DOCUMENT RESUME ED 270 531 A Handbook on … · to Iiii fcti 4 Pi 43 "4- Alz + Tik. Bim. A Handbook...

ED 270 531

TITLE

INSTITUTION

PUB DATENOTEAVAILABLE FROM

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LANGUAGE

EDRS PRICEDESCRIPTORS

IDENTIFIERS

DOCUMENT RESUME

UD 024 931

A Handbook on California Education for LanguageMinority Parents. Chinese/English Edition.California State Dept. of Education, Sacramento.Bilingual Education Office.8566p.Publications Sales, California State Department ofEducation, P.O. Box 271, Sacramento, CA 95802($3.25).Guides - Non-Classroom Use (055) --Multilingual /Bilingual Materials (171)Chinese; English

MF01 Plus Postage. PC Not Available from EDRS.Bilingual Education Programs; *Chinese Americans;Curriculum; Elementary Secondary Education; *ParentMaterials; *Parent School Relationship; *PublicSchools; *School Orientation*California

ABSTRACTThis handbook is designed to help Chinese parents of

school age children in California understand the operation of theCalifornia public schools. Printed in Chinese and English, it ispresented in a question and answer format. Included in the handbookis information on student enrollment from kindergarten through grade12, public school programs and curriculum, graduation requirements,bilingual education, parental involvement, transportation, year-roundeducation, child development, etc. Information is also provided on avariety of programs such as alternative education, vocationaleducation, continuation education, work experierne education, andadult education, which may be helpful not only for limited Englishprofi:Aent (LEP) students but also for parents who seek furthereducational opportunities in California. (CG)

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ipoitc-ta*P#4,1985This document was compiled by the Bilingual Education Office,was edited and prepared for photo-offs: 1 production by theBureau of Publications, and was published by the California StateDepartment of Education, 721 Capitol Mall, Sacramento,CA 958144785.1t was printed by the Office of State Printing anddistributed under the provisions of the Library Distribution Actand Government Code Section 11096.

0 Copyright 1985California State Department of Education

Copies of this publication are available for 83.25 each, plus salestax for California residents, from Publications Sales, CaliforniaState Department of Education, P.O. Box 271, Sacramento,CA 95802-0271.

A partial list of other publications available from the Departmentmay be found at the back of this publication. A complete list ofpublications available from the Department can be obtained bywriting to Publications Sales at the address listed above.

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Publishing Information

This document was compiled by the Bilingual Education Office,was edited and prepared for photo-offset production by theBureau of Publications, and was published by the California StateDepartment of Education, 721 Capitol Mall, Sacramento,CA 95814-4785.1t was printed by the Office of State Printing anddistributed under the provisions of the Library Distribution Actand Govornmait Code Section 11096.

Copyright 1985California State Department of Education

Copies of this publication are available for $3.25 each, plus salestax for California residents, from Publications Sales, CaliforniaState Department of Education, P.O. Box 271, Sacramento,CA 95802-0271.

A partial list of other publications available from the Departmentmar be found at the beck of this publication. A complete list ofpublications available from the Department can be obtained bywriting to Publications Sales at the address listed above.

44

ContentsPage

Acknowledgments E-vi

Foreword E-vii

Preface E-viii

Introduction E-1

1.0 Enrollment and Attendance; General Information; Transportation E-2

1.1 When should my child enroll in school? E-21.2 Will my child be able to attend a neighborhood school? E-21.3 How is my child's grade level determined? E-21.4 Do American schools accept course credits earned in foreign countries? E-21.5 How is the noon meal provided for students? E-21.6 How much will I have to pay for my child's schooling? E-21.7 What do I do when my child is absent from school? E-21.8 Will my child ride a school bus from home to school and back? E-21.9 What happens if my child misses the bus? E-2

1.10 If my child qualifies for special education and cannot ridethe regular school bus, what can be done? E-2

1.11 What can I do to protect my child while he or she is ridingon the school bus? E-2

1.12 May school districts charge a fee for transportationon a school bus between home and school? E-3

2.0 Bask School Program; Curriadum E-3

2.1 What is a minimum day? E-32.2 What subjects are taught in elementary grades (K-6)? E-32.3 What subjects are taught at the high school level? E-32.4 What high school requirements will my children have to meet? E-32.5 What is independent study? E-32.6 What other programs may operate in my child's school? E-3

3.0 Guides; Promotions; Testing E-4

3.1 What does an elementary student's report card include? E-43.2 What does a high school student's report card include? E-43.3 What do the report card symbols mean? E-43.4 What is a citizenship grade? E-43.5 What is a work habit grade? E-43.6 What should I do when kreceive my child's report card? E-43.7 How often are report cards issued? E-43.8 What are the requirements for promotion to the next grade? E-43.9 What procedures are involved in grade retention? E-4

3.10 What does the pupil proficiency law require? E-43.11 What effect does the pupil proficiency law have on your child's graduating

from high school? , E-43.12 What is the high school proficiency test? E-53.13 Who must take the proficiency test? E-53.14 How many opportunities will a student have to take the proficiency test? .. E-53.15 May a student with limited-English proficiency take

the proficiency test in a language other than Eneish? E-53.16 Must schools provide special services for limited-English-proficient (LEP)

students to help them pass the proficiency test? E-5

Ea 45.4 44, L$14.4

3.17 Will the parents be notified if a student fails the proficiency test? E-53.18 If a student completes all required courses but fails the proficiency test,

what can be done? E-53.19 If my child does not complete the required courses or does not pass

the proficiency test, are there other ways to obtain ahigh school diploma or equivalent? E-5

3.20 What is the California Assessment Program (CAP)? E-53.21 What information does CAP provide for each school? E-53.22 Where can you find CAP reports? E-53.23 When do the latest test results become available? E-53.24 May my child enter a community college without a high school diploma? . .. E-63.25 What admission requirements does The California State University have? . . E-63.26 What admission requirements does the University of California have? E-63.27 What financial aid is available for my child's college education? E-6

4.0 Bilingual Education E-6

4.1 What is the Home Language Survey? E-64.2 How does the school determine each child's language proficiency? E-64.3 What is bilingual education? E-64.4 What should be the qualifications of staff members

in a bilingual program? E-74.5 When is a bilingual program provided at the elementary level? E-74.6 What types of bilingual programs are available? E-74.7 What happens when an elementary school has fewer than ten

LEP students? E-74.8 When is a bilingual program provided at the secondary level? E-74.9 How long does an LEP student have to stay in the bilingual program? E-7

4.10 Must parents be notified before a child may be enrolledin a bilingual program? E-8

4.11 What if parents wish to withdraw their child from a bilingual program? . . E-84.12 May parents request the withdrawal of their child

from an individual learning program? E-84.13 What is a bilingual advisory committee? E-84.14 What arc the responsibilities of the bilingual advisory committee? E-8

5.0 Additional Education Programs and Services E-8

5.1 What is advanced placement? E-85.2 What is alternative education? E-85.3 What is continuation education? E-85.4 Who may need continuation education? E-95.5 What is vocational education? E-95.6 What is the intent of vocational education? E-95.7 Who is eligible to receive vocational education? E-95.8 What is work experience education? E-95.9 What is adult education? E-9

