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Manual para os Pais sobre a Educacao na California =A Handbook on California Education for LanguageMinority Parents Portuguese/English Edition.California State Dept. of Education, SaCramento.Bilingual Education Office.ISBN-0-8011-0909-490

55p.California Department of Education, P.O. Box 271,Sacramento, CA 95802-0271.Reference Materials - General (130) -- Reports -Descriptive (141)Portuguese; English

MF01/PC03 P.us Postage.Adult Education; *Bilingual Education; ContinuingEducation; Curriculum Design; *Elementary SecondaryEducation; English (Second Language); Gifted; LimitedEnglish Speaking; Nontraditional Education; ParentParticipation; *Portuguese; Program Descriptions;Public Schools: *Pupil Personnel Services; *StatePrograms; *St%Ldent Placement; Testing;Transportation; Uncommonly Taught Languages;Vocational Education

This guide, designed for limited-English-speakingnative Portuguese-speaking parents in California and presented inboth Portuguese and English versions, is a general reference aboutthe California State educational system. Sections address thefollowing topics in question-and-answer format: matriculation,general information, and transportation; the basic academic programand curriculum; eligibility, placement, promotion, and testing;bilingual education; additional educational programs and services,including continuing, vocational, and adult education, attendance,and opportunities for gifted and talented; parent participation inthe schools; and the structure of the public school system. (MSE)

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L'.,

Manual para os Paissabre a Educagao na

California

A Handbook on CaliforniaEducation for Language

Minority Parents--

Portuguese/English Edition

Departamento de Educaglio da California

CALIFORNIA DEPARTMENT OF EDUCATIONSacramento, 1990

-PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

4*,7-1NLI\V\

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC).-

BEST COPY AVAILABLE

U S DEPARTMENT OF EDUCATIONOffice of Educabonai Research and Improvement

EDUCATIONAL. RESOURCES INFORMATIONCENTER (ERIC)Xis document hos been reprOduced s

received from mo prson prosmtetionorlInsting it

C' Minor changes have been made to improvereproduction quality

Points of view or opinions stated in innidocumen do not neCtstanly represent official .

t. OERI position or policy

.,

rrYc''Y ';

. {.'..

Manual para os Paissobre a Educacdo na

CalifórniaA Handbook on California

Education for LanguageMinority Parents

(Portuguese Version)

Preparado sob a direcciio doSecretariado de Educaciio Bilingue

Departamento de Educm"ko da CalifOrnia

Prepal ed under the direction of theBilingual Education Office

California Department of Education

41:1111

Informacao EditorialEste documento fol cornpilado pclo Scerstartado de Y'ducacio Bilingue,foi cditado e prcparado pata producio pclo Bureau c Publications, e foipublicado pelo Depanamento de liducagio da 'lifornia, 721 CapitolMall, Sacramento, Calif6mia (Caixa Postal 944. 72, Sacramcnto, CA94244.2720). Foi impresso per uma Tipografia a.: Estado c distribuidosob cenas restric5es e de acordo com a Acta de Distnbuicio as Bibliotecasc sob a Secgio 11096 do COdigo do Govcrno.

Direitos dc C6pia Rcservados, 1990Dcpartamento de Educaiiio da CalifOrnia

C6pias deste manual estio disponNeis ao prego de S3.25 cada, mais oimposto de vendas par-a residentes da CalifOrnia, através do Bureau ofPublications, Sales Unit, California Department of Education, P.O. Box271, Sacramento, CA 95802-0271.

Para obter a lista de outras publicacks, vcja a tiltima pagina deste manualou cscrcva para a direcclo acima mcncionada.

ISBN 0-8011-0909-4

IndicePdgina

Preambulo vi

Prefacio vii

Reconheeimento viii

Introduciio 1

1.0 Matricula e Assisténcia; Informação Geral; Transporte 2

1.1 Quando devo matrieular a minim criança na escola? 2

1.2 Poderd a minha criança frequentar urna escola da vizinhanca? 2

1.3 Como se detennina o nfvel de grau da minim criança? 2

1.4 As escolas Americanas dao equivalência por cursos concluidos num pals estrangeiro? 2

1.5 Como 6 proporcionada as crianças a refeicao do meio-dia? 2

1.6 Quanto terei de pagar pcla educagao da minha criança? 2

1.7 Que devo fazer quando a minha criano falta a escola? 3

1.8 Id a minha criança tomar o autocarro para a escola c desta para casa? 3

1.9 Que aconteee se a minha criança perde o autocarro? 3

1.10 Que se pode fazer cm caso da criança scr clegfvel para educagao especial c nao poderusar os autocarros regulares? 3

1.11 Que posso fazer para proteger a minha crianca enquanto está no autocarro? 3

1.12 Pod= os distritos escolares cobrar dinheiro pelo transporte da criança de casa paraa escola? 3

2.0 Programa Bdsico Esco lar; Curriculo 4

2.1 0 que é um dia mfnimo escolar? 42.2 Que mat6rias se ensinain a nfvel da prirnaria (K-6)? 42.3 Que matdrias se ensinam a nfvel secunddrio? 42.4 Quais sao os requisitos da escola secunddria? 42.5 0 que é o cstudo independente? 42.6 Que outros prograrnas podera ter a escola da rninha criança? 4

3.0 Quaiiticacks; PromogOes; Exames 5

3.1 0 que inc1i o cartao do progresso acad6rnico (notas) de um aluno da prirnaria'? 5

3.2 0 que inchii o cartao do progresso académico (notas) de urn aluno da secundaria? 53.3 Que representam Os sfmbolos do cartao do progresso acad6mico (notas)? 5

3.4 0 quc significa a qualificagao cm civismo (comportamento)? 5

3.5 0 quc significa a qualificagao cm habitos de trabalho? 5

3.6 0 que devo fazer quando receber as notas do mcu Mho? 63.7 Quantas vezes no ano o aluno recebe o cartao do progresso acad6mico? 63.8 Quais sao Os requisitos neccssarios para a passagcm de classe?3.9 Quc processos estao envolvidos para a repetigao dc classe: 63.10 0 que requer a lei de profici6ncia do Juno? 63.11 Quc cfeito tem a lei de profici6ncia nos alunos que graduam da escola secundAria? 63.12 0 qui. 6 o exame de profici6ncia da escola ::ecundAria? 63.13 Quem deve fazer o exame de pro1ici6ncia? 63.14 Quantas oportunid ides tern urn aluno de fuer o exame de profici6neia? 6

ifi

3.15 Pode um aluno cujo Inglds t limitado famr o exam de prokidncia noutro idiomaclue nao seja o Inas? 7

3.16 Sao providenciados servicos especiais para os alunos cujo Inglds d limitado (LEP) paraajudil-los a passar a exam.? 7

3.17 Sao as pais avisados quando urn aluno reprova a exarne9 7

3.18 0 clue acontece quando o aluno completa todos as curses requeridos mas reprova oexame dc proticidncia9 7

3.19 Se a rum filho nao completa os eursos requeridos, ou reprova a exarne de proficidncia,existem outros meias de abler o diploma da escola secunddria ou equivaldncia? 7

3.20 0 que d a Programa de Avaliaçao da CalifOrnia (CAP)? 7

3.21 Que informacio aferece a programa CAP ern cada escola? 7

3.22 Onde se podem encontrar as relatOrios dos exames CAP? 8

3.23 Quando esti() disponfveis os resultados dos exams mais actualizados? 8

3.24 Pode o mcu filho entxar para uma universidade comunitária sem a diploma da escolasecund1ria9 8

3.25 Quais sao os requisitos de admissao requeridos pelas Universidades e Coldgios doEstado? 8

3.26 Quais sao os requisitos de admissao a Universidade do Estado de CalifOrnia? 8

3.27 Que ajuda Enanceira existe para a educagao universitária do meu filho? 8

4.0 Edueaciio Bilingue 9

4.1 Em que consiste o Inqudrito de Idioma falado ern casa? 9

4.2 Corno é qua a escola determina a proficiéneia de linguagcm de cada crianca? 9

4.3 0 que é a educacio bilingue? 94.4 Qac qualiticaOes devem possuir os professores c auxiliares dum programa bilinguc 94.5 Qu,:ndo é oferecido urn programa bilinguc a nfvel de primária? 9

4.6 Que tipos de prograrnas bilingucs existem? 9

4.7 0 que acontecc quando Lima escola primária tem menos de dez alunos LEP? 10

4.8 Quando é oferecido urn programa bilingue a nivel secunddrio? 10

4.9 Quanta tempo tern urn aluno LEP de permanecer no programa bilingue? 10

4.10 1)n/cm as pais ser notificados antes da crianca scr matriculada nurn programa bilingue? 11

4.11 Quc acontece se os pais tiram as suas criancas do programa bilingue? 11

4.12 Podem Os pais pedir para tirarern a sua crianca do programa de aprendizagemindividualizado? 11

4.13 0 que uma cornissao conselhia bilingue? 11

4.14 Quais sao as responsabilidades da comissao conselhia bilingue? 11

5.0 Programas e Serviços de Educação Adicionais 12

5.1 0 quc é o programa de colocagio avançado? 12

5.2 0 que d a educacao altemativa9 12

5.3 0 que é a educagao continuada? 12

5.4 Quem é elegfvel a educagao continuada9 12

5.5 0 que é a educacio vocacional? 12

5.6 Que tern por tim a educacao vocacional9 12

5.7 Quem é elegfvel a receber educagao vocacional? 12

5.8 0 que 6 a educacio de experidncia de trabalho9 13

5.9 Em que consiste a educagio de adultos? 13

5.10 Quem paga pela educacio de adultos? 13

5.11 Quem 6 elegfvel a matricular-se cm programas de educagao de adultos9 13

5.12 0 que é a educagio de oponunidade? 13

5.13 Quem oferece a educacia de oportunidade? 13

5.14 Ild algum programa de desenvolvimento da crianca, no sistema de cducagao doestado, que a minha crianca possa frequentar? 13

iv

5.15 Somos, a minha criança c eu, clegfveis a participar nurn programa de descnvolvimentode crianças, patrocinado pelo estado? 14

5.16 Quantos tipos de programas de desenvolvimento de crianças existem subsidiadospelo cstado? 14

5.17 A quem me devo dirigir para matricular a minha criança num destes programas9 145.18 Que pode aprender a minha crianca num destes programas? 145.19 Quc keneffcios a minha criança c cu ircmos tirar destc programa? 145.20 Qual d o custo dum programa de desenvolviinento de criancas? 145.21 0 que sao escolas de todo o ano? 155.22 0 que sao os calendzitios de todo o ano? 155.23 Tern os alunos que frequcntam programas de todo o ano as mcsmos programas que

as escolas regulares? 155.24 Porque nao so todas as escolas, escolas de todo o ano9 15

5.25 Sao as cscolas que funcionam todo o ano requeridas9 155.26 Os alunos que frequentam uma cscola de todo o ano assistcm todos as classes ao

mcsmo tempo') 155.27 sao oferecidos programas de veil() nas escolas quc funcionam todo o ano9 155.28 Donde posso colher mais informagao sobrc as escolas de todo a ano9 15

5.29 Irao os meus filhos gostar da escola de todo o ano9 165.30 0 que é a escola de verao? 165.31 Como podc a cscola de %/olio ajudar os estudantes? 165.32 Como posso saber se uma crianca d inteligente c talentosa9 165.33 Quais sac) os factoms distintos do Programa Educativo para Estudantes Altamente

Inteligentes c corn Talentos Especiais da CalifOrnia (GATE)? 165.34 Quais go as catcgorias quc identificam o programa GATE9 165.35 Que evidencia se usa para idcntificar que a criança d dotada c talentosa? 165.36 Quc nfveis de grau sc oferecem no programa GATE9 175.37 E requcrido que os distritos escolares =ham programas GATE? 175.38 0 que sac) autorizageles de trabalho? 175.39 Quern d responsável cm dar estas autorizaçOes de trabalho9 175.40 Quc informaglo contdm uma autorizaçao válida de trabalho? 17

6.0 Participação dos Pais na Escola 18

6.1 Porque dcvo participar na educacao da minha criança9 186.2 Como posso ajudar na educagao da minha criança cm casa9 186.3 De quc mancira posso participar na escola do mcu filho9 186.4 Como pais, quais sao os nossos direitos9 19

7.0 Estrutura do Sistema this Escolas Püblicas 21

7.1 Qual d a estrutura do sistema das cscolas pilblicas9 217.2 Quais sao as agendas que tem maior efeito nas cscolas ptiblicas? 217.3 Quem controla as cscolas no scu distrito? 217.4 0 quc d a cstrutura tfpica de uma cscola primaria9 217.5 Qual é a cstrutura de uma cscola sccunddria? 217.6 Como sdo financiados as distritos escolares? 217.7 Porque tem os pais de comprecnder a cstrutura das escolas ptiblicas? 21

7

Prefimbulo

As escolas pdblicas da Cali f6rnia oferecem uma variedade de oportunidades educacionais para todosos alunos. Corn este manual, poderá compreender e aproximar-se mais da escola da sua criança c,tambdm tirar vantagtm destas oportunidades.

