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SEAL at La Cosecha 2023

Sam Martin2024-01-12T10:42:42-08:00

This fall SEAL offered two interactive workshops for educators, families and community partners at the 28th Annual La Cosecha Dual Language Conference in Albuquerque, New Mexico. The four-day event was themed “Honoring Our Story: Reclaiming Our Past Through Empowerment and Action.”

SEAL partner Dual Language Education of New Mexico hosted this national conference that helps drive our work, keeps us abreast of the latest research developments, and sparks valuable networking opportunities. We’re honored to have been among 235+ professional presentations and workshops designed to support dual language education.

Our Sessions:

Effective, Integrated, and Responsive ELD for Dual Language Classrooms

Heather Skibbins, Ana Marisol Sánchez & Patricia Montes-Pate
Presentation

Strengthening Family Partnerships to Promote Bilingual Pride at Home and in the Classroom

Adriana Diaz & Judith Alcalá
Presentation

Photos:

About SEAL

SEAL (Sobrato Early Academic Language) is a nonprofit dedicated to advancing the educational outcomes of multilingual learners. Through its research and evidence based approach, SEAL is building the capacity of California preschools and elementary schools to deliver language-rich, joyful and rigorous education for all children. A multiyear evaluation found that SEAL improved teaching practices and English learners demonstrated stronger engagement, positive language development and academic outcomes.

SEAL at La Cosecha 2023Sam Martin2024-01-12T10:42:42-08:00

SEAL October Speaking Engagements

Sam Martin2023-10-31T11:25:32-07:00

SEAL kicked off our second quarter with a bang! Our team of expert trainers, researchers and advocates participated in several virtual and in-person presentations, amplifying the need to support multilingual learners now and in the future.

During the month of October we shared our knowledge, as well as learned from partners and other experts, during these insightful conversations.

The following are key takeaways that emerged from these discussions:

From the Margins to the Center: Imagining Aligned PreK-3 Systems for Multilingual Learners

Host: Grantmakers for Education, Annual Conference
SEAL Participants: Anya Hurwitz, Executive Director
Topics:
- Early childhood and K-12 segments alignment to create a continuously rich and meaningful learning experience for students.
- Preschool to 3rd grade coherence – how policies, practices, and systems can work in sync – for multilingual learners, children who far too often fall through the cracks throughout these early years.

Elevando las Expectativas: Proporcionándole a cada estudiante un camino hacia el multilingüismo (Spanish webinar)

Host: U.S. Department of Education’s Office of English Language Acquisition
SEAL Participants: Patty Chavez, Head of External Relations
Topics:
- Raise the Bar Initiative in the context of multilingual learner education.
- Importance of early learning, dual language, the seal of biliteracy and parent engagement as levers for multilingualism and multiliteracy in today’s global society and economy and discuss ways to elevate multilingualism.
Access webinar resources

Developing Literacy Skills with Interactive Read Alouds

Host: California Reading Association, Annual Conference
SEAL Participants: Jennifer Clinkscales, Program Coordinator
Topics:
- Integrating language, literacy and content
- Hands-on, effective strategies connecting the Narrative Input chart while incorporating literacy and language.

Unlocking Potential: Nurturing reading skills and biliteracy in English Learners (Webinar)

Host: GO Public Schools, Family Literacy series
SEAL Participants: Martha I. Martinez, Senior Director of Research and Evaluation
Topics:
- Best practices for supporting English Learners with developing as readers and writers
Access webinar resources

SEAL October Speaking EngagementsSam Martin2023-10-31T11:25:32-07:00

Policy and Advocacy: Victory for Ed Equity

Patty Chavez2023-10-18T16:47:07-07:00

Four of the five bills we collaboratively supported were signed by Governor Newsom this month! Thank you to our bills authors, sponsors, writers and everyone who dedicated and lent their time and hearts to make these bills law. Below is a quick summary of what this means for students in California.

