اینترنت

برچسب: Quick

  • A refresher on the California School Dashboard | Quick Guide

    A refresher on the California School Dashboard | Quick Guide


    Children working together on Chromebooks

    Media arts classes can help children learn how to mix digital skills with the creative impulse.

    Credit: Mountain View Whisman Elementary School District

    The California School Dashboard is back in full color for the first time in four years.

    The dashboard, which the California Department of Education will release on Friday, is the state’s academic accountability and improvement tool designed for parents and educators. It rates the performance of every school, district and charter school, along with any of 13 student groups that attend them, with a color on seven indicators of performance, including math and English language arts test scores, chronic absence rates and graduation rates.

    First introduced in 2016-17, the dashboard was suspended because of the pandemic in 2019-20 and 2020-21, and resumed this year with the collection of two consecutive years of data needed to generate color ratings.

    Here’s a guide to the dashboard for first-time viewers and for those who need a brush-up course on how to read and interpret the colors and the data behind them.

    Why the dashboard?

    The Local Control Funding Formula, passed by the Legislature in 2013, required it — or something close to it. 

    Dissatisfied with the Academic Performance Index, which assigned a three-digit ranking to districts based exclusively on test scores, legislators mandated a broader look at school performance and conditions of learning through multiple measures. There would be no summative ranking; instead, there would be components, such as suspension rates, that would provide evidence for specific actions for improvement. The Legislature required that districts and schools highlight lowest-performing student groups, not just districtwide averages for all students that can shroud inequalities. The intent was to tie actions in a district’s three-year improvement strategy, the Local Control and Accountability Plan, or LCAP, to results in the dashboard.

    The dashboard also marks a shift away from the mindset of the federal No Child Left Behind Act. Instead of punishment for low performance, the funding formula promises guidance and assistance to districts with low-performing student groups. As State Board of Education President Michael Kirst and then-state Superintendent of Public Instruction Tom Torlakson wrote in a 2017 commentary for EdSource, “We have a rare opportunity to turn data into direct action. The state is now able to identify specific challenges school districts are facing and is committed to providing assistance rather than the sanctions of the past.”

    Which are the 13 student groups?

    African American, American Indian, Asian, English learners, Filipino, foster youth, Hispanic, homeless, two or more races, Pacific Islander, socioeconomically disadvantaged, students with disabilities, and white.

    What are the performance indicators?

    Chronic absenteeism measures students from kindergarten through eighth grade who were absent at least 10% of school days during the academic year, or at least 18 days.

    English learner progress indicator, which is new this year, measures progress toward English language proficiency by measuring English language learners’ results on the English Language Proficiency Assessments for California from the current to the previous year.  

    Suspension rate measures the percentage of students who were suspended for a total of one full day anytime during the school year (multiple suspensions of the same student are not factored in).

    Graduation rate measures the percentage of students receiving a high school diploma within four or five years or who complete graduation requirements at an alternative school.

    College/career indicator measures the percentage of high school graduates who are prepared for college or a career. It looks at the number of students who completed or fulfilled one or some of the following metrics:  

    • Advanced Placement exams. 
    • A-G course requirements for a state university.
    • A career technical education pathway.
    • College credit through dual enrollment.
    • An International Baccalaureate exam.
    • Leadership/military science program.
    • A pre-apprenticeship.
    • A state and federal jobs program.
    • The State Seal of Biliteracy.
    • Work-based learning experiences.
    • Performance rates on the 11th-grade Smarter Balanced tests in English language arts and math. 

    Schools or districts where 55% of students meet the criteria are rated high performance; at 70%, they are rated very high.

    English language arts indicator measures the Smarter Balanced test results and the California Alternative Assessments for grades three to eight and grade 11. It is determined by students’ average distance in points below or above the score that indicates a student performs at standard for the grade. A school’s or district’s participation rate counts, too.

    Math indicator measures the Smarter Balanced test results and the California Alternative Assessments for grades three to eight and grade 11. It is determined by students’ average distance in points below or above the score that indicates a student performs at standard for the grade. A school’s or district’s participation rate counts, too.

    Why are there colors?

    Seeking to create a tool that encourages improvement, the state board concluded that the most constructive measure would include both the results for the current year and an indication of whether those scores increased or decreased from the year before. A color reflects the intersection between both variables: the current status and one-year change; both factors are given equal weight. Schools with previously very low math scores that show significant improvement the next year, for example, are rewarded by moving up from red to yellow or green. Schools that suspended lots of kids this year compared with the year before will see the color change from green to yellow or orange — a signal that it’s time to pay attention and ask why.

    How are colors determined?

    Source: California School Dashboard

    A look at a five-by-five grid provides the answer. For every indicator, the results for the current year are divided into five performance categories, listed from top to bottom: very high, high, medium, low and very low. Change in performance from the previous year is also divided into five categories, listed from left to right: declined significantly, declined, maintained, increased, increased significantly. As in bingo, mark your X on the intersection of vertical numbers on the left with the horizontal numbers at the top.  

    To illustrate, consider the graduation rate of Santa Ana Unified. Its 89.7% graduation rate in 2023 is 3.3 percentage points higher than the state average, but the decline of 2.8 percentage points from 2022 pushed it from what might have been green or yellow to orange.  

    You have to look at the underlying data to understand a color, especially yellow. It could indicate good news or bad, depending on the change from the year before. It doesn’t mean satisfactory.

    Have the cut scores defining the performance levels and change been reset to reflect learning setbacks resulting from Covid?

    No. The same criteria that determined a red or blue in 2017 applies to 2023. However, because of the suspension of the dashboard during the pandemic, the 2023 dashboard will reset the rating process. Test scores were higher and chronic absences were a lot lower pre-pandemic than in 2023. Color ratings in 2023 understate some of those disparities by comparing 2023 results with those of 2022, the first post-pandemic year.  An EdSource analysis, found in 2019, 82 districts scored very high in math and 47 districts scored very low. In 2023, 63 districts scored very high, and 137 scored very low.

    Why is there no color this year for the college and career indicator?

    The results of the Smarter Balanced tests in 11th grade in math and English are a metric used to determine that indicator. There need to be two years of test results to measure change on the dashboard. No test was given in spring 2021, so there was no score for the class of 2022 and therefore no way to compare it with the 11th grade results for the class of 2023. Next year, there will be a color for the 2024 dashboard, with the publication of 11th grade scores in 2023 for the class of 2024.

    What is the equity report?

    The equity report is what you turn to by clicking on any performance indicator on the home page for any district or school. It takes you to a color breakdown of all 13 student groups with enough students to be measured. Click further, and it will show the underlying data — scores and the change from the year before — for each student group. Comparing the groups reveals disparities and rates of improvement, evidence for setting goals in the Local Control Accountability Plan to close achievement gaps.

    How does the dashboard define what low-performing districts and charter schools qualify for extra help, called differentiated assistance?

    It’s complicated.

    In writing the funding formula, the Legislature said that districts, county offices of education and charter schools should be held accountable for performance in several priority areas. The state’s seven statewide performance indicators fall within them: school climate (suspension rates); pupil engagement (graduation rate and chronic absences) and pupil achievement (the English Learner Progress Indicator and the math and English language arts tests).

    Districts and charter schools are eligible for differentiated assistance when one or more student groups get a red rating in two or more priority areas. They will receive help from a county office of education; poor-performing county offices, which also run schools, will get help from the state.

