Amended
IN
Senate
August 19, 2016 |
Amended
IN
Senate
August 01, 2016 |
Amended
IN
Senate
June 28, 2016 |
Amended
IN
Assembly
May 27, 2016 |
Amended
IN
Assembly
April 19, 2016 |
Amended
IN
Assembly
March 28, 2016 |
Introduced by Assembly Member O'Donnell |
February 18, 2016 |
Existing law authorizes the Commission on Teacher Credentialing to issue an authorization to teach specially designed content instruction delivered in English, as defined, to English learner pupils.
This bill would revise the definition of “specially designed content instruction delivered in English” for purposes of specified teacher credentialing provisions.
(c)California’s English learner pupils score substantially lower on
state assessments than non-English learner pupils. While there has been incremental growth in achievement among pupils in the general population, scores for English learners have largely remained static, widening the achievement gap between English learners and their peers over time.
(d)On the 2015 administration of the California Assessment of Student Performance, 11 percent of English learners in all grades met or exceeded standards in English language arts/literacy and 11 percent in math, compared with 69 percent and 55 percent for those subjects, respectively, for pupils proficient in English.
(e)The English Language Arts/English Language Development Framework adopted by the State Board of Education in 2014 represents an important state endorsement of the use of both designated
English language development and the integration of English language development across the curriculum. This combined approach will require major changes in teaching and learning for all pupils, including English learners, and there is a need for training for, and technical assistance to, teachers and administrators on implementing these instructional reforms.
(f)
(g)Graduation rates for English learners are lower than for the general population and for other subgroups of pupils. According to the State Department of Education, the overall 2013–14 four-year cohort graduation rate was 81 percent, while the rate for English learners was 65 percent, the lowest of any subgroup besides pupils in special education. The dropout rate for English learners, at 21 percent, was the highest of any subgroup.
(h)English language development classes aligned to the state English Language Development standards are designed to give access to core academic subjects while developing English proficiency, and are part of the
academic core for English learners.
(i)There are many options for addressing the issues of access and course offerings for English Learners in middle and high school.
For purposes of this chapter, the following terms shall have the following meanings, unless the context otherwise requires:
(a)“Instruction for English language development” means instruction designed specifically for English learner pupils to develop their listening, speaking, reading, and writing skills in English.
(b)“Specially designed content instruction delivered in English” or “specially designed academic instruction in English” means instruction in a subject area, delivered in English, that is specially designed to meet the needs of English learner pupils, and the focus of which is on instruction of
the state academic content standards and on increasing the comprehensibility of academic content in courses normally provided to fluent-English-proficient and English-only pupils.
(c)“Content instruction delivered in the primary language” means instruction in a subject area delivered in the primary language of the pupil.
(d)“Instruction for primary language development” means instruction designed to develop a pupil’s listening, speaking, reading, and writing skills in the primary language of the pupil.
(e)“Culture and cultural
diversity” means an understanding of human relations, including the following:
(1)The nature and content of culture.
(2)Cross-cultural contact and interactions.
(3)Cultural diversity in the United States and California.
(4)Approaches to providing instruction responsive to the diversity of the pupil population.
(5)Recognizing and responding to behavior related to bias based on the characteristics listed in Section 220.
(6)Techniques for the peaceful resolution of conflict.
(a)The English Language Arts/English Language Development Framework adopted by the state board pursuant to Section 60207 states that English learners at all English proficiency levels and at all ages require a comprehensive program of English language development that includes both integrated English language development and specialized attention to their particular language learning needs, otherwise known as designated English language development, as part of their daily curriculum.
(b)The following definitions shall apply to the English Language Arts/English Language Development Framework referenced in subdivision (a):
(1)“Designated English language development” means
instruction designed for English learners according to their level of English proficiency to overcome language barriers in a reasonable amount of time, during a protected time in the regular schoolday, in which teachers use the California English Language Development Standards as the focal standards in ways that build into and from content instruction in order to develop the critical language that English learners need for content learning in English.
(2)“Integrated English language development” means instruction in which all teachers with English learners in their classrooms, regardless of the course content, use the California English Language Development Standards in tandem with the California state standards.
(a)A middle or high school pupil who is enrolled in an English language development course or who is classified as an English learner shall not be prevented from doing either of the following:
(1)Enrolling in core curriculum courses in English language arts or any other course required for graduation, middle school grade promotion, or meeting the subject matter requirements for purposes of recognition for college admission pursuant to Section 66205.5, as applicable.
(2)Taking a full course load in core subjects required for graduation, middle school grade promotion, or meeting the subject matter requirements for purposes of recognition for college admission pursuant to
Section 66205.5, as applicable.
(b)(1)Subdivision (a) shall not apply to a pupil participating in a program designed to meet the academic and transitional needs of newly arrived immigrants unless the pupil meets the local educational agency’s exit criteria for transition into a general education program.
(2)The department may provide guidance on the implementation of this subdivision.