AB 370 (The Biliteracy Inclusion Act) This law is set to enhance the criteria for achieving the State Seal of Biliteracy by expanding rigorous options for students to demonstrate proficiency in English and a second language. Now, a greater number of students will have the opportunity to demonstrate their linguistic abilities and proudly earn the prestigious State Seal of Biliteracy. Thank you to bill sponsors Californians Together and California Association of Bilingual Education (CABE) for championing this cause. We also want to extend our appreciation to Assemblymember Dawn Addis for her dedication in drafting and guiding this bill through the legislative process.

AB 370 Fact Sheet

AB 393 (Dual Language Learner Identification) This new law will create a standardized process for relevant state agencies to identify and support dual language learners in the California Early Learning and Care system. Doing so is crucial for ensuring leaders and practitioners have the information they need to best serve the needs of these students. Thank you to bill sponsors Californians Together, Early Edge and CABE and to Assesmbleymember Luz Rivas for writing this bill and getting it turned into law.

AB 393 Fact Sheet

AB 714 (Newcomer Students) Thanks to this new law, the California Department of Education will now be required to provide districts with guidance for best supporting newcomer students. This law establishes a definition for newcomers and requires the collection of data to inform actions and programs for LEAs to meet their needs. Thank you to Assemblymember Kevin McCarty for your leadership in drafting and leading the way on this legislation.

AB 714 Fact Sheet

AB 1127 (Bilingual Professional Development Program) This law re-established the Bilingual Teacher Professional Development Program–a successful method for addressing bilingual teacher shortages which ended in 2021. This program will empower local education agencies to partner with higher education institutions to provide professional learning opportunities to develop educators as they work to support students’ language needs.Thank you to bill sponsor Californians Together and to Assemblymember Eloise Gómez Reyes for spearheading this bill.

AB 1127 Fact Sheet

AB 1106 will be reintroduced for 2024. Stay tuned.

AB 1106 (Soria) – PK-3 early childhood education specialist credential: grant program.
Co-sponsored by Education Trust – West and Children Now

Current law requires the Commission on Teacher Credentialing to award planning grants of up to $250,000 each to regionally accredited institutions of higher education to develop plans for the creation of integrated programs of professional preparation that lead to more credentialed teachers with an emphasis on identified shortage fields, as provided. Current law requires the commission to also award implementation or expansion grants of up to $500,000 each for regionally accredited institutions of higher education to develop new programs of professional preparation or to establish a new partnership with a California community college, as provided. This bill would, separate from those grants, require the commission to develop and implement a program to award, on a competitive basis, planning grants of up to $250,000 each to regionally accredited institutions of higher education for the development of plans to guide the creation of programs of professional preparation, and implementation grants of up to $500,000 each to regionally accredited institutions of higher education for the implementation of programs of professional preparation, that lead to more credentialed teachers obtaining the PK-3 Early Childhood Education Specialist Credential, as provided. (Based on 03/30/2023 text)

Policy and Advocacy: Victory for Ed EquityPatty Chavez2023-10-18T16:47:07-07:00

Books to Celebrate National Literacy Month and National Hispanic Heritage Month

Sam Martin2023-09-14T17:52:47-07:00

To celebrate National Literacy Month and National Hispanic Heritage Month, we asked our team to share some of their favorite books by talented Latina/o/x authors. Check out some of these recommended reads for various age ranges and spanning various genres that entertain, inspire and educate through their storytelling. Thank you to our SEAL team members for sharing your treasured books!

Carmela Full of Wishes by Matt de la Peña

Summary: “When Carmela wakes up on her birthday, her wish has already come true–she’s finally old enough to join her big brother as he does the family errands. Together, they travel through their neighborhood, past the crowded bus stop, the fenced-off repair shop, and the panadería, until they arrive at the Laundromat, where Carmela finds a lone dandelion growing in the pavement. But before she can blow its white fluff away, her brother tells her she has to make a wish.”

