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2 0 1 8 W E S T C O N T R A C O S T A
K I D S C A N
T H I R D A N N U A L S T U D E N T O U T C O M E S R E P O R T
2018WEST CONTRA COSTA
KIDS CANTHIRD ANNUAL STUDENT
OUTCOMES REPORT
Glossary of Terms
Introduction: Why We Advocate
Student Demographics
Key Standards
Elementary Data
Secondary Data
T ime for Action
Resources and Tools
All School SBAC Summary
Endnotes
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5
6
8
10
16
25
26
36
38
TABLE OF CONTE NTS
UCUniversity of California
K-12Kindergarten through 12th Grade
ELACEnglish Language Advisory Council
WCCWest Contra Costa
LCAPLocal Control Accountability Plan
ELDEnglish Language Development
PSATPreliminary Scholastic Aptitude Test
ALDAcademic Language Development FEP
Fluent English Proficient
CSUCalifornia State University
SSTStudent Study Team
IEPIndividualized Education Program
ELAEnglish Language Arts
STEMScience, Technology, Engineering, and Math
KKindergarten
A-GCourses Required for admissions to CSU/UC
ELPACEnglish Language Proficiency Assessments for California
NCLBNo Child Left Behind
ESLEnglish as a Second Language
ADAAverage Daily Attendance
PDProfessional Development
ELLEnglish Language Learner
WCCUSDWest Contra Costa Unified School District
LCFFLocal Control Funding Formula
GPAGrade Point Average
BOEBoard of Education
SBACSmarter Balanced Assessment Consortium
CELDTCalifornia English Language Development Test
SSCSchool Site Council
APAdvanced Placement High School Courses GATE
Gifted and Talented Education
PTAParent Teacher Association
GLOSSARY OF TERMSTABLE OF CONTE NTS
INTRO
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E N G L I S H L A N G UAG E AR T S PRO F I C I E N CY BY I N CO M E S TAT U S A N D E T H N I C I T Y
0 20 40 60 80 100
African A
meric
an 18%
African A
merican 36%
Latin
o 28%
Latin
o 44%
Multi
- Racial 4
0%
Multi - R
acial 66%
White
38%
White 73%
Pacific Isl
ander 20%
Pacific Isl
ander 41%
Asian 46
%
Asian 65%
Filipino 52
%
Filipino 71%
Americ
an Indian /
Alaska N
ative 29
%
American In
dian / Alaska
Nativ
e 62%
African American
Latino
Multi - Racial
White Pacific Islander
Asian
Filipino
American Indian / Alaska Native
Economically Disadvantaged Total:
12,621
Not Economically Disadvantaged Total:
4,334
Overall, the data shows the persistence of achievement gaps and shows the
importance of studying multiple factors and measures to deeply understand our
students’ outcomes. In a district like ours -- where Latino and African American
students make up 4 out of 5 of all students receiving free/reduced-price lunch -- it
is critical that we focus resources and interventions to especially support students
from historically underserved backgrounds.
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WHY WE ADVOCATEWest Contra Costa Unified School District (WCCUSD) has committed to providing the highest quality education to enable all students to make positive life choices, strengthen our community, and successfully participate in a diverse and global society. If this vision is to become a reality, it calls for a complete re-thinking of the purpose and structure of school, one that puts the unique needs of our learners at the center. We, as a community of students, families, educators, and community allies, must advocate for transformed schools, organized around new principles that:
To achieve this shared vision, we must move away from factory-model schools that were
built for a different era, a different purpose, and a different nation. The traditional school
model as it stands will not prepare our young people for a rapidly changing world and
its ever-changing challenges. With advances in technology, competitive global markets,
and significant shifts in workforce demands, we can no longer tolerate structures, policies,
and programs that replicate and perpetuate inequity.
We invite all of you, our partners and allies, to work together to envision and strive for a
transformed public education system that equitably serves all of our young people. Let’s
work together to ensure our children thrive in a sea of opportunities once their time in our
schools has come to an end. Together, we can make this dream a reality.
01
04
02
05
03
07
06
Cultivate engaged and
informed citizens, ready to
actively participate in our
democracy
Develop flexible and
personalized learning
environments where learning
can happen in different
places, at different times, and
in different ways, inside and
outside of school
Develop academic, social-
emotional, and other
skills critical for success
in work and in life, with
access to a depth and
breadth of academic and
extracurricular experiences
Engage families and
caregivers as essential partners
in the work
Empower educators to drive
solutions and craft school
designs to best meet the needs
of their students
Develop active, empowered
learners that feel ownership
of their academic journey
Hold, and deliver on, high
expectations for all students
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OVE R ALL S T U D E NT E N RO LL M E NTWH O AR E O U R S T U D E NT S I N WE S T CO NTR A COS TA?
E N GL I S H L AN GUAGE LE AR N E R AN D LOW I N COM E S T U D E NT E N RO LL M E NTWH O AR E O U R E NGL I SH L ANGUAGE LE AR N E R AN D LOW I N COM E S T U D E NT S?
0
0
10
10
20
20
30
30
African American (5,320)
Charter
Charter
Latino (18,759)Overall Student Count: 33,663
District
District
Low
-Inc
om
eEn
glis
h Le
arn
er
Multi - Racial (1,055)
White (3,346)
Pacific Islander (230)
Asian (3,250)
Not Reported (138)
Filipino (1,533)
Native American (82)
55.7%
20%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
40%
60%
80%
100%
70%
34%
79%
30%
15.8% 9.9% 9.7%4.6% 3.0%
0.7% 0.4% 0.2%
Serving families and communities in Richmond, San Pablo, El Cerrito, Hercules, Pinole, El Sobrante, and Kensington, West Contra Costa public schools impact the lives of more than 33,000 young people.