    In 2023, 466 school districts and county offices of education will be eligible for differentiated assistance; they represent 47% of the total. That’s 151 fewer than in 2022; the biggest factor was a decline in the rate of chronic absenteeism. While still at historic levels, the 5.7 percentage point statewide drop from 30% pushed the state and most districts into yellow, from what would have been red.

    The Legislature also established priority areas for which there are no statewide measures: Basic school conditions, such as appropriately assigned credentialed teachers and clean and functional school facilities; implementation of state academic standards; parent and family engagement, and access to a broad course of study. Districts have local options on how to verify annually that the standards have been met. A failure to meet the standards in a local priority area for two consecutive years can also qualify a district for differentiated assistance.     

    This year, for the first time, districts must address in their Local Control Accountability Plans how they will address student groups performing in the red on any indicator in any school. This new mandate is intended to ensure funding from the Local Control Funding Formula is directed to the students with the most needs.





    Source link

  • What parents of English learners need to know | Quick Guide

    What parents of English learners need to know | Quick Guide


    Third grade teacher Patty Lopez helps a student at Frank Sparkes Elementary in Winton.

    Credit: Zaidee Stavely / EdSource

    Este artículo está disponible en Español. Léelo en español.

    When your child is an English learner, it can be confusing and difficult to understand whether they are progressing normally toward proficiency in the language and what they need to do to be reclassified as fluent and English proficient. Here’s a quick guide to how schools classify students as English learners, what they have to provide for students to help them learn English, what criteria they take into account in reclassifying them as proficient in English, and why reclassification matters.

    Why was my child classified as an English learner?

    When children are first enrolled in school, their parents or guardians are asked to fill out a survey about which language the child learned when they first began to talk, which language they most frequently speak at home and which language parents and guardians use most frequently when speaking with them. 

    If a language other than English is spoken in the home, the school is required to assess the student’s level of English within 30 days after enrollment by giving them a test called the English Language Proficiency Assessment of California.  The test measures students’ abilities in reading, writing, speaking and understanding spoken English.

    If the test results show the child speaks, listens, writes and reads English fluently, at an age-appropriate level, the school classifies them as “initial fluent English proficient.” If the test results show that they do not speak, listen, read and write English fluently, at an age-appropriate level, the school classifies them as an English learner.

    Students classified as English learners must retake the ELPAC each spring until the school determines that they have reached proficiency in English.

    You can read more about the ELPAC and take a practice test here: https://www.elpac.org/resources/practicetests/#practice-training-tests. 

    Students who have significant cognitive disabilities are given a different test, the Alternate English Language Proficiency Assessment of California.

    What kind of instruction must the school provide to English learners?

    Schools are required to provide English learners instruction to help them learn English, called English language development. 

    English language development must be provided both while teaching other subjects in the classroom (this is called integrated ELD) and during a specific time during the school day focused just on learning English (this is called designated ELD). The state does not mandate a specific number of minutes, instead expecting schools to decide that based on the student’s needs.

    You can watch some videos here of English language development for different grades, prepared by the California Department of Education.

    https://www.youtube.com/watch?v=UThKEg5Tdos

    How will the school decide when my child is proficient in English?

    Schools must use four reclassification criteria to decide whether a student is proficient in English. Students must achieve an overall score of 4 on the ELPAC, or, if they have significant cognitive disabilities, 3 on the Alternate ELPAC.

    In addition, the district or charter school must take into account both the teacher’s evaluation and parents’ opinion and look at how the student is doing in academic subjects such as math and English language arts, compared to English-speaking peers. Each district or charter school makes its own rules about how to measure these last three criteria.

    How long should it take for my child to learn English fluently?

    Research shows it normally takes students between four and seven years to learn academic English proficiently.

    What if it takes longer for my child to learn English?

    If it takes longer than six years for a student to be reclassified, they will be classified as a long-term English learner. Long-term English learners often struggle in school, because while they often know how to speak English, they have not yet mastered writing and reading academic English. 

    As long as a student remains classified as an English learner, the school is required to provide them with English language development classes. If they are in middle or high school, they may not have time in their schedule to enroll in elective classes like art and music or Advanced Placement courses.

    What will happen when my child is reclassified?

    When a student is reclassified as “fluent English proficient,” they are no longer considered an English learner and will no longer be required to take English language development classes. The child’s school must still monitor their academic progress for the next four years.

    My child is enrolled in a dual-language immersion program. How will that affect their English language development?

    Research has shown that dual-language immersion programs can be very effective at helping students learn English. Sometimes these programs take longer to teach students English, but by the end of elementary school, more students in these programs have achieved fluency than in English-only programs. 

    In addition, dual-language immersion programs help students keep their home language and learn to read and write academically in their home language, making them bilingual.

    What can I do as a parent to make sure my child is learning English?

    Look for your child’s ELPAC scores, which should be sent by mail to your home or can be found on an online district portal. Pay attention to all four parts (listening, speaking, reading and writing).

    Talk to your child’s teacher about how your child is doing with listening, speaking, writing and reading in English, which skills they should work on, and what kind of English language development they are receiving at school.

    Ask when the ELPAC will be given, and remind your child of the importance of trying their best on this test. Sometimes students get tired of taking the test, especially when they are older, and they don’t understand the importance of doing well on it so they can be reclassified as fluent in English.

    Keep reading, speaking and singing with your child in your home language. This will help them with skills they can transfer to English, and will help make them fully bilingual.





    Source link

  • What to know about the new FAFSA | Quick Guide

    What to know about the new FAFSA | Quick Guide


    Sacramento State students line up to pay bills and receive financial aid information.

    Larry Gordon/EdSource Today

    The 2024-25 Free Application for Federal Student Aid, or FAFSA, was delayed by months this year due to changes that created a new, simplified form. Typically the FAFSA is available to high school seniors and college students every Oct. 1, but this year the form was delayed to Jan. 1. 

    Here are some details about the new FAFSA that you should know: 

    When did the new FAFSA application become available? Where can college students and high school seniors apply?

    The U.S. Department of Education “soft launched” the new FAFSA on Dec. 31, which means the current form will be available for a limited amount of time as the agency monitors website performance. Sometimes the form may be unavailable, but families and students should try to access it at a different time. Students can apply by visiting studentaid.gov. 

    Once the soft launch ends, students do not need to reapply. 

    Was the deadline extended for California students applying for financial aid? 

    Yes, because of the application delay. The California Student Aid Commission extended the priority deadline for students applying to four-year institutions from March 2 to April 2, 2024. Students attending a California community college in 2024-25 should apply no later than Sept. 3, 2024. 

    What is different about the new FAFSA application?

    After many complaints from students and families over the years about the complexity of the old FAFSA, the department created a new application that reduced the number of questions, expanded Pell Grant eligibility, and integrates with the Internal Revenue Service so information is pre-populated into the online form. 

    The new form is expected to be quicker and more efficient for most families. It allows students to skip as many as 26 questions, depending on their circumstances. Some students could answer as few as 18 questions. 

    The new FAFSA also updated its formula calculations to insure more students get aid. The old FAFSA used Expected Family Contribution to show families how colleges would determine aid eligibility. For example, a family could be expected to contribute $0 or $500, and colleges and universities would build a financial aid package around those amounts. However, some families misinterpreted the number to mean they had to pay the university the amount directly.

     Under the new FAFSA, families will be assigned a number called the Student Aid Index. Families can learn more about how much aid they may be eligible for next year by using the Federal Student Aid Estimator. 