Reading level: 3 – 6 years old

Daughter of Fortune by Isabel Allende

Summary: “Orphaned at birth, Eliza Sommers is raised in the British colony of Valparaíso, Chile, by the well-intentioned Victorian spinster Miss Rose and her more rigid brother Jeremy. Just as she meets and falls in love with the wildly inappropriate Joaquín Andieta, a lowly clerk who works for Jeremy, gold is discovered in the hills of Northern California. By 1849, Chileans of every stripe have fallen prey to feverish dreams of wealth. Joaquín takes off for San Francisco to seek his fortune, and Eliza, pregnant with his child, decides to follow him.”

Reading level: Adult

De Colores and other Latin-American Folk Songs for Children by José-Luis Orozco

Summary: “Bursting with color and spirit, this collection of Latin-American songs is a tribute to Latino culture. From traditional tunes to rhymes and hand games, De Colores has songs for all occasions and moods. Each song is accompanied by simple musical arrangements, with lyrics in both English and Spanish. Slightly abridged from the original edition, this is ideal for classroom use, multicultural studies, or just plain fun.”

Reading level: 4 – 8 years old

Dreamers by Yuyi Morales

Summary: “This lovingly-illustrated picture book memoir looks at the myriad gifts migrantes bring with them when they leave their homes. It’s a story about family. And it’s a story to remind us that we are all dreamers, bringing our own strengths wherever we roam. Beautiful and powerful at any time but given particular urgency as the status of our own Dreamers becomes uncertain, this is a story that is both topical and timeless.”

Reading level: 3 – 8 years old

I am René, the Boy by René ColatoLaínez

Summary: “Complimented by playful illustrations, this bilingual picture book follows Colato Laínez’s own experiences, when he was faced with a challenge to his own name as a child. This witty story about a young boy’s odyssey to find out the meaning of his name will challenge readers aged 3 to 7 to chart cross-cultural differences by gaining an understanding about themselves and the people around them.”

Reading level: 5 – 8 years old

Rain of Gold by Victor Villaseñor

Summary: “This is the Hispanic Roots, an all-American story of poverty, immigration, struggle and success. It focuses on three generations of Villaseñor’s kin, their spiritual and cultural roots in Mexico, their immigration to California and their overcoming the poverty, prejudice and economic exploitation. It is the warm-hearted, humorous and tragic, true story of the wily, wary, persevering forebears of Villaseñor.”

Reading level: Adult

René has Two Last Names by René Colato Laínez

Summary: “This charming bilingual picture book for children ages 4 – 8 combines the winning team of author René Colato Laínez and illustrator Fabiola Graullera Ramirez, and follows their award-winning collaboration, I Am René, the Boy / Soy René, el nino. With whimsical illustrations and entertaining text, this sequel is sure to please fans and gain many new ones while explaining an important Hispanic cultural tradition.”

Reading level: 5 – 6 years old

Saturday Sancocho by Leyla Torres

Summary: “Every Saturday, Maria Lili looks forward to making chicken sancocho with her grandparents Mama Ana and Papa Angelino. But one Saturday they discover that there is nothing in the house except eggs, and Maria Lili wonders how they will ever be able to have their sancocho.”

Reading level: 4 – 8 years old

Books to Celebrate National Literacy Month and National Hispanic Heritage MonthSam Martin2023-09-14T17:52:47-07:00

Blog: Starting Early: Building Strong Partnerships with Multilingual Families in Kindergarten

Sam Martin2023-08-23T15:52:43-07:00

In the dynamic landscape of modern education, the significance of fostering inclusivity and embracing linguistic diversity cannot be overstated. Sahira Larios, a dedicated kindergarten teacher and SEAL partner in the bilingual Spanish-English program at Oak Grove School District, has become a beacon of inspiration in this regard.

Learn more about how she builds strong partnerships with multilingual families in this enlightening New America blog post authored by SEAL’s Research & Evaluation Manager, Camille R. Whitney.

