REGIONAL ASSESSMENT NETWORK



Regional Assessment Network

WEDNESDAY, MARCH 20, 2013

Sacramento, CA

This meeting summary is intended for use by Regional Assessment Network (RAN) members to disseminate information within their region in order to strengthen communications and build a greater understanding of and support for state assessment and accountability. All presenters listed are California Department of Education (CDE) staff, unless otherwise noted.

Meeting Summary

Transition to New

Assessments & SBAC Update

(Eric Zilbert and Jamie Contreras)

Superintendent’s Legislative Priority List

The State Superintendent of Public Instruction (SSPI) and the California Department of Education (CDE) staff are working closely with the Legislature to move forward a variety of bills needed to implement the new statewide student assessment system, based on the Common Core State Standards (CCSS). This new assessment system likely will not include the Standardized Testing and Reporting (STAR) Program.

Assembly Bill (AB) 484 (Bonilla), sponsored by the SSPI, takes STAR language and adds, edits, and tailors new language to encompass the SSPI’s 12 recommendations, found in Recommendations for Transitioning California to a Future Assessment System. This bill, commencing with the 2013–14 school year, would suspend the administration of STAR Program assessments except for: (1) those assessments in core subjects necessary to satisfy adequate yearly progress (AYP) requirements of the federal No Child Left Behind Act of 2001 in grades three to eight, inclusive, and grade ten and (2) those assessments augmented for use as part of the Early Assessment Program (EAP) in grade eleven. This suspension would last until new assessments addressing the CCSS are developed and implemented. AB 484 continues to change, and once it is approved by the Assembly Education Committee, the bill will move forward in May 2013.

Senate Bill (SB) 201 (Liu) authorizes the State Board of Education (SBE) to adopt basic instructional materials for kindergarten and grades one through eight, that are aligned to English–language arts (ELA) and English language development (ELD) standards no later than November 30, 2015. This bill also requires the CDE to provide notice to all publishers and manufacturers that they will be required to pay a fee to offset the cost of conducting the adoption process.

AB 899 (Weber), if adopted, would require the SSPI, by January 2015, to present the SBE with ELD standards aligned to SBE-adopted academic content standards for mathematics and literacy in science. Prior to that meeting, the SSPI would be required to hold at least two public meetings to receive input regarding the draft standards. The SBE then would be required to adopt or reject the proposed alignment of these standards by August 1, 2015.

A report on the computer-based testing tryout for science, given in fall 2012, is scheduled for release in May 2013. This assessment tryout included 21,000 students in grades five and eight and biology, and data were collected from schools, teachers, and students. A modification to the Released Test Questions Web site which is intended to help teachers better understand the relationship of the CCSS to current standards and tests is currently in the design phase.

CDE Statewide Assessment Transition Office

The Smarter Balanced Assessment Consortium (Smarter Balanced) is looking at the sustainability of Smarter Balanced and talking to the governing states about the different packages they may be interested in purchasing (summative, interim, formative, etc.). Costs for purchasing the Smarter Balanced assessments will not be available until more is known about what packages states are interested in purchasing. The CDE would like to purchase the whole package of assessments to maintain equity, but that decision will be based upon the amount of funding that will be approved by the Legislature for this purpose. Beyond the Smarter Balanced assessments, the CDE sees assessments in mathematics (beyond what is available through Smarter Balanced), Algebra 1, and science as top priorities.

When Smarter Balanced Assessments go on line in 2013–14, they will be administered during a 12-week window. How this will occur is to be determined by the Smarter Balanced Administration Work Group.

There will be a retake option at grade eleven, but this option for other grades is still under discussion.

California Common Core Convening

The California Common Core Convening, co-hosted by the CDE and SBE on March 8, 2013, in Sacramento, brought together more than 150 attendees, representing diverse local educational agencies (LEAs), independent charters, and other stakeholders. The purpose of the one-day meeting was to look at where LEAs are in implementing the CCSS and to identify and prioritize current issues that need to be addressed. As LEA needs are determined, more of these input sessions may be needed to focus further on CCSS implementation and concrete strategies.

Draft Initial Achievement Level Descriptors

The second public comment period for the draft Initial Achievement Level Descriptors (ALDs) closed on February 20, 2013. Following pre-vote discussions, the governing states in Smarter Balanced approved the draft ALDs, and the ALDs, including descriptors for reporting, are scheduled to be finalized after standard setting in summer of 2014. The ALDs and college content-readiness policy information are available at .