5.10 Who pays for adult education? E-95.11 Who is eligible to enroll in adult education programs? E-95.12 What is opportunity education? E-95.13 Who provides opportunity education? E-95.14 Is there a child development program available for my child

in the state educational system? E-95.15 Am I eligible for a state-subsidized child development program

for my child? E-95.16 How many types of the state-subsidized child development

programs are there? E-I05.17 Where can I go to enroll my child in a child development program? E-10

Env4 6

wairtiat

5.18 What can my child learn in a child development program? E-105.19 What are some of the benefits my child and I will get

from a child development program? E-105.20 What are the expenses for a child development program? E-105.21 What are year-round schools? E-105.22 What are year-round calendars? E-105.23 Are programs in year-round schools the same as those in regular schools? E-105.24 Why are not all schools year-round schools? E-105.25 Are year-round schools required? E-105.26 Do all year-round students attend class at the same time? E-105.27 Do year-round schools offer summer sessions? E-105.28 Where can I get more information on year-round schools? E-105.29 Will my children enjoy year-round education? E-115.30 What is summer school9 E-115.31 How can summer school attendance help students? E-115.32 How do I know if a child is gifted or talented? E-115.33 What are the distinguishing features of the California

Gifted and Talented Education (GATE) Program? E-115.34 What are the GATE identification categories? E-115.35 What kind of evidence is used to identify that a child is gifted

and talented? E-115.36 What grade levels are served in GATE programs? E-115.37 Are school districts required to have GATE programs? E-115.38 What are work permits? E-115.39 Who is responsible for issuing work permits? E-115.40 What information does a valid work permit contain? E-12

6.0 Parental Involvement in the Schools E-126.1 Why should I become involved in my child's schooling? E-126.2 How can I support my child's education at home? E-126.3 What are some of the ways in which I can participate

in my child's school? E-126.4 What rights do I have as a parent? E-13

7.0 Structure of the Public School System E-137.1 What is the structure of the public school system? E-137.2 What major agencies have an effect on the public schools? E-137.3 Who controls the schools in your school district? E-137.4 What is the structure of a typical elementary school? E-137.5 What is the structure of a typical high school? E-147.6 How are school districts financed? E-147.7 Why should parents understand the structure of public schools? E-14

Env 47

Acknowledgments

The California State Department of Education recognizes the many individuals whoassisted in completing this handbook:

Lori Chinn, Teresa Chow, and Josephine Lee gave valuable assistance during the initialstages of the project in response to a request made in the spring of 1981 by the ChineseParent Institute of the Greater Bay Area. They were assisted at this stage by Peter Wangof the State Department of Education.The Department's Language Minority Parent Handbook Committee consisted ofRobert Bennett, Gene Bradford, Richard Diaz, Donald Glines, Marcelett Henry,Edward O'Malley, Dolores Paz, Paul Plowman, Daniel Reibson, Tomas Roybal, GlenThomas, Elena Wong, and Alexander Yeh. The committee members confirmed the needfor the handbook, organized an effective mechanism for developing it, and providedguidance during the writing of each draft.

Special contributions were made by former Department member Elena Wong, whobrought the concerns of the Chinese community to the attention of the Department;Donald Glines, who helped coordinate the work of the Minority Parent HandbookCommittee; and Florence Leung, Sacramento City Unified School District, who trans-lated the handbook into Chinese.

.4*

E-vi

CHONG K. PARK, CHAIRMANLanguage Minority Parent Handbook Committee

48

Foreword

California's public schools offer a wealth of educational opportunities for all students.With this handbook you will be able to understand and gain access to the schools and, thus,take advantage of the full rang- of those opportunities.

Moreover, Californians from all walks of life are now engaged in a comprehensive schoolreform effort to revitalize our public schools and provide educators with the tools andresources they need to ensure excellence in all our schools. Statewide cooperative efforts arenow under way to improve the school curriculum; attract top-flight teachers; recruit andtrain principals; improve tests and textbooks; and involve parents, business leaders, and thecommunity in school reform.

The partnership between home and school is an important element in this effort. We willimprove the quality of education for our children only to the extent that we are able tointegrate the resources of home and school and capitalize on the strengths of each. Parents,teachers, and school administrators together share the responsibility of providing an excel-lent education for all students. The interest many of you parents have shown in having thishandbook produced demonstrates the far-reaching commitment and desire you have tobecome involved in your children's education. That is encouraging, and I commend you foryour wisdom and foresight.

Your involvement in education is one of the most important factors in student achieve-ment. It is not hard to see why. Children readily take to school the lessons they learn athome. When their parentstheir first and most important teachersvalue learning andachievement, children do the same. Time and again, educational research has demonstratedthe powerful and consistent influence of parental involvement on students' learning. In thoseinstances when students benefit from good school programs and supportive parents, stu-dents' achievement is highest. The State Department of Education is committed to encourag-ing parental involvement in public education.

The cooperation of home and school is the key to excellent school programs and effectivelearning by students. I hope that this handbook fosters that effective partnership.

Superintendent of Public Instruction /

E-vii 49

Preface

During the 1983-84 school year, more than 900,000 students in California were reported tobe using a language other than English as their primary home language. And of that number,approximately 487,000 were identified as limited-English proficient (LEP). This publication,A Handbook on California Education for Language Minority Parents, was developed tohelp new immigrant parents of the LEP students make the best use of the educationalopportunities that California public schools provide.

What is especially important for LEP students is to have parents in their home environ-ment who know the California education system and opportunities. As prime educatorsparents are very knowledgeable as to the needs of their children but are often left out simplybecause they are not familiar with their new educational environment. With the informationprovided in this handbook, parents should be able to assist their children with schooling in amore effective way.

Included in the handbook is information on student enrollment, public school programsand curriculum, graduation requirements, bilingual education, parental involvement, trans-portation, year-round education, child development, and so on, which will be helpful forparents to provide immediate assistance for their children. It also provides informationabout a variety of programs, such as alternative education, vocational education, continua-tion education, work experience education, and adult education, which may be helpful notonly for LEP students but also for parents who seek further educational opportunities inCalifornia. We in the Department are pleased to be involved in the development of thishandbook. We believe that this handbook will make an important contribution indirectly tothe improvement of educational services for language minority students by educating theirparents.

JAMES R. SMITHDeputy SuperintendentCurriculum and InstructionalLeadership Branch

E. iii

50

RAMIRO REYESDirector Categorical Support

Programs Division

LEO LOPEZManager, Bilingual Education Office

Introduction

A Handbook on California Education for Language Minority Parents is designed to assistparents of language minority students who are residing in California. This handbook is partof the technical assistance effort of the State Department of Education to clarify the opera-tions of California schools to language minority parents so that they might better support theeducation of their children. Parents should be the prime educators and must be knowledge-able as to the needs of their children.

The handbook provides basic information on the educational system and enrollmentprocedures particularly relevant for students who are enrolled in kindergarten through gradetwelve. It also explains the kinds of tests used in California, such as the California Assess-ment Program tests and the high school proficiency tests. The handbook also includes ascction on bilingual education and other services to language minority students who are oflimited-English proficiency. As most parents of language minority students did not attendschools in the United States, other types of programs, such as vocational education, adulteducation, and continuation education, are described so that parents can better understandschooling in the United States. Another section describes parental involvement to overcomethe fact that in many countries parents have never experienced close involvement withteachers and administrators.

The handbook does not provide comprehensive information because each program maybe operated in different ways in each school or district. Parents should contact classroomteachers, school counselors, principals, or other local educational agency personnel for moredetailed information if necessary.