>> READ HERE

We delve into Sahira’s remarkable approach to teaching, as she shares her insights on supporting multilingual learners and nurturing collaborative relationships with families to amplify student engagement and language development. Join us as we explore Sahira’s unique perspective and glean wisdom from her experience, illuminating a path for educators and policymakers to enrich the educational journey of every multilingual student.

“I became a bilingual teacher because of my own positive experiences as a student in a bilingual program from kindergarten to third grade. My parents, who immigrated from Mexico, always encouraged me and my three sisters to speak Spanish at home because they wanted us to keep our connection to our roots in Mexico while also learning new things in the U.S. When I became a teacher I really wanted to reinforce in my students that they come with a lot of assets from their hometowns and countries, and help them integrate that part of themselves in the classroom.”

Blog: Starting Early: Building Strong Partnerships with Multilingual Families in KindergartenSam Martin2023-08-23T15:52:43-07:00

Four Educator Resources to Kickstart the School Year

Sam Martin2023-08-30T10:47:41-07:00

As an exciting new school year begins, equitable access to quality educator resources is essential. We’ve gathered some free materials to assist educators as they support English Learners and Dual Language Learners.

Get ready for a wonderful year ahead by accessing the following tools:

Introduction to SEAL Video

Learn about our approach to building rich, rigorous engaged learning where students enjoy being in the classroom.
From SEAL

Improving Education for Multilingual and English Learner Students

Read Chapter 3: Multilingual Programs and Pedagogy: What Teachers and Administrators Need to Know and Do
From California Department of Education
co-authored by SEAL‘s Senior Director of Research and Evaluation, Martha I. Martinez and Associate Director, Heather Skibbins.

Early Literacy Development and Instruction for Dual Language Learners in Early Childhood Education

Literacy development and effective literacy instruction for young, developing bilingual children who are learning English as a new language in early childhood classrooms.
From the National Committee for Effective Literacy, co-authored by SEAL’s Senior Director of Research and Evaluation, Martha I. Martinez

A Framework for Foundational Literacy Skills Instruction for English Learners

Framework for foundational literacy skills instruction around six principles to ensure that ELs develop the necessary literacy skills to engage with complex text in all subject areas successfully.
From Council of the Great City Schools

For even more free materials, visit our SEAL resource page. You can also access our YouTube channel, with more than 40 videos.

Four Educator Resources to Kickstart the School YearSam Martin2023-08-30T10:47:41-07:00

Podcast: Promoting Bilingual Education and Supporting English Learners

Sam Martin2023-07-28T13:56:20-07:00

At SEAL, we work to uplift the needs of English Learners and Dual Language Learners. Our program manager Patricia recently discussed SEAL’s approach and the importance of bilingual education in the “More Than A Test” podcast hosted by Laura Glaab, VP of Customer Engagement and Strategic Initiatives at Amira Learning.

>>Listen to the full podcast to learn more about SEAL’s work and how we can all do our part to better support English language learners.

During the podcast, Patricia explained how SEAL provides professional development, resources and coaching to help teachers implement strategies that support English Learners and Dual Language Learners. This includes focusing on oral language development, providing scaffolds and visual supports, and incorporating students’ home languages.

While bilingual programs have been shown to benefit students the most, Patricia stressed that even in English-only settings, teachers can nurture students’ home languages and partner with families. She also highlighted the need for multilingual resources and authentic texts in students’ native languages.

The conversation also touched on advocacy efforts to ensure that the science of reading movement considers the needs of English Learners. Patricia emphasized the importance of having educators who believe in the potential of multilingual students and the value they bring to the classroom.

Podcast: Promoting Bilingual Education and Supporting English LearnersSam Martin2023-07-28T13:56:20-07:00

June Webinar Wrap-Up: Empowering Language Learners through Collaboration

Sam Martin2023-10-17T17:37:49-07:00

Our SEAL team participated in a few engaging webinars to help boost the success of Dual Language Learners and English Learners during the month of June. We shared our knowledge as well as learned from partners and other experts during these insightful conversations.