Ainda mais, Calicomianos de toda a parte estao unidos num esforgo de reformar e revitalizar o sistemaeducativo das nossas cscolas pdblicas e proporcionar aos educadores instrumentos e recursos necessariospara garantirem cm todas as escolas uma educaçao por excelencia. Esforços cooperativos em todo oestado estao cm andamento para melhorar o currfculo escolar, atrair os melhores professores; procurar ctreinar directores escolares; actualizar os exames e livros de leitura; e envolver pais, dirigentes decompanhias industriais, e tambem a comunidade na reforma da escola.

Comunicacao entre escola e casa 6 urn elemento muito importante neste esforgo. N6s melhoraremos aqualidade de educacao para as nossas criangas de maneira a podermos coordenar os recursos e esforcosde casa e escola e tirar o melhor proveito de cada uma. "ais, professores e adminiszradores das escolastodos unidos, compartilham a responsabilidade de oferecer uma educacao por excelencia a todos osalunos. 0 interesse que muitos de v6s, pais, mostrais em possuir este manual demonstra o desejo quetendes em cooperar na educacao dos vossos filhos. Isto 6 bastante encorajador e peço-vos que usem ov0s30 bom senso e conhecimento neste sentido.

0 vosso envolvimento na educacao 6 um dos factores mais importantes no progresso academico doaluno. Nao 6 diffcil saber porque. As criancas levam para a escola as licOes que aprenderam em casa.Quando os seus paisos seus primeiros e mais importantes professoresdao valor a aprendizagem e aoconhecimento, as crianças seguem o seu exemplo e fazem o mesmo. 0 tempo, e ainda mais, pcsquisascducacionais tem demonstrado o poder e a influencia persistente do envolvimento dos pais na educac.dos scus filhos. Os alunos, ao terem o suporte dos pais, beneficiam dos programas bons e dernonstrarngrandes progressos acaddmicos. 0 Departamento de Educacao da CalifOrnia está empenhado emcncorajar o envolvimento dos pais na educagao pdblica.

A cooperaçao de casa c escola 6, sem ddvida, a chave para programas escolares por excelencia c paraa aprendizagem cfectiva da parte dos alunos. Espero que este manual reenforce a efectividade destacomunicaçao.

Estado Superintendenie de

Insouvdo lica

vi

Prefficio

Durantc o ano lectivo de 1983-84, foi noticiado que mais de 900.000 alunos falavam outros idiom as,

sem ser o Ing1s, como idioma materno. Aproximadamente, 487.00() desses alunos foram identificadoscomo limitados no Inglds (LEP). Este Manual para Pais sobre a Educactio na Califórnia, foidesenvolvido para ajudar os pais de novos alunos acabados de cmigrar, para que assim possam aproveitaras oportunidades educativas oferecidas nas escolas ptIblicas da California.

E sum amente importante para os alunos LEP que os pais compreendam o sistema educativo existentena CalifOrnia e suas oportunidades. Como primciros educadores, os pais sabem muito bem dasnecessidades cducativas dos scus filhos mas, muitas vezes, estao mal infomiados por nao estaremenvolvidos no sistema educativo da escola. Com a informagao oferecida neste manual, os pais poderaoajudar os seus filhos duma maneira mais efectiva.

Este manual contdm informacao sobre matrfcula, currfculo, programas oferecidos nas escolasrcquisitos de graduacao, educagao bilingue, participagao de pais, meios de transporte, programaseducacionais em escolas que funcionam todo o ano, desenvolvimento educational das crianças enfim,toda esta infonnagao serd de grande beniffcio para os pais ajudarem os seta Ilihos. Tambdm ofereceinformagao sobre uma variedade de programas, tais como educagao alternativa, educagao vocacional,educaçao continuada, educagao de experiencia de trabalhos e educagao para adultos, que nao somentepodcm ajudar os alunos LEP como tambdm pais que procuram aproveitar as oportunidades educativas naCalifOrnia. Todo o pessoal deste Secretatiado sente-se satisfeito e orgulhoso por ter participado nodesenvolvimento dde. Acreditamos que ele, ao educar os pais, serd uma importante contribuiçaoindirecta ao melhorarnento dos serviços educativos dos nossos cstudantcs.

JAMES R. SMITI IDepwado SuperintendemeReporticdo de Curriculo eInstrugdo

vii9

RAMIRO REYESDirector, Reparsiido de Progromas

Calegoricos de Apoio

LEO LOPEZAdministrador

Secretorindo 7drecoçdo lidingue

Reconhecimento

0 Departamento de EducacAo da California deseja reconhecer todos os individuos que activamentecontribuiram para a realizagao deste manual.

Fizeram parte da comissAo preparatória deste manual as seguintes individualidades: Robert Bennett,Gene Bradford, Richard Diaz, Don Glines, Marcelett Henry, Ed O'Malley, Dolores Paz, Paul Plowman,Dan Reibson, Tomas Roybal, Glen Thomas, Elena Wong e Alex Yeh. Os membros da comissAo confir-mar= a necessidade dum manual e organizaram um mecanismo eficaz que serviu de guia durante oprocesso da sua composiçAo.

Tambdm deu a sua contribuiçao especial Elena Wong que tmuxe Os interesses da comunidade chincsaatencao do Secrctariado de EducacAo; Don Glines, que ajudou a coordenar o trabalho da comissAo; c

Aurelia Palhinha, Virgilia J. Oliveira e Eduardo S. Eusdbio que fizeram a traducAo em português.

PETER WANGAssessor da educacdo bilingue

Coordenador do projecto

Introdução

Foi desenvolvido Urn Manual para os Pais sobre a Educagao no CalifOrnia para ajudar Os pais deestudantes que residem na CalifOrnia. Este manual 6 parte da assistdncia e esforgo tdcnico do Depar-tamento de Educacao do Estado e que tem por fim orientar e mostrar aos pais como funcionam as escolasna CalifOrnia, para que estes, possam apoiar melhor a educagao dos seus Mhos. Os pais sao c devem seros principais educadores e, por tal, devem cstar a par das necessidades educacionais dos scus filhos.

0 manual oferece uma inforrnagao basica sobre o sistema educativo e processos de matrfcula, os quaissao de grande importancia para os alunos matriculados desde a classe infantil at6 ao d6chno segundograu (12). Tambdm explica os tipos de exames usados na California, tais como os exames de aptidao c osexames de aproveitamento usados nas eseolas secundarias. Ha tambdm uma suck) sobre a educacaobilingue e outros serviços destinados aos alunos de linguagem minoria c cujo Inglds 6 limitado. Outrosprogramas, tais como a educaçao vocacional, educagao de adultos e educagao continuada, cstao descritosdc mancira os pais poderem compreender o sistema de educacao nos Estados Unidos. Ha outra secgaoque descreve a participacao dos pais na educacao dos filhos. Esta secgao 6 destinada aos pais que naotom oportunidade de trabalhar cooperativamente com os profcssorcs c administradorcs.

0 manual nao cont6m informacao especifica visto que cada programa pode funcionar de maneiradiferente cm cada cscola ou distrito. Os pais devem contactar os professorcs, conselheiros, directoresescolares ou qualquer outra agdncia cducativa local cm caso de necessitarein mais informacao.

1.0 Matricula e Assistência; InformacioGeral; Transporte

1.1 Quando dtvo matricular a minha criança na escola?

A sua crianca deve estar marticulada no primeiro grau depois de completar as scis anus. As criangasque tem cinco anos e nave mdses ames de Setcmbro, podem matricular-se quando a escola abrir emSetembro. As crianças imigradas c que estao cm idadc escolar devem matricular-se apos a suachegada aos Estados Unidos. Excepto, em escolas que funcionam *oda a ano, as quais iniciam assuas aulas em Jutho, as crianças devem matricular-se durante os primciros dias de Setembro. 0 anoescolar regular cameo cm Setembro c termina cm Junho.

1.2 Poderd a minha criança frequentar wna escola da vizinhanca?

Geralmente sim. Mas alguns districtos escolares, para evitarern a afluancia demasiada de alunos ouplra alcançarern o balanço dtnico ou para fomecerem cducação especial fora da sua vizinhança,podem transportar crianças para cm:alas fora da sua vizinhança. Se o scu distrito transporta crianospara outras escolas, pode pedir para que a sua crianca fique a frequentar a escola da sua vizinhanga.

1.3 Como Ee determina o nivel de grau da minha crianca?

Primeirarnente, o grau t deterrinado de acordo corn a idadc c a experidncia escolar. As criancasque completam quatro anos e nove meses de idade cm Kte!tibro podcm matricular-se na classeinfantil. As criancas que ja tem scis anos feitos sao matri;,o.adas no primciro grau, e as que ternmais de seis sao colocadas, do prirneiro ao ddcimo primciro grau, pelo director da cscola numaclasse correspondente ao scu nivel de grau ou scja de acordo coin a sua idadc.

1.4 As escolos Americanas ciao equivalencia por cursos concluidos num pats estrangeiro?

Para as criancas de idadc de escola primarta, a informação da cscola que clas frequentaramanteriormente, podera ajudar a escola que vac, freauentar, a colocar c a escolher o melhor programapara clas.

1,5. Como é proporcionada as criancas a refeicao do rneio-dia?

As criancas podem trazer o scu lanchc de casa ou podern cornpra-lo na escola. A maioria dasescolas sem refeitOrios quc oferecem refeig6es nutritivas por urn prego bastante mOdica Os pais,cujos ordenados sao pequenos, podern pedir informagao na secretaria da escola sc sao qualificadospara receber lanche gratis ou a prep reduzido. Por lei, as escolas pdblicas da CalifOrnia, saoobrigadas a oferecer, todos os dias cscolarcs, ulna refeicao nutritiva as todas as criancasnecessitadas. Algurnas cscolas oferecem um pequeno almoco gratis ou a preco reduzido as criançascujas famflias estao elegfveis a reccW-las.

1.6 Quanto terei de pagar pela educacao da minha crianca?

A adlnissao as cscolas ptiblicas nos Estados Unidos cornpletamente gratis c os livros saoernprestados aos alunos sem custo algum. Nao se requerem uniformes. No entanto, para algumasclasses, particularmente, nas cscolas secunddrias possfvel que =ham de pagar pequenas quantiaspart, .1:iteriais escolares pessoais. 0 lanche deve ser pago pclos pais.

2 1 2

1.7 Que devo fazer quando a minha criança falta a escola?

Deve participar a escola que a criança vai faltar. Ao regressar a escola, a crianca deve levar consigouma nota assinada por urn dos pais explicando a razAo da sua ausdncia nAo esquencendo mencionara data ou datas que esteve ausente.

1.8 Ird a minha criança tomar o autocarro para a escola e desta para casa?

Nem todos os distritos oferecem transporte escolar. Destes distritos que os oferecem, somente ascriancas que moram a uma distAncia excessiva sao elegfvcis para o serviço de transporte. Deveperguntar na secretaria da escola da sua crianca se ofcrecem rneio de transporte, qual o local deparagens do autocarro, horarios de safdas e chegadas e sc ha reuniOes de orientacao para pais calunos, tornando assim mais facil o primciro dia de escola.

1.9 Que acontece se a minha criança perde o autocarro?

E importante planear com antecedancia outra mancira de transportar a crianca a escola naeventualidade dela perder o autocarro. Deve falar com a crianca sobre este assunto para que clapossa saber o que fazer c para onde ir cm caso de perder o autocarro.

1.10 Que se pode fazer em caso da criano ser elegivel para educacao especial e ntlo poder usar osautocarros regulares?

Se a sua crianca t qualificada para educacao especial, o plano individual de educaçAo informá-lo-Asobre o tipo de transporte que ela deve tomar. Ern casos como este, sera conveniente pedir maisinfonnacao na secretaria da escola.

