Nevada 2021 Regular Session Status: Enacted 8 D cosponsors

AB 195 — Revises provisions relating to pupils who are English learners. (BDR 34-174)

Last action — Approved by the Governor. Chapter 263.

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  1. ✓
    Introduced
  2. ✓
    In Committee
  3. ✓
    Passed Assembly
  4. ✓
    Passed Senate
  5. ✓
    To Executive
  6. 6
    Enacted

This bill has been enacted into law. Introduced March 04, 2021. Enacted.

Prognosis

Likely to advance 62% · moderate confidence

Where this bill stands today.

Odds of enactment

High

How often bills like it became law.

  • Enacted

    Current position in the legislative process.

  • 12 sponsors

    6 primary, 6 co-sponsors signed on.

  • Single-party support

    Sponsorship is currently within one party (8 D).

Prognosis reads this bill's own signals — stage, sponsorship breadth, committee status, recorded votes and cross-state momentum. Odds come from a model trained on which bills have become law.

Bill Text

What changed in the latest version

155 added · 152 removed

155 line(s) added, 152 removed.

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(Reprinted with amendments adopted on April 20, 2021) FIRST REPRINT A.B.
Assembly Bill No.
195 A SSEMBLY BILL NO.
195–Assemblymen Torres, Nguyen, Flores, Watts;
195–A SSEMBLYMEN TORRES , NGUYEN , F LORES, W ATTS;
Brown-May, Duran, González, Martinez, C.H.
B ROWN -M AY, D URAN , G ONZÁLEZ , M ARTINEZ , C.H.
Miller and Peters Joint Sponsors:
ILLER AND PETERS M ARCH 4, 2021 ____________ JOINT SPONSORS :
Senators Denis and Donate CHAPTER..........
ENATORS D ENIS ANDD ONATE ____________ Referred to Committee on Education SUMMARY—Revises provisions relating to pupils who are English learners.
(BDR 34-174) FISCAL NOTE:
Effect on Local Government:
May have Fiscal Impact.
Effect on the State:
Yes.
(NOTREQUESTED AFFECTELOCALGOVERNMEN)6) ~ EXPLANATION – Matter in bolded italics is new;
matter between brackets [omitted material] is material to be omitted.
Under existing law, the policy must, without limitation, be designed to eliminate any gaps in achievement between pupils who are English learners and pupils who are proficient in English.
Under existing law, thea policy must, without limitation, be designed to eliminate any gaps in achievement between pupils who are English learners and pupils who are proficient in English.
- *AB195_R1* – 2 – language of each pupil enrolled in the school district to assist in the identification of pupils who are English learners.
(NRS 388.407) Section 6 of this bill requires the policy to identify the primary language of each pupil enrolled in the school district to assist in the identification of pupils who are English learners.
Section 6 also requires the policy to provide that a pupil who is an English learner shall be placed in a program for English learners until the pupil obtains language proficiency based on an appropriate assessment for English learners unless the parent or guardian of the pupil declines for the pupil to participate in a program for English learners.
Section 6 also requires the policy to provide that a pupil who is an English learner shall be placed in a program for English learners English learners unless the parent or guardian of the pupil declines for the pupil to participate in a program for English learners.
Section 2 of this bill requires the board of trustees of each school district to determine the number of pupils enrolled in a school within the school district who learners;
Section 2 of this bill requires the board of trustees of each school district to determine the number of pupils enrolled in a school within the school district who are:
and (4) English learners who participate in various programs, courses or activities, receive a high school diploma and go on to attend an institution of higher education after receiving a high school diploma.
(1) immigrants;
Section 2 also requires the board of trustees of each school district to determine the number of teachers who are qualified to teach English as a second language and are trained in a program of language instruction.
(2) refugees;
(3) new, short-term and long-term English learners;
and (4) English learners who participate in various programs, courses or education after receiving a high school diploma.
Section 2 also requires the boardgher of trustees of each school district to determine the number of teachers who are qualified to teach English as a second language and are trained in a program of language instruction.
Section 3 of this bill establishes various rights of a pupil who is an English learner and the parent or legal guardian of a pupil who is an English learner.
- 81st Session (2021) – 2 – Section 3 of this bill establishes various rights of a pupil who is an English learner and the parent or legal guardian of a pupil who is an English learner.
Section 3 generally provides to a pupil who is an English learner, without limitation, the right to equal access to public education, academic instruction, extracurricular programs or activities and other support services provided by the to the parent or legal guardian of a pupil who is an English learner, without provides limitation, the right to receive information related to the placement and development of the pupil in a program for English learners in both English and the primary language of the parent or legal guardian.
Section 3 generally provides to a pupil who is an English learner, without limitation, the right to equal access to public education, academic instruction, school or school district in which the pupil is enrolled.
Section 3 requires the board of trustees of a school district to disseminate a copy of these rights to the parent or legal guardian of a pupil who is an English learner.
Section 3 generally provides to the parent or legal guardian of a pupil who is an English learner, without limitation, the right to receive information related to the placement and development of the pupil in a program for English learners in both English and the primary language of the parent or legal guardian.
Section 3 also requires the board of trustees of a school district, the Department of Education and each school to post a copy of these rights on their respective Internet websites.