    What is the maximum Pell Grant award students can receive in 2024-25? 

    The maximum aid amount for 2024-25 hasn’t been set by Congress yet. However, the maximum award in 2023-24 was $7,395. 

    What about undocumented students? 

    The student aid commission is also debuting a new and improved California Dream Act Application, or CADAA. Undocumented students cannot apply for federal aid, but can receive state financial aid through the CADAA. 

    A report last year from the commission found that getting aid as an undocumented student had become more difficult in California for a variety of reasons. The new CADAA simplifies applying in a variety of ways, including integrating with the AB 540 affidavit students must file with their colleges explaining that they’ve been a California high school student for at least three years. With the updated application, the commission will now report to colleges that students completed the affidavit. 





    Source link

  • What you need to know about California’s Prop. 28 arts education initiative | Quick Guide

    What you need to know about California’s Prop. 28 arts education initiative | Quick Guide


    Preschool children learn to express themselves through painting.

    Credit: Courtesy of Daniel Mendoza

    Amid a national reckoning over learning loss and chronic absenteeism deepened by the pandemic, arts education may be one of the keys to boosting children’s engagement in school, research suggests. Like sports, the arts can spark the kind of excitement that makes students, and their families, look forward to coming to school. 

    Devotees of the arts have long argued that art transforms us, but in recent years, neuroscience has shown just how beneficial arts education can be for children. Music, for instance, can buttress the architecture of the growing brain. Theater classes teach empathy, history and literacy all by putting on a show. Creativity, storytelling and the spirit of play ignite learning, effortlessly building the memory and concentration that academic rigor demands.

    Low-income children often see the biggest gains. That’s why making arts education accessible to all is the thrust of Proposition 28, the state’s historic arts mandate, which voters approved in 2022. Spearheaded by former Los Angeles Unified Superintendent Austin Beutner, the initiative began doling out money to schools last year.

    However, the groundbreaking program has run into several significant hurdles during its rollout, including a deep teacher shortage, widespread confusion about spending rules and pointed disagreements about how to interpret the law. Arts advocates are scrutinizing district arts budgets, and some are pushing for a state audit of the Los Angeles Unified School District, which has been accused of misspending funds in an ongoing lawsuit filed by families and Beutner. 

    What do students learn from the arts?

    The lessons of arts education are vast, from creativity to cognitive boosts. That’s why it has always been part of a classical education. From the arts, children learn focus, discipline and teamwork in addition to how to sharpen their own sense of voice and ingenuity, vital skills in a future likely dominated by artificial intelligence (AI). Originality is essentially a human gift, one that machines can only imitate. 

    What is Prop. 28?

    Proposition 28, the Arts and Music in Schools — Funding Guarantee and Accountability Act, sets aside money, roughly $1 billion a year, for arts education programs in TK-12 public and charter schools. Schools must be state-funded to receive Prop. 28 funding: a windfall for arts education, a once-renowned field long eroded by budget cuts. 

    Who is in charge of Prop. 28?

    While each school has been tapped to choose the kind of arts education that best suits its community, the California Department of Education (CDE) is leading the implementation of the initiative. CDE has provided guidance in FAQs and webinars to help districts navigate the rules. Questions can be emailed to Prop28@cde.ca.gov. 

    How much money do schools get?

    Funding, which gets funneled through the district, is variable depending on the size of the school and the number of Title 1, low-income students there. The money is ongoing, and school districts have up to three years to spend each allocation. Disbursements began to land in February 2024.

    What is the money supposed to pay for?

    Arts disciplines are broadly defined, from dance to digital arts, and schools are encouraged to tailor the program to the shifting needs of students over time. However, most of the funding is intended to pay for arts teachers. In general, at least 80% of the funds are for school staffers, certified or classified employees, to provide arts education. Up to 20% is for arts education support, including training, supplies, materials and arts partnerships. No more than 1% of total funds may go to administrative costs.

    Is there a waiver from the spending rules?

    The CDE may provide a waiver to school districts for “good cause” if the 80/20 rule cannot be followed. Waiver requests must include a problem statement, framing the waiver as a proposed solution to the problem. Reasons for a waiver may include a need to purchase costly supplies or equipment, such as buying musical instruments for an orchestra, or the need to contract with an arts partner due to an inability to hire qualified staff. Thus far, 2.4% of school districts have requested a waiver for 2024-25 spending, according to the CDE, down from 8.2% for 2023-24. 

    Can you pay for existing arts programs with the new money?

    No. Prop. 28 money must “supplement” and not “supplant” funding for arts education. For example, if you spent $1 million on arts education in the 2022-23 school year, you were expected to spend $1 million plus your Prop. 28 money in the 2023-24 school year (the first year Prop. 28 funds were available). 

    However, allegations of supplanting funds have arisen across the state as arts teachers watch new Prop. 28 funds being used to pay for existing programs. There are also disagreements on whether the litmus test on spending applies to districts as a whole or school by school. 

    What are the main issues in the Los Angeles Unified lawsuit?

    The core issue is paying for old programs with new money. Beutner, the author of the law, maintains that each individual school should offer more arts than before, while Los Angeles Unified officials have argued that spending is measured at the district level. Student plaintiffs and Beutner have filed a lawsuit against LAUSD, alleging misuse of funds. State education officials have avoided taking sides in the matter, but CDE auditing rules suggest that compliance is determined at the district level. Assemblymember Isaac Bryan, D-Los Angeles, has called for a state audit of LAUSD’s use of Prop. 28 funds. 

    What are the biggest challenges facing Prop. 28?

    The challenges of this rollout are myriad. Thorny issues include finding staff amid a teacher shortage, interpreting complicated rules and finding the time and space to hold extra classes. Schools without a Visual and Performing Arts coordinator often struggle with planning, experts say, and many have put off spending the money due to a lack of clarity on the spending rules and a lack of knowledge about the arts in general. While many school districts have reported they did not use the funds in the first year of Prop. 28 funding, according to some estimates, the window to tap into the funds is three years. Next year will be crunch time on assessing how comprehensively California schools are able to expand arts education. 

    What should parents know?

    Ask your principal how the Prop. 28 money is being spent and share your ideas on what artistic disciplines would best fit your community. Remember that arts education is a very broad landscape, from dance to digital arts. If there has been no increased access to arts education, that could be a red flag.

    Are adults shaped by childhood exposure to arts education?

    Early music training may impart a lifelong neuroplasticity that helps keep the brain sharp even as it ages. A 65-year-old musician has the neural activity of a 25-year-old non-musician, experts say. A 65-year-old who played music as a child but hasn’t touched an instrument in ages has neural responses faster than a peer who never played music.





    Source link

  • How to help kids cope with ongoing ICE raids, deportations | Quick Guide

    How to help kids cope with ongoing ICE raids, deportations | Quick Guide


    Los estudiantes de Las Positas College en Livermore participaron en una huelga en el campus en protesta por las políticas de inmigración de la administración actual.

    Crédito: Ian Kapsalis/The Express

    Este artículo está disponible en Español. Léelo en español.

    Top Takeaways
    • Families should have truthful conversations with children to help process feelings related to ongoing immigration raids.
    • Students who are afraid to go outside due to encounters with immigration agents can use remote, free mental health services in California.
    • During the summer, unstructured routine, social isolation and increased social media use can exacerbate feelings of sadness and fear.

