BILL ANALYSIS �
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THIRD READING
Bill No: AB 1892
Author: Bocanegra (D), et al.
Amended: 8/19/14 in Senate
Vote: 21
SENATE EDUCATION COMMITTEE : 7-0, 06/18/14
AYES: Liu, Wyland, Block, Correa, Hancock, Huff, Monning
SENATE APPROPRIATIONS COMMITTEE : 6-0, 8/14/14
AYES: De Le�n, Gaines, Hill, Lara, Padilla, Steinberg
NO VOTE RECORDED: Walters
ASSEMBLY FLOOR : 77-0, 5/28/14 - See last page for vote
SUBJECT : Pupils redesignated as fluent English proficient
SOURCE : Author
DIGEST : This bill adds, within that state priority,
identification of any specialized programs or services provided
to pupils redesignated as fluent English proficient in order for
them to maintain proficiency in English and access the common
core academic content standards, adopted as specified, and a
broad course of study that includes certain subject areas. This
bill specifies that a local control and accountability plan also
include a description of the annual goals to be achieved for
each state priority for pupils redesignated as fluent English
proficient.
ANALYSIS : The 2013-14 Budget replaced the previous K-12
CONTINUED
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finance system with a new LCFF. For school districts and
charter schools, the LCFF created base, supplemental, and
concentration grants in place of most previously existing K-12
funding streams, including revenue limits and most state
categorical programs. County Offices of Education (COEs) also
receive base, supplemental, and concentration grants and the
LCFF creates separate funding streams for oversight activities
and instructional programs. The base grant provides the same
amount per ADA for all districts and varies according to four
grade spans. A supplemental grant (equal to 20% of the base
grant for school districts and charter schools, 35% of the base
grant for COEs) is provided for each pupil who is identified as
either low income, as determined by eligibility for free or
reduced-price meals, an EL, or in foster care. A concentration
factor provides an additional 50% of the base grant for each
pupil who is eligible for the supplemental grant and who is in
excess of 55% of the district's or charter school's enrollment
(35% of the base grant for COEs). The formula uses an
"unduplicated count," which means that pupils who fall into more
than one category are counted only once.
As part of the LCFF, school districts, COEs, and charter schools
are required to develop, adopt, and annually update a three-year
LCAP, beginning on July 1, 2014, using a template adopted by the
California State Board of Education (SBE) on or before March 31,
2014. Current law requires that the LCAP include a description
of the annual goals to be achieved for all students and
subgroups of students in each of eight areas of statutorily
identified state priority. Goals must also address any
additional local priorities established by the local governing
board.
Both federal and State law require that each school district
with English language learners annually assess these students'
English language development until they are redesignated as
English proficient. The assessment, the California English
Language Development Test (CELDT), must be administered to all
students whose primary language is not English within 30
calendar days after they are enrolled in a California public
school for the first time, and annually thereafter during a
period of time determined by the Superintendent of Public
Instruction and the State Board of Education (SBE) until they
are reclassified as fluent English proficient.
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Existing law requires the California Department of Education
(CDE), with the approval of the SBE, to establish procedures for
conducting the CELDT and for the reclassification of a pupil
from English learner to English proficient. Current law
requires the reclassification procedures developed by the CDE to
use multiple criteria, including, but not limited to, all of the
following:
1.An assessment of language proficiency.
2.Teacher evaluation, including, but not limited to, a review of
the pupil's curriculum mastery.
3.Parental opinion and consultation.
4.Comparison of the student's performance in basic skills
against an empirically established range of performance in
basic skills based upon the performance of English proficient
pupils of the same age, that demonstrates whether the pupil is
sufficiently proficient in English to participate effectively
in a curriculum designed for pupils of the same age whose
native language is English.
This bill:
1.Adds, within that state priority, identification of any
specialized programs or services provided to pupils
redesignated as fluent English proficient in order for them to
maintain proficiency in English and access the common core
academic content standards, adopted as specified, and a broad
course of study that includes certain subject areas.
2.Specifies that a local control and accountability plan also
include a description of the annual goals to be achieved for
each state priority for pupils redesignated as fluent English
proficient.
Prior Legislation
SB 344 (Padilla, 2013) proposed new requirements related to
LCAPs that local LEAs are required to adopt beginning July 1,
2014. Among other things, SB 344 added reclassified ELs to the
subgroups of pupils whose academic achievement must be measured
by the Academic Performance Index for accountability purposes.
SB 344 was vetoed by the Governor, whose veto message read, in
pertinent part:
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This bill interferes with the work of the State Board of
Education as it implements, through an open and transparent
process, the Local Control Funding Formula. Moreover, it
contains provisions contrary to the July budget agreement.
FISCAL EFFECT : Appropriation: No Fiscal Com.: Yes
Local: Yes
According to the Senate Appropriations Committee, fiscal impact
likely minor local costs to include information and plans
relative to Fluent English Proficient pupils in their LCAPs.
SUPPORT : (Verified 8/26/14)
Association of California School Administrators
California Association for Bilingual Education
California Federation of Teachers
California Immigrant Policy Center
California School Boards Association
Californians Together
Californians together
Public Advocates
Public Counsel
Riverside County School District Superintendents
Riverside County Superintendent of Schools
San Diego Unified School District
OPPOSITION : (Verified 8/26/14)
California Teachers Association
ASSEMBLY FLOOR : 77-0, 5/28/14
AYES: Achadjian, Alejo, Allen, Ammiano, Bigelow, Bloom,
Bocanegra, Bonilla, Bonta, Bradford, Brown, Buchanan, Ian
Calderon, Campos, Chau, Ch�vez, Chesbro, Conway, Cooley,
Dababneh, Dahle, Daly, Dickinson, Eggman, Fong, Fox, Beth
Gaines, Garcia, Gatto, Gomez, Gonzalez, Gordon, Gorell, Gray,
Grove, Hagman, Hall, Harkey, Roger Hern�ndez, Holden, Jones,
Jones-Sawyer, Levine, Linder, Logue, Lowenthal, Maienschein,
Mansoor, Medina, Melendez, Mullin, Muratsuchi, Nazarian,
Nestande, Olsen, Pan, Patterson, Perea, John A. P�rez, V.
Manuel P�rez, Quirk, Quirk-Silva, Rendon, Ridley-Thomas,
Rodriguez, Salas, Skinner, Stone, Ting, Wagner, Waldron,
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Weber, Wieckowski, Wilk, Williams, Yamada, Atkins
NO VOTE RECORDED: Donnelly, Frazier, Vacancy
PQ:nl 8/26/14 Senate Floor Analyses
SUPPORT/OPPOSITION: SEE ABOVE
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