1 Preparing Highly Qualified Biliterate & Bicultural Teachers for California Schools CABTE Sponsored Half-Day Institute   Karen Cadiero-Kaplan, Ph.D. San Diego State University Fernando Rodríguez-Valls, Ph.D. California State University Fullerton March 30, Anaheim, California

2 1:30-1:40:  Welcome & Introductions1:40-2:30: Overview: California Policy & Practice Context Catalina Mistler, Chief, Program Administration & Services Division, California Student Aid Commission   Michael Matsuda, Superintendent, AUHSD Karen Cadiero Kaplan, Professor, SDSU 2:30-3:45 Panel: Biliteracy Pedagogy & Leadership Michelle Soto-Peña, Doctoral Student, CGU Cheryl Forbes, Director Teacher Education, UCSD) Cynthia Vasquez Petitt and Darrick Garcia, Directors AUHSD with Grace Cho, Professor & Department Chair, CSUF 3:45-4:15: Discussion: Implications for Policy & Practice 4:15-4:30:  Action Steps & Closing Remarks

3 Legislation & Bilingual Teacher PreparationKaren Cadiero-Kaplan, Ph.D. CABE Legislative Director & President, CABTE Professor, Dual Language & English Learner Education San Diego State University

4 Teacher Credential: AB 170 & AB 681AB 170 (O’Donnell) Teacher Credentialing Candidate will not be required to have baccalaureate degree in a subject other than professional education to receive a preliminary multiple subject teaching credential. Creating BA in Education Recommendation: Support. AB 681 (Chau) Teacher Credentialing: Teacher Preparation Outside of the U.S.A. The bill would provide that, if the commission determines that the other country’s national standards are equivalent in CA, an individual who holds or is eligible for a credential in that country is presumed to have satisfied specified requirements for obtaining a credential.

5 Teacher Credential : AB 952Bilingual Teacher Pipeline. O’Donnell: Existing law requires the Commission on Teacher Credentialing to, among other duties, establish standards for the issuance and renewal of credentials, certificates, and permits. Existing law requires the commission to issue an authorization for a teacher who meets specified requirements to provide instruction to limited-English-proficient pupils. This bill would express the intent of the Legislature to enact legislation that would provide professional development, including online professional development opportunities, for teachers who currently possess bilingual authorizations but have not provided bilingual instruction to pupils.

6 Teacher Credential: SB 533 & SB 577SB 533 (Portantino) Teacher Credentialing: Governor’s Urgent State of Need: Teacher Shortage Governor to declare an “Urgent State of Need” Authorize a school to employ as a teacher a person without a valid credential, certificate, or permit Required teachers employed under “Urgent State of Need” to receive a teaching credential after 5 complete consecutive school years of employment Recommendation: To Be Determined. SB 577 (Dodd) Community Colleges: Professional Preparation Programs Authorize a community college district to offer a teacher credentialing program of professional preparation that meets specified requirements

7 Teacher Credential: AB 1327 & AB 410AB 1329 (Nazarian) Teacher Credentialing: Data Enact legislation that would promote the accurate collection of demographic data pertaining to pupils. AB 410 (Cervantes) Beginning Teacher Induction Program Would prohibit a school district, county office of education, or charter school from charging a fee to a beginning teacher to participate in a beginning teacher induction program. Recommendation: Support.

8 Teacher Credentialing – fundingAB 169 (O’Donnell) Teacher Credentialing: Teacher Recruitment: Golden State Teacher Grant Program Provide grant to credential candidate to students who commit to working in a high need field Recommendation: Support AB 234 (Steinorth) Teachers: APLE Program Restore the funding for the Assumption Program of Loans for Education to its 2011–12 fiscal year level Require the Student Aid Commission to award 7,200 new warrants for the assumption of loans under the program in the 2017–18 fiscal year Appropriate $5,000,000 from the General Fund to the commission for the funding of warrants for the assumption of loans under the program for the 2017–18 fiscal year

9 CABE Financial Aid Opportunities for Teachers Presented by: California Student Aid Commission

10 California has identified a criterial need for teachers

11 Overview State Programs: California Classified School Employee Teacher Credentialing Program, TEACH California, Cal Grant Teaching Credential Program Federal Programs: TEACH GRANT, Teacher Loan Forgiveness Program, Teacher Loan Cancellation Programs

12 California Classified School Employee Teacher Credentialing ProgramThis grant program will provide $20 million over the next five years to create the California Classified School Employee Teacher Credentialing Program. The program awards up to $1,000 grants of $4,000 per participant per year. Integrated Teacher Preparation Program Grant These programs would allow undergraduates to complete their credentialing requirements during a four-year undergraduate course of study, allowing them to enter the classroom sooner, and with less student debt.