    With school out for the summer, some students may no longer have access to crucial support and services available during the academic school year, as fear and anxiety rise in their communities from ongoing immigration raids.

    California schools are still safe havens for students attending summer school, meaning federal immigration officers are prohibited from entering them and child care facilities without proper legal authorization. But fears remain unabated for both children of immigrants and their friends, as federal immigration agents in California continue to detain, arrest and deport residents, in what community members say has become an indefinite fixture of the Trump administration. 

    Research shows that students are six times more likely to access mental health care during the school year than in the summer months, and that the absence of school-based services often leads to worsening mental health for students during the summer.

    School social workers are unable to offer routine check-ins and on-campus counseling for students during the summer break, but families can take steps to support their child’s mental health and prepare for what experts are calling a child welfare and human rights crisis. 

    Talk through your child’s feelings

    During the summer, children are much more likely to internalize traumatic events like raids on social media or outside of school, often in isolation and lacking the safe environment of a classroom to talk through their feelings about the day’s news.  

    To help them feel safe, school counselors and child psychologists recommend that families have truthful, open conversations about sweeps, rather than trying to shield them. Ahmanise Sanati, a school social worker in Los Angeles who works with children from immigrant communities as well as those unhoused, said families should start by asking children: “What have you heard?” and “How are you feeling?” They should then validate their child’s feelings of confusion, anxiety, grief or concern in developmentally appropriate ways, she said. 

    Both young and older children should understand their family’s risk profile — whether a family member could realistically be detained or deported by ICE, or whether they can be exposed to ICE agents in public spaces, for example. Families should spare younger children graphic or unnecessary details and limit or schedule older children’s social media use, Sanati said. Parents can assure their children that they’ll be OK, but not by telling them, “don’t be afraid” — because fear is a natural reaction. 

    Sanati says parents should center a child’s feelings, regardless of age, and that when feelings are repressed or minimized, witnessing raids, detentions and deportations, especially in childhood, can exacerbate risks of long-term mental illness.

    “Children are already seeing masked individuals with weapons coming into the communities, tackling people and taking them away and putting them into vehicles,” Sanati said. “We have to acknowledge that some very scary things are happening in all of our communities — by lying about the magnitude of this, we may be risking our trust with our children in the future.” 

    Prepare for emergencies 

    If a loved one is at risk of being detained or deported, families should prepare and rehearse a step-by-step emergency plan with their child. 

    Students age 12 and over can role-play scenarios in which they might have to call for legal assistance or help build their legal defense, such as by taking pictures and recording names, badge numbers and descriptions of encounters with immigration agents, if possible. If a family member is detained by ICE, they should ensure other family members, including children, and emergency contacts have a copy of their A-Number, which is assigned to an undocumented person by the Department of Homeland Security, if they have one. Older children and family members should also know how to use the ICE detainee locator to find someone in custody. 

    “One way to validate a child who is afraid is by letting them know that their family will be ready for a worst-case scenario,” said Marta Melendez, a social worker with LAUSD. “If you don’t feel safe picking up groceries, for example, we have volunteers doing that for families. It’s OK for parents to feel afraid — that should not keep them from seeking support.”

    Create a child care plan

    Since children are spending more time at home and less time on protected school grounds during the summer, families should also create a child care plan in case a child is left unsupervised due to detention or deportation. 

    They can arrange for their child to be under the care of another trusted adult, such as a relative, family friend or neighbor, through a verbal agreement. Since this option is an informal arrangement, families should note that the chosen caregiver will not have legal authority to make medical or school-related decisions for their child. 

    Alternatively, families can have a trusted caregiver complete a Caregiver’s Authorization Affidavit, which would give them legal authority to make medical and school-related decisions on their child’s behalf. The CAA can only be used in California. It does not affect existing custody or parental rights. 

    Families can also have a state court appoint a guardian for their child, which, unlike a CAA, would grant the new guardian full legal and physical custody of the child. While guardianship does not terminate parental rights, it temporarily suspends them while the guardianship is in place. Families should seek legal counsel before considering this route.

    If a child is a U.S. citizen, they should have their passports with them. They should also have important medical documents on file, including a list of medical conditions and medications, when applicable. Importantly, families should walk children through their child care plan and assure them that they will be cared for. 

    If families are unable to create a child care plan in case of an emergency, or if they become unhoused, they can go to any school that is open during the summer and ask to speak with their Pupil Services and Attendance counselor. Even if a child is not enrolled in summer school or programming, they have a right to stay on campus if there is no other safe location for them to go. PSA counselors can help families find long-term care for their child if necessary. 

    Families can follow Informed Immigrant steps, which provide guidance on protecting children and how to explain an emergency plan to them. 

    Find remote mental health support for your child 

    Families with undocumented or legal status have become increasingly afraid of stepping out — even for doctor’s appointments.

    With the risks of seeking in-person care, combined with a lack of on-campus counseling during the summer, students can utilize various remote mental health services and asynchronous resources available for free. 

    BrightLife Kids, a part of California’s CalHOPE program, provides online behavioral health support through one-on-one coaching with licensed wellness coaches, educational and self-help tools and peer communities. Children age 0 to 12, parents and caregivers can use the program’s remote services to help kids manage worries, express feelings like sadness, anger and frustration, and learn resilience, problem-solving and communication. Coaching services are offered in both English and Spanish. Kids, parents or caregivers do not need to be U.S. citizens, nor do they have to have health insurance. Families can sign up on the BrightLife Kids website here.  

    Soluna, which is also a part of the CalHOPE program, offers free, confidential mental health support for people 13–25 years old in California. The app allows young Californians to select coaches based on 30 areas of focus, including anxiety, loneliness, substance misuse and demographic preferences such as ethnicity and gender. Users can also join peer support groups in carefully moderated, confidential environments. The app download is available on the Soluna website here. 

    School-based wellness centers often have year-round mental health intervention and support services available for students. Many offer psychiatric social workers who provide services like trauma-focused cognitive behavioral therapy and programs for children and families who have experienced adverse events or traumatic stress. A full list of wellness centers in California is available here. 

    Los Angeles Unified students and families can call 213-241-3840 on weekdays from 8 a.m. to 4:30 p.m. to get access to mental health services. Families can also directly refer their children to in-person or telehealth counseling through a referral form for the School Mental Health Clinics and Wellness Centers.  

    Practice healthy coping skills as a family 

    According to Melendez, families can prepare for scenarios like an ICE raid, detention or deportation by preemptively building their and their child’s mental health tool kit, similar to an emergency plan. Research shows that even basic mindfulness interventions can mitigate the short- and long-term negative effects of stress and trauma, and these techniques, when taught bilingually, are especially effective for populations such as the Latino community. 

    To start, Melendez recommends learning mindfulness practices such as box breathing, butterfly hug, guided meditation and positive affirmation, which are common techniques known to help children regulate their nervous system, cope with symptoms of anxiety or depression and perform better in school. Parents and caregivers should practice these techniques with their child to model calming rituals and build emotional resilience as a family unit, Melendez said. 

    “You should also prioritize something that is a positive outlet for the child,” Melendez said. “Whether they like to play sports, to write about their feelings, draw about their feelings, sing about their feelings, if they want to dance about their feelings — make sure that they have a way of processing all the emotions that they are experiencing.” 

    Data indicate a spike in both substance use and feelings of sadness among adolescents during the summer, which worsens in part due to unstructured routine, increased isolation and increased social media use. 

