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Ed.G.E. Initiative FAQ

Frequently Asked Questions for the California Education for a Global Economy Initiative.

The California Education for a Global Economy (CA Ed.G.E.) Initiative, otherwise known as Proposition 58, took effect July 1, 2017, and the corresponding regulations took effect July 1, 2018. These frequently asked questions are intended to assist local educational agencies in implementing the provisions in the California Education Code (EC) and California Code of Regulations (5 CCR). This collection represents frequently asked questions, and is not intended to be an exhaustive list of all possible questions.

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Overview

  1. What is the purpose of the CA Ed.G.E. Initiative?

    The purpose of the CA Ed.G.E. Initiative is to ensure that all children in California public schools receive the highest quality education, master the English language, and access high-quality, innovative, and research-based language programs that prepare them to participate in a global economy. (EC Section 300[n].)

  2. What changes were made to EC by the CA Ed.G.E. Initiative?

    The CA Ed.G.E. Initiative amends EC sections 300, 305-6, 310, 320, and 335, and repeals Section 311.

  3. Are there regulations in place to support the implementation of the CA Ed.G.E. Initiative?

    Yes. 5 CCR sections 11300, 11301, 11309, 11310, and 11316 were amended, and sections 11311 and 11312 were added to support the implementation of the CA Ed.G.E. Initiative. These regulations took effect July 1, 2018.

    A chart outlining the changed EC sections can be found on the California Department of Education (CDE) California Education for a Global Economy Web page.
  4. What are LEAs?
    For the purposes of implementing the CA Ed.G.E. Initiative, LEAs means school districts and county offices of education. (5 CCR section 11300[g].)

Instructional Programs

  1. What are language acquisition programs?

    Language acquisition programs are educational programs designed for English learners to ensure English is acquired as rapidly and effectively as possible, that provide instruction to pupils on the academic content and English Language Development (ELD) standards, through Integrated and Designated ELD. Language acquisition programs shall be informed by research and shall lead to grade level proficiency and academic achievement in both English and another language. (EC Section 306[c]; 5 CCR sections 11300[d] and 11309[c].)

    Language acquisition programs may include, but are not limited to, all of the following:

    • Dual-Language Immersion
    • Transitional Bilingual
    • Developmental Bilingual
    • Structured English Immersion (SEI)

    (EC Section 306[c][1], [2], [3].)

  2. Can native English speakers and/or non-English learner students participate in language acquisition programs?

    Yes. There is nothing to prohibit or limit native English speakers or non-English learners from participating in language acquisition programs. For example, Dual-language immersion programs are designed for both native English speakers and English learners. However, all language acquisition programs must contain the elements for English learners described in FAQ number 5.

  1. What are Dual-Language Immersion programs or Two-Way Immersion programs?

    Dual-language immersion programs, also known as two-way immersion, provide a combination of 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. (EC Section 306[c][1].)

    For more information, visit the CDE Multilingual Education web page.
  1. What are Transitional Bilingual programs?

    Transitional bilingual programs are those designed for English learners that provide instruction to pupils utilizing English and the pupil’s native language to develop literacy and academic proficiency. (EC Section 306[c][2].)

    Students participate in transitional bilingual programs for approximately three years, with the goal of transition to English-only instruction. (Lindholm-Leary, [2010] Improving Education for English Learners: Research-Based Approaches, Chapter 6).

  2. What are Developmental Bilingual programs?

    Developmental bilingual programs are those designed for English learners, utilizing English and the pupil’s native language to provide instruction in literacy development and academic proficiency. (EC Section 306[c][2].)

    Students typically participate in developmental bilingual programs for approximately five to six years or longer, with the goal of bilingualism and biliteracy. (Lindholm-Leary, [2010] Improving Education for English Learners: Research-Based Approaches, Chapter 6).

    For more information, visit the CDE Multilingual Education web page.
  1. What is Structured English Immersion?

    Structured English Immersion is a program designed for English learners, which provides nearly all classroom instruction in English, but with curriculum and a presentation designed for pupils who are learning English. All LEAs are to provide, at a minimum, a program of Structured English Immersion for English learners. (EC sections 306[c][3]; 305[a][2].)

  2. Do language acquisition programs include Integrated and Designated ELD instruction?

    Yes. All language acquisition programs include Integrated and Designated ELD instruction on the state-adopted academic content and ELD standards. (5 CCR section 11300[d].)

    For more information, visit the English Language Arts/English Language Development Framework, Chapter 2, on the SBE-Adopted ELA/ELD Framework Chapters web page.

  3. What is Designated ELD?

    Designated ELD is instruction provided during a time set aside in the regular school day for focused instruction on the state-adopted ELD standards to assist English learners to develop critical English language skills necessary for academic content learning in English (5 CCR section 11300[a].)

