| AASA |
American Association of School Administrators |
| AB |
Assembly Bill (California Legislature) |
| AB 430 |
Principal training program |
| AB 472 |
ELA professional development |
| AB 75 |
Principal training program |
| ABA |
Applied Behavior Analysis (autism intervention program) |
| ACSA |
Association of California School Administrators |
| ACYF |
Administration for Children, Youth and Families |
| AD |
Administrative Designee |
| ADA |
Average Daily Attendance / (also) Americans with Disabilities Act |
| ADD |
Attention Deficit Disorder |
| AMAO |
Title III of the ESEA sets Annual Measurable Achievement Objectives (AMAOs) or targets that school districts receiving Title III funds must meet. The first AMAO (AMAO 1) relates to making annual progress on the CELDT, the second (AMAO 2) relates to attaining English proficiency on the CELDT, and the third AMAO (AMAO 3) relates to meeting AYP by the English Learner student group at the LEA level. AMAOs 1 and 2 are based on CELDT results. AMAO3 is based on data from CST, CMA, CAPA and/or the CAHSEE. |
| AMARD |
The Analysis, Measurement, and Accountability Reporting Division (AMARD) of the CDE calculates and reports the API, AYP, PI and Title III Accountability programs. |
| AMOs |
Schools, LEAs, the state, and numerically significant student groups must meet percent proficient targets (or annual Measurable Objectives (AMOs) in ELA and mathematics on the assessments used in AYP calculations. |
| APE |
Adapted Physical Education |
| API |
The academic performance index (API) is the school accountability measurement under California�s PSAA of 1999. |
| APR |
The Academic Progress Reporting (APR) system provides an integrated approach to reporting results for state and federal accountability requirements and includes API, AYP, PI and Title III reports. |
| ASAM |
Alternative Schools Accountability Model |
| ASL |
American Sign Language |
| ATSI |
Additional Targeted Support and Improvement |
| AVID |
Advancement via Individual Determination |
| AWOL |
Away without leave (absent without leave) |
| AYP |
Adequate Yearly Progress (AYP) is the federal accountability measure with a series of annual academic performance targets established for LEAs and the state. Under AMAO3 of Title III of the ESEA, LEAs are required to meet or exceed requirements within two areas of the EL student group in order to meet AYP annually: Participation Rate and Percent Proficient for English language arts and mathematics. |
| BCC |
Bilingual Certificate of Competency |
| BCLAD |
Bilingual Cross-Culture Language Development |
| BOE |
Board of Education |
| BP |
Board Policy |
| BTSA |
Beginning Teachers Support Assessment Program |
| CAASPP |
California Assessment of Student Performance Progress |
| CAHSEE |
The California High School Exit Examination (CAHSEE) is administered to all student in grade ten and to students in grades eleven and twelve if they did not pass the CAHSEE in grade 10. |
| CAIS |
California Accountability and Improvement System (CAIS) is a web-based support system used to review school plans and monitor compliance documentation for schools (public and non-public), districts, and county offices that receive funding for certain programs. |
| CALPADS |
California Longitudinal Pupil Achievement Data System (CALPADS) is a longitudinal data system used to maintain individual level data including student demographics, course data, discipline, assessments, staff assignments, and other data for state and federal reporting. |
| CalPERS |
California Public Employees Retirement System |
| CALSTRS |
California State Teachers Retirement System |
| CAP |
California Assessment Program |
| CAPA |
The California Alternate Performance Assessment (CAPA) is an alternate assessment for students with significant cognitive disabilities who cannot participate in the general STAR Program assessments, even with accommodations or modifications. |
| CASAS |
Comprehensive Adult Student Assessment System |
| CASBO |
California Association of School Business Officials Organization of chief business/financial officers from the districts and county offices. |
| CBEDS |
California Basic Education Data System |
| C-BEST |
California Basic Education Skills Test |
| CBO |
Chief Business Officer |
| CCBE |
California County Boards of Education an organization made up of the 58 county boards of educations |
| CCR |
Coordinated Compliance Review |
| CCSESA |
California County Superintendents Educational Services Association statewide association the 58 county superintendents in California. |
| CDE |
The California Department of Education (CDE) is the state education agency for California. |
| CDS |
Community Day School |
| CDS CODE |
County/District or School Code |
| CEC |
Council for Exceptional Children |
| CELDT |
The California English Language Development Test (CELDT) is the state test of English language proficiency that LEAs in California are required to administer to newly enrolled students whose primary home language is not English and to any student who is an EL as an AA (education code Section 313 and Title 5 California Code of Regulations, Section 11510). CELDT results are included in the calculations for AMAOS 1 and 2. (Length of implementation 2000-2001 through 2017-2018.) |
| CELDT Common Scale |