    To create a sense of normalcy for children, Melendez said families should do their best to maintain healthy routines and hobbies during the summer, especially those that promote social connection with their peers.





    Source link

  • Two types of housing vouchers for foster youth | Quick Guide

    Two types of housing vouchers for foster youth | Quick Guide


    Credit: Lisa Fotios/Pexels

    In California, where affordable housing is increasingly difficult to find, youth exiting the foster care system disproportionately face higher rates of homelessness, according to CalYOUTH, a study on foster youth conducted from 2012 to 2022.

    Two federal programs, the Family Unification Program (FUP) and the Foster Youth to Independence Initiative (FYI), work to reduce these rates of homelessness by providing targeted housing vouchers commonly referred to as Section 8.

    But FUP and FYI vouchers go largely underutilized in California, according to a recent report from John Burton Advocates for Youth, or JBAY, a nonprofit focused on supporting California foster and homeless youth.

    According to the authors of the report, child welfare agency representatives from 37 of the state’s 58 counties responded to the survey, and the counties that responded are in charge of 93% of the state’s FUP and FYI vouchers for eligible young people.

    The results from the survey provide critical insight into these two housing vouchers for former foster youth, such as how often they are being distributed and various challenges with more widespread issuance. Some of those challenges include a lack of awareness regarding recent policy changes that simplify the voucher distribution process and insufficient funding for the supportive services offered in coordination with the voucher.

    This quick guide provides insight into what the FUP and FYI programs are, how the housing vouchers can be accessed, the challenge of California’s current housing climate, and where additional information can be found.

    What do the FUP and FYI housing vouchers provide?
    Both the Family Unification Program and the Foster Youth to Independence Initiative vouchers provide eligible youth with up to three years of housing assistance, plus additional support such as locating available housing and covering some move-in costs. The housing vouchers, known commonly as Section 8, pay for all or part of the youth’s rent.

    A three-year voucher can be extended for an additional two years if the youth meets certain criteria. Those criteria include opting into a Family Self-Sufficiency program if one is offered by the local public housing authority issuing their voucher. In an FSS program, these youth can receive additional support services, including child care, job training and transportation. If a family self-sufficiency program is not offered, or if it’s impacted, youth can also meet the criteria by fulfilling education or employment conditions.

    More detailed information regarding those education or employment conditions can be found on Page 9 of this report.

    Who is eligible for the FUP and FYI?
    The Family Unification Program, or FUP, was established in 1992 and provides housing vouchers for families involved in the child welfare system and for transition-age former foster youth.

    The Foster Youth to Independence Initiative, or FYI, launched nearly three decades later in 2019, is specific to transition-age youth leaving the foster care system.

    In order to qualify for both programs, transition-age foster youth must be between the ages of 18 and 24 and cannot have reached their 25th birthday. Additional eligibility requirements include having exited the foster care system or being about to do so within 90 days and being homeless or at risk of homelessness at age 16 or above.

    It should be noted that transition-age foster youth age ranges might be different for other services, depending on the specific resource and the person’s location. In Santa Clara County, for example, some foster care transition services are available for 15-year-olds, while the city of San Francisco offers support for some former foster youth up to age 27.

    How many youth have been administered housing voucher?
    There has been a 54% increase in vouchers administered in the past two years: from 870 in 2021 to 1,341 as of Oct. 1, according to the JBAY report.

    Why don’t more eligible California youth have a housing voucher?
    There are multiple reasons for these housing vouchers being largely underutilized in California.

    One key challenge is that not every county chooses to participate in the FUP and FYI voucher programs. While those youth may likely still be eligible for other state or county-funded housing support, such programs are hard to get because they are utilized at higher rates.

    Additionally, the FUP and FYI vouchers are linked with offering supportive services and, despite new designated allocations to cover those supportive services, the costs remain prohibitive.

    Some county representatives are also unaware of key details that would facilitate the issuing of more vouchers. For example, about 65% of county child welfare agencies remained unaware that vouchers can be extended from three to five years for all youth with a voucher. Plus, recent federal policy changes have simplified the process that county agencies must follow when requesting certain vouchers, but many of the county representatives interviewed in the JBAY survey were unaware of those changes.

    How long does it take for youth to find adequate housing if they are administered a FUP or FYI voucher?

    The length of time for identifying housing ranges from less than one month to over six months, with 45% of California counties that responded to the survey indicating that the average search was one to two months. The range includes the beginning of the housing search to the moment the housing is secured.

    Finding adequate and affordable housing in California is increasingly one of the most significant barriers to using or even issuing the vouchers. Transition-age foster youth are particularly susceptible to this challenge, as they often have little to no income to rely on, no rental history and are less likely to have a co-signer to rely on.

    How can transition-age foster youth apply for FUP and FYI housing vouchers?
    If a transition-aged former foster youth thinks they might be eligible for a FUP or FYI voucher, they should connect with their child welfare or independent living worker. A direct point-of-contact for their county, if they offer vouchers, can be found at this link.

    Their local public child welfare agency makes the referral to the public housing authority and certifies whether the youth is eligible, based on their history in the foster care system.

    If the youth is eligible and the housing authority has FUP vouchers, that’s the type of voucher offered to the young person. Otherwise, an FYI voucher is requested from the federal Department of Housing and Urban Development. Once housing is secured, the FYI voucher is administered to the landlord.

    Where can additional resources and information be found regarding housing vouchers for transition-age foster youth?

    Those potentially eligible for a FUP or FYI housing voucher can find contact information for their county on this spreadsheet compiled by JBAY.

    This fact sheet by the Youth Law Center provides an overview of the housing resources available in California for current and former foster youth.





    Source link

  • What to know about free money waiting in state-funded savings accounts | Quick Guide

    What to know about free money waiting in state-funded savings accounts | Quick Guide


    hept27 / iStock

    Este artículo está disponible en Español. Léelo en español.

    Over 3.6 million school-aged children across the state qualify for at least $500 in savings with the California Kids Investment and Development Savings program (CalKIDS), a state initiative to help children from low income families save money for college or career. 

    However, many families are unaware of CalKIDS or face challenges accessing the accounts once they learn of them. The money is automatically deposited into the savings account under a student’s name, but families must claim the accounts by registering online. 

    Here is information you should know about the state-funded accounts: 

    What is CalKIDS? 

    The CalKIDS program was created to help students, especially those from underserved communities, gain access to higher education. It helps families save for post high school training by opening a savings account and depositing between $500 and $1,500 for eligible low-income students in the public school system. Gov. Gavin Newsom, who launched the program in August 2022, invested about $1.9 billion in the accounts.

    Who qualifies? 

    Low-income students and all newborns qualify. 

    According to program details, low-income public school students are awarded $500 if they:

    • Were in grades 1-12 during the 2021-22 school year 
    • Were enrolled in first grade during the 2022-23 school year, or 
    • Will be in first grade in subsequent school years. 

    An additional $500 is deposited for students identified as foster youth and another $500 for students classified as homeless. 

    For newborns, 

    • Children born in California after June 2023, regardless of their parents’ income, are granted $100. 
    • Those born in the state between July 1, 2022, and June 30, 2023, were awarded $25 before the seed deposit increased to $100. 
    • Newborns get an additional $25 when they claim the account and an additional $50 if parents link the CalKIDS account to a new or existing ScholarShare 529 college savings account. 

    The California Department of Education determines eligibility based on students identified as low income under the state’s Local Control Funding Formula or English language learners. The California Department of Public Health provides information on newborns.