Yet, in our 65 public schools, we find that achievement gaps persist: fewer than 1 in 4 WCC schools have more than 50% of students proficient in English Language Arts, and only 1 in 3 WCC schools have more than 30% of students proficient in math.
This report focuses on outcomes for specific groups of students to bring attention to our shared responsibility to ensure all West Contra Costa public schools serve all children well, including and especially, our young people from historically underserved backgrounds.
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Kindergarten
5th Grade
3rd Grade
7th Grade
High School
Grade Level English Language Arts Math
Naming upper-and lower-case letters, matching those letters with their sounds, and printing them
Asking and answering questions about key details in stories or other information read aloud
Learning to recognize, spell, and properly use those little grammatical words that hold the language together (e.g., a, the, to, of, from, I, is, are)
Summarizing the key details of stories, dramas, poems, and nonfiction materials, including their themes or main ideas
Integrating information from several print and digital sources to answer questions and solve problems
Writing opinions that offer reasoned arguments and provide facts and examples that are logically grouped to support the writer’s point of view
Reading closely to find main ideas and supporting details in a story
Comparing the most important points and key details presented in two books on the same topic
Writing stories that establish a situation and include details and clear sequences of events that describe the actions, thoughts, and feelings of characters
Independently conducting short research projects that build knowledge about various topics
Citing several sources of specific evidence from a piece when offering an oral or written analysis of a book, essay, article, or play
Conducting research in response to a specific question by drawing on evidence from several credible literary or informational sources to support an analysis or reflection
Presenting claims and findings to others emphasizing main points, making eye contact, speaking loudly enough, and pronouncing words clearly
Evaluating arguments and specific claims, assessing whether the reasoning is valid and the evidence is sufficient, and as appropriate, detecting inconsistencies and ambiguities
Making an argument that is logical, well-reasoned, and supported by evidence
Responding thoughtfully to diverse perspectives; synthesizing comments, claims, and evidence made on all sides of an issue; and resolving contradictions when possible
Adding with a sum of 10 or less; subtracting from a number 10 or less; and solving addition and subtraction word problems
Adding and subtracting very small numbers quickly and accurately (e.g., 3 + 1)
Correctly naming shapes regardless of orientation or size (e.g., a square oriented as a “diamond” is still a square)
Adding and subtracting fractions with unlike denominators (e.g., 2 1⁄4 – 11⁄3), and solving word problems of this kind
Multiplying fractions; dividing fractions in simple cases; and solving related word problems
Generalizing the place-value system to include decimals, and calculating with decimals to the hundredths place
Multiplying and dividing up to 10 × 10 quickly and accurately, including knowing the times tables from memory
Beginning to multiply numbers with more than one digit (e.g., multiplying 9 × 80)
Understanding fractions and relating them to the familiar system of whole numbers
Analyzing proportional relationships and distinguishing proportional relationships from other kinds of mathematical relationships
Solving word problems that have a combination of whole numbers, fractions, and decimals
Solving equations such as 1⁄2 (x – 3) = 3⁄4 quickly and accurately, and writing equations of this kind to solve word problems
Working with rational and irrational numbers, including working with rational exponents
Interpreting algebraic expressions and transforming them purposefully to solve problems
Analyzing functions algebraically and graphically, and working with functions presented in different forms
Proving theorems about triangles and other figures
Below you’ll find selection of the key standards for the grade levels discussed through-out the report. They reflect some of the essential skills to be mastered by the end of grade level. To see a complete list of standards as well as ideas for whay to do at home and questions for your chlid’s teacher, visit the California PTA website, https://capta.org/focus-areas/education/common-core/. There is information for grades Kindergarten-8th and High School available in six languages.
KEY STANDARDS BY GR ADE LEVE L
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HILDA AVILAGo to Resource Page #27
FEWER THAN 4 IN 10 KINDERGARTENERS ARE ON-LEVEL DURING THE FALL ASSESSMENT OF THEIR FIRST YEAR IN SCHOOL.
This is despite nearly all students in WCCUSD preschools achieving “kindergarten-ready” ratings in all areas.
• How did your child perform on any preschool assessments or report cards?
• What are the results of your child’s initial reading assessment in kindergarten? (Generally given in September)
• Which tests will your child take this school year and what information will he/she need to know?
PERSONAL
• Know your child’s assessment schedule,
and ask what can be done at home to help
your child prepare
• Kindergarten attendance is essential as
vital learning happens all day throughout
the year
• Visit the front office, get a calendar, and
sign up for the email (e-tree) list
• Read to your child nightly for 20 minutes
in the language of your preference
SYSTEMIC
• Increase community outreach on the
importance of Early Childhood Education
(ECE) and availability of, and access to,
programs
• Advocate for all schools to offer a
teacher-led kindergarten orientation and
support outreach to invite all parents to
attend orientation sessions
• Advocate for alignment between pre-k
and kindergarten assessments to better
understand readiness and needed supports
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PRESCHOOL — KINDERGARTEN WCCUSD READINESS
“It’s never too early to
start focusing on
academics. I helped
create a love of reading in
my sons before they even
began school by taking
them to the library.”
THINGS TO CONSIDER
of students in WCCUSD preschools met early literacy benchmarks in Spring of 2017.
of WCCUSD kindergarten students met early literacy benchmarks that Fall.