The CELDT was rescaled in 2006 to allow for the comparison of a student's scale score on each domain (listening, speaking, reading, and writing) going forward from the 2006-07. A student's scale score on a the new common scale can be compared to prior year's performance level and scale score to measure the annual growth of a student in learning English. (Length of implementation 2000-2001 through 2017-2018.) |
| CFR |
Code of Federal Regulations |
| CFT |
California Federation of Teachers |
| CH |
Communicatively Handicapped |
| CHSPE |
California High School Proficiency Examination |
| CLAD |
Cross-Cultural Language and Academic Development |
| CLAS |
California Learning Assessment System |
| CNASDP |
Comprehensive Needs Assessment and Service Delivery Plan |
| COE |
Certificate of Eligibility |
| COE |
A County Office of Education (COE) administers educational programs and coordinates with schools and school districts at the county office level. |
| COLA |
Cost of Living Adjustment |
| CONSORTIUM |
To be eligible for a direct-funded LEP student sub grant, LEAs must be scheduled to receive a sub grant of $10,000 or more. If an LEA is projected to receive and LEP student sub grant of less than t$10,000, the LEA must enter into an agreement to form and/or join a consortium win which the total amount of the sub grants of members of the consortium collectively total $10,000 or more. In the case of a consortium of LEAs, on the lead LEA is the grantee. (Title III, Section 3114). The accountability data for the consortium lead and the consortium members are aggregated up to the consortium level to determine if the AMAOS have been met for the consortium as a whole. |
| CP |
Cerebral Palsy |
| CPIN |
California Preschool Instructional Network |
| CPM |
Categorical Program Monitoring |
| CPS |
Children's Protective Services; Dept. of Social Services |
| CSBA |
California School Boards Association made up of the 1,000+ school district and county boards in the state. |
| CSEA |
California School Employees Association statewide classified employee union |
| CSI |
Comprehensive Support and Improvement |
| CSIS |
California Student Information System |
| CSSA |
California Safe Schools Act |
| CST |
The California Standards Test (CST) is a set of tests annually administered to students in grades two through twelve. It includes the content areas of English language arts, mathematics, history-social science and science. (Length of implementation 1998-1999 through 2012-2013.) |
| CSU |
California State University |
| CTA |
California Teachers Association statewide teacher's union |
| CTAP |
California Technology Assistance Project |
| CTC |
California Teacher Credential |
| CTE Plan |
California Career Technical Education State Plan |
| CTEL or C-TEL |
California Teacher of English Learners |
| CYO |
California Youth Outreach |
| D/HOH |
Deaf/Hard of Hearing |
| DD |
Developmental Disabilities |
| DELAC |
District English Learner Advisory Committee |
| DFCS |
Department of Family and Children's Services |
| DHS |
California Department of Health Services and Digital High School |
| DIS |
Designated Instructional Services |
| DOE |
Department of Education |
| DOL |
Department of Labor |
| Domains |
The CELDT assesses four domains in kindergarten through grade twelve: listening, speaking, reading and writing. |
| DRM |
The Data Review Module (DRM) is an online data correction application for the CELDT used to correct demographic and testing data for students whose answer books were submitted by the AA window. |
| DSA |
Division of State Architecture |
| EAP |
Employee Assistance Program |
| EC |
California Education Code |
| ECE |
Early Childhood Education |
| ED |
Emotional Disturbance |
| ED |
The United States Department of Education |
| EDC |
Educational Development Center |
| EDGAR |
Educational Department General Administrative Regulations |
| EdTech |
Educational Technology |
| EduSoft |
EduSoft Software (Assessment Management System) |
| EEOC |
Equal Employment Opportunity Commission |
| EETT |
Enhancing Education Through Technology |
| EITEL |
Effective Instruction for Teachers of English Learners |
| EJWC |
Education of Juvenile Court Wards |
| EL |
An English Learner is a student with a primary language other than English who is not yet proficient in English. |
| ELA |
English Language Arts is a content area of CAASPP tests. |
| ELAC |
English Learner Advisory Committee |
| ELAC |
English Language Advisory Committee |
| ELD |
English Language Development |
| ELD Standards |
The English Language Development (ELD) standards, adopted by the state board of education in 2012, define what English learners in California public schools must know and be able to do as they progress toward full fluency in English. |
| ELL |
English Language Learner |
| ELPAC |
English Learner Proficiency Assessments for California |
| ELSSA |
English Learner Subgroup Self-Assessment |
| EMS |
Emergency Medical System |
| English Proficient Level |
The criterion for English language proficiency is an overall score of early advanced or higher and a score of intermediate or higher for each domain (listening, speaking, reading and writing). For Kindergarten and grade one, the criterion for English language proficiency is an overall score of early advanced or higher and a score of intermediate or higher for the domains of listening and speaking. |
| EO |
English Only |
| EOE |
End of Eligibility |
| EPS |
Emergency Protective Services |
| ERA |
