programs.

(b) An applicant may be eligible to receive a grant pursuant to the provisions of this chapter

if:

(1) The traditional public school district uses or is planning to create a high-quality

bilingual language instruction program model in accordance with chapter 54 of title 16 (“education

of limited English proficient students”) and in accordance with regulations promulgated pursuant

thereto.

(2) The LEA has a high incidence of multilingual learners as defined in 200-RICR-20-30-

3. For purposes of this section, the qualifying language(s) of instruction, in addition to English,

shall be determined based on the predominant home language(s) of the multilingual learner (MLL)

student population.

(3) The LEA develops and commits to an immediate or gradual staffing plan to support the

kindergarten through grade twelve (K-12) dual language program.

(d) Traditional public school district, community-based organization, and institution of

higher education recipients funded pursuant to § 16-54.1-3, shall utilize such monies for dual

language program planning and implementation activities including, but not limited to:

(1) Partnering with education professionals and organizations to design programs;

(2) Developing and executing professional development for administrators and instructors;

or

(3) Traditional public school districts self-evaluation program planning and

implementation of staffing needs including, but not limited to:

(i) Providing financial support for bilingual dual language and world language teacher

certification;

(ii) Providing in-service educator dual language professional development;

(iii) Procuring high-quality curricular materials to enhance dual language instruction; and

(iv) Other activities designed to facilitate or promote the LEA’s existing or emerging dual

language programs.

(e) Only programs that adhere to high quality dual language program standards shall be

funded.