99%
43%
NEXT STEPS
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ALEJANDRA NAVARROGo to Resource Page #28
IN 2014-15, 27% OF WCC 3RD GRADERS WERE MEETING READING STANDARDS. THIS YEAR, THOSE SAME STUDENTS ARE IN 6TH GRADE AND ONLY 35% ARE MEETING STANDARDS.
WCC is well behind the state and Contra Costa County student achievement averages.
• What is your child’s current reading level for independent and instructional reading?
• What is an example of a book that is the “right fit” for your child right now? What should he/she be reading at the end of 3rd grade?
• What reading trackers or online programs can you use at home to
support your child’s reading level?
PERSONAL • Ask at your parent-teacher conference,
for the student-level report of the reading
assessment
• Request an independent reading list that
matches your child’s reading level
• Help your child become more familiar
with technology! Request a Chromebook
from your child’s teacher, and engage the
district for a free WiFi hotspot if needed in
your home
SYSTEMIC
• Advocate for an early warning system
to identify students needing additional
reading support, that includes 1st, 2nd,
and early 3rd grades
• Optimize the functions of Illuminate to
strengthen assessment, monitoring, and
selection of interventions for students
• Schools must regularly evaluate their
current interventions against student
progress to assess impact and to know
what programs to continue, grow, and
discontinue
PERCENT OF 3RD GRADERS MEETING / EXCEEDING STANDARDS(4-YEAR TREND)
“By being clear on each
teacher’s classroom vision
for reaching academic
excellence, we are better
able to support our children’s
education at home as we
help with homework.”
35%34%32%
53%53%51%
46%48%47%
44%
38%
27%
100%
0%
GRADE 32014-15
GRADE 42015-16
GRADE 52016-17
GRADE 6 2017-18
40%
20%
60%
80%
Contra Costa County
State of CA
West Contra Costa
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THINGS TO CONSIDER
NEXT STEPS
TAKEAWAYS
ROCIO GUTIERREZ Go to Resource Page #30
FEWER THAN 4 IN 10 ENGLISH LEARNERS ARE RECLASSIFIED BY 5TH GRADE.
At the 5th grade level, WCC is around 6% behind the state reclassification rate. By 12th grade, the district is 13% behind the state average.
PERSONAL
• Ask for your child’s status on the four strands of the ELPAC and ensure that the teacher provides evidence by way of sample work and an example of what “on-level” work looks like for comparison
• At your parent-teacher conference, ask if your child is on target to be reclassified by the end of the year. If not, ask what will be done to change that course and how you as a parent can support
SYSTEMIC
• Advocate for a public assessment of current, on-the-ground, integrated and designated ELD practices in the classroom and related student impact
• Once assessment is complete, offer dedicated teacher development to address identified gaps in ELD instruction and data analysis
• Advocate for a more expansive ELD report card that provides student progress data and provide corresponding teacher training on the new tool
• Attend your school’s ELAC committee and request trainings, guest speakers, and expanded information to be shared publicly
“We can’t be afraid to
go to the school and
ask tons of questions. At
first it may feel hard or
intimidating but the more
you do it, the easier it
becomes.”
RECLASSIFICATION STATUS FOR ENGLISH LEARNERS BY 5TH GRADE
• Is your child in ALD or ELD? If ELD, what is your child’s current English Language Learner level?
• If your child is an English Language Learner, what progress needs to be made in order for him/her to be reclassified as English Proficient?
• Who is your child’s ELD or ALD teacher? What is your child currently learning during the ELD or ALD block at school? What is your child’s progress to date?
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THINGS TO CONSIDER
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8+45+1037Reclassified (570)
EL for 6 + Years (157)
EL for 4-5 Years (701)
EL for 0-3 years (120)
37%
45%
10%
8%
DILICIA PALACIOSGo to Resource Page #29
FEWER THAN 1 IN 4 WCC 7TH GRADERS IS MEETING MATH STANDARDS.
Being on track to take Algebra in 8th grade is critical to meeting the A-G requirements necessary for admission to UC or CSU schools.
PERSONAL
• Sign up for Powerschool to know what’s
happening in your child’s classroom daily
• Assessment and placement decisions for
8th grade happen in 7th grade. Ask for the
testing schedule and decision deadline
• Meet with your child’s teacher to review
testing data from 3rd grade to 7th grade to
develop a plan for Algebra in 8th grade
SYSTEMIC
• Conduct a site level gap analysis on
previous year SBACs to identify focal area for
the year (i.e geometry, numeracy, etc.)
• Dedicate funding for teacher planning
time to work across grade levels on key gaps
• Support setting publicly shared, bold
annual goals at sites to raise expectations for
teachers and students
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STUDENTS MEETING OR EXCEEDING 7TH GRADE MATH STANDARDS
• What are your child’s SBAC math results from previous years?
• Using SBAC results from previous years, how will you know your child is on track to take Algebra in 8th grade?
• What skills does your child need to strengthen to be on track to take Algebra in 8th grade?
“Knowledge is so
valuable - without
knowledge we
stay behind - so
knowledge helps us
move forward and
bring others with us.”
20%
0%
40%
60%
80%
100%
23.5%17.8%
7.2%
45.8%49.1%
40.2% 38.1%
3.9%
16.5%
Latino (1,436)
All Students (2,463) Filipino (97)
African American (334)
Multiracial (63)
Asian (216)
English Learner (536)
White (220)
Low Income (1,838)
STUDENT GROUPS
THINGS TO CONSIDER
NEXT STEPS
TAKEAWAYS
LUCERO GARCIA Go to Resource Page #26
MORE THAN HALF OF WCC HIGH SCHOOL 9TH GRADERS RECEIVED A “D” OR “F” IN AT LEAST ONE COURSE.
