Download this file - Plan4Preschool

More documents

Recommendations

Info

tests in history–social science and science for grades nine through eleven were added in 2001. Writing tests for grades four and seven, requiring students to write an essay in response to an assigned task, were also added in 2001. In spring 2003, the grade nine history-social science CST was replaced with a grade eight history–social science CST. A grade five science CST was added to the program in spring 2004. A grade eight science CST and a life science CST administered to all grade ten students were added to the program in spring 2006. The SBE approved five performance levels for reporting results of the CSTs: advanced, proficient, basic, below basic, and far below basic. Performance levels describe student achievement on the California content standards. Individual student and group results for all CSTs are reported using scaled scores and performance levels. All students in grades three and seven, including English learners and students in special education programs, must also take the CAT/6 Survey in English. Students in these grades are tested in reading, language, spelling, and mathematics. The CAT/6 Survey provides comparisons of the performance of California students to the performance of students throughout the United States. The California Alternate Performance Assessment (CAPA) was added to the STAR Program during spring 2003. CAPA is an individually administered assessment for students with significant cognitive disabilities. It is an alternate assessment of the CSTs in mathematics, English–language arts, and science and has alternate achievement standards. In fall 2005, the SBE designated the Aprenda 3 for use with students whose primary language is Spanish. It replaces the Spanish Assessment of Basic Education, Second Edition (SABE/2). The Aprenda 3 is a norm-referenced achievement test in Spanish that is used to measure English learners’ achievement of basic academic skills in reading, language, spelling, and mathematics. Two new tests are currently under development for grades two through eleven. The Standards-based Tests in Spanish (STS) will be criterion-referenced multiple-choice tests in Spanish aligned to California content standards for reading/language arts and mathematics. STS was field tested in grades two, three, and four in fall 2006; operational testing for grades two, three, and four will begin in spring 2007. As each grade-level STS is ready to administer as an operational test, it will replace the Aprenda 3. The California Modified Assessment (CMA) is being developed in response to new federal guidelines for assessing students with disabilities in grades two through eleven. The CMA will have modified achievement standards and is an alternate test to the CSTs. It will fit within the continuum between CAPA and the CSTs. The purpose of the CMA is to provide greater access to the assessment of the state-adopted content standards for students with disabilities. It is anticipated that field testing will occur in fall 2007, and operational testing will occur in spring 2008 for grades two through four. School, district, county, and state-level reports, disaggregated by students’ Englishlanguage fluency, gender, economic status, and disability status, must be distributed to 38
district and county officials by the California Department of Education (CDE) and posted on the Internet by August 15 of each year. Individual, written reports of student performance for the STAR Program must be provided to parents within 20 working days after districts receive the reports. For more information regarding the STAR Program, please contact the Standards and Assessment Division, at (916) 445-8765 or by e-mail at star@cde.ca.gov. Information is also available on the STAR Web site at http://www.cde.ca.gov/ta/tg/sr. California High School Exit Examination California Education Code Section 60850(a), enacted in 1999, authorized the development of the California High School Exit Examination (CAHSEE). The CAHSEE has two parts: English-language arts and mathematics. By law, each part addresses the state academic content standards adopted by the SBE. All students in California public schools must satisfy the CAHSEE requirement to receive a high school diploma. The purpose of the CAHSEE is to (1) improve student achievement in high school; and (2) help ensure that students who graduate from high school can demonstrate competency in state academic content standards for reading, writing, and mathematics. Student Participation Districts are required to send notification about the CAHSEE to parents or guardians of ninth-grade students at the beginning of the first semester or quarter of the regular school term and each year thereafter. Transfer students are to receive notification at the time they transfer. The first opportunity students have to take the CAHSEE is in the second half of grade ten. Students who do not pass one or both parts of the CAHSEE in grade ten have up to two opportunities in grade eleven and up to three opportunities in grade twelve to