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Free Educational Resources for Distance Learning

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Coronavirus (COVID-19) Main Web PageBelow is a non-comprehensive list of publishers offering free distance learning resources. At the URL listed, users can learn about the specific resources available as publishers continue to expand their offerings. Districts are not mandated to utilize only state-adopted instructional materials, and many classrooms utilize a network of resources. In this list below, educators and parents/guardians may discover the individual resources they want for a particular need.Amplify Access resources for using Amplify programs remotely.Applied Educational Systems Interactive lessons, ready to use projects, and automatically graded assessments.Discovery Education Access to Discovery Education Experience.Capstone Publishing Resources available during school closures.Capstone Publishing Resources available during school closures.User Name = Engaged; Password = LearningCore Knowledge Online Core Knowledge Foundation Resources. Curriculum Associates Resources for extended school closures.Davis Art Access to digital resources.Explore Learning Access and information about all three of our online resources.Great Minds Recorded daily lessons of Eureka Math, Wit & Wisdom, and PhD Science.Houghton Mifflin Harcourt Information and resources to help continue teaching and learning during school closures.Kendall Hunt Open Educational Resources for Illustrative Mathematics and OpenSciEd.Lincoln Learning Videos, games, and samples.MidSchoolMath Middle School Math Resources.Mystery Science K-5 NGSS science resources.Opus You Cinematic broadcast of musical works, lesson plans, and interactive online courses. Quaver Music Online music assignments.Renaissance Digital solutions to assist students and families learning from home.Scholastic 20 days’ worth of exciting learning journeys.Science Bits Middle School NGSS.Singapore Math Instructional lesson videos for students to access at home.Social Studies School Services Digital platforms through the end of the school year. Studies Weekly This online platform includes all student editions, Teacher Editions, lesson plans, ELA integrations, and assessments.TCI Resources for teachers to provide distance learning. Teacher Created Materials Resources for at-home learning. The Art of Education Weekly Webinars.Twig Education Students can access thousands of videos (in English/Spanish), lessons, activities, and visuals wherever they are.Wilson Language Training Recommendations for Fundations®, Just Words®, and Wilson Reading System® use. Questions:   Curriculum Frameworks and Instructional Resources Division | | 916-319-0881 Last Reviewed: Tuesday, March 17, 2020
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Foster Youth in California Schools

Bar chart showing suspension rate for foster as 15% and for non-foster as 3%.
Students in foster care represent one of the most vulnerable and academically at-risk student groups enrolled in California schools. The California Department of Education (CDE) monitors the educational outcomes for foster youth and partners with multiple state agencies and non-profit organizations to ensure these students receive the supports and services they need. This web page provides information and resources on the educational outcomes for foster youth. Select one of the tabs below to access information on the educational rights of foster youth among other resources and documents to learn more about the needs of these students and some of the different ways CDE is working to support counties, school districts, and schools to meet these needs.State Level Educational Outcomes of Foster YouthThe outcomes for foster students, outlined below, are published annually. These outcomes and more can be accessed on DataQuest. DataQuest is the California Department of Education’s online, public reporting system that provides reports about California’s schools and school districts. To find out how to access reports specifically for foster youth on DataQuest, view these Instructions on Accessing Data(DOCX).2018-2019 Percent of Students Chronically AbsentThe graph below displays the 2018-2019 school year chronic absence rates for foster and non-foster students. Chronic absence rate is calculated as the percent of students who miss ten percent or more of the days they are expected to attend.2018-2019 Suspension RateThe graph below displays the 2018-2019 school year suspension rates for foster and non-foster students. Suspension rate is calculated as the percent of all students who were suspended one or more times during the school year for an in-school or out-of-school suspension.Percent of Students Meeting or Exceeding Standards - 2018-2019 Smarter Balanced Assessment in English Language ArtsThe graph below displays the 2018-2019 school year percent of students meeting or exceeding standards on the Smarter Balanced Assessment in English Language Arts for foster and non-foster students. Percent of Students Meeting or Exceeding Standards - 2018-2019 Smarter Balanced Assessment in Mathematics The graph below displays the 2018-2019 school year percent of students meeting or exceeding standards on the Smarter Balanced Assessment in Mathematics for foster and non-foster students. 2018-2019 Four- Year Cohort Graduation Rate The graph below displays the 2018-2019 school year four-year cohort graduation rates for foster and non-foster students. The four-year cohort graduation rate is calculated as the percent of students who graduate high school within four years from the time they enter ninth grade with a traditional high school diploma.State Level Accountability for Foster YouthFoster youth performance at the state level on the California School Dashboard for the 2018-2019 school year can be seen below.Visit the California School Dashboard to view statewide indicators. To find out how to access statewide indicators specifically for foster youth on the California School Dashboard, view these Instructions on Accessing Data(DOCX).Chronic Absenteeism - 2019Chronic absence rate is calculated as the percent of students who miss ten percent or more of the days they are expected to attend. The chronic absence gauge for foster youth is pointing to red. Foster...
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Paid Lunch Equity: Guidance for School Year 20–21