5141+

E-1

1.0 Enrollment and Attendance; GeyneralInformation; Transportation

1.1 When should my child enroll in school?

Your child must be enrolled in the first grade after heor she reaches the age of six. Children five years andnine months old before September may be enrolledwhen school begins in September. Immigrant childrenof school age should be enrolled in school as soon asthey arrive in the United States. Except in year-roundschools, which begin in July, children are enrolled inschool in the first days of September. The usualschool year is from September to June.

1.2 Will my child be able to attend a neighborhoodschool?

As a rule, yes. But some school districts, to avoidovercrowding or achieve racial balance or providespecialized education away from your neighborhood,may transport children to schools away from yourneighborhood. If your district buses students, youmay ask that your children remain at your neighbor-hood school.

1.3 How is my child's grade level determined?

Grade level is determined primarily on the basis ofage and school experience. Children who are at leastfour years and nine months old in September may beenrolled in kindergarten. Children who are already sixare enrolled in the first grade, and children older thansix are placed by the principal at an appropriate levelfrom grade one through grade twelve.

1.4 Do American schools accept course credits earnedin foreign countries?

For children of elementary school age, records of pre-vious schoolwork will help the school provide the bestprogram for your child. As for high school students,credits for previous schoolwork are evaluated beforeplacement.

1.5 How is the noon meal provided for students?

Children can bring a lunch from home, or they canpurchase one at school. Most schools have a cafeteriawhen nutritious, well-balanced meals are availablefor a minimal charge. Parents with limited financesmay ask school officials if they qualify for a free orseduced-price link Schools in California are requiredby law to provide a nutritionally adequate meal toevery needy child in every public school each schoolday. Some schools provide a breakfast for a minimalfee or at no charge if the family is eligible for thelow-income category.

E-2

1.6 How much will I have to pay for my child'sschooling?

Admission to American public schools is free, andbooks are lent to students at no charge. Uniforms arenot required. For some classes, however, particularlyin high school, you may have to pay small fees forpersonal supplies. Parents are expected to pay for thechild's lunch.

1.7 What do 1 do when my child is absent fromschool?

You should telephone the school, letting the schoolknow why your child is not in school. On the day yourchild is able to attend school, you should give thechild a signed note. On the note you should give thedate or dates of absence and the reason for theabsence.

1.8 Will my child ride a school bus from home toschool and back?

Not all districts offer school bus transportation. Ofthose districts that do, only those children qualifywhose homes are beyond reasonable walking dis-tances from schools. You should ask at your child'sschool about availability of transportation, locationsof bus stops, pickup and drop-off times, and any spe-cial orientation meetings for parents and younger stu-dents to make the first day of school easier.

1.9 What happens if my child misses the bus?

It is important for you to have a plan to protect yourchild and to get the child to school by other means.You should talk with your child to ensure that he orshe know what to do and where to go in case the bus ismissed.

1.10 If my child qualifies for special education andcannot ride the regular school bus, what can bedone?

If your child qualifies for special education, the indi-vidual education plau for your child will tell what typeof transportation for which your child will be eligible.You can ask the staff at the school for more i 'ion.

1.11 What can I do to protect my child while he orshe is riding on the school bus?

Your child should know the rules for riding on thebus. If your child has difficulty understanding thedriver, you should help your child to understand therules and obey them. School bus drivers try hard to

5211.0.1.11

make the ride to and from school safe for children,but they necd your help and cooperation from yourchild.

1.12 May school districts charge a fee for b wssporta-tion on a school bus between home and school?

Yes, a fee may be charged. You should ask at yourchild's school whether a fee is charged in your school

district. No fee may be charged for transporting ahandicapped child or a child whose parents or guardianshave a low income. The school district decides whoqualifies for free transportation.

2.0 Basic School Program; Curriculum2.1 What is a minimum day?

A minimum day is a shortened school day. Studentsare allowed to go home earlier than they would on aregular school day. The rest of the day is used by theschool staff for meetings and other school business.You will be notified in writing well in advance when aminimum day is planned and when your child will bedismissed.

2.2 What subjects are taught in elementary grades(K-6)?

The basic subjects taut ' in elementary (K-6) gradesare language arts Owl:piing listening, speaking, read-ing, and writing), mathematics, social science, science,and physical education. Other subjects may be musicand art. Some schools teach reading and other sub-jects in two languages.

2.3 What subjects are taught at the high school level?

Offerings vary. You will need to contact the district inwhich your child is enrolled to find out what subjectsare offered. A sample of classes might include algebra,English, typing, world history, biology, physical edu-cation, foreign language, the arts, home economics,industrial arts, and vocational education. Some ofthese courses are required, and some are available toaccommodate students' interests. You should checkwith your local school for details.

2.4 What high school requirements will my childrenhave to meet?

Starting with the 1986-87 school year, all pupils whoreceive a high school diploma must complete, while ingrades nine through twelve, the following courses:

1. At least the following numbers of courses in thesubjects specified, each course having a durationof one year:

a. Three courses in Englishb. Two courses in mathematicsc. Two courses in science, including biological

and physical sciencesd. Three courses in social science, including Unit-

ed States history and geography; world his-tory, culture, and geography; and Americangovernment, civics, and economics

e. One course in fine arts or foreign languagef. Two courses in physical education unless the

pupil has been exempted, pursuant to legalprovisions

2. Such other coursework as the governing boardof the school district may by rule specify

The important thing to remember is that by the startof the 1986-87 school year, your child should plan tocomplete all of the required courses. For furtherinformation, check with your school district.

2.5 What is independent study?

Independent study makes it possible for a student (inkindergarten through twelfth grade) to have a pro-gram of studies that is considered equal to classroomstudy but is located somewhere away from the usualschool classroom. Independent study may permitschooling at home or in any other location that mayprovide suitable opportunities for learning. Schooldistricts have the right to make their own rules forindependent study.

2.6 What other programs may operate in my child'sschool?

The federal and state governments have establishedprograms for students who have special needs. Yourchild may need special help or assistance, for example,in learning English. However, not all districts havespecial programs.

53 E-3

3.0 Grades; Promotions; Testing3.1 What does an elementary student's report card

include?

Some districts prepare report cards by using letterssuch as A, B, C, D, F, and I, while other districts usethe letters E, G, S, N, and U or S, U, and N. Althoughthere are differences, the general content or idea issimilar. Elementary report cards usually list the fol-lowing subjects:

Language arts (listening, speaking, reading andwriting, grammar, and spelling)MathematicsSocial scienceNatural scienceHealth educationMusicArts

The report card may also contain the attendancerecord of the student, a citizenship grade, and a placefor comments by the teacher and the parent. Thereport card symbols arc usually explained on thereport card itself.

3.2 What does a high school student's report cardinclude?

It usually consists of the title of each course, the nameof the student and teacher, achievement grades forcourses taken, a grade for citizenship, a place for thecomments of teachers and parents, and the attendancerecord of the student.

3.3 What do the report card symbols mean?

Almost all schools use one of the three followingsystems:

A = ExcellentB = GoodC = SatisfactoryD = Needs improvementF = FailureI = Incomplete

E = ExcellentG = GoodS = SatisfactoryN = Needs improvementU = Unsatisfactory

S = SatisfactoryU = UnsatisfactoryN = Needs improvement

3.4 What is a citizenship grade?

It is equivalent to a behavior grade and is based on theway a teacher aces a student in terms of his or her

E4

politeness, responsibility, obedience, fair play, andsociability.

