Pathways To Success Grant Program - State Department Of Education - CA Education

Section § 33440

This section defines several terms related to bilingual education and dual language programs. 'English learner' and 'Native speaker of English' are defined as per another section. 'Dual language immersion programs' involve both English learners and native English speakers, aiming for proficiency in both languages and cultural understanding. 'Developmental bilingual programs' focus on literacy in a student's home language and English, gradually increasing English instruction. 'Early learning dual language learners programs' are for young children up to age five, focusing on developing bilingual skills before kindergarten. 'Dual language learners' are children learning two or more languages simultaneously or learning English while maintaining their home language.

For purposes of this article, the following terms have the following meanings:

(a) “English learner” has the same meaning as defined in Section 306.

(b) “Native speaker of English” has the same meaning as defined in Section 306.

(c) “Dual language immersion program” is a program that enrolls both English learners and native speakers of English and provides integrated language learning and academic instruction for native speakers of English and native speakers of another language, with the goals of high academic achievement, first and second language proficiency, and cross-cultural understanding. These programs are also known as two-way bilingual immersion programs.

(d) “Developmental bilingual program for English learners” is a program in which academic instruction and literacy development occurs in both a pupil’s home language and in English. It is a program that exists across all grade levels in schools. Academic curriculum is taught through a pupil’s home language plus English language development, with increasing academic instruction in English until pupils develop literacy in both languages, at which point academic study in both languages continues.

(e) “Early learning dual language learners programs” refer to language programs in early care and education settings that serve children from birth to five years of age before entry into kindergarten. These programs include, but are not necessarily limited to, preschool, expanded transitional kindergarten, and transitional kindergarten, where the goal is to support development of both languages and to promote bilingualism and biliteracy.

(f) “Dual language learners” (DLLs) is the term used in early education to refer to children from birth to age five who are learning two or more languages at the same time, or who are learning a second language, such as English, while continuing to develop their home language.

English learner native speaker of English dual language immersion two-way bilingual developmental bilingual program academic instruction home language early learning preschool transitional kindergarten bilingualism biliteracy dual language learners language development cross-cultural understanding

(Added by Stats. 2018, Ch. 763, Sec. 2. (AB 2514) Effective January 1, 2019.)

Section § 33441

The Pathways to Success Grant Program is designed to support and expand dual language learning opportunities for young students ranging from preschool through grade 12 in California. The program aims to set up or enhance dual language immersion and bilingual programs for English learners and provides professional development for educators to effectively implement these programs. It aligns with California's English Learner Roadmap policy and provides resources and training for schools including early learning programs.

(a) The Pathways to Success Grant Program is hereby established with the goal of providing pupils in preschool, transitional kindergarten, kindergarten, and grades 1 to 12, inclusive, with dual language immersion programs, developmental bilingual programs for English learners, or early learning dual language learners programs that are consistent with the adopted state policy of the English Learner Roadmap.

(b) The purpose of the Pathways to Success Grant Program is to grow capacity for high-quality dual language learning by doing all of the following:

(1) Establishing dual language immersion programs or developmental bilingual programs for English learners for pupils in elementary and secondary schools.

(2) Establishing early learning dual language learners programs in state preschools operated by school districts and charter schools.

(3) Expanding existing dual language immersion programs or developmental bilingual programs for English learners to new schoolsites.

(4) Providing professional development modules to school districts, schools, county offices of education, or a consortium of these entities, with evidence-based, demonstrated professional development techniques on how to design and implement new, or to expand existing, dual language immersion programs or developmental bilingual programs for English learners and early learning dual language learners programs.

Pathways to Success Grant Program dual language immersion developmental bilingual programs English learners early learning dual language learners English Learner Roadmap preschool language programs transitional kindergarten elementary schools secondary schools school districts charter schools professional development capacity building bilingual education expansion

(Added by Stats. 2018, Ch. 763, Sec. 2. (AB 2514) Effective January 1, 2019.)

Section § 33442

This law sets up the Pathways to Success Grant Program, a three-year initiative starting September 2019, to support dual language and bilingual education programs. The program provides at least ten grants, up to $300,000 each, to school districts or partnerships that develop or expand language programs aimed at English learners. Additional funding is available for programs in languages other than Spanish. Priority is given to schools with significant numbers of English learners. Applicants must describe their program's curriculum, expected scale, enrollment details, and how they plan to sustain the program beyond the grant period. Participation is voluntary and requires detailed planning, including securing bilingual staff and aligning with district goals.