Purpose: Policy, Action Required, Beneficial InformationTo: All School Nutrition Program SponsorsAttention: Food Service Directors, School Business OfficialsNumber: SNP-10-2020Date: February 2020Reference: Healthy, Hunger-Free Kids Act of 2010, Section 205; Title 7, Code of Federal Regulations (7 CFR), Section 210.14(e);  U.S. Department of Agriculture (USDA) 2017 Eligibility Manual for School Meals; and USDA Policy Memorandum SP 07-2020.Subject: Paid Lunch Equity: Guidance for School Year 2020–21This management bulletin provides school food authorities (SFA) with information from the USDA Policy Memorandum SP 07-2020 regarding guidance for the Paid Lunch Equity (PLE) requirements in Section 205 of the Healthy, Hunger‑Free Kids Act of 2010 for School Year (SY) 2020–21.In Section 747 of Division B of the Consolidated Appropriations Act, 2019 (Public Law 116-94 [the Act]), Congress provides thatonly SFAs that had a negative balance in the nonprofit school food service account as of December 31, 2019, shall be required to establish prices for paid lunchesaccording to PLE regulations.This management bulletin provides notice that any SFA with a positive or zero balance in its nonprofit school food service account as of December 31, 2019, is exempt from PLE pricing requirements found at 7 CFR, Section 210.14(e), for SY 2020–21. However, SFAs must submit an exemption request to the California Department of Education (CDE) at the beginning of, or prior to, the start of SY 2020–21. Exemption requests must contain documentation that demonstrates the SFA had a positive or zero balance in its nonprofit school food service account as of December 31, 2019. SFAs that are exempt from PLE requirements in SY 2020–21 are able to set paid lunch prices at the price the SFA determines to be appropriate and may reduce their paid lunch prices. Since this exemption currently only applies to SY 2020–21, SFAs should consider the effect reducing prices might have if they are not exempt from PLE requirements in SY 2021–22.BackgroundThe USDA Food and Nutrition Service provides annual guidance and a PLE calculator tool to ensure compliance with PLE pricing requirements. Due to the complexity of PLE pricing requirements, the CDE strongly encourages SFAs to read the USDA PLE policy memos, use the USDA PLE calculation tools to comply with pricing requirements, and view the PLE training video. For further background information on PLE and to view the PLE training video, please refer to the CDE Cafeteria Fund Guidance web page athttps://www.cde.ca.gov/ls/nu/sn/cafefundguide.asp.USDA PLE policy memos are available on the USDA School Meals Policy Memos web page at http://www.fns.usda.gov/school-meals/policy .Filing a Paid Lunch Equity Exemption for School Year 2020–21To file a PLE exemption, an SFA must submit an email to at the beginning of, or prior to, the start ofSY 2020–21 with the subject line, PLE Exemption for SY 2020–21 and must include the following:SFA name and the Child Nutrition Information and Payment System identification number.A record of a positive or zero balance in the nonprofit school food service account as of December 31, 2019. This documentation may include any financial statement or accounting report for the period ending December 31, 2019 (e.g., trial...
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Cradle-to-Career (C2C) P-20 Data System

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 This page provides information about the California Cradle-to-Career (C2C) Data System that will connect P-20 data from child care, early education, K-12 education, financial aid, higher education, workforce, and health and human services.The 2019-2020 State Budget provides $10 million in one-time funding to plan for and develop a longitudinal data system, also known as the Cradle-to-Career (C2C) Data System. This initiative seeks to connect data from early education providers, K–12 schools, higher education institutions, employers, other workforce entities, and health and human services agencies. Three representatives from the California Department of Education (CDE) with expertise in early learning activities and educational data reporting will serve on the C2C Workgroup.The CDE will provide support of the C2C Workgroup efforts through existing work in the following areas:Data Requests The CDE enters into data sharing agreements with public and private institutions of higher education as well as non-profit researchers for student-level data consistent with the Family Educational Rights and Privacy Act (FERPA) Specifically, since the spring of 2015 through 2018, the CDE has fulfilled 108 data requests from 91 unique entities, including 11 requests for Geographic Information Systems (GIS) data. A summary of the requests submitted through the CDE Data Request process are available on the Archived Data Requests tab.  Early Education The CDE helps manage several child care and development programs in California. These programs are for children from birth to age twelve. They offer early learning and after-school services to babies, toddlers, children in preschool, and children in kindergarten through sixth grade. Some programs assist children with disabilities and children of migrant farm workers. Many of the programs were set up to help parents with child care while they work.California Longitudinal Pupil Achievement Data SystemThe California Longitudinal Pupil Achievement Data System (CDE) operated by the CDE maintains individual-level data including student demographics, course data, discipline, assessments, staff assignments, and other data for state and federal reporting.Questions:   Analysis, Measurement, and Accountability Reporting Division | 916-319-8069Last Reviewed: Monday, February 3, 2020
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Public Comment Open for CTE State Plan