3.5 What is a work habit grade?A work habit grade indicates how a teacher rates yourchild's inventiveness, accuracy, promptness in com-pleting the work assigned, and neatness.

3.6 What should I do when I receive my child's reportcard?

You should review the teacher's comments and thegrades. You should sign and return the report card toschool with your child. Sometimes the teacher mayask you to meet with him or her to discuss the prog-ress of your child. You may wish to include your owncomments on the report card.

3.7 How often are report cards issued?

Four times a year.

3.8 What are the requirements for promotion to thenext grade?

On the bas of the progress made by the students,elementary school teachers decide whether the studentwill go to the next grade or remain in the same grade.If the student is to stay in the same gade, parents willbe consulted. In the case of high school, course creditscompleted and the standardized test scores are factorsreviewed for grade promotion. If you have any ques-tions regarding grade promotion, call your localschool and ask for the policy on school promotion.

3.9 What procedures are involved in Irade retention?

The school expects every student to be promoted tothe next grade. If a student has learning difficulties,the teacher will help. If the student does not learnenough to be able to succeed in the next grade level, itmight be necessary to retain the student for anothersemester. The school will consult with the parent orguardian to determine what is best for the student.

3.10 What does the pupil proficiency law require?

It requires that students in California public schoolsbe tested at least once in grades four through six andonce in grades ten and eleven on locally developedstandards in reading comprehension, writing, andcomputation.

3.11 What effect does the pupil proficiency law haveon your child's graduating from high school?

To receive a high schoot diploma, your child has tocomplete the local high school course of study andsuccessfully pass the district's proficiency test.

54

3.12 What is the high school proficiency test?

Each school district must have established standardsof proficiency for its high school graduates. Thesestandards must cover at least the areas of reading,writing, and mathematics. Each district must alsohave developed a test to assess a student's attainmentof those standards.

3.13 Who must take the proficiency test?

All high school students must pass the proficiency testto graduate.

3.14 How many opportunities will a student have totake the proficiency test?

Every school district has its own testing schedule. Butall districts are required to allow students who fail thetest to retake it as many times as the district's testingschedule allows.

3.15 May a student with limited-English proficiencytake the proficiency test in a language other thanEnglish?

Students must use English only in the proficiency test.The school may allow students to use their native lan-guage during the testing period, but English must beused in the final test.

3.16 Must schools provide special services for lim-ited-English-proficient (LEP) students tohelp them pass the proficiency test?

Schools must provide bilingual education services forLEP students to prepare them for the proficiency test.

3.17 Will the parents be notified if a student fails theproficiency test?

If a student fails the proficiency test, the school isrequired to notify the parents in writing and invitethem for a meeting to discuss what the district and theparents can do to help the student pass the proficie ncytest.

3.18 If a student completes all required courses butfails the proficiency test, what can be done?

If a student fails the proficiency test but completes allrequired courses, he or she may continue to take theproficiency test until it is passed. Many school dis-tricts set up remedial classes to help students whohave failed the proficiency test.

3.19 If my child does not complete the requiredcourses or does not pass the proficiency test, arethere other ways to obtain a high school diplomaor equivalent?

Students ineligible for graduation because they havenot completed the required courses may continue totake courses until they meet the requirements. Any

student over sixteen years of age may take the Cali-fornia High School Proficiency Examination, whichis given three times a year in more than 100 locationsin California. (Testing times and locations are postedat every high school and public library.) Those whohave passed the High School Proficiency Examina-tion receive certificates that are equivalent to highschool diplomas. Any person over eighteen years ofage who did not graduate from high school and is notenrolled at a high school may take the General Educa-tional Development Test to obtain the equivalent ofadiploma. The GED Test is given in 250 testing centersin California throughout the year.

3.20 What is the California Assessment Program(CAP)?

The California Assessment Program (CAP) annuudyassesses student achievement in every public elemen-tary school and high school in California. It requires30 minutes of time once a year for every third, sixth,eighth, and twelfth grader. Only CAP uses the sametest in all schools and provides uniform informationstatewide on achievement in California elementaryschools and high schools in reading, language, andmathematics.

3.21 What information does CAP provide for eachschool?

The California Assessment Program provides the fol-lowing information:

Overall school-level scores in reading, language,and mathematicsDetailed information about strengths and weak-nesses in the basic skills programComparable information over several years toidentify trends in scoresComparison of your school to similar schoolsand to all other schools in CaliforniaInformation about student attitudes towards reading,writing, and mathematicsInformation about the performance of differentgroups of students; for example, girls versus boysand new students versus those wlio have been inthe school for several yearsPeriodic information about other factors relatedto school performance, such as television watch-ing, homework, and recreational reading

3.22 Where can you find CAP reports?

Each school and school district office should have areport for its third, sixth, eighth, and twelfth, grades.

3.23 When do the latest test results become available?

Results from the previous school year are availableeach November at your local school or school district

55E-5

office. They are presenter annually to your localschool board and to the State Board of Education.

3.24 May my child enter a community college with-out a high school diploma?

Yes. Anyone who has a high school diploma or equiv-alent or who is over the age of eighteen and canbenefit from instruction is eligible for admission to aCalifornia community college. Students seeking admissionshould consult the admission office of their localcommunity college.

3.23 What admission requirements does The Califor-nia State University have?

State university students are selected from among thetop one-third of high school graduates. For admissionthey must normally have a grade point average of 2.0or better in all coursework except physical educationand military science. Students with grade point aver-ages between 2.0 and 3.2 may be admitted if they scorehigh enough on chin. the Scholastic Aptitude Test orAmerican College Test. Beginning in fall 1984, first-time freshmen will have to complete eight semesters ofcollege preparatory English and four semesters of col-lege preparatory mathematics to be eligible for admission.

3.26 What admission requirements does the Univer-sity of California have?

University of California freshmen are selected fromamong the top one-eighth of California high schoolgraduates. To be elibible for admission, students mustmeet the subject, examination, and scholarship require-ments specified in the university's undergraduateapplication packet, available free of charge from anycampus.

3.27 What financial aid is availablefor my child's col-lege education?

Several types of aid are available to students withfinancial need, including grants (money you do notneed to repay), loans, and part-time work. For infor-mation about financial assistance, contact the finan-cial aid office at the institution your child is interestedin attending. High school students should also contacttheir school counselor. To apply for federal or stateassistance, obtain the form "Student Aid Applicationfor California" from the institution or from the Cali-fornia Student Aid Commission, 1401 Fifth St.,Sacramento, CA 95814.

4.0 Bilingual Education4.1 What is the Home Language Survey?

When a child is enrolled in a California public school,the Home Language Survey should be distributed todetermine the language(s) spoken at home by eachstudent. School districts are required to distribute thesurvey forms so that a language census can be takenstatewide. If any of the following questions is an-swered as other than English, the child is determinedto be a non-English-speaking child:

a. What language did your son or daughter learnwhen he or she first began to talk?

b. What language does your son or daughter mostfrequently use at home?

c. What language do you use most frequently tospeak to your son or daughter?

d. What language is most often spoken by theadults at home?

