Report Title:

English Language Learners; Appropriation

 

Description:

Appropriates funds to ensure that children whose first language is not English have the resources they need to succeed in Hawaii's school system.

 


HOUSE OF REPRESENTATIVES

H.B. NO.

3344

TWENTY-FOURTH LEGISLATURE, 2008

 

STATE OF HAWAII

 

 

 

 

 

 

A BILL FOR AN ACT


 

 

RELATING TO EDUCATION.

 

 

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF HAWAII:

 


     SECTION 1.  A significant percentage of students in Hawaii enter elementary and secondary school with limited or nonexistent English proficiency, due to the use of a language other than English as their first or home language.

     English language learners (ELL), are students whose first language or home language is not English and who have limited proficiency in speaking, understanding, reading, and writing the English language, which may prevent them from fully benefiting from their educational experiences.  Therefore, many ELL students need additional curricular and instructional support.  Civil rights laws mandate that ELL students are entitled to equal access to educational opportunities so that they are better prepared to learn the same academic content as native English-speaking students.

     Currently, there are about 17,000 limited ELL students in public schools in Hawaii.  The number of ELL students has increased steadily over the years.  Supplemental funding for staffing for ELL students, which is in the "weighted student formula," was calculated when the ELL student enrollment was closer to 9,000 students.

     ELL students do not always receive adequate and appropriate instruction, because teachers often lack training in basic strategies to help students develop English language skills as well as effectively learn content.  All teachers should be cognizant and knowledgeable of effective strategies for facilitating and maximizing the education of ELL students, including the use of English-as-a-Second Language (ESL), sheltered English, bilingual instructional strategies, culturally-appropriate instruction, and other appropriate and recognized instructional strategies.

     In addition to requiring effective language instruction education programs for ELL students, the No Child Left Behind Act has added requirements for states to implement timely and meaningful assessment of ELL students to identify such students and monitor the students’ progress using a comprehensive database system.  These requirements are not fully funded by Title III of the No Child Left Behind Act.

     The purpose of this Act is to provide resources to the department of education to ensure that the needs of all ELL students are met and that all teachers are better prepared to meet the needs of these students.  This Act also seeks to provide funding to fully comply with the mandates of Title III of the No Child Left Behind Act.

     SECTION 2.  There is appropriated out of the general revenues of the State of Hawaii the sum of $1,000,000 or so much thereof as may be necessary for fiscal year 2008-2009 to provide:

(1)  Additional personnel resources for the delivery of effective language instruction educational programs for limited English proficient students;

(2)  Resources to deliver professional development and other support for school and complex area English language learners staff;

(3)  A comprehensive, enhanced professional development program for teachers, administrators, and other support staff who work with limited English proficient students;

(4)  An effective monitoring system to ensure delivery of instruction and resources to limited English proficient students; and

(5)  Compliance with civil rights laws and the No Child Left Behind Act.

     The sum appropriated shall be expended by the department of education for the purposes of this Act.

     SECTION 3.  This Act shall take effect on July 1, 2008.

 

INTRODUCED BY:

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