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California Department of EducationNews ReleaseRelease: #19-81December 4, 2019Contact: Scott RoarkE-mail: : 916-319-0818SACRAMENTO—State Superintendent Tony Thurmond announced today that public comment is now open for the draft California Strengthening Career and Technical Education for the 21st Century Act (Perkins V) State Plan. The plan was developed by the California Department of Education (CDE), California State Board of Education (SBE), and California Community Colleges Chancellor’s Office (CCCCO).“This plan is a significant opportunity to strengthen Career Technical Education (CTE) programs and pathways for all students in both the K–12 and community college systems,” Thurmond said. “I encourage educators and stakeholders in the CTE field to submit their valuable input on this plan. These programs provide valuable skills to meet industry needs.”Perkins V was signed into law on July 31, 2018. This bipartisan measure reauthorized the Carl D. Perkins Career and Technical Education Act of 2006 to provide nearly $1.3 billion annually in federal support for CTE programs across the nation. California receives approximately $127 million annually to support CTE programs and pathways.To provide feedback on the Perkins V State Plan, please visit the Perkins V Plan Feedback web page hosted by WestEd. Public comments will be used to finalize the Perkins V State Plan, as well as inform the future development of the Comprehensive California State Plan for CTE.Informational webinars and public meetings are scheduled on the following dates:Informational Webinars:Friday, December 610-10:30 a.m.Dial: +1-669-900-6833 (U.S. Toll-Free) Meeting ID: 900 354 042 orJoin via Zoom Conference .Friday, December 62-2:30 p.m.Dial: +1-669-900-6833 (U.S. Toll-Free) Meeting ID: 949 783 063 orJoin via Zoom Conference .Public meetings:Monday, December 910 a.m. and 1 p.m.WestEd Offices, Capitol Room1000 G Street, Suite 500Sacramento, CA 95814Public feedback for the Perkins V State Plan will be received until January 3, 2020. Additional information can be found on the CDE’sCalifornia Workforce Pathways Joint Advisory Committee’s web page. 
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Lisa Constancio - New CDE Deputy Superintendent

California Department of Education News Release
California Department of EducationNews ReleaseRelease: #19-80November 21, 2019Contact: Jonathan MendickE-mail: : 916-319-0818SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond announced today that he has appointed Lisa Constancio as Deputy Superintendent of the Operations and Administration Branch of the California Department of Education (CDE). The branch oversees the apportionment of state and federal resources to local educational agencies (LEAs); assistance to LEAs for fiscal and business aspects of public schools; school facilities and transportation; and CDE budget, accounting, information systems, and personnel services. Constancio is the former director of the School Fiscal Services Division and the Charter Schools Division.“Lisa brings with her a wealth of knowledge and experience after over 13 years of dedication to the Department in various roles,” said Thurmond. “As the former director of our Charter Schools Division, she was a key player in navigating the recent statewide Charter Task Force and helping to ensure equity for all students. Her competencies over multiple areas have shown her value as a leader, and I couldn't be more excited to have her vision and skill set to lead this branch.”Prior to joining CDE, Constancio was the Operations Manager for the Department of General Services’ Office of Public School Construction, where she worked with leaders of the charter community in crafting the regulations for the $1 billion Charter School Facility Program funded through state general obligation bonds. She has a master’s degree in Organizational Management from the University of Phoenix and a Bachelor of Arts in Psychology from California State University, Sacramento.# # # #Tony Thurmond — State Superintendent of Public InstructionCommunications Division, Room 5602, 916-319-0818, Fax 916-319-0100Last Reviewed: Thursday, November 21, 2019
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$37.5 Million Literacy State Development Grant

California Department of Education News Release
California Department of EducationNews ReleaseRelease: #19-73November 4, 2019Contact: Cynthia ButlerE-mail: : 916-319-0818SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond announced today that the California Department of Education (CDE) was awarded a $37.5 million federal Comprehensive Literacy State Development grant. The grant will provide the necessary funds to allow for the expansion of current literacy efforts statewide over the next five years.“Many of the students who are struggling with reading comprehension or are not reading at grade level are our most vulnerable students—economically disadvantaged students, English language learners, students with disabilities, and students in rural communities,” said Thurmond. “This grant will allow us to promote and support equitable access to high-quality literacy instruction that will benefit not only our high-need students but all of our students from pre-K to high school.”The CDE is partnering with WestEd, the Region 15 Comprehensive Center, the California County Superintendents Educational Services Association, First 5, and the California Subject Matter Projects to carry out the grant’s three objectives:Build state capacity to support literacy instruction.Develop and implement a comprehensive state literacy plan.Build local capacity to establish, align, and implement literacy initiatives.In addition to the grant partners, the CDE will establish new sustainable partnerships with local educational agencies, institutions of higher education, and early childhood agencies to coordinate statewide professional learning and will disseminate a comprehensive statewide literacy needs assessment to local educational agencies by December 2019, which will provide vital information to assist in the development of the state literacy plan.For questions, email .# # # #
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2019 CAASPP Scores Announced

