Education Acronyms and Their Meanings Acronym Title Brief Description AB 430 Assembly Bill 430 Training for administrators in state adopted English language arts/math curriculum ADA Average Daily Attendance This number is determined by dividing the total number of days of student attendance by the number of total days in the district’s school year. If a student attended school every school day during the year, he/she would generate 1.0 ADA. This number is used to fund many programs. AMAO Annual Measurable Achievement Objectives A performance objective, or target, that the district receiving Title III funds must meet each year for its English learners. AMO Annual Measurable Objectives A school must demonstrate a minimum percentage of its students scoring proficient or above on a standards-based assessment in English language arts and math. API Academic Performance Index State – An annual achievement score given by the state to schools and districts. The state’s target is all schools reach 875 by 2014. APS Academic Program Survey The Academic Program Survey (APS) of nine essential program components for instructional success is the foundational tool at the school level. The APS measures structures for creating a coherent instructional program and recent revisions explicitly address the needs of SWDs and English Learners (ELs). AYP Adequate Yearly Progress Federal – Growth targets the federal government set for student achievement. The federal target is 100% proficiency by 2014. BTSA Beginning Teacher Support and Assessment An initiative to provide individualized support based on assessment information for beginning teachers. CAHSEE California High School Exit Exam All public school students are required to pass the exam to earn a high school diploma. The test is designed to assess student skills in English and Algebra I. CBEDS California Basic Educational Data System An annual data collection done in October of each year to collect information for California public schools (K-12) regarding enrollment, graduates, dropouts, vocational education, alternative education, adult education, course enrollment, classified staff, certificated staff, technology and teacher shortage and demand. CDE California Department of Education Oversees the state’s diverse and dynamic public school system that is responsible for the education of more than seven million children and young adults in more than 9,000 schools. CELDT California English Language Development Test A required state test of English language proficiency that must be given to students whose primary language is not English.
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Acronym Title Brief Description ConApp Consolidated Application A report used by the California Department of Education to distribute categorical funds from various state and federal programs. CP Categorical Programs Categorical programs are supplemental funds that are provided to a district/school from either the state or federal government. These funds are frequently tied to students with special needs (e.g., Gifted and Talented, Special Education, English Learners). CPM Categorical Program Monitoring State and federal law require the California Department of Education to monitor the implementation of categorical programs operated by local education agencies. CS Centralized Services Services provided to the school by the district office. Centralized services may be charged to various funds allocated to the school through the Consolidated Application and other sources. State law requires that at least 85 percent of the district’s expenditures from Consolidated Application programs must be spent for direct services to students at school sites. The remaining 15 percent (minus the district’s indirect costs) may be used by the district office to provide support to school programs. CST California Standards Test Individual subject area tests that are administered to students as part of the Standardized Testing and Reporting (STAR) program. These tests are used in calculating Adequate Yearly Progress. DAC District Advisory Committee An advisory committee composed of a majority of parents and staff members from schools receiving State Compensatory Education funds. DAIT District Assistance Intervention Team Organizations that are approved by the State Board of Education (SBE) to assist districts and schools that have been identified as Program Improvement Year 3 or higher. DAS District Assistance Survey Designed to help a district analyze the nature and coherence of its operations in support of a coherent, school-level instructional program that improves student achievement. Because student achievement in reading/language arts and mathematics is central to student success in other areas, this survey analyzes district support for schools in these primary areas of student literacy. DELAC District English Learner Advisory Committee A district with 51 or more English learners must have a functioning DELAC in which at least 51% of the members are parents of English learners. A DELAC has the responsibility to advise the governing board on the development of the District’s master plan for educational programs and services to English learners. EDY Educationally Disadvantaged Youth Students performing below proficiency on the state standardized test. EIA-LEP Economical Impact Aid – Limited English Proficient A program supporting bilingual education services for English learners. The funds may be used to provide additional support to English learners.