Section 3 requires the board of trustees of a school district to disseminate a copy of these rights to the parent or board of trustees of a school district, the Department of Education and each school to post a copy of these rights on their respective Internet websites.
Under Title III of the Every Student Succeeds Act of 2015, a state that receives and immigrant students.
Under Title III of the Every Student Succeeds Act of 2015, a state that receives certain money is required to provide for language instruction for English learners and immigrant students.
§§ 6812 et seq.) Section 4 of this bill requires the board of trustees of each school district to post on its Internet website by category the manner in which the school district uses money received under the Act.
§§ 6812 et seq.) Section 4 of this bill requires the board of trustees of each school district to post on its Internet website by Act.gory the manner in which the school district uses money received under the Section 5 of this bill authorizes the Department to adopt regulations to carry out provisions relating to pupils who are English learners.
Section 5 of this bill authorizes the Department to adopt regulations to carry out provisions relating to pupils who are English learners.
EXPLANATION – Matter in bolded italics is new;
- *AB195_R1* – 3 – THE PEOPLE OF THE STATE OF NEVADA, REPRESENTED IN SENATE AND ASSEMBLY, DO ENACT AS FOLLOWS:
matter between brackets [omitted material] is material to be omitted.
THE PEOPLE OF THE STATE OF NEVADA, REPRESENTED IN SENATE AND ASSEMBLY, DO ENACT AS FOLLOWS:
and (d) English learners who:
and (d) English learners, in total and disaggregated by English learners who:
§ 794, and are enrolled, placed or participating in:
§ 794;
(2) Are enrolled, placed or participating in:
(III) A magnet school or program;
- 81st Session (2021) – 3 – (III) A magnet school or program;
or (VII) An extracurricular or athletic activity, if known;
or (3) Receive a high school diploma, disaggregated by type of diploma;
(2) Receive a high school diploma, disaggregated by type of diploma;
and (4) Attend an institution of higher education after receiving a high school diploma and, if known, receive a scholarship to attend an institution of higher education.
and (3) Attend an institution of higher education after receiving a high school diploma and, if known, receive a scholarship to attend an institution of higher education.
2.
disaggregated by grade and pupils who are English learners.
The data collected pursuant to subsection 1 must be disaggregated by grade and pupils who are English learners.
- *AB195_R1* – 4 – 4.
4.
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On or before August 1 of each year, the board of trustees of a school district shall review the data collected pursuant to subsections 1 and 3, compile a report of the data and submit the report to the Department.
On or before August 1 of each year, the board of trustees of a school district shall review the data collected pursuant to subsections 1 and 3, compile a report of the data and submit the recommendations to the board of trustees of each school district to improve programs for English learners based on the reports it receives pursuant to this subsection.
The Department may make recommendations to the board of trustees of each school district to improve programs for English learners based on the reports it receives pursuant to this subsection.
(a) Receive a free appropriate public education regardless of the immigration status or primary language of the pupil or the parent or legal guardian of the pupil;
- 81st Session (2021) – 4 – the immigration status or primary language of the pupil or theof parent or legal guardian of the pupil;
(f) Be evaluated each year to determine the progress of the pupil in learning the English language and to obtain information about the academic performance of the pupil, including, without limitation, the results of an examination administered pursuant to NRS 390.105;
(f) Be evaluated each year to determine the progress of the pupil in learning the English language and to obtain information limitation, the results of an examination administered pursuant to NRS 390.105;
- *AB195_R1* – 5 – (a) Enroll his or her child in a public school without disclosing the immigration status of the pupil or the parent or legal guardian;
(a) Enroll his or her child in a public school without disclosing the immigration status of the pupil or the parent or legal guardian;
(c) To the extent practicable, receive written notice in both English and the primary language of the parent or legal guardian that the pupil has been identified as an English learner and will be placed in a program for English learners;
English and the primary language of the parent or legal guardian that the pupil has been identified as an English learner and will be placed in a program for English learners;
(e) Meet with staff of the school in which the pupil is enrolled at least once a year, in addition to any other required meetings, to discuss the overall progress of the pupil in learning the English language;
(e) At the request of the parent or legal guardian, meet with staff of the school in which the pupil is enrolled at least once a - 81st Session (2021) – 5 – year, in addition to any other required meetings, to discuss the overall progress of the pupil in learning the English language;
(f) Transfer the pupil to another school within the school district if the school in which the pupil is currently enrolled does not offer a program for English learners or has been placed on a corrective action plan pursuant to NRS 388.408;
(f) Transfer the pupil to another school within the school district if the school in which the pupil is currently enrolled does corrective action plan pursuant to NRS 388.408;
(g) Receive information related to any evaluations of the pupil pursuant to paragraph (f) of subsection 1;
been placed on a (g) Receive information related to any evaluations of the pupil pursuant to paragraph (f) of subsection 1;