Freshman-year grades are an important predictor of whether a student will graduate from high school.
PERSONAL
• Sign up for Powerschool to know what’s
happening in your child’s classroom daily
• Poor attendance can negatively impact
your child’s grades. Attendance is taken
in every individual period. Some teachers
make attendance a portion of the grade in
the course
• Walk through your child’s syllabi to know
how grades are determined by each
individual teacher. They vary greatly class
by class
SYSTEMIC
• Advocate for an 8th grade summer
bridge program to help with high school
preparedness for students most at risk
• Advocate for consistency among
teachers in how grades are coded
in Powerschool to support parent
understanding and full engagement
9TH GRADE D/F OVERALL & PER STUDENT
• How are you monitoring your child’s progress in courses throughout the year?
• How many Ds or Fs are currently on your child’s transcript?
• What are questions you have for your child’s school counselor to remain, or get back on track for, college eligibility?
“As parents of high school
students we sometimes
think students don’t need
our support when in fact
students really need us to
be informed and support
their education.”
56+4444%
56%One or more D or F gradesTotal: 1,073
No D or F GradesTotal: 843
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THINGS TO CONSIDER
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ALFONSO RAMIREZGo to Resource Page #34
ONLY 5% OF 11TH GRADERS ARE UNCONDITIONALLY COLLEGE-READY IN MATH, AND ONLY 16% ARE UNCONDITIONALLY COLLEGE-READY IN ENGLISH.
Students who aren’t unconditionally ready will need to take remediation courses in college, which increases their likelihood to graduate late – or to not graduate at all.
PERSONAL
• Results from the 11th grade SBAC are the
current best measure of college readiness.
Advanced students (per the top SBAC
rating) are considered unconditionally
college ready. Proficient students are
considered conditionally college-ready
• Performance on 11th grade SBAC impacts
placement in college courses
• CSU/UC applications open the summer
between 11th and 12th grade
SYSTEMIC
• Work to develop a positive culture of
testing engagement and accountability at
every site where all stakeholders understand
why assessments matter and commit full
effort during testing periods
• Advocate for paid teacher time to
meet in departments to align curriculum
across levels AND to meet in grade levels to
optimize student supports
• What are your child’s 11th grade SBAC scores in ELA and Math? What are your child’s PSAT scores from 10th and 11th grade?
• Are they ready or conditionally ready for college courses?
• Have you registered your child to take the SAT and /or the ACT in
11th grade? When is the district-sponsored SAT date in 12th grade?
11TH GRADE SBAC READINESS
“As a dad, I would
tell other fathers and
caregivers to make time
to stay connected to
your child’s education. It
makes such a difference
in the lives of my children.”
Meeting StandardsExceeding Standards
20%
0%
40%
60%
0.3%6.4%
12.5%
25.0%
16%
17.9%
34.4%
25.6%
6.5%
3.2%11.6%
3.0%
1.4%
0.3%
5%
14.2%
Overall Latino AfricanAmerican
Asian White Filipino Multiracial English Learner
Low Income
2.4%
12.9%
MA
TH
20%
0%
40%
60%
80%
80%
Overall Latino AfricanAmerican
Asian White Filipino Multiracial English Learner
Low Income
ELA
5.6%
17.8%
24.2%
32.9%
28.7%
29.9%
27.7%
37.6% 34.4%
15.6%
28.0%
11.9%
3.1%
0.3%
15.9%
27.7%
13.7%
27.6%
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THINGS TO CONSIDER
NEXT STEPS
TAKEAWAYS
VERONICA MARTINEZGo to Resource Page #34
DESPITE AN OVER-80% GRADUATION RATE, FEWER THAN HALF OF WCC GRADUATES HAVE THE COURSES THEY NEED TO BE ELIGIBLE FOR ADMISSION TO A UC OR CSU.
At individual schools, A-G completion rates range from 96% to 27%.
PERSONAL• A letter grade of “D” qualifies for
graduation units but does not qualify for
college eligibility
• Know your child’s course schedule each
high school year and monitor any transfers
to ensure he/she stays on track to A-G
eligibility
• Monitor progress to both graduation and
A-G course completion. They are a different
set of requirements
SYSTEMIC• Explore utilizing peer coaching to support
all freshmen receiving initial training on A-G
eligibility
• Create the data infrastructure for quick
multilingual access to A-G progress to date
to allow educators and families up-to-date
information in real time
• Advocate for funding for summer school
placements for students with Ds and explore
the possibility of Saturday and evening
classes
12TH GRADE GRAD VS A-G ELIGIBILITY
• How many credits does your child need to earn this school year in order to qualify to graduate?
• What A-G courses must your child take this year to be eligible for CSU/UC admissions?
• What are options to make-up any missing or failed courses?
“I wish more parents
knew that it is not enough
to have kids “pass” their
classes with a D grade.
Be sure your child sees
the counselors early
and often.”