Spring 2013 Smarter Balanced Pilot Test

The scientific sample window for the spring 2013 Smarter Balanced Pilot Test began on February 20 and is scheduled to run through May 24, 2013. More than one million students across Smarter Balanced governing states are participating in the scientific pilot, and more than 360,000 students from more than 1,400 LEAs in California are participating. Whether or not LEAs participated in either component of the pilot, all LEAs are still required to administer the CSTs as required by state and federal law.

Plans for the volunteer component of the pilot test have been modified. Instead of the Volunteer Pilot Test, Smarter Balanced will release a more complete and broadly available “Practice Test.” The decision to change from a Volunteer Pilot Test to a Practice Test was in response to the high demand from principals, teachers, parents, and the public for access to the Volunteer Pilot Test. The change from a Volunteer Pilot Test to a Practice Test does not impact the Scientific Pilot Test. All schools registered for the Scientific Pilot Test will continue to test as scheduled. More information about what will be included in the Practice Test will be available in the April 3, 2013 SBAC E-mail Update available on the SBAC E-mail Updates Web page at .

Technology Strategy Framework and System Requirements Specifications

The Technology Readiness Tool (TRT) and related information are available on the CDE Smarter Balanced TRT Web site at . Questions regarding technology readiness can be e-mailed to the CDE Technology Readiness Coordinator at sbac-itreadiness@cde..

Digital Library

The recruitment of California teachers for the State Network of Educators (SNE) for the Smarter Balanced Digital Library of Formative Assessment Tools and Practices is expected to begin in spring 2013. It is hoped that 100-150 California teachers will participate in the SNE as reviewers of the materials being developed for this Library, which will provide information, materials, and training for the Smarter Balanced assessments.

How Does Education in California Stack Up?

(Eric Zilbert)

National and International Comparisons of Academic Achievement

In addition to the annual STAR Program assessments, California participates in one national and three international assessment programs. They are as follows:

• National Assessment of Educational Progress (NAEP), which assesses reading, mathematics, and science at grades four and eight (every other year).

• Trends in International Mathematics and Science Study (TIMSS), which assesses mathematics and science at grades four and eight (every four years).

• Progress in International Reading Literacy Study (PIRLS), which assesses reading–language arts at grades four and eight (every four years).

• Program for International Student Assessment (PISA), which assesses reading, mathematics, and science (every three years).

An analysis of California’s assessment results, in comparison with other states and/or countries participating in these studies, show that the make-up of California’s student population has a lot to do with its performance. In California, the percentage of English learners and economically disadvantaged students remains high when compared to many other states and countries; however, California’s scores for non-economically disadvantaged students have remained fairly consistent and are consistent with the national average. NAEP results are often used to make inaccurate comparisons among states because they do not consider the make-up of each of the participating states.

Mega States Report

A special study that compared demographics of the four largest states (Florida, Illinois, New York, and Texas) shows that the demographics are changing over time. Looking at 1990 through 2011, the white population has shrunk nationally, and the Hispanic population has grown. California has been successful at including English learners in its state assessments. The Mega States Report is available on the NAEP Web site at .

Common Core State Standards

(Tom Adams)

Criteria for ELD Supplemental Materials Approved

Criteria for ELD supplemental materials were approved by the SBE at its March 2013 meeting. There will not be materials aligned to every ELD standard, for that is not the intent of supplemental materials. It was decided to base the criteria around four of five shifts outlined in Appendix B of the ELD Standards. The identified shifts are: complex text, English as meaning-making, expanded grammar, and language acquisition. For those having difficulty understanding the ELD standards, it is recommended to start with a review of Appendix B of the ELD Standards and then move into reviewing the standards. The ELD standards approved by the SBE in 2012 are available at . A list of supplemental ELD materials must be approved no later than May 2014.

Purchasing Instructional Materials/Technology

With the passage of AB 1246, Frequently Asked Questions (FAQs) about instructional materials have been updated. In accordance with this bill, the 24-month rule has been eliminated, and LEAs no longer need to wait 24 months after the SBE-approval to purchase materials. LEAs also no longer are required to purchase off of the SBE-recommended list of instructional materials. LEAs can purchase technology if it is being used for curriculum, and students with disabilities must be part of any technology consideration. In addition, LEAs must be able to guarantee that students have access to the curriculum at school and at home. If the program is completely Web-based, the LEA must be able to ensure that students have Internet access at home. The updated FAQs for the CCSS can be found at .