1.11 Que posso fazer para proteger a minha criança enquanto está no autocarro?

A sua crianca deve sabcr dos regulamentos do autocarro. Se ela tern dificuldade ern compreender omotorista do autocarro, deve ajudá-la a compreender e a obedecer os scus regulamentos. Osmotoristas =tam fazer a viagem de casa para a cscola e vice-versa corn a maior seguranca possfvelpara todas as crianças, mas eles tambdm necessitam da ajuda e cooperaçao das criancas e dos pais.

1.12 Podem os distritos escolares cobrar dinheiro pelo transporte da crianca de casa para a escola?

Sim, podem. Deve perguntar na secretaria da escola da erianca mais inforrnacAo sobre o assuhto.NAo se pode levar dinhciro a uma crianca incapacitada e tambdm a criancas cujos pais temordenados baixos. 0 distrito cscolar 6 que determina quem qualifica para transporte gratis.

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2.0 Programa Bfisico Escolar; Curriculo

2.1 0 que e um dia mlnimo 2sco1ar?

Um dia mfnimo, d um dia escolar mais curto do que o normal. E um dia em que os alunos podem irpara casa mais cedo. 0 resto do dia 6 usado para reuniaes do corpo docente (professores,administradores) c para resolver outros assuntos relacionados com a escola. Quando houver um diamfnimo todos os pais receberao, com muita anteceddncia, notificacao por escrito nao s6 do dia mastambdrn da hora cm que a crianca ira sair da escola.

2.2 Que materias se ensinam a nivel da primaria (K-6)?

As matdrias basicas que se ensinam na primária (K-6) sao a linguagem (que incldi escutar, falar,c escrever), a matematica, os estudos sociais, as cidncias e a educacao ffsica. Ha outras rnatdriascomo a arte e a mdsica. Algumas escolas ensinam a ler e tambdm outras matdrias em dois idiomas.

2.3 Que materias se ensinam a nivel secunddrio?

As matdrias variam. Deve contactar o distrito escolar e perguntar que matdrias des oferecem.Algumas classes podem incluir algebra, Inglds, dactilografia, hist6ria mundial, biologia, educacaoffsica, idiomas estrangeiros, arte, cconomia domdstica, artes industriais e educacao vocacional.

2.4 Quais Sao os requisitos da escola secunddria?

Todos os alunos que irao recebcr o diploma da escola secundaria tem que tirar e completar, dosgraus 9 ao 12, os scguintes cursos:

1. Dos cursos que se seguem, cada um tem a duracao de um ano:

a. Tres cursos em Ingldsb. Dois cursos cm matematicac. Dais cursos cm cidncias, incluindo biologia c cidncias ffsicasd. Tres cursos cm estudos sociais, incluindo hist6ria e geografia dos Estados Unidos; hist6ria

mundial, cultura e geografia; governo, civismo e economia da Amthicae. Urn curso em belas artes c um em idioma estrangeirof. Dois cursos cm cducacao ffsica (a nao ser que o aluno esteja dispensado por razOes legais)

2. Outros cursos que a mesa directiva do distrito pode resolver itizluir.

Uma coisa importante a lembrar 6 o seguinte, logo no começo do ano lectiN o seu filho/a deveplanear completar todos estes cursos requeridos. Para mais informacao deve contactar asecretaria do distrito escolar.

2.5 0 que é ü estudo independente?

0 estudo independente toma possfvel que urn aluno (da classe infantil ao ddcimo segundo grau)tenha um programa de estudos que 6 equivalente aos estudos feitos na classe, mas que 6 feito forada classe normal. 0 estudo independente pode permitir o ensino em casa ou em qualquer outralocalidade que ofereca boas condicOes de aprendizagem. Os distritos escolares tem o direito defazer os seus pr6prios regulamentos para o estudo independente.

2.6 Que outros programas poderd ter a escola da crianca?

Os governos, federal e estatal, estabeleceram programas para ajudar ou assistir alunos que temnecessidades especiais como por exemplo na aprendizagem do Inglds. No entanto, nem todos osdi3tritos oferecem programas especiais.

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3.0 Qualificacoes; Promovies; Exames

3.1 0 que inclal o cartao do progresso acadernico (notas) de wn aluno da primária?

Nos canks do pmgresso aeadémico (notas), alguns distritos usarn as letras A, B, C, D, F e 1,enquanto outros distritos usam as letras E,G, S, N e E ou S,U e N. Muito embora hAjam diferengas,o conteddo ou a ideia geral é semelhante. 0 cartAo do progeesso acaddmico da prirnaria geralmentecontém as seguintes matdrias:

Linguagern (escutar, falar, ler, escrever, grarnatica e soletracAo)

MatematicaCiéncras sociais

Ciencias naturaisHigiene e saddeMdsicaArte

Tambérn pode estar incluido no cartAo do progresso acaddmico a assisténcia dos alunos As aulas,cidadania e urn espago para os eornentarios do professor e dos pais. Geralmente ha uma alfneaexplicando os sfmbolos.

3.2 0 que inchii o cartel° do progresso academico (notas) de urn aluno da secunddria?

Geralmente consiste do titdlo de cada curso, o nome do aluno e do professor, notas deaproveitarnento dos cursos tornados, nota em cidadania, espago para comentarios dosprofessores e pais e assisténcia do aluno.

3.2. Que representam os simbolos do cart& do progresso academico (notas)?

Quase todas as escolas usam um dos trés seguintes sistemas:

A = ExcelenteB = BornC = Satisfat6rioD = Necessita melhorarF = Reprov adoI = Incompleto

E = ExcelenteG = BomS = SatisfatórioN = Necessita melhorarU = InsatisfatOrio

S = Satisfat6rioU = Unsatisfat6rioN = Necessita melhorar

3.4 0 que significa a qualificacao em civismo (comportamento)?

Esta qualificagAo equivalente A qualificagAo de comportarnento e esta baseada ern corno oprofessor ye o aluno em termos de cortesia, responsabilidade, obediencia c sociabilidade.

3.5 0 que significa a qualificaccio em hábitos de trabalho?

Esta qualificagao indica a ap1icagAo do aluno ao trabalho, a exatidAo c prontidao com que terminaos trabalhos assinados pelo professor.

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3.6 0 que devo fazer quando receber as notas do meu filho?

Dave ler cuidadosamente os comentdrios e as notas dadas pclo professor. Deve assinar e devolver ocartao 4 escola. Por yews o professor pede para se rcunir corn ale afim dc discutirem o progres.scu Mho. Se desejar pode incluir os seus proprios comentdrios.

3.7 Quantas vezes no ano o aluno recebe o cart& do progresso acadernico?

Quatro vezes no ano.

3.8 Quais são os requisitos necessdrios para a passagem de classe?

Baseados no progresso academico dos alunos, os professores clementarcs decidern se os alunosdevem passar de classe ou se devern repair a mesma classe. Se o aluno tern de repetir a classe ospais sera() consultados. Para os alunos da escola secunddria, a passagem de classe é baseada noscréditos obtidos nos cursos completos, nas classificacks dos exams normais, tudo isto sao factorcsque se cstudam cuidadosarnente para determinar a passagem para o ano seguinte. Se tem perguntasa este respeito, chamc a secretaria da escola para saber quais os requisitos de passagem de classc.

3.9 Que processos estao envolvidos para a repetiveio de classe?

A cscola espera que todos os alunos passem dc classe. Sc o aluno tern dificuldade dc aprendizagerno professor ajudá-lo-i, mas se o aluno nao aprende o suficiente para scr bern succdido no nivelseguinte, muitas vezes é necessário retd-lo na mesma classe por mais urn semestre. A cscolaconsultard os pais ou tutores para resolve= qual 6 a melhor decisao a tomar e o qua 6 melhor parao aluno.

3.10 0 que requer a lei de proficiencia do aluno?

Requer qua os alunos, do quarto ao sexto grau, das escolas ptiblicas da CalifOrnia façam examespelo mcnos uma vez, c quando chegarem ao decimo e decimo primeiro graus façam cxamcsnormais sob- Nmnpreensao de leitura, cscrita e cálculo.

3.11 Que efeito tem a lei de proficiencia nos alunos que graduam da escola secunddria?

Para receber o diploma da escola secunddria, u filho tern que completar o curso de estudos dacscola secunddria local c passar o cxamc dc proficidncia do distrito.

3.12 0 que é o exame de proficiencia da escola secundeiria?

Cada distrito escolar tern que tcr modelos de exames dc proficiencia normais estabelecidos para osseus cstudantes que vao graduar da cscola secunddria. Estes exames normais abrangern pclo Inenosas areas dc ortografia, lcitura c matemática. Tambem, cada distrito deve ter um exame desenvolvidopara averiguar o conhecimento c aproveitamento do aluno sabre estas normas.

3.13 Quern deve fazer o exame de proficiencia?

Todos os alunos da cscola secunddria tem dc passar o exame dc proficidncia para fins dc graduagao.

3.14 Quantas oportunidades tern urn aluno de fazer o exarne de proficiencia?

Cada distrito tem a scu hordrio prOprio para o exame. Mas todos os distritos tern de daroportunidade aos alunos que reprovararn o exame, de o tomarem a fazer, quantas vezes scjamnecessárias e dc acordo corn o hordrio dc exames do distrito.

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3.15 Pode um aluno cujo Inglês 6 limitado fazer o ezame de proficiéncia noutro idioma que ndo seja oIngles?

O "xarne de proficidncia sd pode ser feito em Ingle's. A escola pode autorizar os alunos a usarem oseu idioma natal durante o perfodo de exames, mas o exame final dew ser feito em

3.16 Selo providenciados servigos especiais para os alunos cujo Ingles é limitado (LEP) para ajudd-losa passar o exame?As escolas dcvem oferecer servigos de educacAo bilingue para os alunosconsiderados LEP a fim de os prepararem para o exame de proficiéncia.

3.17 Sao os pais avisados quando um aluno reprova o exame?

Se o aluno reprova no exame de proficiéncia/aproveitamento, a escola deve notificar os pais porescnto, e devem reunir-se para liscufir o que podera ser feito para ajudar o aluno a passar o exame.

3.18 0 que acontece quando o aluno completa todos os cursos requeridos mas reprova o exame deproficiência?

Se o aluno reprova o exame de proficidncia mas passa todos os claws requeridos, ele podecontinuar a fazer o exarne ate que o passe. Muitos distritos escolares tem classes de treino paraajudarem os alunos que reprovaram o exame de proficiencia.

3.19 Se 9 meu filho ?trio completa os cursos requeridos, ou reprova o exame de proficiencia, existemoutr9s meios de obter o diploma da escola secunddria ou equivalência?

Os alunos que nAo sAo elegfveis para a graduacAo por nAo term completado os cursos requeridos,podem continuar a tirá-los ate completarem os requisitos nccessários. Os alunos com mais dedczasseis anos podem fazer o Exame dc Proficiéncia das Escolas Secundarias, quc I oferecido tresvezes por ano em mais de 100 localidades na CalifOrnia. (Horarios e localidades para estes examesestAo afixados em todos os liceus e bibliotecas ptiblicas.) Os que passam o exame de proficiencia daEscola Secunddria reed= ccnificados os quais, s3o equivalentes aos diplomas liceais. Qualquerpessoa corn mais de dezoito anos quc nao tenha graduado da escola sccundaria c que nAo cstcjamatriculada na escola secundaria pode fazer o Exame de Desenvolvimento de Educaçao Geral paraobter o diploma de equivaldncia. Estes exames, sAo oferecidos em 250 centros através de toda aCalifOrnia.

3.20 0 que é o Programa de Avaliagdo da California (CAP)?

O Programa de AvaliagAo da CalifOrnia (CAP) faz uma avaliacao anual a todos os alunos this escolaprimarias c secundanas da CalifOrnia. Requerc-se 30 minutos de cada aluno do terceiro, sexto,oitavo c ddcimo segundo graus. 0 programa CAP utiliza o mesmo exame em todas as escolas efornece informagAo uniforme em todo o estado sobre o aproveitamento escolar nas escolasprimarias e secundgrias da CalifOrnia em ortografia, leitura e matematica.

3.21 Que informacao oferece o programa CAP em cada escola?

O Programa de Avaliacao da Califdinia oferece a seguinte informacao:

Classificacdes gerais em leitura, escrita e matematica.Inforrnacao detalhada sobre os pontos fortes e fracos do programa de conhecimentos bisicas.InformacAo compardvel de vários anos tendo como finalidade idenfificar as tendthcias existenicsnas classificagOes.