The following are key takeaways that emerged from these discussions:

Lessons from the Field – Kindergarten As a Sturdy Bridge: Transforming the Kindergarten Year

Host: U.S. Department of Education
SEAL Panelist: Partner Amy Boles, Assistant Superintendent at Oak Grove School District
Key Takeaways:
- SEAL programs teach rigorous and precise academic vocabulary to kindergarteners
- Kindergarten is an important year to build upon emerging bilingual students’ assets, including their home languages
- Engaging practices like dramatic play, hands-on activities and using microscopes promote joyful learning, especially for emerging bilinguals
- Intentionality and a strengths-based mindset are important
Access webinar resources

Strengthening Kindergarten to Improve Children’s PreK-3rd Grade Experiences

Host: Campaign for Grade-Level Reading
SEAL Panelist: Anya Hurwitz, Ed.D., Executive Director
Key Takeaways:
- When we truly ground [our efforts] in assets, in seeing children for all of their potential across their multiple languages, cultures, and worlds and seeing teachers for all their potential, we create a stronger kindergarten and a stronger PreK through third grade experience.
- Essential components:
  - Family partnerships that celebrate and build from the languages and cultures of the family and community
  - Teacher capacity building and agency so teachers can implement research based, linguistically and culturally sustaining instruction
  - Comprehensive, rich language and literacy development integrated across content areas to support dual language learners
Access webinar resources

Following the Science: Bilingualism as an Asset Supporting Early Brain Development

Host: Campaign for Grade-Level Reading
SEAL Panelist: Martha I. Martinez, Ph.D., Senior Director of Research and Evaluation
Key Takeaways:
- SEAL highlights multilingual learners’ needs and gaps in the research around effective bilingual education and biliteracy development
- Policies sometimes prevent the enactment of effective instruction for multilingual learners based on research that honors their cultural and linguistic backgrounds
- Science of reading movement has often overlooked the needs of multilingual learners and effective practices for bilingual education
- Important to change the narrative to include research on bilingualism and biliteracy
Access webinar resources

June Webinar Wrap-Up: Empowering Language Learners through CollaborationSam Martin2023-10-17T17:37:49-07:00

EL Roadmap Policy Priorities

Sam Martin2023-05-17T22:01:34-07:00

SEAL is proud to partner with leading education nonprofits to advocate for policy solutions that support, enhance and lift up the needs of English Learners (ELs) and Dual Language Learners (DLLs). The “EL Roadmap Policy Priorities: Advancing the Vision” has been developed in collaboration to guide present and future policy, programs, and practices for English learners and dual language learners across the state.

The English Learner Roadmap Policy Priorities sets a vision and mission to achieve a common goal by promoting legislation for multilingual/dual language education and raising awareness of the English Learner Roadmap among state and local decision-makers through a collective agenda rooted in the four principles of the California English Learner Roadmap. We have come together to elevate these policy priorities:

2023 EL Roadmap Policy Priorities:

AB 370 (Addis) –Pupil instruction: State Seal of Biliteracy.
Co-sponsored by California Association for Bilingual Education (CABE) and Californians Together

Would change the criteria needed to be met by a pupil to be awarded the State Seal of Biliteracy by requiring the pupil to both demonstrate proficiency in English by meeting one of 4 specified requirements and demonstrate proficiency in one or more languages other than English by meeting one of 3 specified requirements. (Based on 03/30/2023 text)

AB 370 Fact Sheet

AB 393 (Rivas) – Childcare: dual language learners.
Co-sponsored by California Association for Bilingual Education (CABE), Early Edge California and Californians Together

