matter examinations that are linked to, or can be aligned with, the statewide academically rigorous content standards for English language arts and mathematics adopted by the State Board of Education. By October 1, 2000, the State Board of Education shall adopt a high school exit examination that is aligned with statewide academically rigorous content standards. California Assessment of Student Performance and Progress (CAASPP) Education Code § 60640 established the California Assessment of Student Performance and Progress (CAASPP). The CAASPP System, which replaced the Standardized Testing and Report (STAR) Program, is the new state academic testing program. It is a system intended to provide information that can be used to monitor student progress and ensure that all children leave high school ready for college and career. The CAASPP encompasses the following assessments and student participation requirements: • Smarter Balanced Summative Assessments for English language arts/literacy (ELA) and mathematics in grades three through eight and 11; • Alternate Assessments for English language arts/literacy and mathematics in grades three through eight and 11; and • Standards-based Tests in Spanish (STS) for reading/language arts in grades two through 11 (optional). English Language Proficiency Assessments for California (ELPAC) In 2018, the CDE replaced the California English Language Development Test (CELDT), which is aligned with the 1999 English Language Development (ELD) Standards, with the English Language Proficiency Assessments for California (ELPAC), which are aligned with the 2012 California ELD Standards. Federal Requirements – IDEA As appropriate, the state or LEA - (i) develops guidelines for the participation of children with disabilities in alternate assessments for those children who cannot participate in state and districtwide assessment programs; and (ii) develops and, beginning not later than July 1, 2000, conducts those alternate assessments. Federal Requirements - Title 1 of the Elementary and Secondary Education Act indicates: Guidance from the Assistant Secretary for Elementary and Secondary Education (April 2000) For children with disabilities whose IEP or Section 504 placement teams have determined that the state assessments would not appropriately show what a child knows or is able to do, each state must have a statewide alternate assessment system or a comprehensive state policy governing locally developed alternate assessments. Alternate assessments must be valid, reliable, and to the maximum extent appropriate, aligned to state content and performance standards. In addition, states must monitor and collect data from Charter LEAs to ensure the proper use of alternate assessments. Charter LEAs must publicly report the results of alternate assessments; they must integrate the results of alternate assessments into their accountability systems.
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Chapter 7 – Participation in Assessments, Charter SELPA As of 09/14/2018 CAHELP Steering Committee Review
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