KEY ASPECTS OF PROP 58:

• With the passage of Proposition 58, California school districts and sites will have more opportunities to consider in implementing a multilingual/biliteracy program.
• Starting in July of 2017, if there are parents of 20 students in one grade level or 30 students school-wide who request a multilingual/biliteracy program, it will trigger the exploration and implementation, to the extent possible, of a biliteracy program at the site.
• The California State Board of Education will approve guidelines and regulations concerning Prop 58.
• Keep in mind, quality multilingual/biliteracy programs are created with careful planning, resources, and at least one year of preparation. Don’t rush!

1) Contact CABE’s Professional Development Services for assistance in planning and implementing your biliteracy program!

cabepds@bilingualeducation.org or
(626) 814-4441 ext. 212

WHAT ARE SOME BILITERACY PROGRAM MODELS WE SHOULD CONSIDER? CABE and Californians Together recommends these different models to explore to see which is the best fit for your school community—PreK-12:

• Dual Language Immersion (90:10 or 50:50 model)
• One-Way Immersion Programs
• Heritage Language Programs
• Developmental Language Programs
• Foreign Language Experiential (FLEX) and Foreign Language in Elementary School (FLES) Programs.

More information on these models can be found at https://resources.gocabe.org/index.php/home/programs/

2) Commit to at least one year to plan for your biliteracy program

• There are many policy implications that take time to consider and process

3) Assemble a Biliteracy Program Leadership Team

• Select representatives from district, site, and community stakeholder groups

4) Seek support from the Board of Education and partnerships with civic and educational organizations

• A great resource: https://www.californianstogether.org/wp-content/uploads/2015/01/The-Campaign-for-Biliteracy-2014_03_21-single-pages-3.pdf

5) Identify the type of biliteracy program you would like or that has been requested by the parents

• Descriptions are available at https://resources.gocabe.org/index.php/home/programs/

6) Review the research on the program you’ve selected for PreK through 12th grade

• https://rpnorton.files.wordpress.com/2014/01/el-pathway-flyer_all-els_jan-21_english.pdf

7) Engage PreK-12th grade teachers, parents, and the public in the LCAP process to ensure inclusion, implementation, and funding for the biliteracy program from early childhood to high school graduation

• https://www.californianstogether.org/does-your-local-control-accountability-plan-deliver-on-the-promise-of-improved-or-increased-services-for-english-learners/

You don’t have to start from scratch! There are many schools and districts that have implemented biliteracy programs that can serve as models and research based evidence to support your work.

8) Visit successful programs that are aligned with the program you are considering

• Contact CABE Professional Development Services for a list of districts and schools with strong, effective biliteracy programs: cabepds@bilingualeducation.org or
  (626) 814-4441 ext. 212

9) Seek out customized consulting support and program-specific professional development for all staff

• Plan for building the capacity of teachers in the biliteracy program for at least 5 to 6 years
• Contact CABE’s Professional Development Services: cabepds@bilingualeducation.org

10) Attend institutes and conferences to learn more about biliteracy programs

• CABE 2017 http://www.cabe2017.gocabe.org/
• Californians Together: https://www.californianstogether.org/
• Dual Language Education New Mexico http://www.dlenm.org/
• CABE PDS Teacher Institutes http://www.gocabe.org/dev/index.php/conferences/regional-events-2016-2017/
• Center for Equity for English Learners—CEEL, at LMU: http://soe.lmu.edu/centers/ceel/
• Center for Applied Linguistics http://www.cal.org
• ATDLE https://atdle.org/conference/
• CARLA (Center for Advanced Research in Language Acquisition http://carla.umn.edu

Key factors in developing quality biliteracy programs

11) Recruit highly qualified biliterate and bicultural certificated and classified staff (PreK-12) and administrators

• Information on bilingual authorization for teachers from the Commission on Teacher Credentialing: http://www.ctc.ca.gov/credentials/leaflets/cl628b.pdf

12) Recruit students from both linguistic groups through a focused public relations campaign

• Know your community and where to connect with parents of students for your program

13) Request a long-term parent commitment to the biliteracy program, and be prepared as a district to make a similar commitment to sustain the program

• At least 5 to 6 years, but even better, 13 plus years (PreK through 12th grade)

14) Create a multicultural, multilingual, and collaborative school environment at the program site(s) from preschool through 12th grade.

• Value the culture(s)/language(s) in your program; teachers collaborate with English-only colleagues

15) Have high expectations for all; use standards-aligned curriculum in English and the target language

• Academic achievement and language acquisition to biliteracy; Seal of Biliteracy and Pathways Awards

16) Document the success of all students in the program in both languages to ensure academic achievement and language development is on target

• Important to have data to show student progress to all stakeholders

17) Engage parents and offer educational and leadership opportunities for all

• Multiple options for engagement--parent leadership, language classes in English and target language, etc.

Contact CABE’s Professional Development Services for assistance in planning and implementing your biliteracy program!

cabepds@bilingualeducation.org or
(626) 814-4441 ext. 212