    How can students use the money? 

    The money can be used at eligible higher education institutions across the country, including community colleges, universities, vocational or technical schools and professional schools, according to CalKIDS. 

    The funds can be used for: tuition and fees, books and supplies, on or off-campus room and board as well as computer or other required equipment, according to the CalKIDS program guide. 

    Click here to search for schools that qualify as an eligible higher ed institution. 

    Does the CalKIDS account have restrictions similar to those for a 529 savings account? 

    CalKIDS accounts are a part of the ScholarShare 529 program — California’s official tax-advantaged college savings plan — and administered by the state’s ScholarShare Investment Board. 

    Transportation and travel costs are usually not considered qualified expenses for 529 savings accounts. 

    According to the guide for CalKIDS, if a student has no account balance with their higher education institution — which receives the CalKIDS distribution check —  the institution can pay the funds directly to the student. 

    Does the money in the CalKIDS accounts earn interest? 

    The deposits grow over time because CalKIDS accounts are interest-bearing.

    How aggressive that growth is depends on the age of the student, said Joe DeAnda, communications director with the California State Treasurer’s Office, which oversees the CalKIDS program. 

    “If it’s a newborn, (the seed deposits are) invested in a fairly aggressive portfolio that assumes 18 years of investing time,” DeAnda said. “If they are school-aged, they’re invested in a more conservative portfolio that assumes a shorter investing timeline and is a more secure portfolio.”  

    Even among students, the younger a child is, the more aggressive the savings portfolio will be. The investment provides “opportunity to grow savings while the child is younger and better safeguard savings against market fluctuations when the child nears college age,” according to the CalKIDS program guide.

    Specifically, accounts for newborns, each new class of first graders and students in grades 1-5 during the 2021-22 school year are invested in a portfolio that corresponds to the year that they’re expected to enter a program after high school, or at age 18. The portfolio will become more conservative as the child gets older. 

    For students in grades 6-12 during the 2021-22 school year, the accounts are invested with a guaranteed, or fixed, rate of return on the investment. 

    Can I add to the account? 

    No, you cannot add money to the CalKIDS account. Parents or guardians can open a ScholarShare 529 account, which can be linked to the CalKIDS account so they can view the accounts in one place. 

    In fact, CalKIDS encourages families to open a ScholarShare 529 college savings account, which is a way for families to save even more money for their children, DeAnda said. 

    What if my student already graduated? What happens to unclaimed money? 

    The accounts remain active under a student’s name until the student turns 26 years old. Up until that age, students can claim the money. 

    If the account is not claimed by age 26, the account closes, and the money is reallocated to others in the CalKIDS program, DeAnda said. 

    What if I’m not sure if my child is considered low income? 

    CalKIDS has sent notification letters of program enrollment to over 3.3 million eligible students and nearly 270,000 students in last school year’s class of first graders. 

    Without the letters, to check student eligibility, families must enter students’ Statewide Student Identifier (SSID), a 10-digit number that appears on student transcripts or report cards, according to the CalKIDS website. 

    The California Department of Education provides CalKIDS with data on first graders in the late spring or early summer and asks parents to wait until then before checking for their child’s eligibility. 

    How do I access that SSID number to check eligibility or to register the account? 

    The SSID may be found on the parent’s or student’s school portal, transcript or report card. 

    The CalKIDS website instructs families to contact their child’s school or school district if they’re unsure of how or unable to locate the number.

    How do I access or ‘claim’ the account? 

    The notification letter that CalKIDS sends families contains a unique CalKIDS Code that can be used to register the accounts. Even without the code, families can register the accounts. 

    https://www.youtube.com/watch?v=bpyvh5aBgRE

    To claim the student account: 

    1. Visit the CalKIDS registration page to claim the account. Click here to register. 
    2. Enter the county where the student was enrolled (for a student in grades 1-12 in the 2021-22 school year; for a first grader, where the student was enrolled in 2022-23 or subsequent years)
    3. Enter student’s date of birth
    4. Enter the SSID or CalKIDS Code from the notification letter
    5. Click Register
    6. Set up the account, either as the child or as the parent/guardian, with a username and password

    To claim the newborn account, which should be available about 90 days after birth: 

    1. Visit the CalKIDS registration page to claim the account.
    2. Enter the county where the child was born
    3. Enter child’s date of birth 
    4. Enter the Local Registration Number on the child’s birth certificate or CalKIDS Code from the notification letter 
    5. Click Register
    6. Set up the account, either as the child or as the parent/guardian, with a username and password
    I still need help. How do I get additional support? 

    Contact CalKIDS at (888) 445-2377 or https://calkids.org/contact-us/ 

    How does my high school graduate make a withdrawal to use the money?

    According to the CalKIDS program guide, to request a distribution, log into the claimed CalKIDS account and request a distribution, which doesn’t have to be for the entire amount. The funds are tax-free for the qualified expenses of tuition, books, fees, computers and equipment. 

    The student must be at least 17 years old and enrolled at an eligible institution. 

    The CalKIDS money, which will be sent to the institution, is considered a scholarship from the state of California.





    Source link

  • Colleges and cannabis: What institutions can and cannot do | Quick Guide

    Colleges and cannabis: What institutions can and cannot do | Quick Guide


    Cannabis has been legal in the state of California since 2016. With California universities adopting cannabis courses that allow students to explore all facets of the developing industry, federal roadblocks that restrict what kinds of courses can be offered remain.

    What kinds of cannabis courses can California colleges offer?

    Since legalization, several of California’s public universities have implemented courses exploring topics of business, law and public policy related to cannabis. However, the question of cultivation courses within agricultural programs remains a complex one. 

    Cal Poly Humboldt is one of the California universities that spearheaded the jump into cannabis courses after legalization, adding a cannabis studies major program in the fall of 2023. Concentrations under this major include environmental stewardship and equity and social justice.

    What are colleges unable to do because of federal law?

    Despite the major, neither Cal Poly Humboldt — nor any other plant science department in California colleges — can offer classes in which students handle the plant. Doing so may risk federal student aid, including Pell grants, which support primarily underserved groups like first-generation and minority students.

    “Cannabis remains a federally controlled Schedule I substance,” said Dominic Corva, director of cannabis studies at Cal Poly Humboldt. “The lawyers in the Cal State and UC systems, as well as every other university, argue that it’s federally illegal, and students’ federal aid could be in danger if we allow this.”

    Corva is the founder of the Interdisciplinary Institute for Marijuana Research at Cal Poly Humboldt; around the time of state legalization, Corva was working with his colleagues to develop a curriculum for a cannabis studies major. This major, explained Corva, falls within the university’s sociology department. 

    “The main reason I landed in sociology is because the College of Natural Sciences and College of Professional Studies didn’t want anything to do with it,” Corva said. “CNRS literally couldn’t wrap their heads around how to approach cannabis education without actually doing natural science with it. We were operating in an institutional framework where it was close to impossible for it to happen in any other kind of department.”

    This raises the question of whether cannabis cultivation courses will ever fall within plant science and agricultural departments at universities. 

    UC Davis, which is ranked No. 1 in the nation for agriculture, doesn’t offer any related courses, Gail Taylor, department chair of plant sciences, said. 

    “We have run a seminar course on cannabis in the past with invited speakers but have nothing on the books at the moment. We have run a professional short course on hemp, too,” Taylor said. 