13 Integrated Undergraduate Teacher PreparationCSU CSU Private Cal Poly Pomona CSULA Humboldt State San Diego State San Francisco State San Jose State Sonoma State SDSU UC Irvine UCLA CSU Bakersfield CSU Chico CSU Channel Islands CSU Dominguez Hills CSU Fresno CSU Fullerton CSU Monterey Bay CSU Long Beach CSU Sacramento CSU San Marcos CSU Stanislaus Azusa Pacific University California Baptist University Loyola Marymount University Mills Notre Dame de Namur Point Loma St. Mary’s College University of LaVerne University of San Diego University of the Pacific Whittier College UC

14 California Center on Teaching CareersThis grant was awarded to the Tulare County Office of Education and provides $5 million in one-time funds to establish the California Center on Teaching Careers. The Center is being established to recruit individuals into the teaching profession. It will develop and disseminate recruitment publications, provide information on credentialing, teacher preparation programs, and financial aid, create a referral database linked to existing similar databases for teachers seeking employment, and provide outreach to high school and college students as well as to current credentialed teachers.

15 California Center on Teaching Careers LocationsTulare County will also establish six collaborating regional centers at county offices of education across the state (Los Angeles, Riverside, Shasta, San Diego, Sonoma and Ventura).

16 What do you need to know about financial aid?Teach California What do you need to know about financial aid? What are the types of financial aid? Who qualifies for financial aid? What is the application process? What are the sources of financial aid? What's available if you are from another state?

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18 TEACH California 1. Decide if Teaching is For You 2. Understand the requirements 3. Make and Follow Your Plan 4. Find the Right Preparation Program 5. Find Financial Aid 6. Check Out Schools and Places 7. Find a Teaching Job “Visitors to the site will find answers to questions regarding the requirements for becoming a teacher, finding the right teacher preparation program, locating financial aid, assessing schools and school districts as potential employers, and finding a job.”

19 Cal Grant Teaching Credential ProgramIf you have Cal Grant A or B and plan to enroll in a teacher credential program If you had Cal Grant A or B and plan to enroll in a teacher credential program The additional year of payment is provided to students who are seeking an initial teacher credential and cannot be used for other graduate level courses of study. To qualify, you must be enrolled in a professional teaching preparation program at a school approved by California Commission on Teacher Credentialing within 15 months of the end of the term for which you last received a Cal Grant payment. *Applicants are required to fill out a 5th year supplementary form to considered

20 Federal TEACH Grant The TEACH Grant Program provides grants of up to $4,000 a year to students who are completing or plan to complete course work needed to begin a career in teaching for up to four years (maximum $16,000). As a condition for receiving a TEACH Grant, you must sign a TEACH Grant Agreement to serve in which you agree to teach in a high-need field (bilingual education and English language acquisition, foreign language, mathematics, reading specialist, science, and special education, as well as any other field that has been identified as high-need by the federal government, a state government, or a local education agency) at an elementary school, secondary school, or educational service agency that serves students from low-income families 

21 Federal Teacher Loan Forgiveness ProgramUnder this program, if you teach full-time for five complete and consecutive academic years in certain elementary and secondary schools and educational service agencies that serve low-income families, and meet other qualifications, you may be potentially for forgiveness of up to a combined total of $17,500 on your  Direct Subsidized Unsubsidized Loans Subsidized and Unsubsidized Federal Stafford Loans

22 Federal Teacher Loan Cancellation ProgramsThis program is for teachers who have a loan from the Federal Perkins Loan Program. You may potentially qualify for cancellation of up to 100 percent of a Federal Perkins Loan if you have served full-time in a public or nonprofit elementary or secondary school system as a teacher in a school serving students from low-income families. Special education teacher Teacher in the fields of mathematics, science, foreign languages, or bilingual education In any other field of expertise determined by a state education agency to have a shortage of qualified teachers in that state.