California Department of Education News Release
California Department of EducationNews ReleaseRelease: #19-68October 9, 2019Contact: Scott RoarkE-mail: : 916-319-0818SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond announced today the statewide results of the California Assessment of Student Performance and Progress (CAASPP) summative assessments for English language arts/literacy (ELA) and mathematics. School districts have had access to their own results since May.For CAASPP, performance continues to improve slightly overall within grades as measured by the Smarter Balanced ELA and mathematics assessments. Statewide results in all tested grades showed that 50.87 percent of students met or exceeded standards in ELA, a .99 percentage point increase from 2018 and a 6.87 percentage point increase from 2015. In mathematics, 39.73 percent of students met or exceeded standards, a 1.08 percentage point increase from 2018 and a 6.73 percentage point increase from 2015.Thurmond acknowledged the slight score increases but expressed deep concern that improvement is less consistent across the score range in the later grades of 7, 8, and 11, with a persistent percentage of students of color not meeting standards and, in several grades, showing declining scores from last year.“Disparities between students of color and their white and Asian peers continue from year to year and demonstrate the importance of our priority initiative of closing the achievement gap. Education equity should mean equity for all students and right now, we are not there,” said Thurmond. “All students should have an equal opportunity to succeed academically and enter the workforce prepared with the needed skills to compete in the industries that drive our state forward.”One plan to address disparities that Thurmond supports is working with data experts to interpret the declining scores and evaluate what is causing the results. Strategies can then be identified for how local educational agencies (LEAs) and educators can improve test scores. “The CDE can work with all educational stakeholders to identify strategies and then explore legislative efforts to support the needs of local districts and provide resources to improve test scores,” Thurmond said.Performance gaps have narrowed (based on tracking the same cohort over time and different cohorts over time) in ELA in most grades between Hispanic or Latino students and white students, Ever-English Learner students and English Only students, and Reclassified Fluent English Proficient students and English Only students.The CAASPP Smarter Balanced ELA and mathematics results are the basis for the academic indicator, and the Summative ELPAC contributes to the English Learner Progress indicator of the California School Dashboard. Thurmond reinforced that test results are only one measurement out of many that the state uses to evaluate schools on the California School Dashboard, which allows educators and parents to identify strengths and weaknesses. Schools and districts that are struggling across Dashboard indicators are flagged for state assistance.This is the fifth year of the computer-based tests, which use California’s challenging academic standards and ask students to write clearly, think critically, and solve complex problems, as they will need to do in college and future careers. During this time period, less than one percent of students did not take part in...
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Charter Task Force Report Released

California Department of EducationNews ReleaseRelease: #19-45June 7, 2019Contact: Kindra BrittE-mail: : 916-319-0818SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond yesterday released the much-anticipated Charter Task Force Report of Recommendations to the Governor and his team ahead of the July 1 deadline. In late February, Governor Gavin Newsom requested that Superintendent Thurmond convene a group of experts to closely examine the impact of charter school growth on district budgets and to provide a report with recommendations by July 1, 2019. The task force has been meeting regularly since early March and has culminated with a report that has both recommendations that were unanimously agreed upon by the task force members as well as discussed proposals that, although they did not meet full consensus, provide opportunities for future efforts.“It’s important to include both the areas where a consensus was reached, as well as the areas where a majority was reached, in order to show the depth that members were willing to go and the challenging and difficult conversations that occurred throughout this process,” said Thurmond. “The public deserves a transparent report, and one that also reflects honestly that there is more work to be done. The California Department of Education, under my leadership, will lead the efforts to provide solutions to the issues surrounding current standards, guidelines, and authorization processes. We will continue working with the Governor, legislators, and stakeholders, as well as welcome the opportunity for public input, as we lead this next phase.”The full report includes a central focus on the fiscal impact that charter schools have on traditional public schools as well as the inconsistencies in how charter schools are authorized throughout the state. Recommendations were made to alleviate concerns in these areas and provide specific ways to address fiscal impact and authorization challenges. View a copy of the full report (PDF).# # # #Tony Thurmond — State Superintendent of Public InstructionCommunications Division, Room 5602, 916-319-0818, Fax 916-319-0100Last Reviewed: Monday, June 10, 2019Share this PageTrending in News ReleasesRecently Posted in News Releases
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Launch of Mobile App for CA Content Standards

California Department of EducationNews ReleaseRelease: #19-42June 4, 2019Contact: Scott RoarkE-mail: : 916-319-0818SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond has announced the release of the California Department of Education’s (CDE) first-ever mobile app for the California Content Standards, a powerful tool that provides quick, targeted access to standards related to the arts, computer science, health education, history–social science, and mathematics. Content standards are utilized by educators to design the knowledge, concepts, and skills that students should acquire for subject areas at each grade level. The California Standards app, designed entirely by CDE staff, can search, filter, and sort content standards to isolate specific content, identify standards that are common across disciplines, and inform decisions around instruction and assessment.“This app is an incredible tool for our educators and parents, empowering them with access, knowledge, and understanding of these content standards, which are an essential element to the academic success of each and every one of our students in California,” said Thurmond.The launch of the California Standards app is phase 1 of a multiphase plan put in place by CDE. This phase includes 5 of 12 California content standards. In subsequent phases, additional content standards will be included, as well as additional features that will enhance the usefulness of the application to California educators.The California Standards mobile app can be found on the iOS App store, the Android Play store, and the Microsoft store by searching the term “CA Standards.” More information about the app and links to the app stores are on the CDE California Standards Mobile Application website.More information aboutCalifornia Content Standardscan be found on the CDE website.# # # #Tony Thurmond — State Superintendent of Public InstructionCommunications Division, Room 5602, 916-319-0818, Fax 916-319-0100Last Reviewed: Tuesday, June 4, 2019
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Sarah Neville-Morgan—New CDE Deputy Superintendent