The Department shall provide translated copies of the rights described in this section in the five most common languages - *AB195_R1* – 6 – other than English primarily spoken in the households within each school district, which may include, without limitation, Spanish and Tagalog.
The Department shall provide translated copies of the other than English primarily spoken in the households withinguages each school district, which may include, without limitation, Spanish and Tagalog.
1.
The information must be organized into the categories of programs and services for which the money was used, which must include, without limitation, the categories of engagement of parents and families and wrap-around services.
The information must be organized into the categories of programs and services for which the money was used, which must - 81st Session (2021) – 6 – and families.out limitation, the category of engagement of parents Sec.
2.
As used in this section, “wrap-around services” means supplemental services provided to a pupil with special needs or the family of such a pupil that are not otherwise covered by any federal or state program of assistance.
Sec.
(b) Provide for the periodic reassessment of each pupil who is classified as an English learner;
(b) Provide for the periodic reassessment of each pupil who is cla(c) Be designed to eliminate any gaps in achievement, including, without limitation, in the core academic subjects and in high school graduation rates, between those pupils who are English learners and pupils who are proficient in English;
(c) Be designed to eliminate any gaps in achievement, including, without limitation, in the core academic subjects and in high school graduation rates, between those pupils who are English learners and pupils who are proficient in English;
[and] (e) Provide the parents and legal guardians of pupils who are English learners with information regarding other programs that are - *AB195_R1* – 7 – designed to improve the language acquisition and academic achievement and proficiency of pupils who are English learners and assist those parents and legal guardians in enrolling those pupils in such programs [.] ;
[and] (e) Provide the parents and legal guardians of pupils who are English learners with information regarding other programs that are designed to improve the language acquisition and academic achievement and proficiency of pupils who are English learners and assist those parents and legal guardians in enrolling those pupils in such programs [.] ;
(f) Provide for the identification of the primary language of each pupil enrolled in the school district at the beginning of each school year to assist in the identification of pupils who are English learners pursuant to paragraph (a);
(f) Provide for the identification of the primary language of each pupil enrolled in the school district at the beginning of each school year to assist in the identification of pupils who are English lea(g) Provide that a pupil who is an English learner remain placed in a program for English learners until the pupil obtains language proficiency based on an appropriate assessment of pupils who are English learners unless the parent or legal guardian of the pupil declines for the pupil to remain placed in a program for English learners.
and (g) Provide that a pupil who is an English learner remain placed in a program for English learners until the pupil obtains language proficiency based on an appropriate assessment of pupils who are English learners unless the parent or legal guardian of the pupil declines for the pupil to remain placed in a program for English learners.
4.
- 81st Session (2021) – 7 – 4.
and (b) The plan adopted pursuant to subsection 3.
and 5.
5.
H - *AB195_R1*
~~~~~ 21 - 81st Session (2021)
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Amendments

2 amendments

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Action History

  1. Approved by the Governor. Chapter 263.

  2. Enrolled and delivered to Governor.

  3. Senate Amendment No. 541 concurred in. To enrollment.

  4. In Assembly.

  5. Read third time. Passed, as amended. Title approved. (Yeas: 20, Nays: None, Excused: 1.) To Assembly.

  6. From printer. To re-engrossment. Re-engrossed. Second reprint. Taken from General File. Placed on General File for next legislative day.

  7. From committee: Amend, and do pass as amended. Placed on Second Reading File. Read second time. Amended. (Amend. No. 541.) To printer.

  8. In Senate. Read first time. Referred to Committee on Education. To committee.

  9. From printer. To engrossment. Engrossed. First reprint. To Senate.

  10. Read third time. Passed, as amended. Title approved, as amended. (Yeas: 34, Nays: 8.) To printer.

  11. From committee: Amend, and do pass as amended. Placed on Second Reading File. Read second time. Amended. (Amend. No. 198.) Dispensed with reprinting.

  12. Notice of eligibility for exemption.

  13. From printer. To committee.

  14. Read first time. Referred to Committee on Education. To printer.

Sponsors

Sponsorship breakdown

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6 sponsors · 6 co-sponsors · 55 not signed on

Sponsors (6)

Co-sponsors (6)

Not signed on (55)

55 members have not signed on to this bill.

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"Not signed on" means a member has not sponsored or co-sponsored this bill — it does not imply opposition. Members flagged Voted No have a recorded No vote on this bill.

Whip count is in markup. Polling the chamber and every recorded vote this session. Only the first open is slow. It’s instant for you after this. Calling the roll · Tallying · Engrossing

Subjects

education
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Frequently asked questions

Who sponsors AB 195?
AB 195 is sponsored by Torres-Fossett, Selena (Democratic), Nguyen, Rochelle T. (Democratic), Flores, Edgar (Democratic), Watts, Howard (Democratic), Moises Denis, Doñate, Fabian (Democratic), Brown-May, Tracy (Democratic), González, Cecelia (Democratic), Susie Martinez, Miller, Brittney M. (Democratic), Peters, Sarah, and Duran, Bea.
What is the current status of AB 195?
This bill has been enacted into law. Introduced March 04, 2021. Enacted.
Where can I track AB 195?
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