Comparaglo, entre a sua escola e escolas semelhantes, coin o resto das escolas da California.InformagAo sobre a atitude dos alunos acerca da leitura, escrita c maternatica.Informaglo sobre a actuagAo de grupos de alunos difercntes; por exemplo, raparigas contrarapazes, e novos alunos contra os que frewentam a escola ha vários anos.Informaglo periodica sobre outros facto= relacionados corn a actuacAo c desenvolvimentocscolar tais como, habitos de ver televigo, trabalho dc casa c leitura recreativa.

3.22 Onde se podem encontrar os relatdrios dos exames CAP?

Cada cscola e escritOrio do distrito escolar deve possuir urn relatdrio para o terceiro, sexto, oitavo cd6cimo segundo graus.

3.23 Quando estao disponlveis os resultados dos exames mais actualizados?

Os resultados do ano lectivo anterior cstAo disponfveis ern Novembro dc cada ano na sua escolalocal ou na secretaria do distrito escolar. Estes rcsultados sAo apresentados anualrnente A mesadirectiva local c A Mesa Directiva do Departamento de Educaçao do Estado.

3.24 Pode o meu filho entrar para uma universidade comunitdria sem o diploma da escola secunddria?Sim. Qualquer pcssoa que tenha um diploma da escola secundaria ou equivalbcia ou quc tenhamais dc dezoito anos e que possa benefIciar da instrugAo 6 elegfvel a admissào numa universidadecomunitária da CalifOrnia. Os alunos que querem matricular-sc devem dirigir-sc a secretaria dcadmissAo da sua universidade local.

3.25 Quais self) os requisitos de admissdo requeridos pelas Universidades e Colegios do Estado?

Os alunos das universidades e coldgios estatais sAo selecionados entre a percentagem de urn tacodos rnelhorcs alunos graduados das escolas secundarias. Para serem admitidos, normalmente, tdmque possuir uma media de 2.0 ou uma m6dia melhor em todos os cursos, com excepcao deeducagAo ffsica e ciencias militares. Os alunos que tem urna rn6dia de qualificagAo entre 2.0 e 3.2podem ser admitidos, logo que tenham boas notas no Exame de AptidAo Escolar ou no Examc deCol6gios Americanos. A partir de 1984, os alunos que sAo "freshmen" (nono grau) tem quccompletar, pcla primeira vcz, oito semestres de Inglês preparatOrio e quatro semestres dematematica preparatbria, a fun de scrcm elegfveis a admissAo na universidade.

3.26 Quais sdo os requisitos de admissão d Universidade do Estado da CalifOrnia?

Os alunos do primciro ano (freshmen) da universidade sAo selecionados entre os melhores napercentagern de 1 para 8, dos alunos graduados da cscola secundaria. Para serem elegfveis aadmissAo, os alunos tem que reunir os requisitos necessarios, os dc examinaçao c as condicOesessdnciais para bolsas de cstudo como especificado no formuldrio que lhes 6 oferecido.

3.27 Que ajuda financeira existe para a educacdo universitdria do meu _Mho?

Fia varios tipos dc ajuda flnanceira disponfveis para os alunos quc necessitam incluindo donativosmonetarios (dinheiro que Tao tern de devolver), empréstimo e trabalho de mcio-dia (part-time). Paramais informacAo sabre a ajuda financeira, comunique com a secretaria dc finanças do instituto quco seu filho esta interessado. Os alunos da cscola secundaria tambdm devem falar corn o scuconsclheiro escolar. Para aplicar para ajuda federal ou estatal, obtenha a forma "Student AidApplication for California" do instituto que estAo interessados, ou atrav6s da California Student AidCommission, 1515 S St., North Building, Suite 500; P.O. Box 942845, Sacramento, CA 94245-0845.

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4.0 Educacão Bilingue

4.1 Em que consiste o Inquerito de idioma falado em casa?

Quando uma crianca se matricula numa escola ptiblica da Calif6rnia, deve preencher o "HomeLanguage Survey" Questiondrio de Idioma falado cm casa para determinar quais os idiornas quecada alum) fala cm casa. As escolas sao obrigadas a distribuir este questionario para se investigarquantos idiomas se fala no cstado. Se a resposta a qualquer das seguintes perguntas 6 outra que nao6 o Inglds, a crianca d considerada corno unta que nao fala

a. Que idioma aprendeu a sua criano quando comecou a falar?b. Que idioma fala ela corn mais firqudncia em casa?c. Que idiorna usa quando fala com ela?d. Que idioma falam os adultos cm casa?

4.2 Como é que a escola determina a proficiencia de linguagem de cada crianca?

Como resultado do Questionario sobre Linguagem se a crianca fala em casa outro idioma quc naoo Inglds, 6 dado a crianca um exame de compreensao para determinar o seu grau de proficiencia delinguagem oral atraves dum teste designado pelo estado. As notas desse exame tem que obcdecer asnormas do publicista. 0 teste de lcitura e escrita é opcional para os alunos da classe infantil e dosgraus urn e dois. Se a crianca tern uma nota baixa, 6 considcrada de capacidade limitada ern Ingles(LEP) c tem de ser colocada num programa bilingue. No entanto, se a criança tern boa nota c a suaproficidncia em Inglds 6 cornparavel a maioria dos alunos do mcsmo grau ou idade, cujo primeiroidioma 6 o Inglds, a crianca é considerada fluentc (FEP) e 6 colocada num programa s6 de Ingles.

4.3 0 que e a educagao bilingue?

A educagao bilingue 6 desenlrada para alunos cujo Ingles 6 limitado (LEP). A cducacao bilingueajuda-os a aprender Inglds atrav6s do seu idioma materno. Nas classes bilingues os professoresensinam em Inglds e se necessgrio no idioma da crianca. Desta maneira, os alunos podem aprendcridcias no seu pr6prio idioma ao mesmo tempo que aprendem Ingles.

4.4 Que qualificacties devem possuir os professores e auxiliares dum programa bilingue?

Os professores devem ter credenciais bilingucs. No entanto, quando urn professor dum programabilinguc nao fala o idioma materno do aluno, urn auxiliar que domine esse mcsmo idioma, ajudara acriança no scu idioma matemo. 0 distrito ao empregar um auxiliar de professor deve ter a certezade que dc pouc falar, ler, escrever Inglds e tambdm scr flucnte no idioma matemo do aluno. 0auxiliar deve estar familiarizado com a cultura dos alunos que sao considerados limitados emc que se encontram na classe bilingue que etc foi colocado.

4.5 Quando é oferecido urn programa bilingue a nivel de primdria?

Quando urna escola tem dez ou mais alunos limitados cm Ingles falando o mcsmo idiorna primariono memo grau, o distrito tem de oferecer um programa bilinguc nesta classe.

4.6 Que tipos de programas bilingues existem?

Programa basico de educacdo bilingue: A educagao bilingue basica 6 um programa cm que osalunos participantes recebem instrucao cm Inglds e ao mcsmo tempo no seu idioma matcrno. Aobjectiva principal deste programa 6 aumentar a capacidade dc linguagern em Ingles c oaproveitamento acaddmico dos alunos LEP.

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Educacdo bilingue bicultural: A educnao bilingue bicultural d urn programa em que alunosparticipantes recebem instrucao em Inglds e no idioma matemo. A objectiva principal desteprograma d aumentar a capacidade de linguagem dos alunos LEP e desenvolvera habilidade dasua própria lingua materna.

Programa de renovaglio bilingue: A objectiva do programa de renovaçao bilingue d o depromover os programas acima mencionados e tem em foco promover novos mdtodos de ensino,dar mais dnfase aos gmpos de ensino, ou fazer outros melhoramentos apropriados que possamdesenvolver a aprendizagem dos alunos cuja proficidncia d limitada em Ingres.

4.7 0 que acontece quando uma escola primdria itm menos de dez alunos LEP?

Quando tal acontece d oferecido aos alunos um programa de educaçao individualizado (ILP) quetern como objectiva dar aos alunos LEP oportunidades educacionais equivalentes para que essespossam desenvolver o scu Inglds e manter o aproveitamento acaddmico normal usando o idiornamaterna na instrucao das matdrias.

0 programa de aprendizagern individualizado, a nivel prirnário, representa os requisitos rnfnirnosdo programa para os alunos LEP que nao estao matriculados no programa bilingue bAsico, nobilingue bicultural, ou em programas bilingues experimentais. E uma versao individualizada de urnprograma de opcao designado a oferecer oportunidades educativas equivalentes para alunos LEP daprirndria através do desenvolvimento do Ing les e, ao mesmo tempo, rnanter o aproveitamentoacaddmico normal usando o idioma materna na instrucao das rnatdrias.

4.8 Quando i oferecido um programa bilingue a nivel secunddrio?

Baseado no critdrio lingufstico nao existern requisnos para a formagao duma classe bilingue paraprogramas secunddrios. Contudo, as profcssores que ensinarn o idiorna prirnário, devem serprofessores bilingues biculturais ou, se ilk) existem professores qualiricados, especialistas delinguagem assistidos por auxiliares bilingues e biculturais farao o trabalho. Ha dois tipos deprogramas bilingues disponiveis a nivel secunddrio:

Programa de desenvolvimento de linguagem a nivel secpmddrio: Este, d um programa bilingucestruturado por professores bilingues diplomados ou especialistas de desenvolvimento delinguagem assistidos por auxiliares bilingues biculturais. 0 programa tern por fim rnethorar acapacidade do Inglds c o aproveitamento acaddmico, atravds do uso da lingua matema do alunopara a instrugao de cursos Ito clectivos que sao requeridos para fins de graduagao.Programa de aprendizagem individualizado a nivel secundario: 0 programa de aprendizagemindividualizado a nivel secunddrio representa os requisitos minirnos do programa para os alunosLEP da secunddria e deve ser ofcrecido a todos os alunos LEP que nao estao matriculados noprograma de desenvolvimento de linguagern a nivel secunddrio. E um programa individualizado csisternático de instrugao que tem por fim assegurar as oportunidades educativas iguais para osalunos LEP da secunddria, rnelhorar c desenvolver o Inglds através do uso do idiorna materna doaluno na instrucao das matdrias.

4.9 Quanto tempo tem um aluno LEP de permanecer no prog a bilingue?Anualmente, todos os alunos LEP sao examinados para s . aliar a proficiOncia do seu Inglds.Quando urn aluno LEP chega ao nivel de ser considerado ...orno FEP c de acordo corn os exarnesnormais adoptados pclo distrito, o aluno é reclassificado c considerado fluente cm Inglds estando,portanto, apto a frequentar urn programa s6 de Inglds.

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4.10 Devem os pais ser notificados antes da criança ser matriculada num programa bilingue?

Sim. Antes da crianca scr matriculada num programa bilingue, us pais tem de ser notilicados por

escrito acerca do seguinte:

Do programa que está a ser oferecido

De outros programas opcionais disponfvcis

Do direito que os pais tem de visitarem o programa

Do dircito que as pais tdm de tirarern as suas crianças do programa a qualquer mcmento

Do direito que os pais tem de participarem nas cornissOes bilingues da escola c do distrito

4.11 Que acontece se os pais tiram as suas crianças do programa bilingue?

Se os pais de urn aluno LEP resolvem tirar a sua crianca de um programa bilingue (primdrio ou

secunddrio) a escola tem que oferecer ao aluno um programa de aprendizagcm individualizado.

4.12 Podem os pais pedir para tirarem a sua criança do programa de aprendizagem individualizado?

Sim. Os pais podem pedir para tirarein a sua criança do programa dc aprendizagem individualizado

(primdrio ou secunddrio). Em tais casos, os pais sao informados através dum administrador ou

representante sobre as objectivas c actividades do programa de aptendizagern individualizado. Os

pais e administradores devem assinar urna petiçao por escrito e esta, juntamente com uma cOpia do

programa de aprendizagem individualizado do aluno, deve ser mantida nos licheiros da escola.

4.13 0 que 0 uma comissao conselhia bilingue?

Cada distrito escolar corn mais dc 50 alunos LEP estabelece uma comissao consclhia bilingue

nfvel distrital. Ao mcsmo tempo, cada escola com mais de 20 alunos cujo Inglds limitado,

estabeleeerd urna comissao consclhia a nfvel escolar. Os pais dos alunos LEP que nao sat)

empregados do distrito sao sempre bcmvindos a faze= parte da COMititiao c devem constituir uma

maioria dos membros da comissao.

4.14 Quais sac) as responsabilidades da comissao conselhia bilingue?

A comissao aconselhard no desenvolvimento de um piano para a educacao bilingue nas escolas

locals. A comissao tambdm ajudard a conduzir uma avaliagao sobre as necessidades da educacao

bilingue a nivel distrital c escolar. Também a comissao responsavel pelo seguinte:

Aconselhar sabre o estabelecimento dos programa bilingues c suas objectivas.