Mathematics Framework Update

In accordance with SB 1200 (Hancock), the SSPI recommended and the SBE approved modifications to the CCSS that are to be incorporated into the curriculum framework and evaluation criteria for the instructional materials adoption. The CDE is scheduling focus group discussions on the mathematics frameworks at county offices of education. The main objective of these focus groups will be to gather input on how this framework document can be improved.

English–Language Arts CCSS Adoption

The SBE at its March meeting adopted anchor standards for ELA, completing the CCSS adoption in California. Now the adopted ELA standards are being reviewed to ensure that the numbering of the California additions is correct. The CDE is now preparing the official version of the ELA standards for publication. Information about the English-language Arts/English Language Development Curriculum Framework and Evaluation Criteria Committee (ELA/ELD CFCC) is available on the CDE ELA/ELD CFCC Web page at .

Supplemental Instructional Materials

Information about the review process and the recommended materials that are aligned to the CCSS to help LEAs transition to the new standards are available on the CDE Supplemental Instructional Materials Review Web page at . The supplemental materials review for mathematics will be completed July 2013.

Mathematics Adoption of Instructional Materials

A publishers briefing was held in Sacramento on March 20, 2013 to review the full mathematics adoption criteria and process. The criteria for evaluating the instructional materials for mathematics for kindergarten through grade eight were approved by the SBE at its January 2013 meeting. No materials will be recommended for adoption if they do not have support for English learners, in accordance with SB 1200 (Hancock). March 2014 is the deadline for mathematics adoptions. Publishers must submit a fee to be included in the review.

Common Core Resources

The CCSS Resources Listserv is one of the main forums for sharing information. To subscribe to the CCSS Resources Listserv, send a blank e-mail message to

join-commoncore@mlist.cde..

Resources for teachers, administrators, students, parents, higher education, and community partners are available on the CDE CCSS Web page at . The CCSS System Implementation – Significant Milestones Timeline is a helpful navigation tool and is available at . Additional information is available on the CCSS Initiative Web site at .

Questions about the CCSS implementation should be directed to the Common Core Systems Implementation Office by phone at 916-319-0490 or by e-mail at commoncoreteam@cde..

STAR Update (Don Killmer)

National Center and State Collaborative Update

If California decides to go with the National Center and State Collaborative (NCSC) assessment, it will replace the California Alternate Performance Assessment (CAPA). The NCSC is a is a collaborative partnership between 18 core states, 5 partner organizations, and 10 Tier II states to build an alternative assessment for students with the most significant cognitive disabilities. California is one of the Tier II states and, therefore, can give input but has no voting rights. Although not yet approved for publication, the NCSC assessment criteria are similar to the checklist for CAPA. The NCSC is currently designed to be a 30-item test, given in three parts. The test will take between 90 minutes and two hours per content area. Assessing students with significant cognitive disabilities in science is not included as part of the NCSC assessment development plan.

STAR Program

The STAR Program will stay in place, as is, until new state laws are written and approved; this means that the STAR Program in 2014 will look exactly like the 2013 test unless the legislature and Governor implement changes.

Testing Breaches for STAR Program

The CST for Writing was administered at grades four and seven recently, and there were “Instagram” breaches during testing even though the CDE provided security training. It is important to reiterate the “no electronic devices” policy to both students and teachers. Teachers should be modeling best practices and stowing their own electronic devices as well. Other states also are suffering from similar breaches, and some states that are already administering computer-based tests are finding that students have taken pictures of the computer screen. California is likely to continue to struggle with some of these security issues as people become educated about what constitutes a breach. Those administering the tests are encouraged to review the Directions for Administration (DFAs) with a focus on security.

STAR Program Resources

Archived STAR Webcasts are available on the San Diego County Office of Education Web site at . Workshop materials can be found on the ETS STAR Web site at .

Questions about the STAR Program should be directed to the STAR Office by phone at

916-445-8765 or by e-mail at star@cde..

English Language Proficiency Assessments (Lily Roberts and Amy Park)

Current CDE Efforts Related to Incorporting the English Language

Development Standards

The new ELD standards, adopted in 2012, have three proficiency levels (emerging, expanding, and bridging); whereas the ELD standards, adopted in 1999, had five proficiency levels, from beginning to advanced. Professional learning modules are being prepared by the Professional Learning Support Division of the CDE and should be available in 2013–14. The ELA/ELD Curriculum Framework is scheduled for adoption by 2014–15. A great deal of research has been done in the area of English learners. Last September, the Governor signed AB 2193 (Education Code sections 313.1 and 313.2), which provides new definitions for long-term English learners and at-risk of becoming long-term English learners. SB 1108 (Education Code Section 313.5) also passed and requires the CDE, if fully funded, to survey LEAs on reclassification policies. The state has SBE-approved guidelines for reclassification; however, they are only guidelines, not mandates. LEAs have local reclassification policies that are used for their decision-making.