23 Resources California Classified School Employee Teacher Credentialing Program: TEACH California: Cal Grant Teaching Credential Program: TEACH Grant: https://studentaid.ed.gov/sa/sites/default/files/teach-grant.pdf Teacher Loan Forgiveness and Cancellation Program: https://studentaid.ed.gov/sa/repay-loans/forgiveness-cancellation/teacher

24 Thank You! Now let’s review the Cal Grant program

25 Context & Needs for Dual Language Teachers: District InsightsMichael Matsuda Superintendent Anaheim Union High School District

26 Fostering a Biliterate and Bicultural Educational EcosystemMichelle Soto-Peña PhD Student, Claremont Graduate University

27 Purpose This presentation will discuss research that has identified skills and structures needed to successfully build an educational ecosystem that values biliteracy and biculturalism. Although I cannot cover all of the research and information pertaining to the educational ecosystem. I will high some key components as we move forward in planning and preparation of bilingual teachers within the state of California.

28 Educational EcosystemDistrict School Classroom Educational Community- is defined as the ecosystem that works together to support student development. Includes parents and families, district partners, school staff, and classroom peers and teachers. For the purposes of this presentation I will discuss how skills and structures embedded within the educational ecosystem contributes to development of biliteracy and biculturalism of students. Skills: the ability to do something well; expertise. Structures: the arrangement of and relations between the parts or elements of something complex. Ecosystem: a complex network or interconnected systems (in this case- the educational ecosystem comprised of classroom, school, and district). Although there are several other networks and systems that interact within the educational ecosystem. I will focus in on some skills and structures needed within these three levels to foster bilingualism and biculturalism. Bilingualism & Biculturalism

29 California state contextEd.G.E. Initiative Prop 227: Teaching ELLs using with English instruction  limited instructional models to provide instruction for EL students. Parents of EL students had to sign a waver should they want to continue with bilingual education. LEARN: Language Education Acquisitions and Readiness Now. Passed at 73.52% aproval rating with 9,994,454 votes. Ed.G.E.: (Education for a Global Economy) Main amendments include: district ability to provide EL instruction utilizing language models that fit the needs of their students. EL parents no longer have to sign a waver to admit student into bilingual program. If 30 or more parents within one school request a bilingual school, school/distrcit must investigate. If distrcit seeks to create bilingual school, must consult with community (LCAP). With the newly amended law, we need to think strategically about the structures that need to be in place to effectly foster bilingualism and biculturalism within rigorous educational settings.

30 District: Addressing the need of language learnersMost research highlights the linguistic needs of ELLs at the primary level through an English oriented lens (Goldenberg, 2013; Saunders, Goldenberg, Marcelletti, 2013) Bilingual education literature is focused on the primary school school program implementation (Mora, Wink & Wink, 2015), and cognitive development (Bailystok, 2011) Structures: There are several structures that can be put in place to foster bilingualism and bi-culturalism. Districts need to be strategic in developing programs and structures that address the needs of their student population. If there is an over whelming amount of El at the primary level, TWI programs may be the best structure and approach needed to address the needs of the students. If you are district that only has secondary schools, but a large group of newcomers, you may need to think of a different model that address the students needs. But… regardless of the program that you implement leadership capacity and skills are critical in the successful implementation of bilingual models that foster bilingualism and biculturalism. (Next Slide)

31 District Case study: California school districtAdministration with Limited DLI Admin with DLI experience preferred: target language of instruction No centralized DLI specialist Designated position to manage growing DLI program Difficulty recruiting and retaining DLI teachers Provide teacher incentives TOSA support Spanish DLI is implemented in 2 elementary schools and 1 middle school One elementary school is wall-to-wall DLI The other also has a non-DLI program Middle school DLI is implemented in 6th and 7th grade (expanding to 8th grade this year) District will expand DLI to high school next year

32 School Structured school programming (deJong & Bearse, 2014)Intentional peer interactions (Bearse & deJong, 2013) Intentional language modeling within and outside the academic setting (Bearse & deJong, 2013) Learning language and literacy within context (Freeman, 2000) Several articles discussed the school structure. As previously mentioned, there are several different program structures that one can take to ensure that the school fosters bilingualism and bi-culturalism. Several scholar note DLI school make an effort to foster bilingualism and biculturalism through intentional school programming. Primary School: Learn about different cultures Learn about different countries Exchanging ideas with peers School activity, culture day where each class engages in project based learning about a country, culture, etc. (Luschei & Santibañez, 2016) Secondary School Video communication club, student are required to speak target language and produce video clips that are culturally relevant to their lived experiences. Broadcast videos in front of the school with positively reinforces the target language. (Dejong & Bearse, 2014) After school program where students engage in service learning target language learners interact with English language learners. Student learned from one another – e.g. language learning is not an isolated experiences, bilingualism and biliteracy is best learned within context and not isolation, peers worked as language models. (Freeman, 2000)