California Department of Education News Release
California Department of EducationNews ReleaseCalifornia Department of EducationNews ReleaseRelease: #19-44June 6, 2019Contact: Cynthia ButlerE-mail: : 916-319-0818SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond announced today that he has appointed Sarah Neville-Morgan as Deputy Superintendent for the Teaching and Learning Support Branch at the California Department of Education (CDE).Neville-Morgan is the former Director of the CDE Early Learning and Care Division. In that role she provided leadership and support to the early learning community, providers, and contractors statewide.“Sarah is an advocate and champion for learners of all ages throughout the state,” said Thurmond. “Her background and collaboration with partners in the field of early learning and care is unparalleled, and she brings those skills to her new position. Under Sarah’s leadership and strategic focus, her branch will continue the work that ensures students from birth to age twenty-two have access to a quality and equitable public education.”Neville-Morgan started her career at CDE as a Child Development Consultant in 2011. In 2013 she left to become the Deputy Director of Program Management at First 5 California. There, she managed a team and funding focused on closing the achievement gap and supporting quality early learning. Neville-Morgan also worked as the Deputy Executive Director of the Governor’s Early Learning Advisory Council during the Schwarzenegger and Brown administrations and as an Academic Child Development Specialist at the University of California, Davis Center for Child and Family Studies. She also has worked in a child care resource and referral agency, with foster care education programs, and has supported school teen parent programs. She returned to the CDE in 2017 to lead the Early Learning and Care Division.As the Deputy Superintendent for the Teaching and Learning Support Branch, Neville-Morgan will oversee a branch that is responsible for helping all students—from early learners to adults—reach their academic potential and goals by providing the necessary support to early educators and providers, teachers, administrators, school and district leaders, and community-based organizations. She will continue the work of the Teaching and Learning Support Branch to ensure that inclusion practices are established during classroom hours, before and after school, and in early learning and care programs, and that the programs and instructional resources and supports reflect diversity, accessibility, and equity.Neville-Morgan earned a B.A. in Psychology at Earlham College in Richmond, Indiana, and a M.S. in Child Development at the University of California, Davis.Neville-Morgan replaces former Deputy Superintendent Tom Adams. She started in her new role on May 31.# # # #Tony Thurmond — State Superintendent of Public InstructionCommunications Division, Room 5602, 916-319-0818, Fax 916-319-0100Last Reviewed: Thursday, June 6, 2019
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State Board of Education meeting links