CELDT Transition Activities

The CDE proposes to replace the California English Language Development Test (CELDT) with the English Language Proficiency Assessments for California (ELPAC) system by 2015–16, if additional funding is approved. The proposed system would include a shorter, more targeted, and computer-based test for initial identification. This would eliminate the time needed to administer the full assessment to students who recently moved to the U.S. and have not acquired English language proficiency. Another part of the plan for the ELPAC is to move the summative assessment to the spring and have a technology-based platform like the Smarter Balanced assessments. The CDE has requested funding for an initial (diagnostic) screener and hopes to know whether or not funding is approved by June 2013. In the interim, the CDE with the contractor is taking the initial step of analyzing whether the current CELDT questions align to the newly adopted ELD standards, which have three proficiency levels—emerging, expanding, and bridging. New test blueprints for kindergarten through grade twelve are needed. Stakeholders input meetings are being scheduled for June 2013. The purpose of the two-day meeting will be to look at CELDT items for alignment to the new ELD standards. The application to participate and other information is available on the Educational Data Systems CELDT Web site at .

Current CELDT Contractor Activities

While the transition plan is being reviewed and finalized, LEAs must continue to administer the CELDT in 2013–14 during the July 1–October 31 Annual Assessment and the July 1–June 30 Initial Assessment testing windows. District Coordinators now can order Pre-ID labels throughout the year. The 2013–14 Edition of the Superintendent’s Designation of CELDT District Coordinator form is due April 1, 2013.

All LEAs must submit an Initial Order to receive test materials during the Initial Order test materials shipment window this spring (May–June 2013). The next opportunity to place an Initial Order will be July 2, 2013. CELDT District Coordinators may log on the CELDT District Portal at to place an Initial Order.

The 2013–14 Scoring Training of Trainers (STOT) workshops are scheduled for April through May 2013 with two additional workshops scheduled for August. The workshops are mandatory for individuals who will be CELDT trainers and/or test examiners during the 2013–14 school year. To identify the dates and locations or for further inquiries regarding the STOT workshops, contact the CELDT Customer Support Center by phone at 866-850-1039 or by e-mail at support@. Sacramento and Riverside locations are now closed because they are at capacity.

CELDT Fundamentals streaming videos are available in English and Spanish at . These short, easy-to-understand presentations are very informative and can be used for staff and parents. The videos available are as follows:

• Video 1: CELDT Overview covers such topics as CELDT domains, grade spans, test components, and other basic topics.

• Video 2: Who Takes the CELDT? provides information about initial assessment (IA) vs. annual assessment (AA), special category students, obtaining previous CELDT scores, unusual testing scenarios, and testing outside the AA window.

• Video 3: CELDT Administrations Basics provides the fundamentals for administering the CELDT for new CELDT examiners and coordinators at LEAs.

• Video 4: The CELDT Student Perrmance Level Score Report guides viewers through each part of the report of individual CELDT results for students.

Transcripts in English and Spanish also are posted. To find the videos, go to and look under “Trainings”; follow the link to “CELDT Fundaments.”

Important Dates

March 27, 2013 2013–14 Edition Initial Ordering Window closes

April 1, 2013 Deadline to submit the 2013–14 Edition coordinator designation form

April 2013 LEA (only) preview of 2012–13 Annual Assessment (AA) results

May 2013 Release of 2012–13 AA results on CDE DataQuest Website at

May 20, 2013 2012–13 Edition Secure Materials Destruction window opens

More information about the CELDT and other ELPA activities is available through the CDE CELDT Web site at . Questions about the CELDT or ELPA may be directed to the ELPA Office by phone at 916-319-0784 or by e-mail at celdt@cde..

High School and Physical Fitness Assessments Update (Diane Hernandez)

CAHSEE

There have been 40 plus security breaches during the census California High School Exit Examination (CAHSEE) administrations. Although internal protocol has been established for reviewing security breaches, the testing contractor also is working on revising the DFAs and incorporating security into the trainings. Section 1220 of the CAHSEE Regulations specify that any student or adult student who has cheated, assisted others in cheating, or compromised the security of the CAHSEE shall not receive a score from that test administration.