33 Biliteracy & BiculturalismClassroom Biliteracy & Biculturalism culturally relevant pedagogy address the contextual needs of youth proficient in the target language intentional lesson design students work as language models for peers research based, contextual In addition to the school setting, teachers play a critical role in the development of biliteracy and bi-culturalism. As previously mentioned, there are several different structures that may foster bi-literacy and bi-culturalism. However, with policy limitations it is difficult to conclusively determine or state which language model is the best approach to foster and develop bi-literacy and bi-culturalism especially with English language learners within the state of California. However, this is the opportune time to think strategically about how to roll out the program that works best for your students. Two way immersion programs 90/10, 50/50 Translanguaging CRP Teachers proficient in the target language

34 Bibliography Bearse, C., & de Jong, E. J. (2008). Cultural and linguistic investment: Adolescents in a secondary two-way immersion program. Equity & Excellence in Education, 41(3), Bialystok, E. (2011). Reshaping the mind: The benefits of bilingualism. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 65(4), 229. De Jong, E. J., & Bearse, C. I. (2011). The same outcomes for all? High school students reflect on their two-way immersion program experiences. Immersion education: Practices, policies, possibilities, De Jong, E. J., & Bearse, C. I. (2014). Dual language programs as a strand within a secondary school: Dilemmas of school organization and the TWI mission. International Journal of Bilingual Education and Bilingualism, 17(1), Freeman, R. (2000). Contextual Challenges to Dual‐Language Education: A Case Study of a Developing Middle School Program. Anthropology & education quarterly, 31(2), Goldenberg, C. (2013). Unlocking the research on English learners: What we know—and don't yet know about effective instruction. American Educator, 27 No. 2 (Summer), Luschei, T.L., Santibannez, L. (2016). Evaluation of the Pasadena Unified School District’s Spanish dual language immersion program. 6/21/6 Saunders, W., Goldenberg, C., & Marcelletti, D. (2013). English language development: Guidelines for instruction. American Educator, 27 No. 2(Summer),

35 How can Bilingual Teacher Education Programs support teachers seeking a California Commission on Teacher Credentialing Bilingual Authorization? Dr. Cheryl Forbes Director of Teacher Education University of California, San Diego

36 Preparing teachers for the CA Bilingual AuthorizationPre-service and in-service Post-Proposition 58 Program Expectations: Dual (two-way) Immersion One-way Immersion Other programs providing instruction in languages other than English CCTC regulations allow coursework, CSET: LOTE examinations, or combination Knowledge bases: Culture Methodology/pedagogy Target language Building individual & collective capacity - now and for the future

37 Ideology & Pedagogy Culturally-responsive pedagogy (Ladson-Billings, 1994) Funds of knowledge in families and communities (Moll, 1992) Cross-cultural attitudes and behaviors (Cazabón, Lambert & Hall, 1993; Amrein & Peña, 2000) Teaching with “ideological clarity” (Trueba & Bartolomé, 2000; Alfaro, 2008) Context: restrictive U.S. language policies and practices (Gándara & Hopkins, 2010) Schools as sites of reproduction of dominant ideologies (Darder, 2012) Teacher education must provide space for teachers to deconstruct unconscious ideologies (Ek, Sanchez & Cerecer, 2013)

38 Course-embedded ActivitiesCommunity field trips Guest speakers Assignments that require candidates to access and build on family and community funds of knowledge

39 Language Proficiency in Content AreasBilingual teachers as authentic biliterate and bicultural global citizens (Flores & Rosa, 2015) Understand and value sociocultural and sociolinguistic dimensions of language and discourse (García, 2009), including “non-standard” languages Uneven opportunities for U.S. bilingual teachers to develop advanced literacy in all modalities across the curriculum (Guerrero & Valadez, 2011)

40 Professional CollaborationsJoint professional development - University dual language methods instructors and site-based cooperating teachers Part-time biliteracy instructor/student teacher supervisor shared with partnership district Language assessment and instructional support - UCSD Departments of LIterature and Linguistics