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Acronym Title Brief Description EIA-SCE Economical Impact Aid – State Compensatory A program supporting compensatory educational services for educationally Education disadvantaged students. The funds may be used to support Title I – like services for educationally disadvantaged students. ELAC English Learner Advisory Committee A school site with 21 or more English learners must have a functioning English Learner Advisory Committee that advises the principal and staff on the school’s program for English learners. ELs English Learners Students for whom there is a report of a primary language other than English on the state-approved Home Language Survey and who, on the basis of the state approved CELDT test, have been determined to lack the clearly defined English language skills of listening comprehension, speaking, reading and writing necessary to succeed in the school’s regular instructional programs. ELSSA English Learner Subgroup Self-assessment A tool used to analyze English learner test data to improve instruction. This tool is mandatory for districts in Program Improvement. EPC Essential Program Component The Essential Program Components (EPC) support academic student achievement in English/reading/language arts and mathematics as measured through grade-span Academic Program Surveys (APS). The EPCs are designed to meet the needs of all students through State Board of Education (SBE)-adopted and standards-aligned instructional materials including interventions, appropriate instructional time and pacing schedules, professional development for teachers and administrators, assignment of fully credentialed highly qualified teachers, use of data obtained from a student achievement monitoring system, instructional support, teacher collaboration, and fiscal support. FEP Fluent English Proficient Students who are fluent – English proficient are those students whose primary language is other than English and who have met the district criteria for determining proficiency in English. GATE Gifted and Talented Education Students identified as possessing, demonstrated or potential abilities that give evidence of high performance capability. HQT Highly Qualified Teachers One of the key goals of No Child Left Behind (NCLB) is that all students are taught by highly qualified teachers. Each local educational agency must develop a plan to ensure all elementary, middle and high school teachers who are assigned to teach core academic subjects meet the NCLB requirements to ensure they are highly qualified. HUSD Hesperia Unified School District Hesperia’s Local Education Agency.
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Acronym Title Brief Description ICR Indirect Cost Rate The local education agency’s costs of general management. General management costs consist of expenditures for administrative activities necessary for the general operation of the Local Educational Agency (LEA), such as, accounting, budgeting, payroll preparation, personnel management, purchasing, and data processing. IDEA Individuals with Disabilities Education Act Regulations of providing services to students with disabilities to ensure them a free appropriate public education and that the rights of the children and their parents are protected. IEP Individualized Education Plan A written statement or plan for each child with a disability. The plan is developed, reviewed and revised in accordance with the Individuals with Disabilities Education Act. The guidelines for the development of an IEP are very specific and include identified timelines for implementation. ISS Inventory of Services and Supports The Inventory of Services and Supports (ISS) for Students with Disabilities (SWDs) (DOC; 155KB; 11pp.) is designed to help districts examine their policies, procedures, and practices to gain a deeper understanding of why SWDs are not learning and why the district is not closing the achievement gap. The tool is designed to provide a framework for the District Leadership Team (DLT) to use that will enhance and deepen their understandings about this subgroup of students. LEA Local Education Agency The term LEA is used to define a school district. LEAP Local Education Agency Plan A written plan that includes specific descriptions and assurances to meet the requirements of No Child Left Behind. The local board and the state board of education must approve this plan. The LEAP specifically addresses how all students will reach proficiency or better in reading and mathematics, by 2013-14. LEP Limited English Proficient Students for whom there is a report of a primary language other than English on the state-approved Home Language Survey and who, on the basis of the state approved CELDT test, have been determined to lack the clearly defined English language skills of listening comprehension, speaking, reading and writing necessary to succeed in the school’s regular instructional programs. NCLB No Child Left Behind Congress passed the NCLB Act, which reauthorizes the Elementary and Secondary Education Act, in 2001. The program focuses on increased accountability for states, school districts, and schools; greater choice for parents and students, particularly those attending low-performing schools; more flexibility for states and local education agencies in the use of federal education dollars; and a stronger emphasis on reading, especially for our youngest children.