Ajudar no desenvoivimento durn piano que assegure o cumprimento dos requisitos pan)

professores c auxiliarcs.Ajudar na administragao do inqudrito/censo anual de linguagem c aconselhar sobre as peticks

para uso de um instrumento ou procedimento ahemativo.

Revisar c fazes comentdrios sabre as notiticacOes cscritas dos alunos considerados limitados em

Inglês, nuentes em e Os que :lrnente falam

Revisar c fazer comentdrios sobre o critdrio de normas c procedimentos de reclassiiicacao dc

linguagem distrital.Assinar as peticOes wlacionadas corn a educaçao bilinguc.

5.0 Programas e Servicos de Educacdo Adicionais

5.1 0 que é o programa de colocagao avançado?

0 programa de colocacao avancado turn esforço de educacao cooperativa baseada no facto qucexistem muitos jovens nas escolas secunddrias que podcm completar estudos a nfvel de coldgio. Daaos alunos, que estAo aptos, a oportunidade de aprenderem a nivel de coldgio e de dernonstrarem osscus exitos atraves de examcs de colocacAo avançados.

5.2 0 que é a educagdo alternativa?

A educacao alternativa da a oportunidadc aos pais, alunos e profcssores de requercrern cscolas ouprograrnas cducativos opcionais. As autoridadas cscolares nao tdm que fazer o quc sc Ihes pede maspodcrn providenciar necessidades diferentes. Por exemplo, ha algumas cscolas que oferecemprogramas opcionais (alternativos) em que os alunos podem comecar os seus cstudos na sua linguanativa ou serem matriculados numa classe onde o professor fale o idioma materno da crianca. Pais calunos devem colher informagao sobrc as escolhas altemativas que se oferecem. Tambdm devemperguntar pelos programas que nao estAo a ser oferecidos.

5.3 0 que é a educagao continuada?

A educactio continuada oferece a opcAo de assistencia de mcio-dia (part-time) a alunos da cscolasecundthia que tcnham dezasseis c dezassete anos de idade ao matricularem-se. As escolassecundarias ou classes continuadas tem servido na CalifOrnia como um programa de prevençao paraalunos que pensavam deixar a escola. A objectiva oferecer um programa flexivel e personalizado,tcndo como fim, ajudar os alunos a adquirircm os requisitos necessarios para graduarcrn dcntro dumambiente escolar pequeno.

5.4 Quem é elegivel a educaçao continuada?

alunos que trabalham mcio dia (part-time) ou dia completo (full-time) c que necessitarnfrequentar a escola secundária tambdrn a rneio dia c que estao, ao mcsmo tempo, matriculadosnoutros programas de treino cducativo, ou neccssitam urn dia ou sernana cscolar mais curtos porrazOes ffsicas, sociais ou econOmicas.

5.5 0 que g a educacao vocacional?

A educacAo vocacional foca a sua aprendizagem numa carreira ocupacional especffica ou curso decstudo. Esta edu...45o oferecida pclos distritos escolarcs, eentros e programas regionais deocupagAo, a todos os alunos matriculados nas cscolas pablicas da CalifOrnia. Os alunos quenecessitam dum saldrio podem obter emprego de mcio-dia (part-time) a fim de continuum o scutreino vocacional a dia completo (full-time).

5.6 Que tern por fim a educacao vocacional?

Os programas de educagAo vocacional tem por fim providenciar treino de alta qualidade, que scjarealfstico c de acordo corn as necessidades, interesses c habilidades do aluno.

5.7 Quem g elegivel a receber educacdo vocacional?

Os alunos das escolas secundárias, pessoas quc tenham completado ou descontinuado a suaeducaçAo formal ou que se estao preparando para trabalhar; os que estAo empregados masnecessitam melhorar ou aprender novas profisseles; os que tern impedimentos ffsicos c necessitameducagAo especial; c os que estAo em colégios comunitarios.

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5.8 0 que e a educacao de experii.lcia de trabalho?

A educacao de experiencia de trabalho d um curso de estudo que a mesa directiva do distrito deuma cscola secundaria ou outra agdncia cducativa local podc estabelecer. 0 cstado estabelecenormas e guias operacionais para programas aceitáveis. Os tres tipos de programas de experidnciade trabalho cm California sao:

Educacao sobre experiencia exploratórit: de trabalho: d uma combinagao de instrugaorelacionada com experiencias ocupacionais organizadas que tem por ilm ajudar o aluno emcarreiras de orientaçao c processo de desenvolvimento. 0 aluno tem a oportunidade de observar cescolher uma variedade de ocupactles. NM ha intencao de ensinar habilidades productivas.Educacao sobre experiência de trabalho em geral: d uma combinagao de instrucao relacionadacom experidncias de trabalho c emprego remunerado destinados a ajudar o aluno a adquirirhabitos e atitudes de trabalho. 0 emprego remunerado nM tem que cstar relacionado com osestudos do aluno.Educacao sobre experiencias de trabalho vocacional: 6 uma combinagao de instrugao vocacionalna sala de aula c a experidncia de emprego remunerado directamente relacionado corn a carreiraque o aluno pretende alcançar.

5.9 Em que consiste a educacao de adultos?

A educacao de adultos oferece atravds de organizaçOes comunitárias a educacao basica do Ingldscomo segundo idioma c outras matdrias que sao de interesse para os adultos. Para localizar umprograma de educacao de adultos, contacte a secretaria da sua cscola secunddria ou a do distritoescolar.

5.10 Quem paga pela educacao de adultos?

0 Estado da Califirnia através do Departamento de Educacao do Estado concede fundos anuais aagencias qualifkadas que, por sua vez, oferecem uma educaçao basica a nfvel do oitavo grau ouabaixo, na matdria de Inglds como segundo idiorna.

5.11 Quem é eleg(vel a matricular-se em programas de educacao de adultos?

Estudantes que nao completaram os scus estudos secundarios, os que nao falam Ingles c quetenham dezasseis ou mais anos dc idade c que nao estao matriculados numa cscola secunddria.Contudo, existem muitos outros programas de enriquecimento que sac) oferecidos tambem paraaqucles quc falam bem o 1nglés e que possucm urn diploma da escola sccundaria ou coldgio.

5.12 0 que e a educacylo de oportunidade?

Classes de oportunidade ou programas individuais de oportunidadc sao uns dos varios programasdesignados a ajudar alunos a serem bem succdidos na cscola. Os alunos identificados sao colocadosnuma classe de meio-dia (part-time) para se acostumarem com um dia de assistencia minima.

5.13 Quem oferece a educactio de oportunidade?

Estes programas c serviços sao oferecidos por pessoal escolar qualificado. Estes pror,ramas daouma oportunidadc aos alunos continuarem a sua educacao, de resolverem problemas deajustamento, c de ajudarem os alunos a rcgressarem a cscola ou As classes o mais depressa possivel.

5.14 lid algum programa de desenvolvimento da crianca, no sistema de educacao do estado, que aminha (Ticino possa frequentar?

Sim. Podc matricular a sua crianca num destes programas subsidiados pelo cstado e que oferecem

0 )13 4..t1

serviços por um perfodo di.. menos dc 24 horas atraves de agendas educativas locals, pablicas eprivadas.

5.15 Somos, a minha criança e eu, elegtveis a particiPar num programa de desenvolvimento de criancaspatrocinado pelo estado?

Sim. Se estd empregado ou se csta cm trcino dc trabalho ou procurando trabalho ou cstdincapacitado e logo que va ao encontro do criterio estabelecido.

5.16 Quantos tipos de programas de desenvolvimento de criangas existem subsidiados pelo estado?Existcm novc tipos destes programas:

1. Gcral2. Migrat6rio3. Univcrsitdrio4. Pais cm idadc escolar c desenvolvimento da crianca5. Pagamento alternativo6. Pre-cscolar do cstado7. Inter-geragOes8. Programas especiais para criancas severamcntc incapacitadas9. Recursos e referdncias

5.17 A quem me devo dirigir para matricular a minha crianca num destes programas?Podc dirigir-sc a qualqucr uma das agendas pablicas quc rccebern fundos para estcs servicos. Estasagencias incluem distthos escolares, colegios comunitários, Universidades do Estado da Calif6rniac Univcrsidadc da CalifOrnia, rcpartiçOes de superintcndentcs das cscolas do condado,departamentos socials do condado, colegios e universidades privadas, colegios infantis privados,pcssoas que cuidrm de crianças cm casa c organizaçOes nao lucrativas.

5.18 Que pode aprender a minha crianga mun destes programas?

Estes programas preparam a sua criança, quc frequenta a pre-infantil, a cntrar na classe infantil ouprimeiro grau c ajuda-a corn o trabalho dc casa ou estudos terapeuticos e tamem coni algumasactividades rccrcativas.

5.19 Que benificios a minha crianca e eu iremos tirar deste programa?Os bencfIcios são limitados c incluem o seguinte:

1. Ambiente apropriado c scguro2. Actividades apropriadas para a idade da crianca3. Actividadcs culturais, lingufsticas c outras neccssidadcs especiais4. Envolvimento de familia e comunidade5. Educagao para pais6. Administragao cficiente e cfectiva do programa local7. Pessoal cujo idioma c cultura 6 variada c quc ajudam as famflias e criancas no scu idioma natal8. Servicos de apoio, tais como necessidadc de moradia9. Scrviços socials, tais como serviços c dircitos socials as pessoas nccessitadas

10. Serviços de satide, tais corm cuidados de sad& gratis ou a baixo preco

5.20 Qual é o custo dum programa de desenvolvimento de criancas?0 custo &pen& salario c elcgibilidade da famflia c de acordo coni a Latvia estabelccida.

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5.21 0 que sao escolas de todo o ano?As escolas que funcionam todo o ono geralmente comegam o scu ano lectivo cm Julho c terminamcm Junho seguinte. Os alunos frequentam os mcsmos 175 a 180 dias escolares requeridos como nasescolas tradicionais. No entanto, cm vez de frequentarem a escola continuamente durante novemeses e estarem fora nes !noses durante o verao, elcs tem ferias mais curtas durante tres ou quatrovexes no ano que variam de tres a scis semanas cada.

5.22 0 que sao os calendarios de todo o ano?

Os calenddrios de todo o ano sao desenhados c destinados espccialmente para escolas quefuncionam todo o ano. Por exemplo, no plano de 45-15, os alunos frequentam a cscola novesemanas c tem tres semanas de ferias. Isto repete-se quatro VMS durante o ano. Outros exemplossac) os pianos de 60-20 e os de 90-30.

5.23 Tem os alunos que frequentam programas de todo o ano os mesmos programas que as escolasregulares?

Sim. Os alunos das escolas de todo o ano tem as mesmas oportunidades de aprendizagem, osmcsmos requisitos de curso, as mcsmas experiencias de trabalho, as mcsmas actividades estudantisc as mcsmas cquipas desportivas tal qual corno os alunos das cscolas regulares.

5.24 Porque nao sac, todas as escolas, escolas de todo o ano?

Talvez um dia todas as cscolas venham a scr escolas de todo o ano. No entanto, as cscolas daCalifOrnia tradicionalmente começam cm Setembro c tenninam cm Junho. E diffcil quebrar umatradicao.

5.25 Sao as escolas que funcionam todo o ano requeridas?

Em algumas escolas cm que a populagao estudantil exude os limites é requerido um calenclário detodo o ano. Em cscolas que nao estdo chcias, os pais pod= escolher entre um calenddrio de novemes ou um de todo o ano.

5.26 Os alunos que frequentam uma escola de todo o ano assistem todos as classes ao mesmo tempo?

Nas cscolas cuja populacao cstudantil nao i demasiada, todos os alunos assistem as classes aomesrno tempo, c tiram ferias ao mcsmo tempo. Em cscolas cuja populaçao estudantil demasiadaos alunos sao divididos cm quatro grupos, um grupo esta scmpre de ferias enquanto os outros tresfrequentam a escola. Os grupos de ferias sao rotativos para que todos tenham o mcsmo tempo decscola.

5.27 Sao oferecidos programas de verao nas escolas que funcionam todo o ano?

sim. Sao oferecidas classes de verao nas cscolas que funcionam todo o ano durante o perfodo curtode ferias.

5.28 Donde posso coiner mais informactio sobre as escolas de todo o ano?

Primeiramente, contacte o coordenador de educacao do distrito ou entao contacte o director daescola, professores c os conselheiros escolares.

