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This guide communicates the increasing need in California for young people to develop skills in languages other than English, and to direct attention to assessing these skills in terms of language use competency in realistic situations rather than in terms of courses taken or units earned. The guide recognizes successive stages of competency and describes each stage in terms of the communicative tasks students should be able to perform. The study suggests that college freshmen should have attained, by the end of high school, the ability to listen, converse, read, and write in the target language with sufficient basic skill, vocabulary, accuracy, and cultural awareness to communicate needs in everyday situations in a culturally appropriate way. The report describes a continuum of competency consisting of four stages, giving specific competencies for comprehension (listening and reading), production (conversation and writing), cultural awareness, vocabulary control, and language accuracy at each stage. The competency level descriptions serve as guidelines for curriculum development in language programs and provide criteria for rating functional language ability. Appended materials include membership lists of the organizations responsible for developing the standards and an acknowledgement list. (Author/MSE)
Because positive changes in a school's capacity to educate all its students are not automatic, the California Department of Education has launched an educational reform model embodied in a School Improvement Plan (SIP). The model is based on student-centered educational standards (quality criteria) to direct the four SIP processes of planning, implementation, self-study, and program quality review. These processes were developed to engage the school community in activities to improve programs for all student populations. This four-part document has been designed to help members of a quality review team conduct a review of elementary school programs. The review process has been designed for judging the effects of the curriculum, instructional methodologies, and effectiveness strategies on the students; guiding the development of planned assistance; and providing a model for the school's own self-study process. Part I describes how the quality criteria can be used for planning and implementing school improvement initiatives at a school site. Part II is the guide for conducting a school's self-study. Part III describes the methodology and procedures of program quality review, the application of the quality criteria to the school's curriculum and instructional program, and the means for developing suggestions in the report of findings and action plans for improvement. Part IV explains program quality review criteria for 14 areas. (MLH)
This document, which is designed to serve as a resource for school districts that are formulating comprehensive parent involvement programs, provides a representative sampling of parent involvement programs in California. Section 1 lists programs operating at the local educational level that: (1) help parents develop parenting skills and foster conditions at home that support children's efforts in learning; (2) provide parents with knowledge of the techniques they need to help children learn; (3) provide access to and coordinate community and support services for children and families; (4) promote clear two-way communication between the school and the family as to school programs and children's progress; (5) involve parents who have been appropriately trained in instructional and support roles at the school; and (6) support parents as decision makers and develop their leadership, governance, advisory, and advocacy roles. Section 2 represents other sources that were selected for inclusion because they were operating programs or provided services in the listed school districts. Finally, Section 3 describes parent involvement services available from the California Department of Education. Thirty-five references and a copy of the California State Board of Education Policy on Parent Involvement conclude the document. (SAK)
These physical education standards were designed to ensure that each student achieve the following goals: (1) physical activity--students develop interest and proficiency in movement skills and understand the importance of lifelong participation in daily physical activity; (2) physical fitness and wellness--students increase understanding of basic body systems to develop and maintain the highest possible level of physical fitness and wellness; (3) movement skills and movement knowledge--students increase effective motor skills development, understand the fundamentals of movement by practicing and analyzing purposeful movement, and appreciate the aesthetics of expressive and creative movement; (4) social development and interaction--students learn appropriate prosocial behaviors and leadership skills by participating in planned physical activities in which they develop an appreciation of self and others, experience independent and group work, and learn how to cooperate and compete with others in the achievement of common goals; (5) self-image and self-realization--students develop and maintain a positive self-image, value their personal identity, and have the opportunity to develop and display self-control, self-direction, and self-expression; and (6) individual excellence--students are encouraged to achieve high personal levels of performance by integrating psychosocial development, growth and development, and the humanities. The six sections of these standards are based on these goals; each section provides objectives and representative activities. (AMH)