Co
hort
A-G
Co
mp
letio
n Ra
te
Cohort Graduation Rate
Color Scale
School Cohorts Represented
0%
70%
80%
90%
100%
60%
50%
40%
30%
20%
10%
0%
0%
10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
100%
Making Waves Academy
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THINGS TO CONSIDER
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Vista High (Alternative)
John F. Kennedy High
Leadership Public Schools: Richmond
Aspire Richmond Ca. College Preparatory Academy
Middle College High
Hercules High
De Anza High
El Cerrito High
All Students
Pinole Valley High
Richmond High
Throughout this book, you have seen key data and learned about the next
steps that you can take to change outcomes for individual young people,
school sites, and our larger public education system. It is only when each
and every one of us takes action, can we begin to drive toward change
that ensures all students in West Contra Costa have access to the quality
education they deserve.
Please take the time to create your action plan and let’s take the
first step, together.
Personal Advocacy Steps
Systemic Advocacy Steps
T IME FOR ACTION
Review your child’s report cards, test scores, and classwork
Attend a SSC, PTA, ELAC, or district school board meeting
Schedule a parent-teacher conference
Visit the local library to check out “best fit’ books
Call or email a board member
Email or meet with a school prinicpal
Schedule a meeting with your chlid’s high school counselor to develop a plan
Review your’s school SARC or the district data dashboards
ERIKA CRUCES
PERCENT OF STUDENTS COMPLETING COMMUNITY COLLEGE VS. COLLEGE-PREPAREDNESS
“As parents, we need to
be able to do our own
research and learning, in
order to be powerful and
impactful while sitting at
the table with decision-
makers.”
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20%
40%
60%
80%
100%
Completionearned a degree,
certificate, or transferafter six years of full-time
enrollment
72.1%
40.7%
College Prepared (183)Student’s lowest course attempted in Math and/or English was college level
Unprepared for College (653)Student’s lowest course attempted in Math and/or English was not college level (remedial)
Visiting a school for classroom observation
Participating in parent-teacher conferences
Volunteering
Monitoring student attendance
Receiving student testing results
Determining school selection
Ensuring safe school environments
Reviewing curriculum
Monitoring their student’s academic progress
Having access to their students’ records
Helping to establish and review standards
Participating in the development of school rules
Being informed about psychological testing
Participating in councils and committees
Contributing to policy development
Did you know that parents and caregivers have legal rights to school and student involvement? These laws were created and put into effect by families, teachers, concerned community members, and groups like the PTA, who want the best for our kids.
NEW LAW STRENGTHENS PARENTS’ RIGHTS TO BE HEARD IN SCHOOL DECISIONS:California’s new school-funding law — the Local Control Funding Formula (LCFF) —
strengthens parent voice in major funding decisions that affect our young people and
schools. School districts are now required to seek out parents’ input and implement our
decisions through Local Control and Accountability Plans (LCAP), which focus on eight key
areas of student success.
FAMILY-SCHOOL PARTNERSHIP ACT GIVES YOU TIME TO GET INVOLVEDThe Family-School Partnership Act encourages parents and caregivers to get involved in
children’s school activities by providing rights to time off work. Under the Act, if you work
in a business with 25 employees or more at the same location, you have the legal right
to request and take off up to 40 hours per year to participate in school or preschool-
sponsored activities. Hours off are provided through vacation usage, personal leave,
compensated time off or unpaid time.
REGULATIONS REQUIRE PARENT INVOLVEMENTParents’ rights are outlined in detail in California Education Code. Our rights include:
These rights are overseen and upheld by the California Department of Education.
PARE NTS: KNOW YOUR R IGHTS
General Observations
Is your visit welcomed by the caregiver, director, and/or other staff?
Is the program’s license posted?
Are the adult/child ratios what they are supposed to be?
Small Family day care home: 1:8
(providing 2 children are 6 years or older)
Large Family day care home: 2:14
(providing 2 children are 6 years or older)
Infant Center: 1:4
Preschool Center: 1:12
School Age Center: 1:14
In a family day care home, do the children have access to most of the home, except for a few “off-limit” areas?
Does each child have a place for personal belongings?
Health and Safety
Is the facility clean (especially kitchen and toilet areas)?
Does each child have his/her own place to sleep (bed, cot, mat, crib)?
Are nutritious, balanced meals and snacks served at appropriate times? (Mid-morning and mid-afternoon snacks should be provided daily.)
Is there a first-aid kit? Are emergency phone numbers posted?
Are sick children isolated in a separate room or area?
Do the children spend time playing outdoors? Is outdoor play adequately supervised?
Curriculum
Is there a planned schedule of activities and routines? Is the schedule posted?
Are the activities age-appropriate? Do they encourage creativity and hands-on learning?
Are infants given regular periods of attention when they are held, spoken to and played with? Are they given a change of position and location frequently?
Are the toys and equipment sturdy and age-appropriate? Are there a variety of toys? Are there enough materials so that children do not always have to share popular items?
Are creative materials provided (paints, playdough, building blocks, etc.)? Are the children allowed to express their individuality in their creations?
Are television and videos used infrequently as substitutes for more stimulating activities?
Does the caregiver keep notes on your child’s activities and development to share with you on a regular basis?
RESOU
RCES
EVALUATE A CHILD CARE PROGR A MBelow is a checklist to help you choose a center or family child care home for your child:
1. The First Tip: Show up, please!
2. Get Ready. Do your homework prior to parent-teacher conferences.
Prepare by writing notes to yourself concerning:
Any questions about the school’s programs or policies.
Things you can share with the teacher about your child and his/her life at home.
Questions about your child’s progress.
3. Ask Important Questions
4. Don’t be afraid to engage in a frank conversation with your child’s teacher. Your
goal is to develop an action plan for your child’s success at school. Good questions to
ask the teacher include:
What are my child’s strengths and weaknesses?