  1. What is Integrated ELD?

    Integrated ELD is instruction in which the state-adopted ELD standards are used in tandem with the state-adopted academic content standards. Integrated ELD includes specially designed academic instruction in English (SDAIE) (5 CCR section 11300[c].)

  2. What are language programs?
    Language programs are programs designed to provide opportunities to pupils who are not English learners to be instructed in languages other than English to a degree sufficient to produce proficiency in those languages. (5 CCR section 11300[e].)

Parental Notice

  1. How will parents know what types of language and language acquisition programs are offered in an LEA?

    LEAs provide information to parents or legal guardians on the types of language and language acquisition programs available in the district. This information is part of the notice pursuant to EC Section 48980 or provided upon enrollment. The information includes, but is not limited to, a description of each program. (EC Section 310[b][2]; 5 CCR section 11310[a].)   

  2. Who receives the CA Ed.G.E. Initiative parent notice?

    All parents receive the CA Ed.G.E. Initiative parent notice because it is contained in the notice pursuant to EC Section 48980. (EC Section 310[b][2] and 5 CCR section 11310[a].) 

  3. When does an LEA translate the CA Ed.G.E. Initiative parent notice?
    LEAs provide notices and other communications to parents in English and in the parents' primary language to the extent required under EC Section 48985. Additionally, verbal notice shall be provided, upon request, as reasonable necessary to effectuate notice to parents. (20 U.S.C. Section 1703[f]; 5 CCR sections 11316 and 11310[e].)

Parent Choice and Requests

  1. Are parents of English learners required to waive from English classroom placement in order to enroll their child in a multilingual program?

    No. The statutory requirement that English learners waive placement in an English classroom was repealed. (Former EC sections 310, 311.)

  2. May a parent choose a particular language acquisition program for their child?

    Yes. Parents may choose a language acquisition program that best suits their child. (EC Section 310[a].)

  3. How does a parent request to establish a new language acquisition program at a school?

    Each LEA will locally determine a process for parents to submit requests to establish a new language acquisition program at a school. Schools keep written records of parent requests for at least three years. (5 CCR section 1311[a], [b], and [d].)

  4. When do parent requests to establish a new language acquisition program trigger a response from the LEA?

    A response from the LEA is required when the parents of 30 pupils or more per school, or 20 pupils or more in any grade in a school, request a new language acquisition program. (EC Section 310[a].)

  5. How does an LEA respond to parent requests to establish a new language acquisition program?

    The LEA shall respond in a written notification to parents, teachers, administrators, and the LEA's English learner parent advisory committee and parent advisory committee within 10 days once the parents of 30 pupils or more per school or 20 pupils or more in any grade in a school request the same or substantially similar type of language acquisition program.

    Then, the LEA shall conduct an analysis to determine the costs and resources necessary to implement a new language acquisition program.

    And, within 60 calendar days of reaching the described thresholds, the LEA shall determine if it is possible to implement the program. The LEA provides written notice of the determination to parents, teachers, and administrators. (5 CCR section 11311[h])

  6. What happens when an LEA determines it is possible to implement the program requested by parents?

    In the case of an affirmative determination to implement a language acquisition program at a school, the LEA will create and publish a reasonable timeline of actions necessary to implement the requested program. (5 CCR section 11311[h].)

  7. What happens when an LEA determines it is not possible to implement the program requested by parents?

    In the case where the LEA determines it is not possible to implement a new language acquisition program requested by parents, the LEA shall provide in written form an explanation of the reason(s) the program cannot be provided. The LEA may offer an alternate option that can be implemented at the school. (5 CCR section 11311[h].)

  8. What can I do if I do not agree with the LEA's decision?
    Although the CA Ed.G.E. Initiative does not include a distinct appeal procedure, the implementing regulations require an LEA to explain its determination in writing. (5 CCR 11311[h].) Parents can take action locally if they do not agree with the decision. Also, every LEA is required to have established local complaint policies that describe the procedures to follow to resolve complaints, called Uniform Complaint Procedures (UPC). Under certain circumstances, a disagreement with an LEA about whether to establish a new language acquisition program might fall within the UCP. For more information visit the CDE Uniform Complaint Procedures web page.

Parent and Community Engagement

  1. How might parents participate in the selection of language acquisition programs and language programs in their LEA?

    As part of the development of the Local Control Accountability Plan (LCAP), LEAs solicit parent and community input regarding language acquisition programs and language programs. Parents may also request a language acquisition program at their school. (EC sections 305[5][1] and 310[a]; 5 CCR section 11301[a].)

  2. Where can LEAs find information about developing evidence-based programs for linguistically and culturally diverse students?

    The California Department of Education has a list of resources with information about evidence-based programs for linguistically and culturally diverse students.

    For more information, visit the CDE Multilingual Education web page.

September 7, 2018

Questions:   Lorrie Kelling | lkelling@cde.ca.gov | 916-319-0386
Last Reviewed: Tuesday, September 24, 2019
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