4.015

5.29 Irao os melts filhos gostar da escola de todo o ano?

Sim. A maioria dos aluncs matriculados ern programas de todo o ano cstao satisfeitos corn esteprograma bern como os scus pais. Se as criancas sao escolhidas a frequentar urna escola de todo oano podc tcr a certeza quc scrd uma cxperidncia positiva para cics.

5.3() 0 que e a escola de veriao?

A escola dc verao tem lugar durantc os moses dc Junho, Julho c Agosto. Os programas da cscola deverao proporcionados pelo cstado estao disponfveis para (1) alunos do sdtirno c do ddcimo segundograus quc necessitam ajuda para alcançarem a proficidncia requerida pclo distrito, (2) alunos doddcimo segundo grau clue necessitam crddito para graduarem, (3) alunos do Jdcimo prirneiro grauque necessitarn repctir urn curso c nao o podern drar durante o ano lcctivo seguinte, e (4) alunosmatriculados cm programas de todo o ano e ern programas de educacao especial. Ha in.strugaoespecial nas cscolas de veil() patrocinadas pelo estado nas areas de matemthica, cii.ias, estudossociais, linguagcm estrangeira, belas artcs c educaçao cm computadoms.

5.31 Como pode a escola de veriio ajudar os estudantes?

Os programas de verao permitem que as alunos da primdria c secunddria tirem cursos acaddrnicosavançados. Tambdrn os alunos podem tirar cursos que neccssitam para fins de graduacilo.

5.32 Como posso saber se uma criança e inteligente e talentosa?

Na Calif6rnia a definigao legal de uma crianca que d considerada inteligente e talcntosa d porexemplo, urn aluno que se encontra matriculado numa cscola clernentar pblica ou secunddria c quedcmonstra possuir habilidades potenciais atravds da sua actuagao na classe c tambdm atravds dosaltos resultados obtidos nos scus cxamcs.

5.33 Quais são os factores distintos do Programa Educativo para Estudantes Altamente 1 nteligentes ecorn Talentos Especiais da CalifOrnia (GATE)?

Desde 1961 este programa tern tido interesse nos alunos que dcmonstram o scu potencial chabilidadc de bom cstudantc. Este programa tern orientado o pais cm programar c desenvolver acapacidade intelectual c habilidadc creativa dcstas crianças.

5.34 Quais silo as categorias que identfficam o programa GATE?

a. Habilidade intelecrualb. Habilidade acaddrnica especfficac. Habilidade dc aprovcitarncnto acaddmico por exceldnciad. Habilidade creativac. Habilidadc visual c dc actuacaof. Habilidade de chefia

5.35 Que evidencia se usa para identificar que a crianca é dotada e talentosa?

a. Escola, classe c os arquivos individuais do alunob. Avaliacao feita por um psic6logo cscolar bern corno por professionais cscolares (consentimento

do.; pais por cscrito dcvc scr obtido antcs do exame)c. Examcs individuals c cm grupod. Entrevistas c questiondrios (professor, pais c outros)c. Resultados acaddmicos do alunof. OpiniOes dos colegas

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5.36 Que nlveis de grau se oferecem no programa GATE?

Os distritos GATE devem trabalhar para a identificacao c implenientacao de servicos para jovensdotados de inteligéncia e talentos superiores cm todos os nfveis de grau.

5.37 E requerido que os distritos escolares tenham programas GATE?

Nao. Os programas GATE sao opcionais. No entanto, nos 443 distritos escolares que tiveram taisprograrnas em 1984, tiveram mais de 80% das rnatrfculas totais das cscolas pdblicas na CalifOrnia.

5.38 0 que seio autorizagoes de trabalho?

sao docurnentos requeridos para os alunos menores de 18 anos poderern trabalhar.

5.39 Quem é responstivel em dar estas autorizaçOes de trabalho?

0 pessoal do distrito é responsbel cm ernitir as autorizactoes de trabalho a menores. Qualquermcnor que tenha autorizacao de trabalho e logo que tenha menos de 18 anos tern por lei quefrequentar a escola, possa cstar fora da cscola ou estar desempregado por um perfodo de mais dedez dias con.secutivos, enquanto as escolas pdblicas cstao em funcionamento. Esta restriçao nao seaplica a urn menor que tenha graduado de urna escola secundária que rnantdm urn curso de quatroanos acima do oitavo grau ou que tenha sido cducado nurna escola privada ou que tenha reccbidourn certificado de proficidncia acaddrnica do cstado.

SO ern certas circunstancias se pode dar urna autorizacao de trabalho a qualquer rnenor entre asidades de doze c dezoito anos. (Para rnais informacOes veja o Work Permit Handbook forCalifornia Public Schools, a venda por $6, mais o irnposto de vendas para residentes da CalifOrnia,podendo este scr obtido atravds do Bureau of Publk Ations, Sales Unit, California Department ofEducation, P.O. Box 271, Sacramento, CA 95802-0271.)

5.40 Que informacao contem uma autorizagio wilida de trabalho?

Nome, idadc, data de nascirnento, direcçao e mimero de telefone do rnenor

Lugar c horas que atende a escola a tipo rneio-dia (part-time) ou urna declaracao de dispcnsa; choras que atende a cscola a tipo dia cornpleto (full-tirm) se a autorizaçao d dada para horas foradas horas escolares

Nürnero rnáxirno de horas diárias c sernanais que o aluno podc trabalhar enquanto a escola estácm funcionamentoNürnero do seguro social do rnenorAssinatura do rnenor c da pessoa que emitiu a autorizacaoData cm que termina a autorizacao

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6.0 Participacao dos Pais na Escola

6.1 Porque devo partictPar na educagclo da minha crianga?

Como pais tendes um papcl muito imponante na cducacRo dos vossos filhos. Sois os primeiros emais importantes professores da vossa crianca. Na maioria dos casos, conheccis a vossa criançarnelhor do que qualquer outra pcssoa c podcis dar valiosa informacao que podera ajudar osprofessores a melhor compreendd-la. Ao darvm aos professores a oportunidade de comunicaremconsigo, provam que estao dispostos a colaborarem na cduc,Icao dos vossos Mhos. Eles sabem quepodem contar com a vossa ajuda na resoluclo dc qualquer problema que possa surgir na escola oucm casa e que este suporte mthuo, somente Ira beneficiar a vossa criança.

6.2 Como posso ajudar na educagao da minha crianga em casa?

Ha muitas maneiras de ajudar a sua crianca a ser bem succdido na escola:

Fazer com que ela dunna bon e que tenha um pcqueno almoco bastante nutritivo para que possater um born comeco de dia escolar.

Fazcr corn quc cla desenvolva atitudes positivas acerca da escola e aprendizagem c, ao mcsmotempo, deve encorajá-la a participar cm actividades cscolares.

Encorajar a criança a continuar a trabalhar nos seus cstudos c explicar a importancia da educaçaono scu futuro.

Informar-se sobrc o que se ensina na escola e reenforçar o ensino em casa.Comunicar frequentemente com a escola. Telefonar aos professores e conselheiros cm caso denao poderern atender a uma reuniao.

Ler as notfcias e folhetins que a cscola manda para casa e devolve-1as com a sua assinatura, acasotal 1he for pedido.

Informar-sc sobre os serviqos cspeciais disponfveis para a crianca na cscola e na comunidade.Estar atento aos regulamentos educacionais e cm que podem eles afectar a crianca.Apoiar o professor e a escola da sua crianca.DispOr de tempo sem interrupcOes para a crianca fazer o scu trabalho de casa.Ajudar e revisar os trabalhos de casa uma vez terminados.Ler As criancas mais pequenas.

Levar as criancas a bibliotcca ptiblica a fim de se familiarizarem e rcquisitarem livros.Levar as crianças a lugares educativos como, museus, jardim zoolOgico, espectaculos de artc,vizinhanças diferentcs da sua, etc.

Limitar o tempo dithio da crianca vcr tclevisao.

6.3 De que maneira posso participar na escola do meufilho?

Como pais tendes muitas oportunidades de participar numa variedadc de actividadcs da escola. Asescolas querem sempre envolver os pais cm organizacOcs como na juntas escolares Weak,comissOes conselhias escolares, comissOes conselhias distritais, comissOcs conselhias bilingucs,organizacOes dc pais-professores.

Pode scr que lhe seja pedido para:

Ajudar na classe da sua crianca.

Trabalhar na sala de pais no desenvolvimcnto de matcriais ou projcctos quc sao neccssários paraos profcssores usarcm na classe.

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Tomar conto de criancas durante passcios de estudo ao parque, biblioteca da vizinhanca, aojardim vol6gico, etc.Trabalhar na biblioteca, refeit6rios, etc.Supervisar as actividades durante a hora do recreio.Compartilhar as suas tradicOes e costumes culturais, jogos, passatempos, ou talentos como bordar,tirar fotografia, trabalhar em madeira, etc.Ajudar na decoragao dos quadros onde a professora alma os calendários, testes e informacOesescolares.

Contactar outros pais pelo telefone.Ler hist6rias a grupos de crianças.Ajudar criancas individualmente.Ajudar a criancas a construir projectos.Participar em comissaes organizadoras de angariamento de fundos para a compra de matcriais oujogos para a escola.Assistir a conferencias de pais e professores e "open house."Assistir a juntas da mesa directiva da escola.

6.4 Como pais, quais seio os nossos direitos?

Como pais tendes o direito de:

Escolher e decidir se a sua crianca deve frequentar uma escola püblica, privada ou paroquial.Receber informacao sobre o que se ensina na escola, quais os métodos e materials usados e como6 feita a avaliacao do progresso acad6mico do aluno.Or,sallizar reuniOes com o/a professor/a e director/a.Visitar a sala de aula avisando previamente o professor ou director da escola. Informc-se nodistrito escolar sobre os regulamentos para este fim.Ver os materials que sao usados na sala de aula e revisar qualquer material destinado a programasespeciais c que 6 comprado corn o dinhciro do governo federal.Receber informacao sobre as competéncias, proficiéncias ou habilidades que o seu filho tem dealcançar para ser bem succdido na escola.Dar a sua opinitio sobre o que se ensina na sala de aula. Muito embora nao venha a ter a tiltimapalavra deve trabalhar com a escola e/ou mesa directiva da escola para que saibam das suasopiniOes.

Saber se o seu filho está a ser bem cuidado tanto ffsica como emocionalmente.Saber se o scu filho está a ser convenientemente supervisado durante as horas escolares.Ser informado com antecedOncia das regras escolares, c6digos de vestudrio, processos usadospara visitar a escola, etc.Apelar para uma decisao feita pcla escola, que possa afectar os direitos da sua crianca.Contradizer/lutar sobre uma decisao feita pela escola de colocar a criano numa classe especialdestinada a alunos que tem problemas de comportamento.Apclar para uma decisao feita pela escola de suspender ou expulsar o seu filho da escola.Procurar receber informacao sobre os testes que o seu filho faz na escola e qual a finalidade deles.Receber informagao sobre qualquer exame psicológiGo realizado pcla escola e que envolva a suacrianca. Deve dar a sua autorizacao aMes do exame ser feito.Receber informacao sobre os resultados dos exames, o que significam e como sao usados.Participar como membro de uma comissao de pais. Estes grupos podem scr requcridos por lei ouserem voluntgrios.

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Assistir a reuniacs escolares a fim de se informar do que se passa no distrito.Dar as suas opiniaes quando ha rnudangas r.as apolices da escola, como estabelecer o c6digo devestudrio ou mudangas nos requisitos a nfvel secunddrio.Revisar os documentos que a escola tem sobre a sua crianga.

Perguntar sobre qualquer coisa que pensa nao estar correcta no fichciro da sua crianga, ou sepcnsa que a privacidadc deste ficheiro foi invadida. Voct tem o dircito de receber uma respostasatisfatel& da escola.

Colocar a sua crianga incapacitada numa escola pdblica cujo programa 6 apropiiado para ela. Ospais devem dar o seu consentimento por escrito, para que possarn colocar a criança num programadcstinado a criangas incapacitadas.

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7.0 Estrutura do Sistema das Escolas Pliblicas

7.1 Qual e a estrutura do sistema das escolas pablicas?

As escolas ptiblicas da CalifOrnia estao organizadas em distritos de escolas primárias abrangendogeralmente, da classe infantil ate ao sexto e oitavo graus; distritos escolares unificados (K-12); edistritos escolares secundários (graus 9-12).

7.2 Quais scio as agendas que tem maior efeito nas escolas pablicas?

As agencias que tem maior efeito nas escolas pdblica sao os distritos escolares, deparumento desuperintendentes das escolas do condado, agencias cstatais e federais. Todas estas agendasprocuram proporcionar urna educagao apropriada a todas as criancas.

