BILL NUMBER: AB 2303 AMENDED
BILL TEXT
AMENDED IN ASSEMBLY APRIL 23, 2014
INTRODUCED BY Assembly Member Bloom
FEBRUARY 21, 2014
An act to add Article 11 (commencing with Section 33460) to
Chapter 3 of Part 20 of Division 2 of Title 2 of the Education Code,
relating to biliteracy education.
LEGISLATIVE COUNSEL'S DIGEST
AB 2303, as amended, Bloom. State Recognition and Awards
Program in Linguistic Program of Multiple Pathways to
Biliteracy.
Existing law requires the Superintendent of Public Instruction to
award a State Seal of Biliteracy. Existing law provides that the
State Seal of Biliteracy certifies attainment of a high level of
proficiency by a graduating high school pupil in one or more
languages, in addition to English, and certifies that the graduate
meets specified criteria, including, but not limited to, passing the
California Standards Test in English language arts administered in
grade 11 at the proficient level or above. Existing law also requires
a pupil in grades 9 to 12, inclusive, whose primary language is
other than English, to meet these same requirements and to also
attain the early advanced proficiency level on the English language
development test in order to qualify for the State Seal of
Biliteracy.
This bill would establish the State Recognition and
Awards Program in Linguistic Program of Multiple
Pathways to Biliteracy to be administered annually
by the State Department of Education beginning November 2016
to recognize school districts demonstrating
and county offices of education that voluntarily demonstrate
excellence in providing and supporting multiple opportunities
for pupils to attain high achievement and linguistic biliteracy in
grades 1 to 12, inclusive, through biliteracy programs, as specified.
Vote: majority. Appropriation: no. Fiscal committee: yes.
State-mandated local program: no.
THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS:
SECTION 1. (a) The Legislature finds and declares all of the
following:
(1) In 2012, California became the first state in the nation to
award a State Seal of Biliteracy, pursuant to Article 6 (commencing
with Section 51460) of Chapter 3 of Part 28 of Division 4 of Title 2
of the Education Code, to graduating seniors with demonstrated
proficiency in two or more languages.
(2) This groundbreaking step was acknowledgment of the economic
and social value of multilingualism, the realities of a global
century, and of the high level of academic achievement associated
with attainment of literacy in multiple languages.
(3) In the context of the rollout of new common core standards,
the State Seal of Biliteracy also rounded out the very notion of
college and career readiness for this diverse and global 21st century
world.
(4) Ten thousand Seals of Biliteracy were awarded in the first
year for proficiency in 29 languages, including American Sign
Language.
(5) By June 2013, the number had more than doubled with 170 school
districts, 19 charter schools, and six county offices of education
providing 21,655 awards to graduating seniors.
(6) Across the nation, other states were inspired to follow
California's lead. In 2013, New York and Illinois adopted State Seals
of Biliteracy, and three additional states have pending legislation.
(7) In addition to the establishment of the State Seal of
Biliteracy, other major changes recognizing the benefits of
biliteracy have occurred, including all of the following:
(A) Increased numbers of two-way immersion programs in our public
education system.
(B) Adoption in 2009 of California's first World Language Content
Standards providing direction for the state's world language programs
and the acknowledgment for the need for developing "global
competency."
(C) Inclusion of the recommendation to "ensure English literacy
and biliteracy through a statewide campaign to better prepare parents
and students to support literacy" in the Blueprint for Great Schools
developed by the Transition Advisory Team of the Superintendent of
Public Instruction Tom Torlakson in 2011.
(8) These changes have led to an increased awareness and
acknowledgment of the benefits of multilingual proficiency and result
in the desire for additional opportunities to obtain multilingual
proficiency. However, these efforts are not enough.
(9) It is clear that increasing the number of graduating pupils
with multilingual skills is critical for the economic and societal
needs of our state.
(10) California needs people with biliteracy skills and
cross-cultural competencies to work in and fuel our economy, to
strengthen our social cohesion, and to enrich the quality of life in
our communities.
(11) Pathways toward the global competency and linguistic skills
pupil of pupils need to be established.
These pathways can address a shortfall in needed skills in our
communities and economy. It is a recognition of the vibrancy and
value of cultural diversity, and it helps address the achievement gap
for our English learners.
(12) California, the most ethnically and linguistically diverse
state in the nation and the birthplace of the State Seal of
Biliteracy, is the place to break new ground in the creation of
comprehensive, articulated, and powerful pathways to biliteracy.
(13) A powerful first step in establishing these pathways is to
provide state recognition to school districts and county offices
of education that establish and maintain comprehensive,
articulated pathways to biliteracy that include multiple entry
points, provide a continuum of language development in
prekindergarten, kindergarten, and grades 1 to 12, inclusive, and
lead to the attainment of the State Seal of Biliteracy.