    However, general plant science courses may provide students interested in cannabis cultivation with knowledge they need for a future career in the industry. 

    “Most of the ‘plant sciences’ majors are relevant to cannabis production,” Taylor said. Courses offered may help by “providing generic knowledge that the graduating students can take into multiple industries.”

    Scott Steinmaus is a professor and the department head of plant sciences at Cal Poly, San Luis Obispo. As a plant science professor, he said that his plant physiology courses are applicable to a range of plants, including cannabis.

    “Plant growth is essentially determined by photosynthesis, and all plants photosynthesize with the same enzymes, with a few nuances that are quite easy to figure out,” Steinmaus said. “We provide our students the resources and experiences to understand how to best grow plants, no matter what those plants are; whether it’s tomatoes, strawberries, grapes, avocados or cannabis.”

    In his plant physiology classes, Steinmaus sometimes uses cannabis in examples, although without physically handling the plant. 

    “The compliance requirements for cultivation and sales of cannabis products are very stringent,” Steinmaus said of state regulations. “We currently do not offer courses where cannabis plants are grown on campus because of the compliance restrictions and that it is not federally legal. That doesn’t mean we couldn’t do so in the future when it does become legal at the federal level.”

    What about hemp?

    Similar roadblocks exist for the cultivation of hemp, a closely related plant that is legal because it contains less than 3% tetrahydrocannabinol (THC), the main psychoactive compound in cannabis. 

    Several public institutions of higher learning in the United States, including Santa Rosa Junior College, offer hemp-growing courses. However, these courses are touchy for universities to offer because of compliance regulations. 

    The 2018 federal farm bill clarified that while hemp and its derivatives are no longer considered Schedule I controlled substances, institutions that offer hemp courses must apply for a hemp research license through the state. 

    At Cal Poly San Luis Obispo, Steinmaus said the university doesn’t offer hemp courses yet. 

    In the future, if universities were able to legally offer cannabis cultivation courses as well, these would look different depending on the school and where it is in the state, Corva said. 

    “I know that here at Cal Poly Humboldt, it will probably look a lot more like regenerative agricultural program, where students are learning about how to be sustainable with their cannabis,” Corva said. “That’s way off, even if we’re allowed to do it, because there continue to be a lot of firewalls between the industry, state and federal laws.”

    Arabel Meyer is a fourth-year journalism major at Cal Poly, San Luis Obispo and a member of EdSource’s California Student Journalism Corps. 





    Source link

  • How and why to get a State Seal of Biliteracy | Quick Guide

    How and why to get a State Seal of Biliteracy | Quick Guide


    Juan Garcia was one of 828 students in San Joaquin County to receive the State Seal of Biliteracy in 2023.

    Courtesy of San Joaquin County Office of Education

    Este artículo está disponible en Español. Léelo en español.

    What is the State Seal of Biliteracy?

    The State Seal of Biliteracy is a gold, embossed seal that can be affixed to a student’s high school diploma or transcript. It is awarded to recognize a student for achieving a high level of proficiency in speaking, reading and writing in both English and another language. California first began awarding the State Seal of Biliteracy in 2012.

    What is the benefit of obtaining a State Seal of Biliteracy?

    The State Seal of Biliteracy validates students’ hard work to learn more than one language. It can be shown to colleges and potential employers, to prove that you can speak, read and write in at least one language, in addition to English. Some colleges may give academic credit to students for the seal. In addition, some organizations, such as Language Testing International, award scholarships to seal recipients.

    In one study, partially funded by the U.S. Department of Education and focused on a school district in New Mexico, students who earned a Seal of Biliteracy enrolled in four-year colleges at higher rates than their peers who did not earn the seal.

    What languages does the State Seal of Biliteracy recognize?

    The State Seal of Biliteracy can be awarded in any language other than English. The most common language recognized with a Seal of Biliteracy in 2022-23 was Spanish, followed by French, Chinese (Mandarin or Cantonese), Japanese, American Sign Language, Vietnamese, Korean, Tagalog and German, in that order. 

    The state has also awarded the seal in many other languages, including Albanian, Arabic, Armenian, Bengali, Czech, Farsi, Hebrew, Hindi, Hmong, Igbo, Indonesian, Italian, Latin, Mixteco, Polish, Portuguese, Punjabi, Russian, Swahili, Urdu and Yurok, among others.

    Do all public schools in California offer the State Seal of Biliteracy?

    All public schools are eligible to participate, but participation is voluntary, not obligatory. In 2022-23, the latest school year for which data is available, 1,188 schools in 356 school districts or county offices of education awarded the seals. Check here to see if a school or district participates (click on the “Data” tab).

    What can you do if your school does not yet participate?

    You can contact a counselor, teacher or administrator at your school and share information about the State Seal of Biliteracy with them, to encourage them to participate.

    How do you apply for the Seal of Biliteracy?

    Contact your school counselor, principal or other administrator.

    What are the requirements to prove you are proficient in a language other than English?

    You must either complete coursework or take a test to prove proficiency.

    For coursework, you must successfully complete a four-year course of study in a world language at the high school or college level and attain an overall GPA of 3.0 or higher in that course of study. In addition, you must demonstrate oral proficiency in the language comparable to that required to pass an Advanced Placement or International Baccalaureate examination.

    You also have the option to take one of four tests, instead of coursework:

    1. Pass a world language Advanced Placement (AP) exam with a score of 3 or higher
    2. Pass an International Baccalaureate (IB) exam with a score of 4 or higher
    3. Pass both an ACTFL Writing Proficiency Test (WPT) and an Oral Proficiency Interview (OPI) with scores of intermediate mid or higher
    4. Pass an exam approved by the school district that meets the rigor of a four-year high school course of study in the language and assesses speaking, reading and writing in a language other than English at the proficient level or higher. These are most often used in the case of a language for which AP, IB, or ACTFL tests do not exist. A list of locally approved world language proficiency assessments is posted on the California Department of Education’s State Seal of Biliteracy web page under the “Assessments” tab.
    Can courses completed in another country count toward coursework in another language?

    Yes. High-school level courses in another country in a language other than English, with the equivalent of an overall grade point average of 3.0 or above, can count toward the coursework requirement. These might be courses completed as an exchange student, or courses completed in another country by a newcomer student before arriving in the U.S. They must be verified by a transcript.

    What if a language doesn’t have a written or spoken component?

    If a language does not have a written system, or is not spoken (for example, American Sign Language), the district can approve an assessment on the components of the language that are used.

    What are the requirements to prove you are proficient in English?

    You must either complete coursework or take a test to prove proficiency.

    For coursework, you must complete all English language arts requirements for graduation with an overall grade point average (GPA) of 3.0 in those classes.

    You also have the option to take one of four tests to prove proficiency in English, instead of coursework:

    1. Pass the California state standardized test (California Assessment of Student Performance and Progress) for English language arts administered in grade 11 at or above the “standard met” achievement level
    2. Pass an English Advanced Placement exam (AP English Language and Composition, AP English Literature or Composition, or AP Seminar) with a score of 3 or higher
    3. Pass an English International Baccalaureate (IB) exam with a score of 4 or higher
    4. Achieve a score of 480 or above on the evidence-based reading and writing section of the SAT.
    What additional requirements do English learners have to complete?

    In addition to the requirements mentioned above, students who are currently classified as English learners and have not yet been reclassified as proficient in English must attain an oral language composite score of level 4 on the English Language Proficiency Assessments for California (ELPAC).