7.3 Quem controla as escolas no seu distrito?

Os distritos escolares sao controlados por mesas directivas locais. A mesa direetiva 6 responsdvelem estabelecer, manter c operacionar as escolas que estao sob o scu control.

7.4 0 que e a estrutura tipica de uma escola primkria?

Numa escola primária, o director 6 responsável pelo programa diário c cada professor 6 responsávelpor urna classe. Quando uma escola tem muitos alunos de capacidade limitada cm Ingle's e com amesma lingua materna, sao requeridos professores bilingues. Ern adicao, o pessoal escolarnormalmente inchli especialistas de leitura, matemática e Ingles como segundo idioma, terapcutasde linguagem; uma enfermeira; auxiliarcs de professores; coordenadores de pais; coordenadores doprograma bilingue; e professores de recursos.

7.5 Qual é a estrutura de uma escola secunddria?

Numa escola secundária o director 6 responsável pela escola inteira e, geralmente, 6 ajudado pordirectores assistentes que, por sua vez, sao responsaveis por areas especfficas na administraçao daescola. As escolas secundárias maiorcs tem pessoas que dirigem cada departamento (Ingle's,matemática, cidncias, educagao ffsica, etc.). Os programas especiais bilingues tern em geral umdirector ou coordenador.

7.6 Como são financiados os distritos escolares?

Parte dos fundos das escolas pdblicas vem dos irnpostos de propriedades locais contudo, a maioriados fundos provem dos irnpostos estatais. A Legislatura da CalifOrnia decide a quantia que asescolas pdblicas devem recebcr. Fundos adicionais sao proporcionados a alguns distritos escolaresque tern alunos com necessidades especiais. A maioria dos fundos federais sao destinados a ajudarestes alunos e tambern alunos cujas famflias tem saldrios minimos, alunos corn necessidades deeducagao bilingue, alunos rnatriculados em programas de educacao vocacional e alunosincapacitados.

7.7 Porque tern os pais de compreender a estrutura das escolas pablicas?

Os pais que estao informados podem ajudar os filhos a fazer decisOes apropriadas sobre as suasnecessidades educativas. Os pais devern compreender a estrutura do sisterna da educacao pdblica naCalifOrnia a firn de poderern apreciar as oportunidades educativas que existem para os seus Mhos epara si prOprios.

21

3 il

1

A Handbook on CaliforniaEducation for Language

Minority Parents(English Version)

Prepared under the direction of theBilingual Education Office

California State Department of Education

Publishing InformationThis handbook was compiled by the Bilingual Education Office, wasedited and prepared for photo-offset production by thc Bureau ofPublications, and was published by the California Department ofEducation, 721 Capitol Mall, Sacramento, California (mailing address:P.O. Box 944272, Sacramento, CA 94244-2720). It was printed by theOffice of State Pnnting and distributed under thc provisions of the LibraryDistribution Act and Government Code Section 11096.

ID Copyright 1990Califomia Department of Education

Copies of this publication arc available for 53.25 each, plus sales tax forCalifornia residents, from thc Bureau of Publications, Sales Unit,California Department of Education, P.O. Box 271, Sacramento, CA95802-0271.

A partial list of other publications from thc Depanment appears at theback of this publication. A complete list of publications available from theDepartment can be obtained by writing to the Sales Unit at the addresslisted above.

ISBN 0-8011 -0909-4

ContentsPage

Acknowledgments E-vi

Foreword E-vii

Preface -Introduction

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

.1 When should rry child enroll in school" E-2

.2 Will my child 'Je able to attend a neighborhood school? E-2

.3 How is my child's grade level determined" E-2

.4 Do American schools accept course credits earned in foreign countries? E-2

.5 How is the noon meal provided for students? E-2

.6 How much will I have to pay for my child's schooling" E-2

.7 What do I do when my child is absent from school? E-2

.8 Will my child ride a school bus from home to school and back" E-2

.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" F.-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 Basic School Program; Curriculum F-3

2.1 What is a minimum day? E-3

2.2 What subjects are tak;ht in elementary grades (K 61) F-3

2.3 What subjects are taught at the high school lever) E-3

2.4 What high school requirements will my children have to meet? E-3

2.5 What is independent study" E-3

2.6 What other programs may operate in my child's school? E-3

3.0 Grades; Promotions; Testing E-4

3.1 What does an elementary student's report card include') E-4

3.2 What does a high school student's report card include') F-4

3.3 What do the report card symbols mean" F-4

3.4 What is a citizenship grade" E-4

3.5 What is a work habit grade? E-4

3.6 What should I do when I receive my child's report card? E-4

3.7 How often are report cards issued? E-4

3.8 What are the requirements for promotion to the next grade" F-4

3.9 What procedures are involved in grade retention? E-4

3.10 What does the pupil proficiency law require" E-4

3.11 What effect does the pupil proficiency law have on your child's graduatingfrom high school" F-4

3.12 What is the high school proficiency test? F-5

3.13 Who must take the proficiency test? E-5

3.14 How many opportunities will a student have to take the proficiency test? F-5

3.15 May a student with limited-English proficiency takethe proficiency test in a language other than English" F-5

3.16 Must schools provide special services for limited-English-proficient (LEP)students to help them pass the proficiency test? L-5

31

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 o 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 Assessmem. 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 atimission requirements does The California State University have: E-63.2C 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 Bilinjual Education E-64.1 What is the Home Language Survey? E-64.2 How does the school det2rmine each child's language proficiency? ..... E-64.3 What is biliagual 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-74.6 When is a bilingual program provided at the secondary level? E-74.9 How long does an LEP student ha%.e to stay in the bilingual progriiiiI9 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

front an individual learning program? E-84.13 What is a bilingual advisory committee? E-84.14 What are the responsibilities of the bilingual advisory commitcc? E-8

5.0 Additional Education Programs and Services E-85.1 What is advanced placement') F-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 rovides opportunity education? F-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 t:Ite-subsidized chii development

programs are there? E-105.17 Where can I go to enroll my child in a child development program? F-10

L-iv3

5.18 What can my child learn in a child development program" E-105.19 What are some of the benefits my child and 1 will get

from a child development program" E-105.20 What are the expenses for a child devt.lopment program" E-I 05.21 What are year-round schools" E-105.22 What are year-round calendars? E-105.23 Are programs in year-round schools t.ie same as those in regular schools? E-10

24 Why are not all schools year-round sc iools?).25 Are year-round schools required? i-105.26 Do all year-round students attend clasi at the same time"5.27 Do year-round schools offer summer sessions? E-I05.28 Where can 1 get more information on year-round schools? E-I 05.29 Will my children enjoy year-round education" E-I 1

5.30 What is summer school" E-115.31 How can summer school attendance heln students? E-I 1

5.32 How do 1 know if a child is gifted or talented" E-1 I5.33 What are the distinguishing features of the California

Gifted and Talented Education (GATE) Program" E-I I5.34 What are the GATE identification categories" E-I I5.35 What kind o' e vidence 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-I 15.38 What are work permits? E-I 15.39 Who is responsible for issuing work peimits" E-1 I5.40 What information does a valid work permit contain" E-I2

6.0 Parental Involvermint in the Schouls E-I 2

6.1 Why siiould become involved in my child's schooling? E-I26.2 How can 1 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-I 26.4 What rights do 1 have as a parent') E-13

7.0 Structure of the Public School System E-13

7.1 Whut is the structure of th,! public school system" E-137.2 What major agencies have n 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

Acknowledgments

The California Department of Education recognizes the many individuals who assisted incompleting this handbook:

The Department's Language Minoriv Parent Handbook Committee consisted of RobertBennett, Gene Bradford, Richard Diaz, Donald Glines, Marceleu Henry, Edward O'Malley,Dolores Paz, Paul Plowman, Daniel Reibson, Tomas Roybal, Glen Thomas, Elena Wong,and Alexander Ych. The committee members cmfirmed the need for the handbook,nrganized an effeztive mechanism for developing it, and provided guidance during thewriting of each draft.

Special contributions were made by former Department member Elena Wong, who broughtthe concerns of the Cninese community to the attention of the Depanment. Donald Glineshelped coordinate the work of the Minority Parent Handbook Committee.Virgilia J. Olivera translated this publication into Portuguese. Aurelia Palhinha andEduardo S. Eusebio also participated in the development of this publication.

PEThR WANG, CHAIRMANLanguage Minority Parent

Handbook Committee

E-vi

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 range 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 educate-is 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 3

Preface

During the 1987-88 school year, more than 1,000,000 students in California were reported to beusing a language other than English as their primary home language. And of that number,approximately 652,000 were identified as limited-English proficient (LEP). This publication, AHandbook on California Education for Language Minority Parents, was developed to help newimmigrant parents of the LEP students make the best use of the educational opportunities thatCalifornia public schools provide.

What is especially important for LEP students is to have parents in their home environment whoknow the California education system and opportunities. As prime educators parents are veryknowledgeable as to the needs of their children but are often left out simply because they are notfamiliar with their new educational environment. With the information provided in this handbook,parents should be able to aN1:ist their children with schooling in a more effective way.

Included in the handbook is information on student enrollment, public school programs andcurriculum, graduation requirements, bilingual education, parental involvement, transportation,year-round education, child development, and so on, which will be helpful for parents to provideimmediate assistance for their children. It also provides information about a variety of programs,such as alternative education, vocational education, continuation education, work experienceeducation, and adult education, which may be helpful not only for LEP students but also for parentswho seek further educational opportunities in California. We in the Department arc pleased to beinvolved in the development of this handbonk. We believe that this handbook will make an importantcontribution indirectly to thc improvement of educational services for language minority students byeducating their parents.

JAMES R. SMITHDeputy SuperintendentCurriculum and InstructioralLeadership Branch

E-viii 3;)

RAMIRO REYESDirector, Categorical Support

Programs Division

LEO LOPEZManager. Bilingual Education Office

htroduction

A Handbook on California Education for Language Minority Parents is designed to assist

parents 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 the

education of their children. Parents should be the prime educators and must be knowledge-able as to the needs of their children.

The handbook provides bas;c 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 asection 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 ne..3sary.

E-1

1.0 Enrollment and Attendance; GeneralInformation; 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.

!.4 Do American schools accept course credits earnedin foreign countries?

For children ofelementary 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 cafeteriawhere nutritious, well-balanced meals are availablefor a minimal charge. Parents with limited financesmay ask school officials if they qualify for a free orreduced-price lunch. 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 I 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 ifrny 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 educativn .1(1cannot ride the regular school bus, what caii hedone?

If your child qualifies for special education, the indi-vidual education plan 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 information.

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

4.L

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

1.12 May school districts charge a fee for transporta-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 taught in elementary (K 6) gradesare language arts (including 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:

I. 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.

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 are 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 =B =C =D =F =I =

E =G =S =N =U =

S =U =N =

ExcellentGoodSatisfactoryNeeds improvementFailureIncomplete

ExcellentGoodSatisfactoryNeeds improvementUnsatisfactory

SatisfactoryUnsatisfactoryNeeds improvement

3.4 What is a citizenship grade?

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

E-4

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?

Or. the basis 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 grade, 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 grade retemion?

Th( 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 another!eme The school will consult with the parent orguari to determine what is best for the student.

3.10 What does the pupil proficiency law require?

It requil es 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 school diploma, your child has tocomplete the local high school course of study andsuccessfully pass the district's proficiency test.

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 spe la! 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 i f a student fails theproficiency test?

If a student fails the proficiency test, the school is

required 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 proficiencytest.

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 Thst to obtain the equivalent of adiploma. The GED Test is given in 250 testing centersin California throughout the year.

3.20 What is the California Assessment Program(C A P)?

The California Assessment Program (CAP) annuallyassesses 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 who 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 CA P 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

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office. They are presented 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.

3.25 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 either 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 un: y's undergraduateapplication packet, available live of charge from anycampus.

3.27 What financial aid is available for 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 Englishproficiency is comparable to that of the majority ofpupils of the same grade or age whose primary lan-guage is English, 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.

4.4 What should be the qualifications 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 towhich 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 .hedistrict must offer a bilingual program in a self-contained classroom.

4.6 What types of bilingualprograms 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 bkultural 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 opportunities of pupils of limited-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. Them 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. The pro-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 to stay in thebilingual program?

All LFP 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-adopted 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 offeredOther 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 advisorycommittee?

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 ;.district 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 educationalendeavor based on the fact that many young peoplecan 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 requested, 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. Parents 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

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 eligib' #o 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 study thatthe governing board of a high school district or otherlocal educational agency may establish. Standardsand 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 assist 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 school 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 quaiifiedschool 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 child 5.21 What fire year-round schools?development programs are there?