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Acronym Title Brief Description PI Program Improvement All schools and local educational agencies (LEAs) that do not make Adequate Yearly Progress (AYP) are identified for PI under the No Child Left Behind Act of 2001. SAIT School Assistance and Intervention Team Schools deemed as state-monitored receive federal funding to support costs of activities to implement corrective actions to areas identified by the SAIT. SARC School Accountability Report Card Each school in California is required to publish a school accountability report card that includes information such as student achievement; number of NCLB compliant/highly qualified teachers, safe school trends, and graduation rates. SB 472 Senate Bill 472 Training for teachers in state adopted English Language Arts/Math curriculum SBE State Board of Education The governing and policy-making body of the California Department of Education. The SBE sets K-12 education policy in the areas of standards, instructional materials, assessment, and accountability. The SBE adopts textbooks for grades K-8, adopts regulations to implement legislation, and has authority to grant waivers of the Education Code. The SBE has 11 members, appointed by the Governor. SCE State Compensatory Education Ensures all students have a fair, equal, and sufficient opportunity to obtain a high-quality education and reach proficiency on state academic content standards. SDFS Safe and Drug Free Schools The purpose of SDFS is to support programs that prevent violence in and around schools; that prevent the illegal use of alcohol, tobacco, and drugs; that involve parents and communities; and that are coordinated with related federal, state , school, and community efforts and resources to foster a safe and drug-free learning environment that student academic achievement. SED Socio-economically Disadvantaged The poverty measure the Local Educational Agency uses to identify children from low- income families to determine eligibility for Title I services. Hesperia Unified School District serves students who are eligible for free and reduced priced lunches. SES Supplemental Educational Services If a school fails to make Adequate Yearly Progress for the third consecutive year, the school must offer parents an opportunity to select a supplemental educational service provider (tutor). Only those students who are low income are eligible to receive these services. SPSA Single Plan for Student Achievement A plan that meets the content requirements for many categorical programs. It requires collection and analysis of student performance data, setting priorities for program improvements, rigorous use of effective solution strategies; and ongoing monitoring of results. The plan provides a structured means to improve student academic performance. SSC School Site Council The SSC is a body authorized by Education Code 52852 and is charged with developing plans and proposing expenditures in the SPSA.
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Acronym Title Brief Description STAR Standardized Testing and Reporting The name for California’s state testing program. This information is used to determine individual student and school accountability scores. SWD Students with Disabilities Students who have an Individualized Education Program (IEP). SWP Schoolwide Programs A Title I program that is offered at a school with 40 percent poverty index and who submitted an application to run a schoolwide program. Schoolwide programs are allowed to utilize their Title I funds to support the academic achievement of all students in the school. T1 Title I, Part A The first title or chapter of the federal No Child Left Behind Act is called Title I. This title specifically relates to schools serving a high percentage of lower income students. Funds are to be used to assist students in meeting grade level proficiency standards by providing additional resources for student, parent and teacher support. T2 Title II, Part A The purpose of Title II is to provide grants to local educational agencies in order to increase student academic achievement through strategies such as improving teacher and principal quality and increasing the number of highly qualified teachers in the classroom. T3 Title III Provides federal financial support to local educational agencies for two programs: Limited English Proficient (LEP) students and Immigrant students. The purpose of the program is to ensure that all LEP students attain English proficiency. T4 Title IV See Safe and Drug Free Schools (SDFS) - A federal program providing funding to local educational agencies to prevent violence in and around school; to prevent the illegal use of alcohol, tobacco and drugs; and to foster a safe and drug free learning environment. TAS Targeted Assistance School A Title I program that is offered at a school and is required to identify students who have failed to meet state standards. Title I funds may only be used to support these students. TUPE Tobacco Use Prevention Education For grades four through eight and is a state categorical program contained in the Consolidated Application. Funds are earmarked for health education efforts aimed at the prevention and reduction of tobacco use. UCP Uniform Complaint Procedure A complaint is a written and signed statement alleging a violation of a federal or state law or regulation, which may include an allegation of unlawful discrimination.
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