legislation revises the criteria for the State Seal of Biliteracy by: 1) Updating the English Language Arts and English Language Proficiency scores related to the CAASPP and ELPAC assessments, 2) Including granting a Seal of Biliteracy to a student speaking a native or indigenous language that doesn’t have a written system and 3) Indicating a level of oral language proficiency when qualifying by studying four years of a world language with a 3.0 GPA or better
AB 2193 (Lara) Long Term English Learners, went into effect on January, 2013.
This sponsored bill defines “long-term English learner”(LTEL) and “English learner at risk of becoming a long-term English learner” and requires the California Department of Education to obtain the data as to the numbers of LTELs and at risk of becoming in LTELs in our public schools and to in-turn provide that information to districts and schools.
AB 2193 begins to address some of the recommendations from our research and policy document, Reparable Harm: Fulfilling the Unkept Promise for Educational Opportunity for California’s Long Term English Learners.
This bill begins to make the LTELs visible so schools and district can develop targeted instruction and curriculum to address their unique language and academic needs.
This is our Action Alert from Sept 2012, urging approval of the bill.
This is our Legislative Update from 2013 announcing the approval of the bill.
This is an Action Alert from September 2015 urging support of SB750 (Mendoza) English Language Education. The bill would have addressed critical changes that are essential for accurately identifying pupils who are LTELs or at risk of becoming LTELs so districts can provide appropriate instructional services.
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