AB 393 builds on AB 1363, which created an asset-based approach for identifying DLLs in California’s State Preschool Program (CSPP), aligning with recommendations from the Governor’s Master Plan for Early Learning and Care for supporting DLLs and making California the first state in the nation to implement such a process. AB 393 expands the asset-based DLL identification process established through AB 1363 to general child care programs (CCTR) and the Migrant Child Care Program (CMIG). Would require the Director of Social Services to develop procedures for general or migrant childcare and development contractors to identify and report data on dual language learners enrolled in a general childcare and development program or migrant childcare and development program, as specified, and requires the director to develop informal directives and adopt regulations to implement these provisions. The bill would require the Superintendent and the director to coordinate their efforts in developing the procedures for the dual language learner data collection and reporting. (Based on 02/02/2023 text)

AB 714 (McCarty) – Pupil instruction: newcomer pupils: curriculum frameworks: high school coursework and graduation requirements: exemptions and alternatives.
Sponsored by Californians Together

Would, subject to an appropriation of funds for its purposes, require the State Department of Education, in consultation with the State Department of Social Services, to (A) develop and issue guidance regarding requirements, best practices, and available state and federally funded programs for newcomer pupils, (B) publicly report on an annual basis on its internet website the enrollment and performance of newcomer pupils, as provided, and (C) maintain at least one position dedicated to supporting local educational agencies, including charter schools, in serving newcomer pupils, as provided. (Based on 03/30/2023 text)

AB 714 Fact Sheet

AB 1106 (Soria) – PK-3 early childhood education specialist credential: grant program.
Co-sponsored by Education Trust – West and Children Now

Current law requires the Commission on Teacher Credentialing to award planning grants of up to $250,000 each to regionally accredited institutions of higher education to develop plans for the creation of integrated programs of professional preparation that lead to more credentialed teachers with an emphasis on identified shortage fields, as provided. Current law requires the commission to also award implementation or expansion grants of up to $500,000 each for regionally accredited institutions of higher education to develop new programs of professional preparation or to establish a new partnership with a California community college, as provided. This bill would, separate from those grants, require the commission to develop and implement a program to award, on a competitive basis, planning grants of up to $250,000 each to regionally accredited institutions of higher education for the development of plans to guide the creation of programs of professional preparation, and implementation grants of up to $500,000 each to regionally accredited institutions of higher education for the implementation of programs of professional preparation, that lead to more credentialed teachers obtaining the PK-3 Early Childhood Education Specialist Credential, as provided. (Based on 03/30/2023 text)

AB 1106 Fact Sheet

AB 1127 (Reyes) – Teachers: professional development: Bilingual Teacher Professional Development Program.
Co-sponsored by California Association for Bilingual Education (CABE), Californians Together and Superintendent of Public Instruction Tony Thurmond

AB 1127 would provide that it is also the purpose of the grant program to increase bilingual teachers in multiple languages to staff bilingual classrooms, such as Spanish, Vietnamese, Mandarin, Cantonese, Tagalog, and Arabic classrooms, and other languages, as represented in instructional programs. The bill would require the department to meet quarterly with grant recipients to share promising practices and resources, and to resolve issues of implementation. The bill would instead require grant recipients to report specified information related to the program to the department by January 1, 2029, and would revise the project performance period to January 1, 2024, to June 30, 2029, inclusive.

AB 1127 Fact Sheet

Join us. Be informed. Share. Contact your state representative today.

EL Roadmap Policy PrioritiesSam Martin2023-05-17T22:01:34-07:00

Policy and Advocacy: Bills We Support

Nancy Peng2023-05-10T16:24:39-07:00

Help us advocate for quality education that prepares all English Learners, Dual Language Learners and all students learn, thrive and lead. Be informed. Share. Contact your state representative today.