(a)

(1) The department shall administer the Pathways to Success Grant Program, which shall be a three-year grant program. Commencing September 1, 2019, the department shall award a minimum of 10 one-time grants of up to three hundred thousand dollars ($300,000) per grant, to entities described in subdivision (b) considering any of the following:

(A) Establishing a dual language immersion program or developmental bilingual program for English learners.

(B) Expanding an established dual language immersion program or developmental bilingual program for English learners.

(C) Establishing early learning dual language learners programs in state preschool programs operated by school districts and charter schools.

(2) When awarding a grant to an applicant proposing to establish a dual language immersion program or developmental bilingual program for English learners in a target language other than Spanish, the department shall provide additional funding of up to twenty thousand dollars ($20,000) over the amount of the grant awarded pursuant to paragraph (1).

(3) Priority shall be given to proposals for programs with an enrollment that consists of at least 40 percent English learners at the elementary level and at least 40 percent English learners and reclassified fluent English proficient pupils at the middle and high school levels.

(b) Both of the following entities are eligible to apply for a grant pursuant to this section:

(1) A school district.

(2) A consortium composed of a school district in partnership with one or more of the following:

(A) Other school districts.

(B) County offices of education.

(C) Bilingual teacher programs in schools of education in institutions of higher education.

(D) Charter schools, other than for-profit charter schools, located within the school district.

(c) In accordance with Section 33444, the department shall identify criteria for evaluating applicants and awarding the grants.

(d) An entity described in subdivision (b) may apply to the department to receive a grant pursuant to subdivision (a). Participation in this grant program shall be on a voluntary basis.

(e) An application shall include a description of all of the following:

(1) The high-quality curriculum and instruction to be provided by the dual language immersion program or developmental bilingual program for English learners.

(2) Projected grade levels, number of school districts, number of schoolsites, and number of classrooms proposed in the expansion or establishment of dual language immersion programs or developmental bilingual programs for English learners, for each grant.

(3) The early learning dual language learners program to be provided to dual language learners in early childhood education programs, such as state preschool, the high-quality, standards-based curriculum and instruction, and the projected number of classrooms included for each grant.

(4) Pupil enrollment, disaggregated by English learners, dual language learners, and native speakers of English.

(5) How the program for which the applicant proposes to use the grant will serve the applicant’s English learner population and dual language learners, including outreach to families who speak the target language of the new or expanded program.

(6) How the applicant will secure bilingual teachers, bilingual preschool educators, bilingual paraeducators, and bilingual program staff.

(7) How the applicant will sustain its expanded or new dual language immersion program, developmental bilingual program for English learners, or early learning dual language learners program beyond the three-year grant period.

(8) Evidence of support by the applicant school district’s or districts’ county board or boards of education or the governing board or boards of the school district or districts, or the authorizing body or bodies of the charter schools.

(9) Efforts to align program goals with school district responsibilities pursuant to Section 305.

(10) A program budget identifying the amount of funding proposed to be expended for the allowable expenses identified in subdivision (a) of Section 33445, including information on how much grant funding will be spent at each schoolsite.

(11) Available funding within the current or projected budget for the three-year grant period that will be committed in addition to grant funding, including any funding received pursuant to its local control funding formula allocation, federal law, or other sources.

(12) How the applicant will collect data required by the department for purposes of the department’s report described in Section 33446. The application shall include the number of pupils to be served, including English learners, native English speakers, and dual language learners, by the applicant and the number of pupils successfully completing programs described in this article at the elementary and secondary levels and in early childhood education programs.

(13) Assurance that the applicant will sustain and maintain the program or programs described in this article and a description of the support, including funding, it commits to do so.

Pathways to Success Grant Program dual language immersion developmental bilingual program English learners grant funding school districts bilingual teacher programs program sustainability language programs non-Spanish languages early education programs curriculum requirements enrollment criteria bilingual staff outreach to families

(Added by Stats. 2018, Ch. 763, Sec. 2. (AB 2514) Effective January 1, 2019.)

Section § 33443

This law describes the responsibilities of the department in managing the Pathways to Success Grant Program. The department is required to review grant applications and give out grants, help school districts and entities with dual language programs, decide on the data grant recipients must track, and ensure that data is collected and made public.

The department shall perform all of the following functions in the administration of the Pathways to Success Grant Program:

(a) Review applications and award grants.

(b) Provide technical assistance to school districts, county offices of education, or consortia implementing a dual language immersion program, developmental bilingual program for English learners, or early learning dual language learners program.

(c) Identify data to be collected by grant recipients.

(d) Identify how it will collect data reported by grant recipients, and how it will make that data available to the public.

Pathways to Success Grant Program grant applications technical assistance dual language immersion developmental bilingual program English learners early learning dual language programs data collection public data school districts county offices of education consortia

(Added by Stats. 2018, Ch. 763, Sec. 2. (AB 2514) Effective January 1, 2019.)