retake the part(s) of the exam not yet passed. Adult students can take the CAHSEE up to three times per school year. Only the part(s) not passed must be taken again. Students who are English learners must be permitted to take the CAHSEE with certain test variations if used regularly in the classroom. For example, if regularly used in the classroom, English learners must be permitted to hear the test directions in their primary language or use a translation glossary. Students who are English learners are required to take the CAHSEE in grade ten with all other grade ten students. During their first 24 months in a California school, English learners are to receive six months of instruction in reading, writing, and comprehension in English (California Education Code [EC] Section 60852). During <strong>this</strong> time, they are still required to take the CAHSEE. Students with disabilities must be permitted to take the exam with any accommodations and/or modifications specified in their individualized education program (IEP) or Section 504 Plan for use on the CAHSEE or standardized testing or during classroom instruction and assessment. Students who take a part of the exam using accommodations and earn a score of 350 or higher have passed that part of the CAHSEE. Students who take a part of the exam using modifications, receive the 39
Page 1 and 2: FACT BOOK 2007 HANDBOOK OF EDUCATIO
Page 3 and 4: Contents A Message from the State
Page 5 and 6: Instructional Materials Funding Rea
Page 7 and 8: Acknowledgments The annual Fact Bo
Page 9 and 10: California Department of Education
Page 11 and 12: CHIEF DEPUTY SUPERINTENDENT (916) 3
Page 13 and 14: Division operates the California Sc
Page 15 and 16: State Board of Education The Calif
Page 17 and 18: California State Board of Education
Page 19 and 20: Education Statistics California Ba
Page 21 and 22: Enrollment and Number of California
Page 23 and 24: California Schools’ Changing Ethn
Page 25 and 26: Full-Time Equivalent Pupil Services
Page 27 and 28: Immunization and Health Checkup Ca
Page 29 and 30: Public Access The subjects explain
Page 31 and 32: Immigration Status of Students—Pr
Page 33 and 34: High School Graduation and College
Page 35 and 36: State Board of Education Waivers A
Page 37: Testing Standardized Testing and R
Page 41 and 42: • Assess the progress of English-
Page 43 and 44: In other words, institutions that a
Page 45 and 46: Accountability The primary goal of
Page 47 and 48: API of 800 or more must maintain it
Page 49 and 50: • Teacher and staff information
Page 51 and 52: • Percent Proficient 100 or more
Page 53 and 54: schools, juvenile court schools, se
Page 55 and 56: Intervention/Underperforming School
Page 57 and 58: For more information on the Califor
Page 59 and 60: Family Foundation. State department
Page 61 and 62: 2. A targeted proportion of its stu
Page 63 and 64: For more information regarding the
Page 65 and 66: Major state and federal education r
Page 67 and 68: A coordinated approach to school he
Page 69 and 70: Youth development shifts the focus
Page 71 and 72: students in core academic content a
Page 73 and 74: Counseling and Student Support Sch
Page 75 and 76: Student Support Programs The follow
Page 77 and 78: Safe Schools and Violence Preventio
Page 79 and 80: Child Care and Development Programs
Page 81 and 82: William F. Goodling Even Start Fami
Page 83 and 84: • Goals for nutrition education,
Page 85 and 86: • 625,421 (40 percent) English le
Page 87 and 88: Number of English Learner Students
Page 89 and 90:
Selected Projects/Programs The CDE
Page 91 and 92:
occur at the Diagnostic Center. Tea
Page 93 and 94:
(1) enter the workforce with skills
Page 95 and 96:
Adult Education Adult education pr
Page 97 and 98:
Adult Education Learner Distributio
Page 99 and 100:
The Curriculum Commission develops
Page 101 and 102:
(CRP). IMAP is composed primarily o
Page 103 and 104:
4. The governing board must also ce
Page 105 and 106:
• Number of libraries. Among Cali
Page 107 and 108:
• Locations of effective school l
Page 109 and 110:
Magnet Programs and Schools In 2005
Page 111 and 112:
Institutions Code), who are on prob
Page 113 and 114:
dsackhei@cde.ca.gov. Additional inf
Page 115 and 116:
students participate in programs wi
Page 117 and 118:
pupil's exemption from public schoo
Page 119 and 120:
Basic Construction Data These are a
Page 121 and 122:
Year-Round Education As of October
Page 123 and 124:
Class Size A major reform implemen
Page 125 and 126:
of 1999) established an audit revie
Page 127 and 128:
2006-07 Education Budget On June 3
Page 129 and 130:
Changes to Ongoing Proposition 98 F
Page 131 and 132:
2006-07 Federal Funding Change In F
Page 133 and 134:
K-12 Lottery Revenue Allocations Pr
Page 135 and 136:
Elementary School Districts 2004-05
Page 137 and 138:
Helpful Contacts for Education Info
Page 139 and 140:
California Teachers Association (CT
Page 141 and 142:
Calendar of Events—2007 Dates inc
Page 143 and 144:
July 2007 4 July 4 (Section 37220 o
show all

Download this file - Plan4Preschool

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?