AB 370 (Addis) –Pupil instruction: State Seal of Biliteracy.
Co-sponsored by California Association for Bilingual Education (CABE) and Californians Together

Would change the criteria needed to be met by a pupil to be awarded the State Seal of Biliteracy by requiring the pupil to both demonstrate proficiency in English by meeting one of 4 specified requirements and demonstrate proficiency in one or more languages other than English by meeting one of 3 specified requirements. (Based on 03/30/2023 text)

AB 370 Fact Sheet

AB 393 (Rivas) – Childcare: dual language learners.
Co-sponsored by California Association for Bilingual Education (CABE), Early Edge California and Californians Together

AB 393 builds on AB 1363, which created an asset-based approach for identifying DLLs in California’s State Preschool Program (CSPP), aligning with recommendations from the Governor’s Master Plan for Early Learning and Care for supporting DLLs and making California the first state in the nation to implement such a process. AB 393 expands the asset-based DLL identification process established through AB 1363 to general child care programs (CCTR) and the Migrant Child Care Program (CMIG). Would require the Director of Social Services to develop procedures for general or migrant childcare and development contractors to identify and report data on dual language learners enrolled in a general childcare and development program or migrant childcare and development program, as specified, and requires the director to develop informal directives and adopt regulations to implement these provisions. The bill would require the Superintendent and the director to coordinate their efforts in developing the procedures for the dual language learner data collection and reporting. (Based on 02/02/2023 text)

AB 714 (McCarty) – Pupil instruction: newcomer pupils: curriculum frameworks: high school coursework and graduation requirements: exemptions and alternatives.
Sponsored by Californians Together

Would, subject to an appropriation of funds for its purposes, require the State Department of Education, in consultation with the State Department of Social Services, to (A) develop and issue guidance regarding requirements, best practices, and available state and federally funded programs for newcomer pupils, (B) publicly report on an annual basis on its internet website the enrollment and performance of newcomer pupils, as provided, and (C) maintain at least one position dedicated to supporting local educational agencies, including charter schools, in serving newcomer pupils, as provided. (Based on 03/30/2023 text)

AB 714 Fact Sheet

AB 1106 (Soria) – PK-3 early childhood education specialist credential: grant program.
Co-sponsored by Education Trust – West and Children Now

Current law requires the Commission on Teacher Credentialing to award planning grants of up to $250,000 each to regionally accredited institutions of higher education to develop plans for the creation of integrated programs of professional preparation that lead to more credentialed teachers with an emphasis on identified shortage fields, as provided. Current law requires the commission to also award implementation or expansion grants of up to $500,000 each for regionally accredited institutions of higher education to develop new programs of professional preparation or to establish a new partnership with a California community college, as provided. This bill would, separate from those grants, require the commission to develop and implement a program to award, on a competitive basis, planning grants of up to $250,000 each to regionally accredited institutions of higher education for the development of plans to guide the creation of programs of professional preparation, and implementation grants of up to $500,000 each to regionally accredited institutions of higher education for the implementation of programs of professional preparation, that lead to more credentialed teachers obtaining the PK-3 Early Childhood Education Specialist Credential, as provided. (Based on 03/30/2023 text)

AB 1106 Fact Sheet

AB 1127 (Reyes) – Teachers: professional development: Bilingual Teacher Professional Development Program.
Co-sponsored by California Association for Bilingual Education (CABE), Californians Together and Superintendent of Public Instruction Tony Thurmond

AB 1127 would provide that it is also the purpose of the grant program to increase bilingual teachers in multiple languages to staff bilingual classrooms, such as Spanish, Vietnamese, Mandarin, Cantonese, Tagalog, and Arabic classrooms, and other languages, as represented in instructional programs. The bill would require the department to meet quarterly with grant recipients to share promising practices and resources, and to resolve issues of implementation. The bill would instead require grant recipients to report specified information related to the program to the department by January 1, 2029, and would revise the project performance period to January 1, 2024, to June 30, 2029, inclusive.

- AB 1127 Fact Sheet

Policy and Advocacy: Bills We SupportNancy Peng2023-05-10T16:24:39-07:00