There are nine types of such programs:

I. 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 cNld learn in a child developmentprogram?

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

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

Benefits include, but are not limited to, the following:I . Safe and appropriate physical environment2. Age-appropriate activities3. Cultural, linguistic, and other special needs

program activities4. Family and community involvement5. Parental education6. Efficient and effective local program administra-

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

care

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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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 arc 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 .vear-round schools 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 day 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 year-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

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 ,:ate-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

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

Who, grade levels ar 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. H owever, 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 wockpermit 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 se ad 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 elch 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 he 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 lther parents.Read stories to groups of children.Do individual tutoring.Help children to build projects.Participate on fund-raising committees organized

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 aparent?

As a parent, you have the right to:1Choose 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 o.vnschool district for corrcct procedures.Request conferences with the teacher and princi-pal.Look at materials used in the classroom andreview any materials purchased with federalmoney for special prograins.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 final 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 ...ihat 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 bc 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.H ave your handicapped child placed in an appro-priate public school program. Parents also mustgive written consent for the placement of theirhandicapped child.

I All of the items listed here (except the last item) are taken from BruceBaron and others, What Did You Learn in Srhool Mday? 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 er,.ugh 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

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.

Publications Available from the Department of Education

This publication is one of nearly 700 that are available from the California Department of Education. Someof the more recent publications or those most widely used are the following:

ISBN Title (Date of publication) Price

0-8011-0722-9 Accounting Procedures for Student Organizations (1988) $3.75

0-8011-0838-1 Adoption Recommendations of the Curriculum Development and Supplemental Materials Commissionto the State Board of Education, 1989: California Basic Instructional Materials in Bilingual LanguageArts and Visual and Performing Arts-Visual Arts and Music (1989) 3.50

0-8011-0883-7 The Ages of Infancy: Caring for Young, Mobile, and Older Infants (videocassette and guide) (1990)* 65.00

0-8011-0197-2 Basic Principles for the Education of Language Minority Students: An Overview (1983) 2.25

0-8011-0216-2 Bilingual-Crosscultural Teacher Aides: A Resource Guide (1984) 3.50

0-8011-0890-x Bilingual Education Handbook: A Handbook for Designing Instruction for LEP Students (1990) ..4.25

0-8011-0141-7 Bilingual Program, Policy, and Assessment Issues (1980) 3.25

0-8011-0273-1 California Adult Education Handbook (1986) 4.00

0-8011-0687-7 The California CBO: The 1987-88 Profile of Chief Business Officials in California Schools, K-12 (1489) 4.50

0-8011-0862-4 California Education Summit: Background and Final Report (a set) (1990) 5.00

0-8011-0889-6 California Private School Directory (1990) 14.00

0-8011-0853-5 California Public School Directory (1990) 14.00

0-8011-0748-2 California School Accounting Manual (1988) 8.00

California's Daily Food Guide (brochure) (1990)t 6.00/25

0-8011-0760-1 Celebrating the National Reading Initiative (1989) 6.75

0-8011-0874-8 The Changing History-Social Science Curriculum: A Booklet for Parents (1990)$ 5.00/10

0-8011-0867-5 The Changing Language Arts Curriculum: A Booklet for Parents (1990)t 5.00/10

0-8011-0777-6 The Changing Mathematics Curriculum: A Bookie: for Parcnts (1989)t 5.00/10

0-8011-0806-3 Characteristics of Professional Staff in California Public Schools: A Five-Year Comparison (1990) NC

0-8011-0823-3 Coordinated Compliance Monitoring Review Manual, 1989-90 Edition (1990) 6.75

0-8011-0201-4 Desegregation and Bilingual Edwation-Parmers in Quality Education: Conference Proceedings (1983) 4.25

0-8011-0797-0 a.sktop Publishing Guidelines (1989) 4.00

0-8011-0833-0 Directory of Microcomputer Software for School Business Administration (1990) 7.50

0-8011-0796-2 Effective Language Arts Programs for Chapter 1 and Migrant Education Students (1989) 4.25

0-8011-0856-x English as a Second Language Handbook for Adult Education Instructors (1990) 4.50

0-8011-0041-0 English-Language Arts Framework for California Public Schools (1987) 3.00

0-8011-0900-0 Enrollment and Staff in California's Private Elementary Schools and High School-, 1988-89 (1989) . NC

0-8011-0901-4 Enrollment Data, California Elementary and Secondary Public Schools, 1988-89 (1989) NC

0-8011-0751-2 First Moves: Welcoming a Child to a New Caregiving Setting (videocassette and guide) (1988)* 65.00

0-8011-0839-x Flexible, Fearful, or Feisty: The Different Temperaments of Infants and Toddlers (videocassetteand guide) (1990)* 65.00

0-8011-0849-7 Food Sanitation and Safety Self-Assessment Instrument for Child Care Centers (1990) 3.75

0-8011-0850-0 Food Sanitation and Safety Self-Assessment Instrument for Family Day Care Homes (1990) 3.75

0-8011-0851-9 Food Sanitation and Safety Self-Assessment Instrument for School Nutrition Programs (1990) 3.75

0-8011-0804-7 Foreign Language Framework for California Public Schools (1989) 5.50

0-8011-0809-8 Getting In Tune: Creating Nurturing Relationships with Infants and Toddlers (videocassetteand guide) (1990)* 65.00

0-8011-0287-1 A Guide for Bilingual Education Advisory (:ommittees (1987) 3.25

0-8011-0875-6 Handbook for Contracting with Nonpublic Schools for Exceptional Individuals (1990) 8.00

0-8011-0249-9 Handbook for Planning an Effective Foreign Language Program (1985) 3.50

0-8011-0824-1 Handbook for Teaching Cantonese-Speaking Students (1989)§ 4.50

0-8011-0909-4 Handbook on California Education for Language Minority Parents-Portuguese/English Edition (1986)n 3.25

0-8011-0734-2 Here They Come: Ready or Not-Report of the School Readiness Task Force (Full Report) (1988) 4.25

0-8011-0712-1 History-Social Science Framework for California Public Schools (1988) 6.00

0-8011-0782-2 Images: A Workbook for Enhancing Self-esteem and Promoting Career Preparation, Especially forBlack Girls (1988) 6.00

0-8011-0227-8 Individual Learning Programs for Limited-English-Proficient Students (1984) .3.50

0-8011-0750-4 Infant/Toddler Caregiving: An Annotated Guide to Media Training Materials (1989) 8.75

0-8011-0878-0 Infant/Toddler Caregiving: A Guide to Creating Partnerships with Parents (1990) 8.2.5

0-8011-0880-2 Infant/Toddler Caregiving: A Guide to Language Development and Communication (1990) 8.25

0-8011-0877-2 Infant/Toddler Caregiving: A Guide to Routines (1990) 8.25

0-8011-0879-9 Infant/Toddler Caregiving: A Guide to Setting Up Environments (1990) 8.25

0-8011-0876-4 Infantfroddler Caregiving: A Guide to Social-Emotional Growth and Socialization (1990) 8.25

*Videocassette also available in Chinese (Cantonese) and Spanish at the same price.tile price for 100 brochures is $16.50; the price for 1,000 brochures is $145.00.*The price for 100 booklets is $30.00; the price for 1,000 booklets is $230.00.

Also availabk at the same price, for students who speak Japarese. Pilipino, and Portuguese.11The following editions are also available, at the same price: Armenian/English, Cambodian/English, Chinese/English. Ilmong/English,Japanese/English, Korean/English, Laotian/English, Pilipino/English, Spanish/English, and Vietnamese/English.

E - 15

ISBN

o 8011.082840-8011-0869-1

0-8011.0358-40.8011.0794 60.8011-0864.0

0.8011.0306.1

mle Male of publication)

Instructor's Behindthe-Wheel Guide for California's Bus Driver's Training Course (1989)It's Not Just Routine: Feeding, Diapering, and Napping Infants and Toddlers (videocassetie

and guide) (1990)*Mathematics Framework for California Public Schools (1985)Microcomputer Software Use in School District Business Offices: Report of a Survey (1989)Model Curriculum Standards: Program Framework and Process Guide for Industrial and Technology

Education in California (1990)Physical Education for Individuals with Exceptional Needs (1986)

Price

$20.00

65.(103.004.00

13.259.75

0 8011.0834.9 Program Cost Accounting Manual Worm J-380----Form 3-580) (1989) 20.(100 8011.0352 5 Program Descriptions for Bilingual-Bicultural and ESL Instructional Materials (1984)o 8011.0352 5 Program 1tcniptions for Bilingual-Bicultural and ESL Instructional Materials (1984)0 8011.0353 3 Program Descriptions for Foreign Language Instructional Materials (1984)o 8011.0886 10 8011.0817 9

Program Guidelines for Individuals Who Are Deaf.Blind (1990)Program Guidelines for Language, Speech, and Hearing Specialists Providing Designated Instruction and

6.00

Serv ices (1989) 6.000 8011 0899 .3 Quality Criteria for Elementary Schools: Planning, Implementing, Self.Study, and Program Quality

Review (1990)() 8011-0815 2 A Question of '1'hinking: A First Look at Student.s' Performance on Open.ended Questions in

Mathematics (1989)o 8011.0858 6 Readings for Teachers of United States History and Government (19(.0)0.8011.0831-4 Recommeniki Literature: Grades 9-12 (1990) 4 500 8011.0311-8 Recommended Readings in Literature: Kindergarten Through Grade Eight (1986) 2.250 8011.0863 2 Recommended Readings in Literature: Kindergarten Through Grade Eight, Addendum (1990) 2.250 8011.0745 8 Recommended Readings in Literature: Kindergarten Through Grade Eight, Annotated Edition (1988)1 4.500 8011-0753.9 Respectfully Yours: Magda Gerber's Approach to Professional Infant/Toddler Care (videocassette

0 8011.0868.3and guide) (1988)*

School Crime in California for the 1988-89 School Year (1990)65.0 0

3.soo 8011.0870 50.8011.0665-60-8011.0316.9

Science Framework for California Public Schools (1990)Science Model Curriculum Gnirk, K-8 (1988)Selected References for Teaching English as a Second Language (1986)

0 8011.086(1 8 Self-Assessment Guide for School District Policy Teams:Mainierance and Operations (1990) 3 500 8011.0857-8 Self-Assessment Guide for School District Policy Teams:Pupil Transportation Services (1990)

30 8011 0813-6 Self-Assessment Guide for School District Policy Teams: School Nutrition Program (1989) 1 55(01

0.8011.0752.0 Space to Grow; Creating a Child Care Environment for Infants and Toddlers (videocassetteand guide) (1988)* 65.00

0 8011-0807.1 Statement on Contwiencies in Languages Other Than English Expected of EnteringFreshmen: Phase I-French, German, Spanish (1988) 4.00

o 8011-0855 10 8011-0234 0

Strengthening the Arts in California Schools: A Design for the Future (1990)Studies on Immersion Education: A Collection for U.S. Educators (1984)

4. 5( ))

0 8011.0827 6 Technical Assistance M for the California Model School Accountability Report Cant (1989) 3 750 8011.0846.2 Toward a State of Esteem: The Final Report of the California Task Force to Promote Self Esteem and

o 8011 0854 3PLis:mal ond Social Responsibility (1990)

Tow. Snae of Esteem, Appendixes to (1990)4.004.00

0 8011 0758 x Visions for infant/Toddler Care: Guidelines for Professional Caregiving (1989) 5.500 8011.0805 5 Visual and Performing Arts Framework for ('alifornia Public Schools (1989)

65*(088))0 8011 0814 4 Writing Achievement of California Eighth Graders: A First Look (1989)0 8011 0832 2 Writing Achievement of California Eighth Graders: Year Two (1989) 4.000 8011 0887 x Writing Assessment Ilandbook, Grade 8 (1990) 8 50

Videocassette alto available in Chinrsc (( antinwsr) and Spanish at the ?Mint! pfli.C.t Imludea complenwntasty oopy of Addendum. (ISBN 0 5011 0561 2).

Orders should be directed to:

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

Please include the International Standard Book Number (ISBN) for each title ordered.Remittance or purchase order must accompany order. Purchase orders without checks are acceptcd only from governmental

agencies. Saks tax should be added to all orders from California purchasers.A complete list of publications available from the Deparunent, including apprenticeship instructional materials, may be

obtained by writing to the address listed alxwe or by calling (916) 445-1260.

E- 16Wu (11A414 lava IPA