Additional information about the CAHSEE is available on the CDE CAHSEE Web page at . Questions about the CAHSEE may be directed to the High School and Physical Fitness Assessment Office by phone at 916-445-9449 or by e-mail at cahsee@cde..

Physical Fitness Testing

The Physical Fitness Testing (PFT) testing window is open through May 31, 2013. If a LEA submits PFT data to the state vendor, San Joaquin County Office of Education, by June 30, 2013, a PRELIMINARY Student-Level Scored data file will be available for the LEA to download on July 5, 2013 at .

Recently the CDE made the following changes to the acceptable values for the Test Start Date data field (MMDDYYYY):

• Student data records missing a Test Start Date (i.e., Month, Day, or Year) will result in an error, and this data record will not be scored. A default test date of April 1st will no longer be applied.

• Student data records with an invalid Test Start Date (e.g., April 31) will result in a error and will not be scored.

• Student data records with a Test Start Date of November 1 through January 31 will be scored, and the CDE will confirm that the LEA has received a waiver from the SBE to test outside the PFT testing window. If testing outside of the window without a waiver from the SBE, the CDE will contact those LEAs regarding compliance.

• Student data records with a Test Start Date after May 31 will result in an error and will not be scored.

In an effort to release the PFT results earlier than in previous years, the CDE is implementing the following schedule:

• The final PFT data correction window will be open July 5 through August 31, 2013. LEAs will be able to perform data corrections or upload new/corrected data files. An additional password will NOT be required as in previous test cycles.

• LEAs can preview PFT summary data (i.e., DataQuest Reports) from August 1 through August 31, 2013.

• On September 5, 2013, LEAs will be able to download the FINAL Student-Level Scored data file.

• The PFT annual release is tentatively scheduled for a day between October 8 through 18, 2013. LEA Summary Data Reports and Individual Reports will be available on the release date.

Additional information about the PFT is available on the CDE PFT Web page at . Questions about the PFT may be directed to the High School and Physical Fitness Assessment Office by phone at 916-445-9449 or by e-mail at pft@cde..

General Educational Development Test

A Memorandum of Understanding has been signed between GED Testing Service (GEDTS) and the CDE to provide computer-based testing, using the 2002 GED Series through December 31, 2013. A manual outlining the newly agreed-upon procedures and policies to be followed in California may be found at . There will be a new computer-based GED Test aligned to the CCSS, starting January 1, 2014. Paper-based testing will only be offered within a short window and on a limited basis; for corrections, accommodations, etc.

The GEDTS requires that all testing centers convert to PearsonVUE Testing Centers, which will require training and technology updates. If they do not convert, they will not be able to administer the GED Test any longer. The GEDTS has designed a transitional waiver program for correctional centers because some correctional facilities will not be ready to administer a computer-based test by the January 2014 beginning date. This waiver would allow these facilities to still administer the paper-based test while the staff makes this transition.

The CDE is giving some consideration to developing a high school equivalency assessment for California. There was some discussion about using the California High School Proficiency Examination (CHSPE) for this purpose, but the CHSPE is equivalent to a high school diploma, and the GED is used only for the purposes of employment and military service. At their March meeting, the SBE approved the proposed amendments to the regulations to delete any requirements or references to the GED® owned by the American Council on Education. The regulations go back to the SBE for possible adoption in July 2013.

GED Test In Spanish Now Available on Computer

The 2002 Series GED Test in Spanish is now available as a computer-based test alongside the English-language GED Test. Spanish-speaking test takers will now be able to take advantage of the new computer-based testing. Testing centers should be prepared to offer the Spanish-language test on computer if requested by a test taker. The new 2014 GED Test in English and Spanish will be available on January 2, 2014. Partial scores on the current Spanish-language GED Test will expire on December 31, 2013, if the test taker has not completed and passed all five subject tests.

Questions or concerns should be directed to the High School and Physical Fitness Office (GED Program) by phone at 916-445-9438 or by e-mail at GEDoffice@cde..

Accountability

(Keric Ashley and Jenny Singh)

Change in API Rules

The SBE at its March 2013 meeting approved eliminating the current Academic Performance Index (API) rule, which lowers the performance level for the grades eight and nine California Standards Test (CST) General Mathematics results. Currently, the grade eight CST General Mathematics results are lowered by one performance level for incorporation into the API, and grade nine CST General Mathematics results are lowered by two performance levels. Beginning with the 2012 Base API, the CST General Mathematics results will be incorporated into the API with no adjustments. This rule was a penalty if a school administered general mathematics instead of algebra. LEAs should be placing students in classes that are appropriate for their skill level and not placing students in courses for accountability purposes.