41 International ExperiencesFullbright Scholar - UABC Tijuana Undergraduate Global Seminar: Language Culture & Education - held in Ecuador Partnership with the Blanquerna School of Education, Ramon Llull University, Barcelona for faculty and student exchanges

42 Teacher Leadership and AdvocacyBiliteracy instruction and assessment Horizontal and vertical grade level teams Working with administrators, colleagues, paraprofessionals, families Biliteracy curriculum development Inquiry stance Authentic and caring relationships with families and communities Funds of knowledge Facilitating cross-cultural dialogue Critical importance of: Collaborative dispositions Effective communication skills Advocacy stance (Lucas & Villegas, 2011)

43 Building Individual and Collective CapacityContinued opportunities for professional development Language proficiency Biliteracy pedagogy Teacher leadership development Building programs for less commonly-taught languages Working with communities Political advocacy Resource development Biliteracy teacher recruitment

44 The Next Generation Recruitment through undergraduate service learning courses - meet UCSD requirements for Diversity, Equity and Inclusion Future Teachers Clubs - Elementary & secondary Spanish LIterature Club - for heritage language learners in an alternative secondary school Dual language Arabic school proposal with Youth Collective

45 Biliterate/Bicultural Teacher Preparation and Teacher Retention: Together We CanAnaheim Union High School District(AUHSD): Cynthia Vasquez Petitt, Director, EL and Multilingual Darrick Garcia, Director, Human Resources California State University, Fullerton(CSUF) Grace Cho, Ph.D., Professor/Chair, Department of Secondary Education

46 AUHSD + CSUF = WE Common Goals:Make Global Competence for all students and educators a priority in the region, county, and California. Value cultural and linguistic diversity as an asset and resource. Increase offerings and participants in World language and Dual Language Programs that focus on global competence. Prepare Highly Qualified biliterate and bicultural students, teachers and administrators. Build professional capacity by creating and supporting professional development and learning opportunities for students, teachers and administrators with local-to-global focus. Engage and celebrate students, families, and communities of diverse backgrounds.

47 AUHSD/CSUF Collaborative ProjectsProvide opportunities to observe bilingual classrooms for Bilingual Authorization Candidates (Fieldwork) Teacher Survey and Recruitment--World Language & Dual language Programs (e.g., Spanish and Arabic) CSUF Bilingual Authorization Program– Cohort of AUHSD teachers Co-teaching Student Teaching Model Transforming Academic and Cultural Identidad through Biliteracy (TACIB) Grant Activities National Resource Center for Asian Languages (NRCAL) Grant Activities Summer Language Academy for AUHSD Language Learners Supporting International Scholars, teachers, administrators (Exchange program– Japanese) Reflective Learning Walks (Oxford Academy, Sycamore, Anaheim)

48 CO-TEACHING (Titan Educators Grant)Co-teaching: Two teachers (Master Teacher and Teacher Candidate) share instructional leadership, classroom management and teaching roles. TC develops skills in the classroom alongside a MT who remains actively engaged with the students. Focus on co-planning and co-teaching Co-teaching strategies: one teach, one observe, one teach, one assist, tag teaching, mirror teaching, station teaching, parallel teaching, team teaching, 50/50 teaching Developed and adopted activities — performed at AUHSD Reflective Learning Walks Short classroom walks with debriefs that emphasizes a focus on the viewer’s own practice.

49 CO-TEACHING (Titan Educators Grant)Focus Visits Emphasizes a selected TPA and the practical classroom implementation- conducted by supervisor or lesson design specialist from district POP Visit TC has pre-meeting with supervisor Teach lesson with supervisor observation, videotape Reflect on lesson videotape Discuss with supervisor Ongoing communication and collaboration with district administrators, lesson design coaches, and mentor teachers

50 Transforming Academic and Cultural Identidad through Biliteracy (TACIB)TACIB aims to impact: CSU Fullerton’s capacity to offer bilingual authorization in STEM STEM faculty awareness of and engagement in middle grades STEM education Teachers’ knowledge and implementation of CCSSM and NGSS Parents’ knowledge of and participation in students’ STEM activities Students’ achievement in and attitudes toward science and mathematics This model serves as the basis for the TACIB project and its research questions: What are the effects of a dual language approach on student achievement in and attitudes toward science and mathematics? What instructional activities in dual language classrooms facilitate students’ active engagement in learning science and mathematics? How does parental engagement with dual language teachers and community partners enhance parents’ knowledge of and participation in students’ educational activities?