How does my child get along with classmates?
Is my child working up to his/her ability? Where could he/she use improvement?
What can we do at home to support what you are doing in the classroom?
5. Initiate the Action Plan
Start immediately on the action plan you and the teacher put together. Discuss the
plan with your child and track the progress. Stay in touch with your child’s teacher
throughout the year with regularly scheduled “report card” conferences that can
keep the communication lines open.
Action Plan / Conference Notes:
T IPS FOR PARE NTS ON PARE NT-TEACHER CONFERE NCESA key ingredient for educational achievement is the parent-teacher conference.
Mark testing days on your calendar to remind you and your child when the testing will take place and plan your preparations
Have the child visualize success. Encourage the child to rehearse what it will feel like to get a good score on the test
Encourage your child to review the night before the test, but avoid cramming. Cramming is rarely effective. A longer, more systematic schedule of short reviews will better prepare the student
Plan to treat your child after the test has been completed
Make sure your child gets an ample amount of sleep the night before the test
Try not to put too much pressure on the student. Reinforce that as long as the student worked hard in preparation and did his/her absolute best, you will be proud
Work with the student to focus on breathing. Stress is often caused by insufficient oxygen to the brain. Work with the student to take time before the test begins to take a number of deep, cleansing breaths, exhaling slowly. Focused breathing helps to focus the mind during testing
Try to use positive language when talking about expectations of the test. For example, replace “you are going to fail this test if you don’t study” with “if you don’t study you aren’t going to pass this test”
Preparing a student for a testing session
Working with students who are anxious about testing
The student should eat a nutritious breakfast. Avoid high sugar cereals which can make the student hyper and/or unfocused
Work with teachers and administrators at your child’s school to find materials to work on at home in preparation for the test
Set a backup alarm to avoid the possibility of oversleeping
If your child is sick please inform the school immediately
Set aside time each night prior to the test for several weeks to review the concepts that will be covered
Make sure the student is on time (if not early) on the day of testing
TEST-TAKING T IPS
RESOU
RCES
A child’s initial English Language Learner (ELL) status is established when he/she
first enters school. The California Education Code requires schools to determine
the language(s) spoken at home by all students through a tool called the Home
Language Survey. If a language other than English is spoken in the home, a child will
be coded as an English Language Learner and be assessed to determine his/her
level of English proficiency in four areas: listening, reading, writing, and speaking.
Students who are identified as ELL participate in English Language Development
(ELD) classes throughout the school year. At the elementary level, students who
are not identified as ELL are enrolled in Academic Language Development
(ALD) classes. If a student is still identified as ELL at the high school level, there are
limitations to what other courses they can enroll in, which may ultimately impact
college eligibility.
State and federal laws require that local educational agencies administer a state
test of English Language Proficiency (ELP) to eligible students in kindergarten or
transitional kindergarten through grade twelve (ages 3-21). The English Language
Proficiency Assessments for California (ELPAC) is aligned with California’s 2012
English Language Development Standards, and is comprised of two separate ELP
assessments:
1. Initial ELPAC
an initial identification of students as English learners
2. Summative ELPAC
an annual summative assessment to measure an English learner’s progress in
learning English and to identify the student’s ELP level
The ELPAC replaces the California English Language Development Test (CELDT).
It is the required state test for ELP that must be given to students whose primary
language is a language other than English. This is the first year of the full
implementation of this new test.
RESOU
RCES
E NGLISH L ANGUAGE LEARNER RESOURCES
This process happens once a year. Parents receive a notification letter each
year with an update on their child’s ELL status.
ResourcesYou can take a practice test with your child to learn more about the process
and get comfortable with the tool. The Practice Tests include sample test
questions and directions and can be found at https://www.elpac.org/
resources/practicetests/.
(CA Education Code 313)
THERE ARE FOUR DATA POINTS, SE T BY THE STATE , TO CHANGE A STUDE NT ’S E LL S TATUS:
1Assessment of English Language Proficiency Use data from the ELPAC, which is the state assessment of the 2012 English Language Development (ELD) Standards.
3Teacher evaluation Use holistic recommendation based on overall classroom performance.
2Comparison of student performance in basic skills Use of local reading assessments.
4Parent opinion and consultationUse of letter sent to families.
SPECIAL E DUCATIONWhat Are Parents’ Rights in California Special Education? Parents and students over 18 have the right:
To Participate Parents have the right to refer their child for special education services,
to participate in the development of the IEP and to be informed of all program
options and alternatives, both public and nonpublic.
To Receive Prior Written Notice Parents have the right to receive prior written notice,
in their native language, when the school district initiates or refuses their request to
initiate a change in their child’s identification, assessment, or educational placement
in special education.
To Consent Parents must provide informed, written consent before their child is
assessed or provided with any special education services. Likewise, parents may
refuse to consent to an assessment of, or the placement of, their child in special
education. Parental consent must also be provided before any change in special
education services may occur. The district must ensure that parents understand
proceedings of the IEP team meeting including arranging for an interpreter for
parents with deafness or those whose native language is one other than English.
To Receive Independent Educational Assessments If parents disagree with the results
of the assessment conducted by the school district, they have the right to ask for and
obtain an independent educational evaluation (IEE) at public expense.
To Access Educational Records Parents have the right to inspect, review, and obtain
copies of their child’s educational records.
To Stay in the Current Program if There is a Disagreement About Placement If parents
disagree with the district regarding their child’s special education placement or a
proposed change in placement, the law requires the student to “stay put” in the
current program until the dispute is resolved.
