Rhode Island 2023 Regular Session

Rhode Island House Bill H5777 Compare Versions

Only one version of the bill is available at this time.

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5	5	2023 -- H 5777
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7	7	LC001766
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9	9	S TATE OF RHODE IS LAND
10	10	IN GENERAL ASSEMBLY
11	11	JANUARY SESSION, A.D. 2023
12	12	____________
13	13
14	14	A N A C T
15	15	RELATING TO EDUCATION -- SUPPORT AND ACCESS TO BILINGUAL EDUCATION
16	16	ACT
17	17	Introduced By: Representatives Felix, Kislak, Giraldo, Henries, Morales, Tanzi,
18	18	McNamara, Kazarian, Casimiro, and Batista
19	19	Date Introduced: February 22, 2023
20	20	Referred To: House Education
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23	23	It is enacted by the General Assembly as follows:
24	24	SECTION 1. Title 16 of the General Laws entitled "EDUCATION" is hereby amended by 1
25	25	adding thereto the following chapter: 2
26	26	CHAPTER 54.1 3
27	27	SUPPORT AND ACCESS TO BILINGUAL EDUCATION ACT 4
28	28	16-54.1-1. Findings. 5
29	29	The general assembly hereby finds and declares that: 6
30	30	(1) Consistent with § 42-5.1-1(1), proficiency in a second or multiple languages can be a 7
31	31	major tool for economic growth for our state and help overcome this country's disadvantage in the 8
32	32	world economy as we move into the twenty-first century. 9
33	33	(2) Consistent with § 42-5.1-1(j), the state both affirms the right of every resident to nurture 10
34	34	their native language and also encourages all citizens to become proficient in English to facilitate 11
35	35	full participation in society and promote cross-cultural communication. 12
36	36	(3) Consistent with §§ 42-5.1-1(j) and (k), native language instruction facilitates the 13
37	37	development of English proficiency with multilingual learners and boosts the overall academic 14
38	38	achievement of such children. 15
39	39	(4) Consistent with § 16-22-37, the department of education ("department"), in consultation 16
40	40	with local education agencies ("LEAs") that have a dual language program, was mandated to create 17
41	41	a model policy and timeline to assist LEAs in developing and implementing a dual language 18
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45	45	program. 1
46	46	(5) There is overwhelming evidence that the state could expect a very high return to the 2
47	47	public by investing in high quality bilingual and dual language programming for all of our students. 3
48	48	(6) Dual language investments targeted towards program development for disadvantaged 4
49	49	children will help to promote both efficiency and educational equity for the children of our state. 5
50	50	(7) The expansion of funding for bilingual and dual language programs that advance 6
51	51	outcomes for multilingual learners is critical to achieving the state's goal for grade-level reading by 7
52	52	the third grade and other academic achievements. 8
53	53	16-54.1-2. Definitions. 9
54	54	For the purposes of this chapter: 10
55	55	(1) "Dual language " or "DL" means a method of instruction that promotes a student's full 11
56	56	proficiency in all aspects of English and another language. DL programs educate students using 12
57	57	both English and a partner language for academic instruction and may divide the day by language 13
58	58	of instruction. Dual language programs may include: 14
59	59	(i) Two-way immersion programs that teach multilingual learners alongside English 15
60	60	speakers who are learning a partner language; and 16
61	61	(ii) One-way immersion programs that serve a student population comprised of a 17
62	62	predominant majority of speakers of the same home language. This may include a student 18
63	63	population with limited to no proficiency in English (these one-way immersion programs are 19
64	64	sometimes called developmental bilingual) or a student population with limited to no proficiency 20
65	65	in the partner language (these one-way immersion programs are sometimes called world language 21
66	66	immersion); and 22
67	67	(iii) Teachers pursuant to these programs shall meet appropriate state certification 23
68	68	requirements and be highly qualified as defined by the department of education (RIDE) in their 24
69	69	content area. 25
70	70	(2) "Local education agency" or "LEA" shall have the same meaning as defined in 34 CFR 26
71	71	§ 303.23. 27
72	72	(3) "Qualifying languages" means the most common languages other than English spoken 28
73	73	in the state according to the U.S. Census Bureau, and other state data sources, including, but not 29
74	74	limited to the Algonquin Narragansett language. 30
75	75	16-54.1-3. SABLE act fund authorized. 31
76	76	(a) The department of elementary and secondary education ("department") shall establish 32
77	77	a dual language program fund within the department. For purposes of funding this chapter, the 33
78	78	general assembly shall appropriate the sum of three hundred thousand dollars ($300,000). 34
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82	82	(1) Subject to funding for the program, the department shall establish and maintain a dual 1
83	83	language ("DL") pilot program to provide grants to school districts and schools that establish DL 2
84	84	programs. 3
85	85	(2) The department shall create a competitive request for proposals process to allocate 4
86	86	funding. 5
87	87	(3) The grant application process and funds shall be administered by the department. 6
88	88	(4) The expenses of administering the fund shall be paid from money in the fund. 7
89	89	(5) The fund shall consists of: 8
90	90	(i) Appropriations made by the general assembly; 9
91	91	(ii) Charitable contributions to the fund subject to the provisions of § 38-2-2(4)(G); and 10
92	92	(iii) Other sources deemed appropriate by the department. 11
93	93	(b) Eligibility. Applicants shall be a certified local education agency (LEA) within the state 12
94	94	consistent with the provisions of 34 CFR § 303.2. 13
95	95	(c) An LEA may be eligible to receive a grant pursuant to the provisions of this chapter if: 14
96	96	(1) The LEA uses an instructional model that provides at least fifty percent (50%) of its 15
97	97	instruction in a language other than English based on the needs of the community served and the 16
98	98	remaining percent of the instruction is conducted in English; 17
99	99	(2) The program serves students in a targeted level (ex. early childhood, elementary, etc.) 18
100	100	from pre-kindergarten to grade twelve (12); 19
101	101	(3) The LEA develops and commits to an immediate or gradual staffing plan to support the 20
102	102	dual language program; or 21
103	103	(4) Subject to appropriations by the general assembly, a qualifying school may receive 22
104	104	funding for readiness assessment, developing a program implementation plan or the initial stages 23
105	105	of implementation. Funding may be awarded in increments determined by the department to lead 24
106	106	to the successful implementation of the dual language program. 25
107	107	(d) Only programs that adhere to high quality dual language program standards may be 26
108	108	funded. 27
109	109	(e) Priority shall be given to those LEAs that seek to support: students from low-income 28
110	110	families, students with disabilities, multilingual students, and students and families who have 29
111	111	challenges with access to services. 30
112	112	SECTION 2. This act shall take effect upon passage. 31
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119	119	EXPLANATION
120	120	BY THE LEGISLATIVE COUNCIL
121	121	OF
122	122	A N A C T
123	123	RELATING TO EDUCATION -- SUPPORT AND ACCESS TO BILINGUAL EDUCATION
124	124	ACT
125	125	***
126	126	This act would create a new chapter for the support and access to bilingual education. It 1
127	127	would create a dual language program fund to be administered by the department of education. 2
128	128	Local education agencies would be eligible to apply to the department for funding. 3
129	129	This act would take effect upon passage. 4
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