Section § 33444

This section outlines that the department must work with various experts and entities when creating guidelines for grant awards and developing professional training materials. These include organizations and individuals experienced in dual language and bilingual programs, such as professional organizations, classroom teachers, school principals, and researchers in the field.

The department shall consult with the following persons and entities in the development of the criteria for awarding the grants and in developing the professional development modules:

(a) Professional organizations with demonstrated expertise and experience in developing, implementing, and maintaining a dual language immersion program, developmental bilingual program for English learners, and early learning dual language learners program.

(b) Classroom teachers providing instruction in a dual language immersion program, development bilingual program for English learners, or early learning dual language learners program.

(c) Principals of schools with an existing dual language immersion program, development bilingual program for English learners, or early learning dual language learners program.

(d) Researchers and representatives of nonprofit professional organizations with demonstrated expertise and experience specific to dual language immersion programs, developmental bilingual programs for English learners, or early learning dual language learners programs.

dual language immersion professional development modules grant criteria bilingual programs English learners early learning dual language professional organizations classroom teachers school principals nonprofit organizations language programs expertise developmental bilingual program dual language learners program consultation process educational researchers

(Added by Stats. 2018, Ch. 763, Sec. 2. (AB 2514) Effective January 1, 2019.)

Section § 33445

This law states that specific grants must be used for purposes related to bilingual education. This includes training school administrators, teachers, and staff; recruiting bilingual teachers; offering ongoing professional development; engaging families; setting up language learning communities; employing experienced instructional coaches; and providing materials for dual language programs. These grants are meant to add to, not replace, other local and federal funding for these educational programs.

(a) A grant recipient shall use the grant for any of the following purposes:

(1) School administrator, teacher, and staff training specific to the implementation and maintenance of a dual language immersion program, developmental bilingual program for English learners, or early learning dual language learners program.

(2) Recruitment of bilingual preschool, elementary, and secondary school teachers and paraeducators.

(3) Professional development for teachers after the initial establishment of the program.

(4) Ongoing outreach to families of pupils, including strategies for family engagement.

(5) Establishment and support of language learning professional learning communities for teachers.

(6) Instructional coaches with demonstrated expertise and experience in implementing a dual language immersion program, developmental bilingual program for English learners, or early learning dual language learners program.

(7) Standards-based instructional materials in target languages for proposed dual language immersion programs, developmental bilingual programs for English learners, or early learning dual language learners programs.

(b) A grant recipient shall use the grant to supplement funding used for ongoing program costs received pursuant to its local control funding formula allocation and federal funding, such as Title I, II, or III funding.

bilingual education dual language immersion teacher recruitment professional development family engagement language learning communities instructional coaches standards-based instructional materials local control funding formula Title I funding Title II funding Title III funding

(Added by Stats. 2018, Ch. 763, Sec. 2. (AB 2514) Effective January 1, 2019.)

Section § 33446

By June 30, 2025, a report must be sent to certain legislative committees. This report should cover how effective school programs funded by certain grants are. It needs to discuss successes, best practices, obstacles faced, and the results of these programs, specifically looking at the number of students in various language programs like dual language immersion and bilingual programs for English learners.

On or before June 30, 2025, the department shall submit a report to the appropriate committees of the Legislature detailing the successes, best practices, barriers or constraints, and outcomes of school district and consortium programs funded with grants pursuant to this article. The report shall include the number of pupils in dual language immersion programs, developmental bilingual programs for English learners, and early learning dual language learners programs, and how these programs supported the goals of each of the school district programs and consortia funded with these grants.

dual language immersion programs developmental bilingual programs English learners early learning language programs school district programs consortium programs funded programs grant outcomes educational reporting legislative committees best practices barriers report submission deadline

(Added by Stats. 2018, Ch. 763, Sec. 2. (AB 2514) Effective January 1, 2019.)

Section § 33447

This law can only take effect if money is specifically allocated for it in the annual state budget or another similar law.

This article shall be implemented only upon an appropriation for its purposes in the annual Budget Act or other statute.

appropriation Budget Act annual budget state budget allocation funding implementation financial appropriation budgetary approval legislative funding statutory appropriation implementation condition budget-dependent funding contingent budget enactment financial prerequisite

(Added by Stats. 2018, Ch. 763, Sec. 2. (AB 2514) Effective January 1, 2019.)

State Department Of Education

Article 11Pathways to Success Grant Program

Section § 33440

Section § 33441

Section § 33442

Section § 33443

Section § 33444

Section § 33445

Section § 33446

Section § 33447

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