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Meeting recordings and agendas of the California State Board of Education.2019May 2019May 9, 2019 (Video; 5:00:55)Items 15, 18, 16, 17May 8, 2019 (Video; 7:40:05)Items 1-3, Waivers, Item 4May 8-9, 2019 AgendaMay 7, 2019 Study Session (Video; 3:08:26)Item 1May 7, 2019 Agenda Study SessionJanuary 2019January 9, 2019 (Video; 8:15:21)Items 1-5, 7, 6, 8-9, Waivers, 10, 20January 10, 2019 (Video; 6:00:01)Items 21-24January 9-10, 2019 Agenda2018November 2018November 8, 2018 (Video; 7:02:45)Items 1-7November 9, 2018 (Video; 4:03:12)Items 8-9, W1-W9, Item 10, 13-20November 8-9, 2018 AgendaSeptember 2018September 6, 2018 (Video; 9:31:42)Items 1-8September 7, 2018 (Video; 5:41:13)Item 10, Waivers, Items 15-17, Item 19, Item 9September 6-7, 2018 AgendaJuly 2018July 11, 2018 (Video; 6:18:55)Items 1-4, W1, W2, W4-22, W3, Items 23, 16-19July 12, 2018 (Video; 3:57:00)Items 21, 22July 11-12, 2018 AgendaMay 2018May 9, 2018 (Video; 9:05:41)Items 1-4, W3-11, W13, W1-2, W12, Items 11-13May 9, 2018 AgendaMarch 2018March 14, 2018 (Video; 8:23:19)Items 1-4, 7, 5, 6March 15, 2018 (Video; 5:44:14)Items 8-10, W2, W4-W8, W10-W15, W1, W3, W9, W11-W19; Items 20-24March 14-15, 2018 Agenda2016July 2016July 13, 2016 Meeting (Video; 10:33:40)Items 1, 2, W1-11, 3, 4, 6July 14, 2016 Meeting (Video; 9:29:29)Items 7-11, 13July 13-14, 2016 AgendaMay 2016May 11, 2016 Meeting (Video; 8:05:10)Items 1-3, 5, 6, 25, 30May 12, 2016 Meeting (Video; 8:13:27)Items 7, 8, 9; W1-W19; Items 19, 4, 10, 29, 15, 17, 18Items 20, 21, 22, 23, 24, 26, 27May 11-12, 2016 AgendaMarch 2016March 9, 2016 Meeting (Video; 8:19:55)Items 1-4, W2, W5, W6Items 9, 8, 11, 13, 15, 6, 7, 10, 19, 20-22March 10, 2016 Meeting (Video; 8:06:30)Items 23-26March 9-10, 2016 AgendaJanuary 2016January 13, 2016 Meeting (Video; 8:03:31)Items 1-6, 10, W11, 11January 14, 2016 Meeting (Video; 6:47:42)Items 12-28January 13-14, 2016 Agenda2015November 2015November 4, 2015 Meeting (Video; 8:19:13)Items 1-5, 7-10November 5, 2015 Meeting (Video; 5:48:51)Item 11; Waiver Items; Items 13-15, 18, 19November 4-5, 2015 AgendaSeptember 2015September 2, 2015 Meeting (Video; 7:34:10)Items 1, 3, 12, 6, 5Items W7-W8, W1-W2, W4-W6, W9-W10, W3, W11Items 10, 9, 11September 3, 2015 Meeting (Video; 5:15:36)Item 14September 2-3, 2015 AgendaJuly 2015July 8, 2015 Meeting (Video; 7:41:03)Items 1-7; Items W1-W20Items 9-17, 8, 12, 18, 19July 9. 2015 Meeting (Video; 7:38:38)Items 20-26July 8-9, 2015 AgendaMay 2015May 6, 2015 Meeting (Video; 10:42:42)Items 1-3, 14, 4-8May 7, 2015 Meeting (Video; 9:07:58)Items 9-13, 15, 17-24, 16May 6-7, 2015 AgendaMarch 2015March 11, 2015 Meeting (Video; 10:20:11)Items 1-4; Items W1-W22; Items 6-7March 12, 2015 Meeting (Video; 4:00:27)Items 5, 10, 11-22, 8March 11-12, 2015 AgendaJanuary 2015January 14, 2015 Meeting (Video; 8:50:06)Items 12, 1-4, 6, 5, 8, 9; Item W5Items 10, 14, 11-13January 14, 2015 Agenda2014November 2014November 13, 2014 Meeting (Video; 8:24:06)Items 1-9, 16November 14, 2014 Meeting (Video; 4:41:07)Items 11-15; Items 10, 18-23Items W1-W3, W5-W14, W4; Item 17November 13-14, 2014 AgendaSeptember 2014September 3, 2014 Meeting (Video; 7:25:22)Items 1-3, 8-7, 4-5, 11-16; Items W1-W15, W-16Items 6, 9-10September 4, 2014 Meeting (Video; 5:01:57)Items 17-18September 3-4, 2014 AgendaJuly 2014July 9, 2014 Meeting (Video; 7:54:38)Items 1-10July 10, 2014 Meeting (Video; 7:01:37)Items 11, 12, 14; Items W1-W11, W16, W17, W12-W15, W18Items 13, 16-21, 22, 23, 15July 9-10, 2014 AgendaMay 2014May 7, 2014 Meeting (Video; 8:10:34)Items 1-5, 7-9, 6, 14May 8,...
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Thurmond Asks Parties to Negotiate to Avoid Strike

California Department of EducationNews ReleaseCalifornia Department of EducationNews ReleaseRelease: #19-36May 13, 2019Contact: Kindra BrittE-mail: : 916-319-0818SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond is working quickly to avoid a potential teachers’ strike at the Sacramento City Unified School District (SCUSD) and to help the district identify ways to reduce expenses in order to avoid state receivership.Thurmond has called all parties to the table to find a resolution, including the Sacramento City Unified Superintendent, Sacramento County Superintendent, Sacramento City Teachers Association (SCTA), and the Fiscal Crisis and Management Assistance Team (FCMAT).“The timing for the request from SCTA aligns with what I am already working on, which is getting all of the necessary and major players to the same negotiating table,” said Thurmond. “The call has been put out. All of these entities have agreed to be in the same room. We need them to come together to find a resolution so we can avoid another strike and identify ways that they can avoid a state receivership.”Currently, the SCUSD is in a severe fiscal deficit and is facing the prospect of entering a state receivership, as well as a second one-day strike. The district will be releasing their third-quarter interim budget this Thursday. “We look forward to seeing that update as it will be the most current snapshot of the financial status of the district to help us make informed decisions,” said Thurmond.# # # #Tony Thurmond — State Superintendent of Public InstructionCommunications Division, Room 5602, 916-319-0818, Fax 916-319-0100 
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New Closing the Achievement Gap Initiative Chair

California Department of Education News Release
California Department of EducationNews ReleaseCalifornia Department of EducationNews ReleaseRelease: #19-31May 1, 2019Contact: Jonathan MendickE-mail: : 916-319-0818SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond announced today that he has appointed Ryan Smith as the new Chair of his statewide Closing the Achievement Gap Initiative. Smith’s work will align with the initiative’s goals, which include addressing ways to close the achievement gap and improving educational outcomes for all California public education students.“Ryan is a leader in the efforts to close the achievement gap, and specifically in how we can use policy, advocacy, and research to make change,” said Thurmond.“I can’t think of anyone better to lead these efforts for our state, which is one of the priorities of my office.”Thurmond launched his Closing the Achievement Gap initiative with a forum in February focusing on schools throughout the state that have shown success in closing the gap for African Americans and other students of color. He followed that up with a second forum in April to address recruitment and retention of teachers of color. Smith’s appointment is the next step in assuring that these efforts continue with the highest priority and level of expertise.Smith is currently Chief External Officer of Partnership for Los Angeles Schools, which launched in 2007 as a collaboration between the Los Angeles Unified School District, donors Richard and Melanie Lundquist, the City of Los Angeles, and other public and private partners, to accelerate achievement for students across the district. He was formerly Executive Director of The Education Trust-West, a research and advocacy organization focused on education justice and the high academic achievement of all California students, particularly students of color and those living in poverty. His projects included the Black Minds Matter report, which focused on supporting the educational success of black children in California, as well as the study, “The Majority Report: Supporting the Success of Latino Students in California”.# # # #Tony Thurmond — State Superintendent of Public InstructionCommunications Division, Room 5602, 916-319-0818, Fax 916-319-0100Last Reviewed: Thursday, May 2, 2019
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Classified School Employees of the Year Announced