To Be Given a Hearing Regarding Disagreements About an IEP Parents have the
right to present a complaint relating to the provision of a FAPE* for their child; to
have an attorney, an advocate, and the student, if appropriate, present at the due
process hearing; and to make the hearing public. To request a due process hearing
or to receive a complete notice of procedural safeguards related to a due process
hearing, contact the Office of Administrative Hearings.
To Receive Mediation Parents are encouraged to consider settling disagreements
regarding their child’s special education program through voluntary mediation, a
process through which parties seek mutually agreeable solutions to disputes with the
help of an impartial mediator. Parents may seek mediation alone or separate from
due process, or they may participate in mediation pending a due process hearing.
Mediation cannot be used to delay the parental right to a due process hearing.
To File a Complaint Against Your School District If parents believe their child’s
school district has violated the law, they may file a complaint with the California
Department of Education. The Department must investigate complaints alleging
violations of noncompliance with IDEA, state special education laws, or regulations,
and issue a written report of findings within 60 days of receiving the complaint.
To Be Informed of School Discipline and Alternative Placement There are specific
rules regarding the suspension and expulsion of students with IEPs. Generally, a
student with a disability may be suspended or placed in an alternative educational
setting to the same extent that these options apply to students without disabilities.
If the student with a disability is in such a placement for more than ten days, an
IEP meeting must be held to consider the appropriateness of the child’s current
placement and the extent to which the disability is the cause of the misconduct.
Regardless of the child’s placement, the district must provide FAPE.
*FAPE is defined as Free and Appropriate Education
RESOU
RCES
A
DG
B
E
C
F
High school students must take and pass all A-G courses to be eligible for
California’s University Systems.
Students must pass all 15 of the A-G courses with a grade of C or better and
maintain a grade point average of at least a 2.0 (C average). For some
universities, a 3.0 grade point average (B average) is necessary for consideration.
A-G requirements are just the minimum bar.
Students should go beyond A-G to be truly ready and competitive for college. It’s
really important to keep in mind that these are minimum standards. To get into
more competitive schools, students will want to go beyond what’s required.
Take more academic classes than required.
University admissions departments generally recommend an additional year of
math (ideally getting to the highest level of math—Calculus), laboratory science,
and foreign language.
Take the most challenging classes available.
Students should ask to be placed in honors or Advanced Placement (AP) classes.
AP classes are considered college-level work and if a student passes the AP exam,
he or she can receive college credit for the class.
History/social science One year of world history, cultures and historical geography and two semesters of U.S. history, or one semester of U.S. history and one semester of American government or civics
College-preparatory elective One year of an additional approved “a-f” course beyond the minimum required for that subject area, or a course that combines any of the “a-f” subject areas in an interdisciplinary fashion
English Four years of college preparatory English that integrates reading of classic and modern literature, frequent and regular writing, and practice listening and speaking
Mathematics Three years of college-preparatory mathematics including or integrating topics covered in: Elementary algebra, Advanced algebra, Two- and three-dimensional geometry. Also acceptable are courses that address the above content areas, and include or integrate: Trigonometry or StatisticsLaboratory Science
Two years, providing fundamental knowledge in two of the following disciplines: Biology, Chemistry, Physics
Language other than English Two years of the same non-English language
Visual and performing arts One year chosen from dance, drama/theater, music or visual arts
A-G E L IGIB I L I T Y & REQUIRE ME NTS WHAT CL ASSES DOES MY CHILD NE E D TO TAKE TO BE E L IGIBLE FOR CALIFORNIA’S UNIVERS I T Y SYSTE MS?
WHAT SHOULD I DO TO SUPPORT MY CHILD TO GRADUATE READY AND ELIGIBLE FOR COLLEGE?
Ask your school if all students are required to take A-G classes, and what are their specific plans to make sure your child is eligible for a four-year university.
When your child is about to start high school, work with the school to make a four-year plan on
how he/she will meet all the requirements by graduation.
If your child falls behind because he/she didn’t pass a class, ask your school what their plan is to make sure your child has finished all the A-G requirements by graduation.
RESOU
RCES
SchoolName
Family
GradeTotalEnroll
FRL
ELLSPED*
White
Asian
AA/
Black
Hispanic/
Latino
Other
ELA-Met
or
Exceeded
ELA-
Change
from
2017
ELA-
3year
Avg.
Change
Math-
Metor
Exceeded
Math-
Change
from2017
Math-3
year
Avg.
Change
Amet
hod:
Ben
itoJu
arez
Elem
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rEle
m41
7
92
%56
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%1%
2%2%
95%
1%37
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41%
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pire
Rich
mon
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dem
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m34
2
83
%40
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7%70
%18
%45
%10
%3%
46%
6%4%
Bayv
iew
Elem
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chm
ond
Elem
529
90%
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59%
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%71
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.Dow
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%-4
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-2%
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lem
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OVERVIEW
DEMOGRAPHICS2017-18
SBACRESULTS2018
Calib
er:B
etaA
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my
Char
ter
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793
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520
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Mak
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382
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482
44
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%12
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41%
-2%
-5%
29%
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Herc
ules
High
Herc
ules
High
935
44%
10%
11%
6%19
%27
%22
%26
%62
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%-1
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hnF.