Incorporating Other Indicators into the API

SB 1458 requires that by 2015–16 no more than 60 percent of a high school’s API can be based on assessment data. The SBE would need to make a decision by July 2013, if any additional indicators will be added to the API. Graduation data was not a part of SB 1458. Graduation data was already part of the Education Code prior to SB 1458 and is to be included in the SPI when the data are valid and reliable. Two years of cohort graduation data have been released to date. A third year of cohort graduation data will be released on April 9, 2013 for the class of 2012. Now that a longitudinal data system is in place and the data is valid and reliable, the PSAA will be proposing to the SBE that graduation rates be incorporated into the API. The API is currently calculated on individual student level scores, and the graduation data are for 4-year cohorts. Five year and six year graduation data have not yet been considered. The SBE will be looking at many proposed changes related to determining what components will go into the API and may decide to incorporate additional indicators one at a time or a few at a time. These are big changes to consider, and SBE members are mindful that they need to consider the best way to implement them.

The SSPI’s recommendations for transitioning to the new statewide student assessment system also will have an impact on the API. For example, Recommendation 1 that proposes eliminating any non-federally mandated assessments would impact the API. If the SSPI’s recommendations are approved by the Governor and the Legislature, the 2014 Growth API for high schools will no longer contain results from end-of-course CSTs; most likely, only three assessments at grade ten will constitute a high school’s API: (1) the CAHSEE, (2) The CAPA, and (3) the CST Life Science. Federal legislation also will have an impact if the Elementary Secondary Education Act (ESEA) is reauthorized.

Incorporating College and Career Readiness into the API

On February 2, 2013, the Advisory Committee also approved a methodology for a college and career indicator (CCI). College and career will be combined into one indicator that provides multiple ways for a student to contribute to the API. All students in the four-year cohort rate will be included in the CCI. The CDE, however, is researching options for using data outside the cohort to better represent alternative schools. API points would be assigned only once according to the highest criterion a student achieves across the multiple indictors. This methodology has several advantages. The current API structure would be maintained, a CCI would be incorporated into the API the same way test results are now, students would have multiple ways to contribute to the CCI, both college and career are valued, and redundancy is avoided.

Opportunities for Public Input

The CDE, with the assistance of the San Joaquin County Office of Education is conducting six regional meetings to obtain public input on incorporating graduation data and a college and career indicator into the API. These regional meetings are open to the public, and public comment may be limited to two minutes. A statewide survey also will be conducted after the regional meetings. Dates, locations and other information about these meetings can be found at .

The CDE, with the assistance of the Sacramento County Office of Education, is conducting five regional focus group meetings to gain feedback about the usability and clarity of the School Accountability Report Card (SARC). Dates, locations, and other and other information about these focus group meetings will be sent in a letter to superintendents in April.

CALPADS Update (Cindy Kazanis)

CALPADS Update

The nightly California Longitudinal Pupil Achievement Data System (CALPADS) Assessment suspense resolution processing has been suspended until identified issues have been resolved. As a result, the Assessment pilot has been placed on hold, and LEAs should not attempt to use the Assessment functionality until further notice. About 17 LEAs participated in the pilot’s rollout.

April CAG Meeting Registration Now Open

Registration is now open for the CDE and the California School Information Services (CSIS) CALPADS Advisory Group (CAG) meeting on Tuesday, April 23, 2013. The meeting will be held from 9:30 to 11:30 a.m. and will be conducted via videoconference from the East End Complex in Sacramento. People wishing to attend at that site or at one of 13 other county office of education sites may register at . No more than three people from the same LEA should register to attend, as space is limited at most locations. Each person needs to complete his or her own registration.

Key dates

March 22, 2013: Fall 2 amendment window closed after extension. Spring collection closed on Wednesday, March 27, 2013, but the window to amend the Spring data remains open until April 10, 2013.

Legislative Update (Monique Ramos)

A number of bills, related to standards, assessment, instructional materials, and other education-related topics have been introduced in the House or the Senate Education committees and have started working their way through the legislative process. Brief descriptions of many of these bills, with their current status, are provided in the attached document developed by the Legislative Analyst’s Office.

Additional legislative information pertaining to education in California (e.g., Education Code, regulations, waivers) is available on the CDE Laws & Regulations Web page at . The latest information about current bills working through the State Senate and Assembly is available at or .

Next RAN Meeting – May 14, 2013

(Citizen Hotel)

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