California Department of EducationNews ReleaseCalifornia Department of EducationNews ReleaseRelease: #19-30April 29, 2019Contact: Jonathan MendickE-mail: : 916-319-0818SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond today honored six outstanding classified school employees for their dedication to California’s public school students.“Meeting students’ basic needs, as well as their social and emotional needs, is essential to ensuring that every student can learn,” said Thurmond. “These dedicated employees make sure that kids have healthy meals, safe transportation on school buses, and have someone to talk to during difficult times in their lives—allowing California’s students to reach their greatest potential.”The annual program honors six outstanding classified school employees from the following categories: Child Nutrition; Maintenance, Operations, and Facilities; Office and Technical Support; Para-Educator and Instructional Assistance; Support Services and Security; and Transportation. This year’s recipients were chosen from more than 100 nominations statewide.The 2019 Classified School Employees of the Year, who will be honored by Thurmond at a luncheon in Sacramento on Thursday, May 23, are (information contained in the following biographical sketches was excerpted from their nomination forms):Child Nutrition: Deborah Watkins, Food Service Cook, Westminster School District, Orange County. 24 years in current position.Debbie has an incredible work ethic and goes above and beyond to ensure the cleanliness standards in the kitchen are impeccable and that all rules and regulations are followed. Debbie is responsible for planning, cooking, and distributing 7,500 meals to Westminster Elementary school sites each day. In the 24 years she has worked for the district, there has not been a single day that students have not received a meal. Debbie is one of the most reliable, hard-working individuals at the district.Maintenance and Operations: Kim Bramsen, Director of Maintenance and Operations, Ballard Elementary School, Ballard School District, Santa Barbara County. 21 years in current position.Beyond taking great care of the school, Kim is an integral part of the community at Ballard School. An elementary school with around 120 students, Kim gets to know each child by name and establishes relationships with them. He is always a willing participant in the hijinks of the kindergarten classroom, whether it involves leprechauns and their mischief or regaling the children with historical tales of the school house.Office and Technical: Michelle Brobak, School Secretary, Del Rey Elementary, Orinda Union School District, Contra Costa County. Seven years in current position.Michelle runs the Del Rey front office with heart. Students trust her and feel safe. She is calm and reassuring, particularly when dealing with injured students and their concerned parents. On many occasions, teachers and staff report escorting a crying child to the office during yard supervision and witnessing Michelle quickly assessing the situation, providing necessary first aid, and ensuring the student feels safe and as comfortable as possible.Para-Educator and Instructional Assistance: Maria Arroyo, Behavior Specialist, Daly Academy, Chula Vista Elementary School District, San Diego County. 12 years in current position.There is not a single “hat” that Maria doesn’t wear at Daly Academy. The work that Maria does on any single day is nearly unmatched—it takes a special type of person...
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2018-2019 Enrollment Data for California Schools