4.2 How does the school determine each child's lan-guage proficiency?

As a result of the Home Language Survey, if a child'shome language is other than English, the child istested for English comprehension and on a state-

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designated test of English oral language proficiency.Scoring must follow the publisher's norms. Readingand writing assessments are optional for students inkindergarten and grades one and two. If a child scoresless than fluent on the assessments, the child is consid-ered to be limited-English proficient (LEP) and mustbe placed in an appropriate bilingual program. How-ever, if a child scores fluent and his or her Englishlroficiency is comparable to that of the majority ofpupils of the same grade or age whose primary lan-guage is Et h, the child is considered to be fluent-English proficient (FEP) and is put in a regularEnglish-only program.

4.3 What is bilingual education?

Bilingual education is designed for students of lim-ited-English proficiency (LEP). It helps these studentslearn English through their primary language. In thebilingual classroom the teacher provides instructionsin both English and the children's first language, ifnecessary. In this way students can learn ideas in theirfirst language while becoming skilled in English.

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4.4 What should be the qualgications of staff membersin a bilingual program?

Teachers should be bilingually credentialed. How-ever, when a teacher in the bilingual program does notspeak the primary language of the student, an instruc-tional aide who is fluent in the dominant language ofthe student assists the child with the primary lan-guage. The district must ensure that each hired aide isable to understand, speak, read, and write English andthe primary language of the student. The aide must befamiliar with the cultural heritage of students oflimited-English proficiency in the bilingual classes to iwhich he or she is assigned.

4.5 When is a bilingual program provided at the ele-mentary level?

Whenever a school of any school district has ten ormore students of limited-English proficiency of thesame primary language in the same grade level, thedistrict must offer a bilingual program in a self-contained classroom.

4.6 What types of bilingual programs are available?

Basic bilingual education program: Basic bilin-gual education is an organized program of instructionin which participating pupils receive instructionin and through English and the primary languageof the LEP pupils. The principal goal of thisoption is to increase the English language profi-ciency and academic achievement of the LEPstudents.Bilingual bicaltural education: Bilingual bicultur-al education is an organized program of instruc-tion in which participating pupils receive instruc-tion in and through English and the primarylanguage of the LEP pupils. The purpose of thisoption is to increase the overall academic achieve-ment and English language proficiency of LEPpupils and to develop the LEP pupils' primarylanguage skills.Innovative bilingual program: The purpose of theinnovative bilingual program option is to pro-mote innovations in program options mentionedabove that focus on new management approaches,greater emphasis on team teaching, or otherappropriate improvements that expand the learn-ing oppuitunities of pupils of hmited-EnglishProficiency.

4.7 What happens when an elementary school hasfewer than ten LEP students?

The students will be provided an individual learningprogram (ILP) designed to meet equal educationalopportunities for LEP students by promoting Englishlanguage development and by sustaining normal aca-

demic achievement through the use of the student'sprimary language for subject matter instructions.

The elementary-level individual learning programrepresents the minimum program requirements forelementary LEP pupils not enrolled in basic bilingual,bilingual bicultural, or experimental bilingual pro-grams. It is an individualized version of programoption designed to provide equal educational oppor-tunities for elementary LEP pupils by promoting En-glish language development and by sustaining normalacademic achievement through the use of the pupil'sprimary language for subject matter instruction.

4.8 When is a bilingual program provided at thesecondary level?

There are no classroom composition requirementsbased on linguistic criteria for secondary programs.However, the teachers providing the primary lan-guage component must be bilingual crossculturalteachers or, if no such teachers are available, languagedevelopment specialists who are assisted by bilingualcrosscultural aides. There are two types of bilingualprograms available at the secondary level:

Secondary-level language development program:The secondary-level language development pro-gram for LEP students is a structured bilingualprogram delivered by bilingually credentialedteachers and/ or language development specialistsassisted by bilingual crosscultural aides. Thepro-gram is designed to promote English languageproficiency and academic achievement throughthe use of the student's primary language forinstruction in the nonelective content coursesrequired for graduation.Secondary-level individual learning program:The secondary-level individual learning programrepresents the minimum program requirementsfor secondary LEP students and must be pro-vided for all secondary LEP students not enrolledin a secondary-level language development pro-gram. It is a systematic, individualized programof instruction designed to ensure equal educa-tional opportunities for secondary LEP studentsby promoting English language development andby sustaining normal academic achievementthrough the use of the student's primary languagefor subject matter instruction.

4.9 How long does an LEP student have t9 stay in thebilingual program?

All LEP students are to be assessed annually for En-glish proficiency with an instrument selected by thedistrict. When an LEP student meets the definition ofFEP based on district-adupted standards, the studentis reclassified as fluent-English proficient and is eligi-ble for an all-English program.

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4.10 Must parents be notified before a child may beenrolled in a bilingual program?

Yes. Before a child may be enrolled in a bilingualprogram, the parents of the child must be notified inwriting about the following:

The program being offeredOthz* program options availableThe parents' right to visit the programThe parents' right to withdraw their child fromthe programThe parents' right to participate through theschool and district bilingual advisory committees

4.11 What if parents wish to withdraw their childfrom a bilingual program?

If parents of an LEP pupil wish to withdraw the pupilfrom a bilingual program (both elementary andsecondary), the school must then provide the pupil anindividual learning program (ILP).

4.12 May parents request the withdrawal of theirchild from an individual learning program?

Yes. Parents may request that their child be with-drawn from an individual learning program (bothelementary and secondary). In such cases the districtmust establish a procedure to ensure that parents areinformed of the goals, objectives, and activities of theindividual learning program by an administrator ordesignee knowledgeable about the program. A with-drawal request signed by the parent and administra-tor, along with a copy of the individual learning pro-gram from which the pupil has been withdrawn, mustbe maintained in the school's files.

4.13 What is a bilingual advisory committee?

Each school district with more than 50 LEP pupilsmust establish a bilingual district advisory committee.At the same time each school with more than 20 pu-pils of limited-English proficiency must establish aschool-level advisory committee. Parents of LEP pu-pils not employed by the district are always welcometo join the committee and must constitute a majorityof the committee.

4.14 What are the responsibilities of the bilingualadvisory committee?

The committee will advise on the development of adistrict master plan for bilingual education which willtake into consideration the school site master plansfor bilingual education. The committee will also assistin conducting a districtwide bilingual education needsassessment on a school-by-school basis. In addition,the comittee will:

Advise on the establishment of district bilingualeducation programs, goals, and objectives.Assist in the development of a plan to ensurecompliance with teachers' and teacher aides'requirements.Assist in the administration of the annual lan-guage census and advise on requests to use analternative instrument and /or procedures.Review and comment on the written notifica-tion(s) to limited-English-proficient, fluent-En-glish-proficient, and English-only students ofinitial enrollment.Review and comment on the district languagereclassification criteria, standards, and procedures.Sign off on waiver requests related to bilingualeducation.

5.0 Additional Education Programsand Services

5.1 What is advanced placement?

Advanced placement is a cooperative educati( 1

endeavor based on the fact that many young pe vinecan complete college-level studies in secondaryschools. Able, interested students are given opportu-nities both for college-level learning and for demon-strating their accomplishments through advanced place-ment examinations.

5.2 What is alternative education?

Alternative education makes it possible for parents,students, and teachers to request optional schools or

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educational programs. School authorities do not haveto do what is requesied, but many provide for differ-ent needs. For example, some school authorities pro-vide optional (alternative) schools in which studentsmay start their studies in their native tongue or beenrolled in a classroom where the teacher speaks thechild's primary language "larents and students shouldask about the choices (alternatives) offered. They mayalso ask for programs that are not offered.

