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State School Attendance Review Board The California Legislature created the State School Attendance Review Board (State SARB) to coordinate statewide policy and personnel training on the operation of county and local School Attendance Review Boards (SARBs). SARBs provide intensive guidance and community services to meet the special needs of students with school attendance or school behavior problems. The State SARB is appointed annually by the State Superintendent of Public Instruction and makes annual recommendations regarding strategies to reduce the number of dropouts in the state’s public education system. The State SARB is a partnership that includes representatives from school districts, parent groups, county probation departments, county welfare departments, county superintendents of schools, law enforcement agencies, community-based service centers, school guidance personnel, the health care profession, and state associations interested in youths with school attendance or behavioral problems. State SARB meetings are open to the public, and the representative of the California Department of Education is the chairperson. The SARB handbook is available on the SARB Web site at http://www.cde.ca.gov/ls/ai/sb/documents/sarb02.pdf. For more information regarding SARBs, contact the Counseling, Student Support, and Service-Learning Office at (916) 323-2183. Additional information is also available on the SARB Web site at http://www.cde.ca.gov/ls/ai/sb. 72
Counseling and Student Support School Counseling Programs School counseling programs are comprehensive in scope, preventive in design, and developmental in nature. The purpose is to impart specific skills and learning opportunities in a proactive, preventive manner, ensuring that all students, prekindergarten to adult, achieve success in school. The goal of a school counseling program is to increase student learning and achievement by advancing student academic development, career development, and personal and social development. A counseling program is an integral component of the educational system and is vital in preparing and assisting students to be successful, lifelong learners. School counselors and other members of the student support team (school psychologists, school social workers, child welfare and attendance supervisors, and school nurses) assist students in making decisions, managing emotions, coping with crises, overcoming barriers to learning, and seeking access to the core curriculum. School counselors and members of the support team help students set short-term and long-term goals, improve attendance, reduce and resolve conflicts, and prevent youth suicide. This support team works to create a positive learning environment; teaches self-management skills; acts as advocates for youths; and provides relevant academic, career, and personal/social counseling to enable them to make informed decisions toward their future goals. School counselors are trained educators possessing a valid credential with a specialization in pupil personnel services (California Education Code [EC] Section 49600). As specialists in child and adolescent development, school counselors coordinate the objectives, strategies, and activities of a comprehensive counseling program. The following list of resources is available on the Counseling Resources Web site at http://www.cde.ca.gov/ls/cg/re. These resources provide valuable direction to school districts and county offices of education in developing program standards and accountability systems in school counseling programs. • The Support Personnel Accountability Report Card (SPARC), developed by the Los Angeles County Office of Education and the CDE, is a continuous improvement tool that is modeled after the School Accountability Report Card (SARC). It assists schools in promoting their counseling and student support program, improving their program’s accountability, and implementing the National Model for School Counseling Programs. • The National Model for School Counseling Programs, developed by the American School Counselor Association, connects school counseling programs with current educational reform movements. The National Model reflects a comprehensive approach to program foundation, delivery, management, and accountability. The model provides the mechanism through which school counselors and school 73
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FACT BOOK 2007 HANDBOOK OF EDUCATIO
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Contents A Message from the State
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Instructional Materials Funding Rea
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Acknowledgments The annual Fact Bo
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California Department of Education
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CHIEF DEPUTY SUPERINTENDENT (916) 3
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Division operates the California Sc
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State Board of Education The Calif
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California State Board of Education
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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 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: students in core academic content a
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
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Class Size A major reform implemen
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of 1999) established an audit revie
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2006-07 Education Budget On June 3
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Changes to Ongoing Proposition 98 F
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2006-07 Federal Funding Change In F
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K-12 Lottery Revenue Allocations Pr
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Elementary School Districts 2004-05
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Helpful Contacts for Education Info
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California Teachers Association (CT
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Calendar of Events—2007 Dates inc
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July 2007 4 July 4 (Section 37220 o
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