(b) It is therfore Therefore, it is
the intent of the Legislature to do both of the following:
(1) Establish state recognition and awards to
school districts and county offices of education that
provide multiple programs moving pupils through a language learning
continuum of study that is well articulated and comprehensive for the
purpose of attaining biliteracy by its pupils.
(2) Identify multiple pathways to biliteracy that school districts
and county offices of education may utilize in developing
its their comprehensive multiple
pathways biliteracy program programs
.
SEC. 2. Article 11 (commencing with Section 33460) is added to
Chapter 3 of Part 20 of Division 2 of Title 2 of the Education Code,
to read:
Article 11. State Recognition and Awards Program in
Linguistic Program of Multiple Pathways to
Biliteracy
33460. For purposes of this article, "biliteracy" means the
ability to express oneself with clarity and cogency, to read and
write cogently, and to compute and think critically in two or more
languages. It includes the ability to function in and across language
communities. For English learners, this includes the development of
academic proficiency in the pupil's primary language as well as in
English.
33461. (a) The State Recognition and Awards Program in
Linguistic Program of Multiple Pathways to
Biliteracy is hereby established to be administered annually
by the department beginning November 2016 to
recognize school districts and county offices of education
demonstrating excellence in providing and supporting multiple
opportunities for pupils to attain high achievement and linguistic
biliteracy in grades 1 to 12, inclusive, through biliteracy programs.
(b) The department shall use appropriate state and federal moneys
to implement this article.
(c) The program established pursuant to this section shall be a
voluntary program. Neither a school district nor a county office of
education shall be required to participate.
33462. (a) The department shall recognize and award
the governing board of a school district or a county
office of education under the State Recognition and
Awards Program in Linguistic Program of Multiple
Pathways to Biliteracy if the school district or county
office of education meets any of the following criteria:
(1) Has established and maintained for pupils in grades 9 to 12,
inclusive, for at least two years, a well-articulated State Seal of
Biliteracy program meeting the requirements established in Section
51461 and has established and maintained multiple pathways to
biliteracy pursuant to Section 33463.
(2) Has established and maintained for pupils in prekindergarten,
kindergarten, and grades 1 through 8, inclusive, a system of
benchmarking progress and recognition of pupil participation and
progress along a continuum toward high-level proficiency in two or
more languages. This may include the creation of pathway awards
aligned to milestones and critical developmental points along the
pathway towards biliteracy, culminating in the awarding of the State
Seal of Biliteracy at graduation from high school. Critical
development points include, but are not limited to, the completion of
preschool, third grade, elementary school, and middle school.
(3) Has met the criteria of paragraphs (1) and (2) for pupils in
prekindergarten, kindergarten, and grades 1 to 12, inclusive.
(b) In addition to the requirements of subdivision (a), a school
district or county office of education also shall meet all
of the following criteria:
(1) Has a well-articulated plan for pupils in prekindergarten,
kindergarten, and grades 1 to 12, inclusive, that describes the
language programs that comprise a coherent set of language
development opportunities. The plan shall include consideration of
all of the following:
(A) Integration of English learner services with world language
programs.
(B) The amount of time allotted to language study, sequencing, and
articulation.
(C) Inclusion of multiple entry points into language learning.
(D) Equitable access to language learning.
(E) Inclusion of the different needs of groups of pupils and
having specific strategies for English learners, standard English
learners, heritage learners, and English monolingual pupils.
(F)
(E) Inclusion of a developmental window from 4 to 8
years of age, inclusive, for language learning in which pupils are
able to develop native-like proficiency in multiple languages.
(G)
(F) Consideration of language priorities where the
governing board of a school district or a county office of
education has to carefully consider a balance between a desire
to offer multiple languages and the realities of investment and space
within school schedules to accommodate the sequence of courses
involved in building to high levels of proficiency.
(2) Has supported quality implementation, including qualified
language teachers; a retention, recruitment, and professional
development system that results in identifying and hiring teachers
with needed skills; collaboration and planning time for teachers to
align and articulate the language curriculum across grade levels and
schools; and providing provided
teachers with professional development support to effectively
implement research-based language strategies and methodologies.
(3) Has created a districtwide, communitywide, countywide,
and school culture that celebrates language and cultural
diversity in the pursuit of biliteracy as a needed 21st century
skill.
33463. For purposes of demonstrating whether a school
district or a county office of education qualifies for the
State Recognition and Awards Program in Linguistic
Program of Multiple Pathways to Biliteracy, the
governing board of a school district or a county office of
education may implement the following program models
for the study of world languages any comprehensive
program for the study of world languages that includes, but is not
limited to, any of the following :
(a) "FLEX" (Foreign Language experience, exposure, enrichment, or
exploratory) may be implemented for a regular schoolday or an
extended schoolday for prekindergarten, kindergarten, and grades 1 to
8, inclusive, and includes all of the following:
(1) Has classes that meet only once or twice a week.
(2) Has classes that are introductory and provide exposure.
