Attendance Bell Schedule Calendar Gator BEST Rules TK and Kinder Registration Parent Volunteer Information School Accountability Report School History School Mission & Vision Statement
Office Staff Teachers Administrator
Dad's On Campus English Learner Advisory Council (ELAC) Parent Teacher Association Gibson PTA Programs Volunteers
CELDT ELD Teacher Resources English Language Development Title III
Alliance Redwoods Band Gator Best PIQE
School Loop Common Core Standards Parent Resources Student Resources Teacher Resources

Spanish CA Proficiency Descriptors

Proficiency Level Descriptors for CA ELD Standards- Descriptores de los niveles de dominio para los estandares ELD.

Proficiency Level Descriptors Spanish

 

Proficiency Level Descriptors for CA ELD Standards- Descriptores de los niveles de dominio para los estandares del Desarrollo del idioma ingles de California.

Proficiency Level Descriptor for CA ELD Standards Spanish

 

Excerpted from Common Core State Standards:  Communications Toolkit for California- Los padres o tutores y los Estandares Estatales Basicos Comunes.

Common Core State Standards Spanish

 

English Language Acquisition, Language Enhancement, and Academic Achievement Act

What is Title III?

Part A of Title III is officially known as the English Language Acquisition, Language Enhancement, and Academic Achievement Act. Title III is a part of the federal No Child Left Behind Act of 2001.  It is specifically targeted to benefit Limited English Proficient (LEP) children and immigrant youth. The Act states that LEP students must not only attain English proficiency but also meet the same academic standards as their English-speaking peers in all content areas (CA Dept. of Education). Federal funding is provided to assist districts in meeting these requirements.

 

School ditricts are expected to use Title III funding to create or further develop language instruction courses that help LEP students meet academic standards. Districts who receive Title III funding are responsible for the yearly progress of their students with respect to development of language proficiency as well as meeting their grade-level academic standards. LEP students are measured against annual development objectives in order to receive funding.  Districts are held accountable for the progress of LEP and immigrant students through annual measurable achievement outcomes (AMAOs): the number of LEP students making sufficient progress in English acquisition, attaining English proficiency, and meeting Adequate Yearly Progress (AYP).  Funding is typically used towards language instruction programs; however, funding may be used for a variety of purposes, including alternative bilingual education programs and professional development for teachers.Funding is also allocated for teaching English to the parents and communities of LEP children.

 

For more information on Title III, visit CA Department of Education or

Title III Part A of the No Child Left Behind Act

2016-17 Title III Budget can be found in the district's LEA Plan, Goal 2

CAASPP

 

CAASPP Parent Guides: Smarter Balanced Assessments

These guides provide information about the Smarter Balanced Summative Assessments, including sample test items for English language arts/literacy and mathematics. This information will help parents better understand their children’s test results.


Grades 3-5

Grades 6-8

Grade 11

 

2015-16 CAASPP Student Score Report Example

 

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Guia de los Padres para las Evaluaciones Sumativas Smarter Balanced

Grados 3-5

Grados 6-8

Grado 11

 

Muestra del reporte individual de los resultados 2015-16 de CAASPP