Download this file - Plan4Preschool

More documents

Recommendations

Info

Test (test used in California to measure English proficiency). The Title III Accountability Report, released each September, provides results of how well LEAs met the Title III accountability targets. Federal School Accountability Reporting NCLB requires local LEAs to prepare annual accountability reports containing a variety of information at the district and school levels. This information is incorporated into the annual state School Accountability Report Cards that are required under Proposition 98 of 1988. The specific reporting elements required by NCLB include the following: 1. Student achievement data at each proficiency level on state academic assessments, disaggregated by various subgroups 2. The percentage of students not tested on state academic assessments, disaggregated by various subgroups 3. Student achievement data by subject area and grade level on state academic assessments, disaggregated by various subgroups 4. Graduation rates (for high schools) according to a formula approved by the U.S. Department of Education 5. The status of AYP as defined by NCLB and a comparison of each school's AYP indicators to the district and the state as a whole 6. The status of Title I PI for both the school and the district, if applicable 7. The professional qualifications of teachers at the school and district level, including the percentage of teachers with emergency or provisional credentials 8. The extent to which "highly qualified" teachers are teaching classes in core content areas, at the school level and in high-poverty and low-poverty schools that are contained within the district For more information regarding federal AYP and PI requirements and about federal school accountability reporting, contact the Evaluation, Research and Analysis Unit, at (916) 319-0869 or by e-mail at evaluation@cde.ca.gov. Additional information is available on the AYP Web site at http://www.cde.ca.gov/ta/ac/ay. For more information regarding federal AYP calculations, contact the Academic Accountability Unit (AAU) at (916) 319-0863 or by e-mail at aau@cde.ca.gov. For more information regarding federal Title III accountability requirements, contact the Language Policy and Leadership Office, at (916) 319-0845 or by e-mail at amao@cde.ca.gov. Additional information is available on the Title III Web site at http://www.cde.ca.gov/sp/el/t3. Alternative Accountability System The State Board of Education (SBE) in July 2000 approved the framework for an Alternative Accountability System composed of three models to be implemented over a three-year period, which are the (1) Small Schools Model for schools that serve traditional populations but have between 11 and 99 valid test scores; (2) Special Education Schools and Centers Model; and (3) Alternative Schools Accountability Model (ASAM) for alternative schools serving a majority of high-risk students, including community day schools, continuation schools, opportunity schools, county community 52
schools, juvenile court schools, select alternative schools of choice that meet stringent SBE requirements, and Division of Juvenile Justice (formerly California Youth Authority) education programs. With the enactment of Assembly Bill 1295 (Chapter 887, Statutes of 2001), the Small Schools Model became part of the main statewide accountability system. In January 2001, schools in <strong>this</strong> model began receiving Academic Performance Index (API) reports with an asterisk to designate the larger statistical uncertainty of an API based on fewer than 100 valid test scores. The 2002-03 API growth report includes these schools in the main API system. Schools in the Special Education Schools and Centers Model have been held accountable through the individualized education program (IEP) and quality assurance process. The California Alternate Performance Assessment (CAPA) has now been developed and was administered for the first time in 2003. Students in special education schools and centers take either the California Achievement Tests, Sixth Edition Survey Reading Test, and California Standards Tests or CAPA. The ASAM is a multiple-indicator system that includes nonacademic and academic indicators of performance selected from a list provided by the SBE. Adequate Yearly Progress (AYP) determinations and API results are reported separately by the California Department of Education (CDE). ASAM schools selected two performance indicators in September 2001 and reported data on those indicators in July 2002 and July 2003 through the ASAM Web-based Online Reporting System. In July 2004 they reported on a third indicator selected from an expanded list that includes pre- and post indicators of achievement in writing, reading, and mathematics. Results of data collection for ASAM schools were posted for restricted school review in school years 2001-02, 2002-03, 2003-04, and 2004-05. The public reporting of these data has been posted on DataQuest for school years 2002-03, 2003-04, 2004-05, and 2005-06. Each year newly established ASAM-eligible schools apply to participate in the ASAM. The number of schools projected to participate in the ASAM in school year 2006-07 is estimated at 1,080. For more information regarding the Alternative Accountability System, contact Robert Bakke, Program Consultant, Educational Options Office, at (916) 445-7746 or by e-mail at rbakke@cde.ca.gov, or Rose Loyola, Program Analyst, Educational Options Office, at (916) 323-2564 or by e-mail at rloyola@cde.ca.gov. Additional information is also available on the ASAM Web site at http://www.cde.ca.gov/ta/ac/am. 53
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 and 38: Testing Standardized Testing and R
Page 39 and 40: district and county officials by th
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: • Percent Proficient 100 or more
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

Create successful ePaper yourself

Delete template?

Save as template?