5.3 What is continuation education?Continuation education provides a part-time atten-dance option for high school students sixteen or

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seventeen years old at the time of enrollment. Contin-uation high schools or continuation classes haveserved as the largest dropout prevention program inCalifornia. The goal is to provide a flexible, personal-ized program to help students meet district graduationrequirements in a small school environment.

5.4 Who may need continuation education?

Students may need part-time high schools if they areemployed part time or full time, are concurrentlyenrolled in other training or educational programs, orneed a shorter school day or school week for physical,social, or economic reasons.

5.5 What is vocational education?

Vocational education involves learning a specificoccupational trade or course of study. It is providedby school districts and regional occupational centersand progrms to all students enrolled in Californiapublic schools. Part-time employment may be ob-tained for students who need the earnings from suchemployment to continue their vocational training on afull-time basis.

5.6 What is the intent of vocational education?

Vocational education programs are intended to pro-vide training or retraining that is of high quality, isrealistic, and is suited to the needs, interests, and abili-ties of the student.

5.7 Who is eligible to receive vocational education?

Eligible persons would include high school students;persons who have completed or discontinued formaleducation or are preparing to enter the labor market;those who are employed but need to upgrade skills orlearn new skills; those with special education handi-caps; and those in postsecondary schools.

5.8 What is work experience education?

Work experience education is a course of stuay thatthe governing board of a high school district or otherlocal educational agency may est' Star cardsand operational guidelines for acceptable programsare established by the state. Three types of work expe-rience programs in California are:

Exploratory work experience education: a com-bination of related instruction and structuredoccupational experiences designed to assiiit thestudent in the career guidance and developmentprocess. The student has the opportunity toobserve a variety of occupations. There is nointent to teach productive skills.General work experience education: a combina-tion of related work experience education instructionand paid employment designed to assist the stu-dent in acquiring desirable work habits and atti-

tudes. Paid employment need not be related tothe student's career goals.Vocational work experience education: a combi-nation of concurrent vocational classroom instructionand paid employment experiences directly relatedto the student's occupational goal.

5.9 What is adult education?

Adult education provides education through com-munity-based organizations in basic education, En-glish as a second language, and other subjects of inter-est to adults. To locate a program, contact your localhigh school or school district office.

5.10 Who pays for adult education?

The state of California through the State Departmentof Education awards annual grants to qualified agen-cies providing basic education, grade eight and below,and for English as a second language.

5.11 Who is eligible to enroll in adult educationprograms?

Low-literate and non-English-speaking students six-teen years of age or above not enrolled in a highschool are the target population for the adult educa-tion programs. However, many enrichment programsare offered as well for those who are fluent in Englishand possess a high sciz!)ol or college diploma.

5.12 What is opportunity education?

Opportunity classes and individual opportunity pro-grams are among several programs designated to helpstudents succeed in school. Identified students areplaced in a part-time adjustment class in place of oralong with a minimum attendance day.

5.13 Who provides opportunity education?

Programs and services are provided by qualifiedschool personnel. The programs provide a chance forstudents to continue their education, alleviate adjust-ment problems, and help students return to the regu-lar school or classes as soon as possible.

5.14 Is there a child development program availablefor my child in the state educational system?

Yes. Your child may be enrolled in a state-subsidizedchild development program that provides services fora period of less than 24 hours a day through localpublic and private educational agencies.

5.15 Am I eligible for a state-subsidized child devel-opment program for my child?

Yes, if you are employed or are in job training or areseeking employment or are disabled and meet theestablished eligibility and need criteria.

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5.16 How many types of the state-subsidized childdevelopment programs are there?

There are nine types of such programs:

1. General2. Migrant3. Campus4. School-age parent and infant development5. Alternative payment6. State preschool7. Intergenerational8. Special programs for severely handicapped children9. Resource and referral

5.17 Where can I go to enroll my child in a childdevelopment program?

You may go to any of the public or private agenciesfunded for such program services to meet your needs.These agencies include school districts, communitycolleges, The California State University and the Uni-versity of California, offices of county superinten-dents of schools, county welfare departments, privatecolleges and universities, private nursery schools,home care providers, and nonprofit organizations.

5.18 What can my child learn in a child developmentprogram?

It prepares your preschool child to go to kindergartenor rust grade and helps your school-age child withhomework or remedial study and some recreationalactivities.

5.19 What are some of the benefits my child and I willget from a child development program?

Benefits include, but are not limited to, the following:

1. Safe and appropriate physical environment2. Age-appropriate activities3. Cultural, linguistic, and other special needs

program activities4. Family and comrlinity involvement5. Parental education6. Efficient and effective local program aaministra-

tion7. Diverse linguistic and cultural staff that match

the makeup of the children and families8. Support services, such as housing needs9. Social services, such as welfare rights and

services10. Health services, such as low-cost or free health

;are

5.20 What are the expenses for a child developmentprogram?

A parent fee may be charged in accordance with theestablished sliding fee schedule based on the familyincome and eligibility.

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5.21 What are year-round schools?

Year-round schools usually begin each school year inJuly and end the school year the following June. Stu-dents attend school for the same required 175 to 180days, as in the traditional schools. However, ratherthan attend school continuously for nine months andthen have three months off during the summer, theyhave three or four shorter vacations that vary fromthree to six weeks each..

5.22 What are year-round calendars?

Year-round calendars are designed especially for year-round schools. For example, in the 45-15 plan, stu-dents attend school for nine weeks, then have threeweeks of vacation. This pattern is repeated four timesduring the year. Other examples are the 60-20 planand the 90-30 plan.

5.23 Are programs in year-round sch 7ols the same asthose in regular schools?

Yes. The students in year-round schools have thesame learning opportunities, curriculum requirements,work experiences, student activities, and sports teamsas students have in regular schools.

5.24 Why are not all schools year-round schools?

One :ay they may all be year-round. However, Cali-fornia schools have traditionally started in Septemberand ended in June. It is hard to break tradition.

5.25 Are year-round schools required?In some overcrowded schools a year-round calendaris required. In less crowded schools, parents have achoice between nine-month and year-round calendars.

5.26 Do all year-round students attend class at thesame time?

In less crowded schools all students are on one yea: -round track. They all attend school at the same timeand take vacation at the same time. In very over-crowded schools the students are divided into fourgroups. One group is always on vacation while threegroups are in school. The groups are rotated at eachvacation cycle so that everyone completes the sameamount of school.

5.27 Do year-round schools offer summer sessions?

Yes. Summer sessions in year-round schools, calledintersessions, are offered during the shorter vacationbreaks. Students can have the same courses as areoffered in the summer, but the scheduling is different.

5.28 Where can I get more information on year-round schools?

First, contact the district coordinator for year-roundeducation. Other good sources of information are the

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principal of the year-round school, teachers, andschool counselors.

5.29 Will my children enjoy year-round education?

Yes. The great majority of students enrolled in year-round programs and their parents enjoy attendingyear-round schools. If your children are assigned to orselect a year-round school, you should look forwardto a positive experience for them.

5.30 What is summer school?

Summer school is held during the months of June,July, and August. State-supported summer schoolprograms are available for (1) students in grades seventhrough twelve who need help in meeting districtstandards of proficiency; (2) seniors in need of creditsfor graduation; (3) juniors who need to repeat acourse and cannot take the course the next regularschool year; and (4) students enrolled in year-roundand special education programs. Additional state-funded summer school instruction is available for stu-dents in the core academic areas of mathematics,science, social science, language arts, foreign lan-guage, fine arts, and computer education.

