California Assessment of Student Performance and Progress - CASPP

CAASPP is a system intended to provide information that can be used to monitor student progress and ensure that all students leave high school ready for college and career. The CAASPP includes computer-adaptive tests in English–language arts and mathematics as well as paper-based tests for science.

You can find more information about CASPP by clicking on the following link: http://www.caaspp.org/

To access the online practice and training tests: http://www.caaspp.org/practice-and-training/

 

YEARBOOK 

If the school office does not receive written communication from the parent/legal guardian of a TEAM student, their student's photograph, name, and grade level will appear in the school's annual yearbook.  

Individualized Learning Programs - IEP's

What is an IEP?

A federal law called the Individuals with Disabilities Education Act (IDEA) requires that public schools create an IEP for every child receiving special education services. Kids from age 3 through high school graduation or a maximum age of 22 (whichever comes first) may be eligible for an IEP.

The IEP is meant to address each child’s unique learning issues and include specific educational goals. It is a legally binding document. The school must provide everything it promises in the IEP.

Here’s a quick look at what an IEP must include, by law:

  • A statement of your child’s present level of performance (PLOP)—this is how your child is doing in school now
  • Your child’s annual educational goals
  • Special education supports and services that the school will provide to help your child reach goals
  • Modifications and accommodations the school will provide to help your child make progress
  • Accommodations your child will be allowed when taking standardized tests
  • How and when the school will measure your child’s progress toward annual goals
  • Transition planning that prepares teens for life after high school

Who qualifies for an IEP?

Your child struggles in math class, and the teacher’s interventions—extra help after school, a chance to correct his mistakes—don’t help. A scenario like this doesn’t make your child eligible for an IEP. Two things must happen before a child can get special education services.

1. An evaluation. Parents, teachers, a counselor, a doctor or anyone else who suspects a child is struggling can request an evaluation. The school psychologist and other professionals may give your child various tests. They also may observe your child in the classroom.

Keep in mind that a physician or another medical professional—not the school—diagnose medical conditions, including ADHD. School evaluators don’t offer “diagnoses.” Find out more about the comprehensive evaluation process.

2. A decision. The IEP team, which includes parents and school officials, decides whether or not your child needs special education services in order to learn the general education curriculum. IDEA says that having any of 13 disabilities may qualify a child for special education. The school and parents review the evaluation and determine whether the results show that your child needs services and supports.

If the IEP team agrees that your child needs services, then the next step is to create an IEP. If your child is found ineligible, you can still try to get services for your child. For instance, you might pursue a 504 plan.

For more information about IEP's please visit Understood.org

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