51 TACIB Activities Professional Development for Teachers•Deepen knowledge of NGSS, CCSS-M •Culturally/Community Relevant Lessons •Planning Integrated Math/Science Units •Bilingual Authorization coursework Student Engagement •After-school STEM academy •Increased exposure to science Parent Engagement •Discovery Science Center family events •Sustainability Symposium at CSUF •Parent Interviews about use of STEM Faculty Engagement •Seminars for teachers •Classroom visits

52 National Resource Center for Asian Languages (NRCAL) at CSUFDesigned to improve the nation’s capacity for the teaching and learning of Asian languages including Vietnamese, Korean, Chinese, and Japanese. Draws on the expertise of Asian language scholars, educators, and community stakeholders. Collaboration with K-12 school districts, including AUHSD and community-based organizations. Resources include materials for curriculum,  assessment and understanding of Asian cultures including professional development opportunities throughout the year for K-12 teachers and administrators. Will host first World Languages and Career Day at university campus, April 25, 2017. For more information:

53 Supported by: AUHSD, CSUF and Schools First Center for Creativity and Critical Thinking in Schools

54 WE, THE TEAM We create projects in which students develop their critical thinking skills. We design interdisciplinary activities to enhance the creative abilities of all AUHSD teachers and CSUF students. We believe all students and educators should read and transform their worlds and their words with critical eyes. Together we strengthen the language(s) skills for all students, teacher candidates, and teachers.

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59 Reflective Learning WalksProcess: Classroom visits: minutes Discussion Guide Facilitator debriefs with team away from the classroom using discussion guide Participation in the reflective conversation Non judgmental/Non evaluative Evidence based Use neutral language

60 Resources to Build Professional Capacity & Teacher ImprovementDevelop pipeline from undergraduate programs (e.g., Integrated program, World Language majors, migrant project, diversity forum…) Participate in Asian Bilingual Teacher Education Preparation (BTEP) Consortium-- CSUF, CSULA, CSULB, CSUN, CSUP, CSU Stanislaus Participate nation/state-wide networking opportunities for English Language Development, World Language and Dual language programs (ACTFL, BCN, CABE, NABE, TESOL, CAPPAE) Partner with County Department of Education/Districts to form language teacher networks

61 Resources to Build Professional Capacity & Teacher Improvement (Continued)Tap into Ethnic Community Resources Heritage Language Weekend schools Community Language and Cultural Centers (e.g., PD for teachers, students, CSET Prep workshop…etc.) Ethnic Museums (Asian American museum, Korean-American museum…) Community/Cultural Events (e.g., Arabic Community Day, Korea Day, Chinese New Year Vietnamese Cultural Event…etc) Embassy/Consulate (e.g., Embassy of Spain event) Study abroad/exchange programs (Japan, Korea…) Collaborate with Teacher organizations World Language Project (CTLA/CSUF event) Dual Immersion Institute/Symposium (CSUF/CABE Collaboration)

62 Recommendations Educating for Global Compentency- 2016 California Global Education SummitMake global competence for all students a high priority Increase opportunities for all students to engage in global education and learn world languages in elementary, middle, and high schools Increase the number of students earning the State Seal of Biliteracy Articulate strategic support for English Language Development and World Language Learning as a key component of global education and demonstrate the value of multilingual/multicultural proficiency for all students. Engage and celebrate students, families, and communities representing diverse backgrounds who present linguistic and cultural assets and resources. Provide support, financial or institutional, and increased recognition for K-12 teachers and teacher candidates to participate in international field studies and professional learning experiences in global education.

63 Recommendations (cont.)Build professional capacity and continuous improvement for teachers and leaders of global education in CA. Prioritize recruitment, training, and support of multilingual teachers, not only for World Language courses, and dual language immersion programs, but in other content areas as well. Grow the the number of bilingual authorized teachers currently teaching Continue to offer bilingual authorization stipends to all teachers that qualify Continue to offer additional stipends for participation in bilingual programs Improve our instructional practice, teacher effectiveness, and service delivery Utilize the California Standards for the Teaching Profession in the evaluation process to ensures that students receive a rigorous and relevant education.

64 Roundtable Discussions: Implications for Practice & PolicySelect Table for Topic Specific Discussion Prepare to share recommendations for action

65 Action Steps & Closing Remarks

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67 Action Steps

68 THANK YOU ALL/GRACIAS LA LUCHA CONTINUA