    Can you apply for a State Seal of Biliteracy in more than one language other than English?

    Yes. You can earn seals in more than one language, as long as you fulfill the requirements to show a high level of proficiency in each language.

    Are the requirements different for students who qualify for special education and have IEPs?

    According to the California Department of Education, the requirements to obtain a State Seal of Biliteracy may be modified for a student with an individualized education program (IEP), if the student’s IEP team determines it is necessary. The CDE website says the IEP team should review the student’s assessment plan and transition plan and determine what assessment(s) to use and what score would indicate proficiency, based on the student’s IEP.

    How many students typically receive the Seal of Biliteracy every year?

    According to the California Department of Education, 59,782 seals were awarded in the 2022-23 school year.

    Does it cost something to apply for the Seal?

    No, it is free for students, and school districts to apply for the State Seal of Biliteracy.

    What other states offer a Seal of Biliteracy?

    All 50 states and Washington, D.C., now offer the seal.





    Source link

  • How to get a high school education or learn English as an adult in California | Quick Guide

    How to get a high school education or learn English as an adult in California | Quick Guide


    Tulare Adult School serves a community with some of the greatest need for adult education in the state.

    Credit: EdSource/Emma Gallegos

    Este artículo está disponible en Español. Léelo en español.

    Do you (or someone you know) struggle with English? Did you drop out of school? Do you need help passing the citizenship test? Are you looking for a well-paying job that won’t require a bachelor’s degree?

    California’s adult school system steps in to help adults who might have slipped through the cracks — or are newcomers to the country.

    Many Californians can use the services of adult schools but are not taking advantage of the chance. Nearly 6 million Californians don’t speak English “very well” and over 4 million do not have a high school education, according to U.S. Census Bureau’s 2022 American Community Survey data.

    Nearly 3 out of 10 Californians struggle with basic English literacy. This can affect their ability to earn a good salary or navigate essential parts of American life, such as shopping, talking to a doctor or helping their children succeed in school.

    This guide is aimed at adults in California who need to take classes that will help them improve their English, finish their high school education, become a citizen or get a better job.

    Who can attend adult school?

    Anyone 18 and over is eligible.

    There are classes specifically aimed at adults who didn’t finish high school, immigrants, disabled adults, those who want to improve their parenting skills and adults who want to train for a career that doesn’t require a college education.

    Where can I get an adult education?

    There are three main places to get adult education in most communities: K-12 schools, community colleges and community libraries.

    Most Californians looking for adult education attend classes offered by their K-12 school districts. These classes may be offered right on K-12 campuses and through parent programs — or they may be offered at stand-alone adult school campuses.

    Community colleges also offer adult education. Adults who are interested in getting a degree or certificate sometimes find this an especially appealing option. English language and GED courses can help prepare students for college-level coursework. However, it is not a requirement to be on track for college to attend adult education classes at a community college.

    Libraries have the added benefit of offering one-on-one tutoring with a trained volunteer for adult learners. This can be a good option for students who need help with a particular task. Adults who struggle with basic skills, such as writing, English or math, might sign up to get help so they can pass a driver’s test or write a business grant application. Libraries can also connect Californians with a virtual program, Career Online High School, that helps adults get their high school diploma. (More on that below.)

    Some nonprofit organizations, employers or religious organizations also offer adult education. Organizations catering to adults who are immigrants, homeless or have a disability may offer adult education.

    How can I find out what is available in my community?

    Click here to view a map of offerings.

    What kind of classes are offered?

    The main types of classes offered by adult schools are adult basic education, adult secondary education, immigrant education, vocational education, education for adults with disabilities and education to help adults support their children in K-12 schools.

    Adult secondary education helps adults get the equivalent of a high school education with courses that include math, science, social studies and language arts. This could be through a high school diploma (for more on that, see the next question) or taking GED or HiSET tests.

    Adult basic education is essentially the foundation for high school. Adults who struggle with basic reading, math or digital literacy can take these courses, either on their own or to prepare for high school-level education.

    Adult school students have a wide range of backgrounds, but in California, the vast majority are immigrants. Adult schools help immigrants improve their English skills, get their citizenship and learn more about how to navigate American society. 

    Vocational education at adult schools helps prepare Californians for a new career, typically with an emphasis on offerings that take much less time than a bachelor’s degree. Adult education — both at the K-12 and community college level — helps students by connecting them with apprenticeships or helping them pass industry certification and state licensing exams.

    Some popular courses help prepare students for jobs in welding, heating and air conditioning technology, information technology support, court reporting and administrative assistant work. There are many programs for jobs in the health care fields, such as phlebotomy, vocational nursing, certified nursing assistant, pharmacy technician and medical coding.

    Some classes offered can also help adults build key life skills, which can be especially important for immigrants and disabled adults. This could include financial literacy, parenting classes and digital literacy.

    Can I get my high school diploma?

    Yes. Even if it’s been decades since you set foot in a high school classroom and even if that classroom was not in California or the U.S., you can get a high school diploma. You may even be able to count some of your work experience for credit.

    This can be a particularly useful option for adults who are just a few credits shy of graduation. 

    Just as with traditional high schools, the requirements for a diploma may vary. Both K-12 and community colleges offer classes that allow students to finish their high school diploma. Most community libraries also offer the opportunity to complete a high school diploma through a virtual program.

    What other options are there to attain the equivalent of a high school credential in California?

    The only authorized companies that can issue high school equivalency certificates in California are GED or HiSET.

    There are many high school equivalency test preparation programs — including those offered through public adult education programs and libraries. However, the state of California cautions that certificates of completion for these programs are not official California high school equivalency credentials. Getting these types of credentials requires passing tests.

    Can I get a GED in my native language?

    Californians can get a GED in English or Spanish. There are no other languages available at this time. The certificate of high school equivalency does not specify what language the GED is in.

    How much does adult education cost?

    The vast majority of adult education classes are tuition-free. Students may face fees for the GED or HiSET tests or practice tests, assessment tests, textbooks and other materials used in the courses. On community college campuses, students may also pay campus fees. These fees vary widely by institution — particularly for vocational tech classes.

    The program to become a vocational nurse at Bakersfield Adult School, for example, costs $7,000, while Downey Adult School estimates its whole program costs $16,999.

    Can I attend school while I have a job?

    One of the biggest hurdles for Californians who are interested in enrolling in adult school is simply finding the time to attend and study. There are classes held during the day, but many are offered in the evening and weekends as well, so classes are available to people who hold day jobs. There are also virtual classes.

    What kind of virtual options are there?

    Many institutions that offer adult education, such as local K-12 schools or community colleges, offer virtual options, which may include live teaching or asynchronous content.

    Most public libraries in California also offer the opportunity to earn a high school diploma through the Career Online High School program. It is available to anyone 19 or older. Last year, the program was offered at 797 of the state’s 1,127 public libraries. The program offers not just a high school diploma, but career training, plus help with a resume and cover letter. Some of the career training offered includes child care, commercial driving, manufacturing, office management, customer service, hospitality and security professionals. Students are assigned an academic coach. You can either ask a librarian or take this survey online to see if this option is right for you.

    Is child care or transportation offered? 

    This is not a common part of the offerings for adult schools, and it can be a big barrier to many potential adult school students. However, it is worth checking with your local schools. Some adult schools, colleges or nonprofits may offer child care, and some may offer transportation discounts or passes.





    Source link