5.31 How can summer school attendance help stu-dents?

The summer school programs allow students to takeadvanced academic courses and provide enrichmentfor elementary and junior high school students. Stu-dents can also take the courses they need to meetgraduation requirements.

5.32 How do I know if a child is gifted or talented?

The legal definition of a gifted and talented child inCalifornia is a pupil enrolled in a public elementary orsecondary school in California who is identified aspossessing demonstrated or potential abilities thatgive evidence of high performance.

5.33 What are the distinguishing features of the Cali-fornia Gifted and Talented Education (GATE)Program?

Since 1961 this program has been concerned withpotential as well as demonstrated ability. It has led thenation in programming geared to the development ofspecific intellectual and creative abilities.

5.34 What are the GATE identification categories?

a. Intellectual abilityb. Specific academic abilityc. High achievement abilityd. Creative abilitye. Visual and performing abilityf. Leadership ability

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5.35 What kind of evidence is used to identify that achild is gifted and talented?

a. School, class, and individual pupil recordsb. Evaluation by a credentialed school psychologist

and assessment by professional persons (Writtenparental consent should be obtained beforetesting.)

c. Group and individual testsd. Interviews and questionnaires (teacher, parent,

and others)e. Pupil productsf. Judgment of peers

5.36 What grade levels are served in GATE pro-grams?

GATE districts should work toward the identificationand implementation of services for gifted and talentedyoungsters at all grade levels.

5.37 Are school districts required to have GATEprograms?

No. GATE programs are optional. However, the 443school districts that had such programs in 1984 con-tain more than 80 percent of the total public schoolenrollment in California.

5.38 What are work permits?

Work permits are documents required for underagestudents to become employed.

5.39 Who is responsible for issuing work permits?

School district personnel are responsible for issuingwork permits to minors. No minor having a workpermit and no minor under eighteen years of age whois otherwise required by law to attend school may beout of school and unemployed for a period longerthan ten consecutive days while the public schools arein session. This restriction does not apply to anyminor who has been graduated from a high schoolmaintaining a four-year course above the eighth gradeor who has had an equal amount of education in aprivate school or who has been awarded a certificateof proficiency by the state.

Under certain conditions a work permit may be issuedto any minor between twelve years of age and eighteenyears of age. (For more information see the WorkPermit Handbook for California Public Schools,available for $6, plus sales tax for California residents,from Publications Sales, California State Departmentof Education, P.O. Box 271, Sacramento, CA 95802-0271.)

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5.40 What information does a valid work permitcontain?

A valid work permit must contain:

The name, age, birth date, address, and phonenumber of the minorThe place and hours of compulsory part-timeschool attendance for the minor or statement ofexemption therefrom; and the hours of compul-

sory full-time school attendance for the minor ifthe permit is issued for outside of school hoursThe maximum number of hours per day and perweek the student may work while school is insessionThe minor's social security numberThe signature of the minor and the issuingauthorityThe date on which the permit expires

6.0 Parental Involvement in the Schools6.1 Why should I become involved in my child's

schooling?

You as a parent play an important role in your child'seducation. You are your child's first and most impor-tant teacher. In most cases you know your child betterthan anyone else and can share important informationwith teachers that will help them understand yourchild better. When you give teachers an opportunityto communicate with you, you indicate to them thatyou are willing to work with them in the education ofyour children. They know that they can call on you tohelp resolve problems that may surface at school or athome and that you will support each other for thebenefit of your child.

6.2 How can I support my child's education at home?

There are many ways to help your child do well inschool:

Make sure that your child has an adequatenight's sleep and a nutritious breakfast to have agood start each day.Help your child develop positive attitudes towardschool and learning and encourage him or her toparticipate in school activities.Encourage your child to continue working in hisor her studies and explain the importance of edu-cation to his or her future.Be aware of what is being taught in school andreinforce it at home.Communicate frequently with your child's school.Phone teachers and counselors if a personalmeeting is inconvenient.Read notices, newsletters, and bulletins senthome by the school and return them signed ifrequested to do so.Find out what special services are available toyour child at school and in the community.Be aware of current educational policies and lawsand how they affect your child.Support your child's teacher and school.

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Arrange a definite time without any interferencefor your child to do homework.Assist your child with homework and check itwhen it is finished.Read to your younger children.Take or send your children to the neighborhoodlibrary to check out books.Take your children on educational trips to themuseum, zoo, art shows, different neighbor-hoods, and so on.Limit the time that your child is allowed to watchtelevision each day.

6.3 What are some of the ways in which I can partici-pate in my child's school?

As a parent you have many opportunities to becomeinvolved in a variety of activities in your child'sschool. Schools are always eager to involve parents inorganizations, such as a school site council, schooladvisory committees, district advisory comittees, bi-lingual advisory committees, and parent-teacher organi-zations.You may be requested to:

Help in your child's classroom.Work in a parent's room which is used by parentsto make materials, games, or projects needed byteachers for classroom use.Work in the school library or cafeteria.Supervise children during field trips to the park,the neighborhood library, the zoo, and so on.Supervise playground activities.Share your cultural practices, hobbies, or skills,such as wood carving, needlepoint, photography,and so on.Arrange bulletin boards.Make telephone calls to other parents.Read stories to groups of children.Do individual tutoring.Help children to build projects.Participate on fund-raising committees organized

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to raise money to purchase additional materialsor play equipment for the school.Attend parent-teacher conferences and "openhouse."Attend school board meetings.

6.4 What rights do I have as a parent?

As a parent, you have the right to:I

Choose whether your child goes to a public,parochial, or private school.Receive information about what is being taught,what methods and materials are being used, andhow achievement is evaluated at your child'sschool.Visit your child's classroom on advance notice tothe teacher or principal. Check with your ownschool district for correct procedures.Request conferences with the teacher and princi-pal.Look at materials used in the classroom andreview any materials purchased with federalmoney for special programs.

a Receive information concerning minimal com-petencies, proficiencies, or skills your child issupposed to accomplish.Voice your opinion on what is taught in yourchild's classroom. You do not have the fmal sayand should work with the school and /or schoolboard in making your views known.Expect that your child will be physically andemotionally safe while at school.Expect adequate supervision of your child duringthe school day.Be informed in advance about school rules,attendance policies, dress codes, procedures forvisiting the school, and so on.

Appeal a school decision that affects your child'srights.Challenge a school decision to place your child ina special class for students considered to havebehavioral problems.Appeal a decision made by the school to suspendor expel your child from school.Receive information about what tests your childis given and what the purpose is for testing.Receive information about any psychologicaltesting the school does involving your child. Yourpermission must be given before such testing cantake place.Receive information concerning test scoreswhat they mean and how they are used.Participate as a member of a parent committee orcouncil. These groups may be required by law ormay be voluntary.Attend school board meetings to learn what isgoing on in the district.Be heard when school policies are set or changed,such as establishing a school dress code or chang-ing high school requirements.Look at the records the school keeps on yourchild.Question anything in your child's record that youfeel is inaccurate or misleading or is an invasionof privacy and get a satisfactory response fromthe school.Have your handicapped child placed in an appro-priate public school program. Parents also mustgive written consent for the placement of theirhandicapped child.

