CALPADS Flash #311 added tools that improve CALPADS LTEL reporting for the California School Dashboard.
The updates help LEAs identify Long-Term English Learners, or LTELs, under the Dashboard definition. They also help teams identify English learners who may become LTELs.
This matters because early visibility gives multilingual-program staff more time to review student progress and plan support.
Know the Two LTEL Definitions
California uses two LTEL definitions for different purposes.
| Definition | Primary use |
|---|---|
| Education Code Section 313.1 | CAASPP, ELPAC, DataQuest, and SOARS reporting |
| Education Code Section 52052 | California School Dashboard reporting |
Flash #311 focuses on the Dashboard definition in Education Code Section 52052.
For Dashboard reporting, an LTEL is a student who has not attained English proficiency within seven years of initial English learner classification.
These definitions do not serve the same purpose. Therefore, LEAs should use the correct data source for the question they need to answer.
Use the CENR Extract to Identify Students Early
In April 2025, CALPADS added five LTEL-related fields to the Cumulative Enrollment, or CENR, Extract.
| Field | Purpose |
|---|---|
| English Learner Acquisition Status Start Date | Shows when the student became an English learner |
| Provisional LTEL Start Date | Shows when the student became, or may become, an LTEL |
| Initial US School Enrollment Date K–12 | Helps establish the student’s school history |
| Earliest SENR Enrollment Start Date | Shows the first CALPADS enrollment date |
| Earliest EL Status Start Date | Shows the first English learner status date |
CALPADS uses the earliest applicable dates to calculate when a student becomes an LTEL. As a result, the Provisional LTEL Start Date can help teams identify current LTELs and students approaching that status.
For students who have reclassified as RFEP, CALPADS shows the Provisional LTEL Start Date only when it occurred before the RFEP date.
Review the Updated Cohort Reports
Flash #311 also added LTEL tools to two cohort reports:
- Report 15.1 – Cohort Report: Count and Rate includes an LTEL filter.
- Report 15.2 – Cohort Student List includes an LTEL filter and an LTEL Y/N column.
To appear in the LTEL student group for these reports, a student must:
- Have been an English learner during the four-year cohort.
- Have become an LTEL before the cohort ended.
- Have an LTEL Start Date before the RFEP date, if applicable.
These rules show why accurate SELA, SINF, and SENR records matter. A missing or incorrect date can affect whether CALPADS identifies a student in the correct group.
Turn the Data Into Earlier Support
LTEL reporting should not end with a report review.
First, have multilingual-program staff review students with a Provisional LTEL Start Date. Next, compare the data with local student records, assessment results, and program services.
Then, work with site teams to identify students who may need additional support before they reach LTEL status. This approach gives staff time to act instead of waiting until a Dashboard report identifies the student.
Check Current Report Availability
Flash #311 announced additional LTEL report enhancements for 2025–26. Since that timeline has passed, LEAs should confirm the current report options in CALPADS before planning a review cycle.
For the original guidance, review CALPADS Update Flash #311 and CDE’s Long-Term English Learner resources.
MeasureED provides CALPADS support services for LEAs that need help reviewing English learner data, resolving validation issues, and building reliable reporting processes. Learn more about MeasureED’s CALPADS support or contact our team.
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