Ken
nedy
High
Kenn
edy
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881
96%
38%
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66%
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1%-2
%-2
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ter
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577
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0%3%
27%
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dle
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59
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1,13
6
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%2%
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mon
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chm
ond
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1,51
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6%86
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Gree
nwoo
dAc
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y(Al
tern
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)Ke
nned
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358
78%
33%
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staH
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ltern
ative
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chm
ond
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r26
4
76
%25
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28%
45%
7%28
%-3
%3%
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%0%
Dist
rictT
otal
N/A
All
28,3
18
70%
34%
12%
11%
11%
17%
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9%34
%0%
1%23
%0%
0%Ch
arte
rTot
alN/
AAl
l5,
206
80
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11%
77%
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%1%
N/A
31%
0%N/
AW
estC
ontra
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taTo
tal
N/A
All
33,5
24
72%
33%
11%
10%
10%
16%
56%
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25%
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ACo
ntra
Cos
taTo
tal
N/A
All
178,
060
41%
17%
12%
31%
13%
9%36
%12
%54
%0%
1%42
%-3
%0%
Stat
eTo
tal
N/A
All
6,22
0,41
3
60%
20%
12%
23%
9%6%
54%
8%50
%1%
2%39
%1%
2%
Colo
rSca
le0%
10
0%
SchoolName
Family
GradeTotalEnroll
FRL
ELLSPED*
White
Asian
AA/
Black
Hispanic/
Latino
Other
ELA-Met
or
Exceeded
ELA-
Change
from
2017
ELA-
3year
Avg.
Change
Math-
Metor
Exceeded
Math-
Change
from2017
Math-3
year
Avg.
Change
Amet
hod:
Ben
itoJu
arez
Elem
enta
ryCh
arte
rEle
m41
7
92
%56
%10
%1%
2%2%
95%
1%37
%4%
-1%
41%
1%-4
%
OVERVIEW
DEMOGRAPHICS2017-18
SBACRESULTS2018
E ND NOTES NOTES, IDEAS, & TAKEAWAYS
RESOU
RCES
PG. 4 - SBAC ELA Proficiency, By Ethnicity and Socioeconomic, All Grades Tested 2017-18 [X-axis plot graph]
California Department of Education. (October 2, 2018). 2017-18 California
Assessment of Student Performance and Progress Test Results.
PGs. 6-7 - Student Demographics (Enrollment by Ethnicity, Vulnerable Student Groups Enrollment, District-Charter 2017-2018)
California Department of Education. (Sept 11, 2018). 2017-18 Enrollment by
School, CALPADS UPC Source File.
PGs. 8-9 - Power Standards K, 3, 5, 7, HS https://capta.org/focus-areas/education/common-core/
PG. 10 - WCCUSD Early Learning Programs Enrollment and Outcomes (DRDP)
West Contra Costa Unified School District, Early Learning Department.
PG. 10 - Kindergarten initial reading assessment Fall 2017
West Contra Costa Unified School District, Integrated Technology Department.
PG. 12 - SBAC ELA Proficiency, Overall 4-Year Cohort Trend, 3rd Grade 2014-15 to 6th Grade 2017-18 [Line Graph]
California Department of Education. (October 2, 2018). 2017-18 California
Assessment of Student Performance and Progress Test Results.
PG. 14 - 5th Grade Reclassification 17-18 cut by newcomers, short-term EL, and long-term EL
California Department of Education. (October 2, 2018). 2017-18 “Ever-ELs”
by Years as EL and Reclassification (RFEP) Status and Grade
PG. 16 - 7th Grade 2017-18 Math Proficiency by Subgroups including ELs and FRLs
California Department of Education. (October 2, 2018). 2017-18 California
Assessment of Student Performance and Progress Test Results.
PG. 18 - 9th Grade Students with one or more “D’ or “F”, Overall and Per Student
West Contra Costa Unified School District, Integrated Technology Department. Data Departments at Aspire Public Schools, Leadership
Public Schools, Making Waves Academy, and Summit Public Schools.
PG. 20 - 11th Grade College Readiness by Subgroups. Percentage of 11th Graders Meeting/Exceeding Standards by Subgroups • 2017-18
California Department of Education. (October 2, 2018). 2017-18 California
Assessment of Student Performance and Progress Test Results.
PG. 22 - Graduation Rates vs. UC/CSU Eligibility by School
California Department of Education. (April 11th, 2017). 2015-16 Graduates by Ethnicity and School; 2015-16 Graduates Meeting UC/CSU Entrance Requirements.
PG. 24 - Contra Costa Community College Degree Completion Prepared and Unprepared 2017-18
California Community Colleges. 2017 Student Success Scorecard.
Resource PG. 26 - Parents Rights https://capta.org/focus-areas/family-engagement/parents-rights/
Resource PG. 27 - How to Choose a Preschool https://www.cocokids.org/resource-referral/evaluate-a-child-care-
program/
Resource PG. 28 - Parent Conference Tips http://www.nea.org/home/60103.htm
Resource PG. 29 - Testing Tips http://www.barrow.k12.ga.us/assets/test_taking_tips_for_parents.pdf
Resource PGs. 30-31 - English Language Learner Resources
https://www.elpac.org/
https://westcontracosta.agendaonline.net/public/Meeting.
Resource PGs. 32-33 - Special Education https://www.cde.ca.gov/Sp/se/qa/pssummary.asp
Resource PGs. 34-35 - A-G Eligibility https://innovateschools.org/parent-guide/parent-guide-what-are-the-a-g-
requirements/
Resource PGs. 36-37 - School Summary Page (grouped by school family) that reflects change since 16-17 testing cycle [See CFF chart]
California Department of Education. (October 2, 2018). 2017-18 California
Assessment of Student Performance and Progress Test Results.