(3) May be delivered during school or after school.
(4) Introduces pupils to one or more languages and cultures other
than their own in order to motivate them to pursue further language
study.
(5) Has varied objectives depending on the specific program,
length of instruction, and type of instruction.
(b) "FLES" (Foreign Language in Elementary Schools) may be
implemented as a period within a schoolday or an extended schoolday
for kindergarten and grades 1 to 6, inclusive, and includes all of
the following:
(1) Are less intensive than immersion.
(2) Teaches the target language for designated periods of time,
but varies a great deal in the amount of time devoted to foreign
language learning.
(3) Follows the natural sequence of language learning of
to understand, speak, read, and write.
(4) Does not include academic study through the language, but
focuses on language study itself.
(5) Has proficiency goals and pupil outcomes that vary according
to the amount and type of instruction.
(6) Provides initial instruction and exposure to a second
language.
(7) Usually meets daily.
(8) Begins in kindergarten and continues through grade 6, but may
begin in grade 2, grade 3, or grade 4.
(c) "Transitional Bilingual" may be implemented as a whole
schoolday program for prekindergarten, kindergarten, and grades 1 to
3, inclusive, and includes all of the following:
(1) Are for English learners.
(2) Provides academic instruction and initial literacy development
in the home language along with English language development, with
increasing amounts of the English language leading to full transition
to the English language by the end of grade 3.
(3) Provides that the goal is not biliteracy but a transition to
English.
(d) "Developmental Bilingual" may be implemented as a whole
schoolday program for prekindergarten, kindergarten, and grades 1 to
5, inclusive, and includes all of the following:
(1) Has a program for English learners using both the English
language and their first language for academic instruction and
develops literacy skills in both languages.
(2) Includes an additive approach that continues through grade 5
and an attainment of threshold literacy skills in both languages.
(3) Has the goal of biliteracy.
(e) "Immersion" may be implemented as a whole schoolday program or
a summer enrichment program for prekindergarten, kindergarten, and
grades 1 to 12, inclusive, and includes all of the following:
(1) Provides that the target language is used for all academic
instruction with the exception of language arts in English.
(2) Maintains a ratio of target language use to English language
use as high as 80 percent to 20 percent throughout kindergarten and
grades 1 to 6, inclusive.
(f) "Two-Way Immersion" (Dual Language) may be implemented as a
whole schoolday program for prekindergarten, kindergarten, and grades
1 to 12, inclusive, and includes all of the following:
(1) Integrates native English language speakers and speakers of
another language by providing instruction in both languages for all
pupils.
(2) Promotes bilingualism and biliteracy, grade-level academic
achievement, and positive cross-cultural attitudes and behaviors in
all pupils.
(3) Has classes made up of roughly equal numbers of native
speakers of English and native speakers of the target language.
(4) Has each language roughly one-half of the time for academic
instruction in the 50/50 Two-Way Immersion model.
(5) Has the target language used for 90 percent of instruction in
the early years, usually tapering to 50 percent by grade 4 in the
90/10 Two-Way Immersion model. At the secondary level, pupils
continue to study academic content in the target language for at
least two periods a day.
(6) Typically begins in kindergarten or grade 1 and lasts at least
through grade 5, and preferably through grades 9 to 12, inclusive.
(g) "Native Speakers Courses" may be implemented as a period
offered during a schoolday or after school for grades 6 to 12,
inclusive, and includes all of the following:
(1) Designed to develop literacy, academic language, and
proficient skills in a language other than English for native
speakers of that language.
(2) Designed for pupils from homes in which the target language is
spoken and for pupils who speak or understand the target language to
some extent.
(3) Has the intent of these courses being to build on existing
skills of pupils and help them develop full academic proficiency.
(4) Requires Advanced Placement language courses.
(h) "Heritage Language" may be implemented as a period offered
during a schoolday or after school for kindergarten and grades 1 to
12, inclusive, and includes all of the following:
(1) Are additive programs that enable English-language-dominant
pupils from language minority families to reclaim their heritage
language and receive an education that incorporates a culturally
responsive curriculum in school.
(2) Requires Advanced Placement language courses.
(i) "World Language Classes" may be implemented as a period
offered during a schoolday or after school for grades 6 to 12,
inclusive, and includes all of the following:
(1) Begins in middle school or high school.
(2) Has the curriculum aligned with the A to G requirements of the
University of California.
(3) Requires the study of the same world language for two years in
grades 9 to 12, inclusive, to meet the freshman admissions
requirements for the University of California and the California
State University.
(4) Requires Advanced Placement language classes.
(j) "Study Abroad, International Student Exchange Program" for
grades 6 to 12, inclusive, includes both of the following:
(1) Provides world language pupils with opportunities to travel,
live, and study for a short time in another nation.
(2) Includes trips sponsored by language clubs or language courses
for a few weeks or full semester, or live-abroad placement
programs.