California Department of EducationNews ReleaseCalifornia Department of EducationNews ReleaseRelease: #19-27March 28, 2019Contact: Scott RoarkE-mail: : 916-319-0818SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond announced today the release of 2018–2019 enrollment data for California’s K–12 public schools. The data breaks down enrollment by ethnicity and grade, along with English Language Acquisition Status, and can be sorted by county, district, or school.“This data provides a critical snapshot of all students in California, highlighting trends that show areas where students are improving, where they’re struggling and where additional resources are needed,” Thurmond said.One important category updated for 2018–2019 is school-level data for Free or Reduced Price Meals, which is an effective indicator of student poverty. All data is utilized for state and federal reporting purposes, including determinations for supplemental grant funding through the Local Control Funding Formula (LCFF). Important findings include:Enrollment by Race/Ethnicity (Multi-Year): Overall enrollment is down from 6,235,520 in 2014–15 to 6,186,278 in 2018–19 a decrease of 0.8 percent. Also during that time, the percentage of white students decreased from 24.6 percent to 22.9 percent and the percentage of African American students decreased from 6 percent to 5.4 percent. However, between 2014–15 and 2018–19, the percentage of Hispanic/Latino students increased from 53.6 percent to 54.6 percent.English Language Acquisition Status (Multi-Year): Between 2014–15 and 2018–19, the percentage Hispanic/Latino students classified as English Learners decreased from 83.2 percent to 81.3 percent. Overall, between 2015–16 and 2018–19, the percentage of students who are English learners decreased from 22.1 percent to 19.3 percent, while the percentage of students who are Reclassified Fluent English Proficient increased from 16 percent to 18.3 percent during that same time period.Enrollment for Charter and Non-Charter Schools (Multi-Year): While overall enrollment non-charter schools is decreasing between 2014–15 and 2018–19, enrollment in charter schools has increased from 9.2 percent to 10.6 percent of the public school population statewide.Charter and Non-Charter Subgroup Enrollment (2018–19): Charter schools tend to have a smaller percentage of their enrollment who belong to disadvantaged student subgroups, such as English learners, foster youth, homeless youth, migrant students, students with disabilities, and socio-economically disadvantaged. The difference is most pronounced for the English learner subgroup. In 2018–19, 15.1 percent of charter school students are identified as English learners, while 19.8 percent of non-charter school students are similarly identified.The data is compiled by the California Department of Education from data submitted by Local Educational Agencies to the California Longitudinal Pupil Achievement Data System (CALPADS). The updated enrollment data is available on the CDE’s Data Quest website.Additional resources:Downloadable files to support the Data Quest reportsDownloadable files containing school-level data for Free or Reduced-Price Meals# # # #Tony Thurmond — State Superintendent of Public InstructionCommunications Division, Room 5602, 916-319-0818, Fax 916-319-0100Last Reviewed: Thursday, March 28, 2019Share this PageTrending in News ReleasesRecently Posted in News Releases
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Instructional Quality Commission Meeting Webcast for March 28, 2019

Instructional Quality Commission (IQC) Meeting Webcast for March 28, 2019.
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Support Dr. Mary Funaoka!

Editor's Note - Mary is a dear friend and colleague of mine when we both worked at Camino Nuevo Charter Academy.  She is the nicest, smartest, hardest-working person I've ever met in my life and one of the first contributors to this website.  Please read her story and support her and her family during this difficult time.From her website:I am a 36-year old married mother of three young children (4, 2, 7 months) who fulfills my passion of educating college students every day. This spring I was diagnosed with stage IV lung cancer - an unclassic case that has cut my timeline to a fraction of what I had imagined.   While some might call it a bucket list, for me, it would be more a...
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CAASPP Update, Issue 126

The CAASPP Update, from the California Department of Education (CDE), is a regular e-mail for K–12 educators, including testing coordinators, that focuses primarily on the Smarter Balanced assessments, which are a major component of the CAASPP system. CAASPP also includes the California Alternate Assessments and science assessments. Please forward this e-mail to any educators in your local educational agency (LEA) who would be interested in or benefit from this information.In this issue: Access for Eligible Nonpublic School Staff to the Smarter Balanced Interim Assessments and Digital Library Digital Library Featured Resource: Evaluating Classroom Assessments New Guides for the Test Operatio...
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Registration now open for Fall 2 CALPADS training

Fall 2 training sessions are now open for registration. The schedule shows the majority of classes starting in January except for a few early ones in December. The early advanced class is intended for LEAs that have completed (or nearly completed) Fall 1 and need a refresher on the Fall 2 submission. Classes will be added as needed to accommodate the demand. To obtain detailed information about class descriptions and the target audiences for each class offered, please see the FCMAT/CSIS Course Catalog at http://csis.fcmat.org/Pages/Course-Catalog.aspx. All of the training sessions will be held via Microsoft Lync Internet conferencing. The training material, along with instructions regarding how to access the Web conference, will be sent one day prior to each training date. You may enroll in a training session via the FCMAT/CSIS Training Web site (see below). When you enroll, please be sure to note the training date on your calendar. Once you have enrolled in a training session, you will no longer see the “Enroll” button for that particular training session. (There will be a “Dis-enroll” button, should you no longer wish to be enrolled.) Please share this information with others in your agency where appropriate. COURSE TITLES: The following table depicts available Fall 2 courses for CALPADS 2015 and the recommended target audience for each:How to Register for an Account on the FCMAT-CSIS Web site at http://csis.fcmat.org/Documents/Documentation/How-To-Register-For-A-FCMAT-CSIS-Website-Account.pdf. Once you have an account, you can register for training sessions. To register for the 2015 CALPADS training sessions, visit the FCMAT/CSIS training Web page at http://csis.fcmat.org/Pages/Trainings.aspx. Should you have any questions, please contact the Service Desk by: Submitting a service request ticket via the CALPADS Service Request form at http://www2.cde.ca.gov/calpadshelp/default.aspx E-mailing  Training SessionsRecommended Target AudienceFall 2 – Data PopulationAll LEAs and HR or individuals who maintain Staff dataFall 2 – Elementary Data PopulationAll LEAs and HR or individuals who maintain Staff data Fall 2 – Reporting and CertificationNew staff and experienced staff needing a refresherFall 2 – Advanced Reporting and CertificationExperienced staff who completed Fall 2 last year TRAINING REGISTRATION: You must have an account for the FCMAT/CSIS Web site in order to register for training. The training registration process will require logging in to the FCMAT/CSIS Web site. If you do not have an account for the FCMAT/CSIS Web site, you will need to register for one: See the FCMAT/CSIS document entitled
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