'AU of the items listed here (except the last item) are taken from BruceBaron and others, What Did You Learn in School Today? New York:Warner Books, Inc., 1983, pp. 264-65. Used with permission.

7.0 Structure of the Public School System7.1 What is the structure of the public school system?

California public schools are organized into elemen-tary school districts (usually including kindergartenthrough grades six or eight); unified school districts(kindergarten through grade twelve); and high schooldistricts (grades nine through twelve).

7.2 What major agencies have an effect on the publicschools?

The major agencies that influence the schools areschool districts, offices of county superintendents ofschools, state agencies, and federal agencies. All havea part in providing appropriate education for yourchild.

7.3 Who controls the schools in your school district?

School districts are controlled by a local governingboard. The board is responsible for establishing,maintaining, and operating the schools under itscontrol.

7.4 What is the structure of a typical elementaryschool?

In an elementary school the principal is responsiblefor the daily program, and each teacher is responsiblefor one class. When a school has enough limited-English-proficient students with the same primarylanguage, bilingual teachers are required. In addition,the school staff usually includes specialists in reading,

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mathematics, and English as a second language;speech therapists; a nurse; teachers' aides; a commu-nity liaison officer, a bilingual program coordinator;and resource teachers.

7.5 What is the structure of a typical high school?

In a high school the principal is responsible for thewhole school and is generally aided by assistant prin-cipals who are responsible for specific areas of theschool's administration. Larger high schools havechairpersons for each department (English, mathe-matics, science, physical education, and so on). Spe-cial programs, such as bilingual education, as a rule,have a director or coordinator.

7.6 How are school districts financed?

Part of public school funding comes from local prop-erty taxes. However, most of the funds come from

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state taxes. The California Legislature decides theamount of funding for public schools. Additionalfunds are given to some school districts that have stu-dents with special needs. Most of the federal funds areused to help students who have special needs, studentsfrom low-income families, students with bilingualeducation needs, students enrolled in vocational edu-cation programs, and handicapped students.

7.7 Why should parents understand the structure ofpublic schools?

Informed parents are able to help their children makeappropriate decisions about their educational needs.Parents should understand the structure of the Cali-fornia public education system to enhance educa-tional opportunities for their children and themselves.

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Publications Available from the Department of Education

This publication is one of over 500 that are available from the California State Department ofEducation. Some of the more recent publications or those most widely used are the following:

American Indian Education Handbook (1982) $3.50Basic Principles for the Education of Language-Minority Students:

An overview (1983) 2.00Bibliography of Audiovisual Instructional Materials for the Teaching of Spanish (1975) 1.00Bibliography of Instructional Materials for the Teaching of French (1977) 1.50Bibliography of Instructional Materials for the Teaching of German (1977) 1.00Bibliography of Instructional Materials for the Teaching of Portuguese (1977) 1.00Bibliography of Spanish Materials for Students, Grades 7-12 (1972) 1.00Bilingual-Crosscultural Teacher Aide': A Resource Guide (1984) 3.50Boating the Right Way (1985) 4.C3California Private School Directory (1983) 9.00Addendum to the California Private School Directory (1984) 4.50California Public School Directory (1985) 14.00Car,er/ Vocational Assessment of Secondary Students with Exceptional Needs (1983) 4.00Child Development Program Guidelines (1983) 3.75College Core Curriculum: University and College Opportunities Program Guide (1983) 2.25Computers in Education: Goals and Content (1985) 2.50Curriculum Design for Parenthood Education (1982) 4.00Guide for Vision Screening in California Public Schools (1984) 2.50Handbook for Planning an Effective Foreign Language Program (1985) 3.50Handbook for Planning an Effective Mathematics Program (1982) 2.00Handbook for Planning an Effective Reading Program (1983) 1.50Handbook for Planning an Effective Writing Program (1983) 2.50Handgook for Teaching Cantonese-Speaking Students (1984) 4.50Handbook for Teaching Pilipino-Speaking Students (1985) 4.50Handbook for Teaching Portuguese-Speaking Students (1983) 4.50Handbook on California Education for Language Minority Parents-Armenian-English Edition (1985) 3/5Handbook on California Education for Language Minority Parents - Cambodian- English Edition (1985) 3.25Handbook on California Education for Language Minority Parents-Chinese-English Edition (1985) 3.25Handbook on California Education for Language Minority Parents - Hmong- English Edition (1985) 3.25Handbook on California Education for Language Minority Parents-Korean-English Edition (1985) 3.25Handbook on California Education for Language Minority Parents-Laotian-English Edition (1985) 3.25Handbook on California Education for Language Minority Parents-Spanish-English Edition (1985) 3.25Handbook on California Education for Language Minority Parents-Vietnamese-English Edition (1985) 3.25History-Social Science Framework for California Public Schools (1981) 2.25Improving the Attractiveness of the K-I2 Teaching Profession in California (1983) 3.25Improving the Human Environment of Schools: Facilitation (1984) 5.50Improving Writing in California Schools: Problems and Solutions (1983) 2.00Individual Learning Programs for Limited-English-Proficient Students (1984) 3.50Literature and Story Writing A Guide for Teaching Gifted and Talented Children (1981) 2.75Making Mealtime a Happy Time for Preschoolers (1983) 7.50/10Manual of First-Aid Practices for School Bus Drivers (1983) 1.75Martin Luther King, Jr., 1929-1968 (1983) 3.25Model Curriculum Standards: Grades Nine Through Twelve (1985) 5.50Physical Performance Test for California, 1982 Edition (1984) 1.50Planning Vocational Home Economics Programs for Secondary Schools (1983) 2.75Preparing Food for Preschoolers (1983) 7.50/ 10Preschool Program Guidelines (1983) 2.70Raising Expectations: Model Graduation Requirements (1983) 2.75Reading Framework for California Public Schools (1980) 1.75Resources in Health Career Programs for Teachers of Disadvantaged Students (1983) 6.00School Attendance Improvement: A Blueprint for Action (1983) 2.75Science Education for the 19804 (1982) 2.50Science Framework for California Public Schools (1978) 3.00Science Framework Addendum (1984) 3.00Standards for Scoliosis Screening in California Public Schools (1985) 2.50Studies on Immersion Education: A Collection for U.S. Educators (1984) 5.00Techniques for Preventing the Spread of Infectious Diseases (1983) 1.50

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Trash Monster Environmental Education Kit (for grade six) 23.00University and College Opportunities Handbook (1984) 3.25Visual and Performing Arts Framework for California Public Schools (1982) 3.25Wet 're Safe: Water and Boating Safety, Grades 4-6 (1983) 2.50Wizard of Waste Environmental Education Kit (for grade three) 20.00Work Permit Handbook (1985) 6.00

Orders should be directed to:

California State Department of EducationP.O. Box 271Sacramento, CA 95802-0271

Remittance or purchase order must accompany order. Purchase orders without checks are acceptedonly from government agencies in California. Sales tax should be added to all orders from Californiapurchasers.

A complete list of publications available from the Department, including apprenticeship instruc-tional materials, may be obtained by writing to the address listed above.

A list of approximately 100 diskettes and accompanying manuals, available to member districts ofthe California Computing Consortium, may also be obtained by writing to the same address.

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DOCUMENT RESUME ED 270 531 A Handbook on … · to Iiii fcti 4 Pi 43 "4- Alz + Tik. Bim. A Handbook...

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