LTELs and California Assembly Bill 2193

AB 2193 was passed in 2012. This bill defines our Long Term English Learners (LTELs). However, this criteria is not all-inclusive. Here's a breakdown of the basic criteria in this bill which defines an LTEL:

• In grades 6-12 
• 6+ years in US 
• At the same proficiency level for two or more consecutive years 
• At Far Below Basic or Below Basic on the CST, or any successor test 

Students "At Risk" of becoming LTELs are defined as:

• In grades 5-11 
• At the Beginning, Early Intermediate or Intermediate level on CELDT 
• Scores in the 4th year at Far Below Basic or Below Basic on the CST, or any successor test 

Some of our students, though defined as our district as LTELs, are not defined by this bill as such. For example, a student that is at Intermediate one year and the next year goes to Below Basic, then the next year goes back up to Intermediate, is are not defined at an LTEL by this bill, although they have been in U.S. schools for more than 5 years.

What does being an LTEL mean for your students? LTEL students have needs that are very different from your other EL students. According to Dr. Kate Kinsella on the English 3D Website, LTELs:

• Have lived most or all of their lives in the United States 
• Are often orally bilingual and sound like native English speakers do not have well-developed academic literacy skills in English 
• Often have developed habits of non-engagement, learned passivity, and invisibility in school 
• Perform below grade level in reading and writing and, as a result, struggle in all content areas 
• Have overall school performance is low, with poor grades and grade retention commonplace, making this population at high risk for dropping out 

How are we serving the unique and pressing needs of our LTEL population? When designing your lessons, are you ensuring that you have included a language objective that helps all students, especially your LTELs, move towards language proficiency? Do you know who the LTELs in your classroom are?

Assembly Bill No. 2193 

CHAPTER 427 

An act to add Sections 313.1 and 313.2 to the Education Code, relating to English learners.

[ Approved by Governor September 21, 2012. Filed with Secretary of State September 21, 2012. ]

LEGISLATIVE COUNSEL'S DIGEST

AB 2193, Lara. Long-term English learners.

Existing law requires each school district that has one or more pupils who are English learners, and, to the extent required by federal law, a county office of education and a charter school, to assess the English language development of each of those pupils in order to determine the pupil’s level of proficiency. Existing law requires the State Department of Education, with the approval of the State Board of Education, to establish procedures for conducting the assessment and for the reclassification of a pupil from English learner to English proficient.

This bill would define “long-term English learner” and “English learner at risk of becoming a long-term English learner” and would require the department to annually ascertain and provide to school districts and schools the number of pupils in each school district and school, as specified, who are, or are at risk of becoming, long-term English learners.

BILL TEXT

THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS:

SECTION 1.

Section 313.1 is added to the Education Code, to read:

313.1.

For purposes of this article, the following terms have the following meanings:

(a) “Long-term English learner” means an English learner who is enrolled in any of grades 6 to 12, inclusive, has been enrolled in schools in the United States for more than six years, has remained at the same English language proficiency level for two or more consecutive years as determined by the English language development test identified or developed pursuant to Section 60810, or any successor test, and scores far below basic or below basic on the English language arts standards-based achievement test administered pursuant to Section 60640, or any successor test.

(b) “English learner at risk of becoming a long-term English learner” means an English learner who is enrolled in any of grades 5 to 11, inclusive, in schools in the United States for four years, scores at the intermediate level or below on the English language development test identified or developed pursuant to Section 60810, or any successor test, and scores in the fourth year at the below basic or far below basic level on the English language arts standards-based achievement test administered pursuant to Section 60640, or any successor test.

SEC. 2.

Section 313.2 is added to the Education Code, to read:

313.2.

(a) The department shall annually ascertain the number of pupils in each school district and school, including a school that is within the jurisdiction of a county office of education and a charter school, who are, or are at risk of becoming, long-term English learners, as those terms are defined in Section 313.1.

(b) The department shall annually provide the information described in subdivision (a) to school districts and schools.