The Evaluation, Research, and Analysis (ERA) unit is an office in the CDE that calculates and reports the Program Improvement and Title III Accountability reports. |
| E-Rate |
Discounted Telecommunications Services for Schools and Libraries |
| ESEA |
Elementary and Secondary Education Act: Title III of the Elementary and Secondary Education Act (ESEA) requires states to administer a test to newly enrolled students whose primary (home) language is not English to determine their level of English language fluency. In California, the English Learner Proficiency Assessments for California (ELPAC) serves this purpose. Students identified through the initial assessment as English learners must be given the ELPAC annually until they are reclassified as fluent English proficient. Title III sets Annual Measurable Achievement Objective (AMAO) targets that the school district receiving Title III funds must meet. |
| ESL |
English as a Second Language |
| ESOL |
English for Speakers of Other Languages |
| ESP |
Early Start Program (birth to three) |
| ETC |
Educational Technology Consortium |
| FAQ(s) |
Frequently Asked Question(s) |
| FCMAT |
Fiscal Crisis and Management Team |
| FEP |
Fluent English Proficiency |
| FERPA |
Family Educational Rights and Privacy Act |
| FPM/CPM |
Federal/Compliance Program Monitoring |
| FRL |
Free and Reduced Lunch |
| FTE |
Full Time Equivalency (related to employee hours) |
| FY |
Fiscal Year |
| FYI |
For Your Information |
| FYS |
Foster Youth Services |
| GATE |
Gifted and Talented Education |
| GED |
General Education Development |
| GEPA |
General Education Provisions Act |
| GPRA |
Government Performance Results Act |
| HCYEP |
Homeless Child and Youth Education Program |
| HEA |
Higher Education Act |
| HEP |
High School Equivalency Program |
| HHS |
U.S. Department of Health and Human Services |
| HOH/DEAF |
Hard of Hearing/Deaf |
| HR |
Human Resources |
| HS |
High School |
| HSEE |
High School Exit Exam |
| I&R |
Identification and Recruitment |
| IA |
The CELDT is first given to newly enrolled students, whose primary language is not English, as an initial assessment (IA) of English language fluency. AMAO2 calculations include initial CELDT takers tested during the AA window if they are classified as EL. (Length of implementation 2000-2001 through 2017-2018.) |
| IASA |
Improving America's Schools Act (1994) |
| IDEA ACT |
Individuals with Disabilities Education Act |
| IEL |
Institute for Educational Leadership |
| IEL |
Individualized Education Plan |
| IFEP |
Initial Fluent English Proficient (IFEP) students are students with a primary language other than English who took the ELPAC within 30 days of enrollment in a U.S. public school and who met with school district criterion for English language proficiency (i.e., those students who were initially identified as fluent in English). |
| IFSP |
Individualized Family Service Plan |
| IHE |
Institution of Higher Education |
| ILP |
Individual Learning Plan |
| INA |
Initial Needs Assessment |
| INS |
Immigration and Naturalization Services |
| IS |
Independent Study |
| IT |
Information Technology |
| ITP |
Individualized Transition Plan |
| ITV |
Instructional Television |
| JPA |
Joint Powers Agreement |
| JTPA |
Job Training Partnership Act |
| K-12 |
Kindergarten through 12th grade |
| LAS-O |
Language Assessment Scale-Oral |
| LCAP |
Local Control Accountability Plan |
| LCFF |
Local Control Funding Formula |
| LD |
Learning Disabled |
| LEA |
A Local Educational Agency (LEA) is a government agency which supervises local public primary and secondary schools in the delivery of instructional and educational services. For title III Accountability, LEAs include school districts, county offices of education, direct-funded charter schools and consortium leads. |
| LEAP |
LEAP Plan A requirement for LEAs receiving certain federal funds. |
| LEP |
The Title III Limited English proficient (LEP) student program is provided for LEP students, referred to as ELS in California, to help them attain English proficiency, develop high levels of academic attainment in English and meet the same challenging state academic standards as all other students. |
| LRE |
Least Restrictive Environment |
| LTEL |
Long Term English Learners |
| MCS |
Management, Confidential and Supervisory Employees |
| MD |
Muscular Dystrophy / (also) Medical Doctor |
| MFCC |
Marriage, Family, and Child Counselor |
| MH |
Multi-Handicapped / (also) Mental Health |
| MIS |
Management Information System |
| MOU |
Memorandum of Understanding |
| MS |
Middle School/Multiple Sclerosis / (also) Mail Stop |
| MSFW |
Migrant and/or Seasonal Farm Worker |
| NA/(N/A) |
Not Applicable/Not Available |
| NCES |
National Center for Education Statistics |
| NCLB |
No Child Left Behind (2001) |
| NEP |
Non-English Proficiency |
| NPS |
Non-Pubic School |
| NSBA |
National School Boards Association |
| O/M |
Orientation/Mobility |
| O/T |
Operations/Technology / (also) Occupation Therapy |
| OBEMLA |
Office of Bilingual Education and Minority Languages Affairs |
| OCR |
Office of Civil Rights |
| OESE |
Office of Elementary and Secondary Education |
| OHI |
Other Health Impaired |
| OI |
Orthopedically Impaired: formerly |
| OIG |
Office of Inspector General |
| OMB |
Office of Management and Budget |
| OT |
Occupational Therapy / (also) Out Temporarily |
| PAC |
Parent Advisory Council |
| PAR |
Peer Assistance and Review Program |
| PARS |
Parent Authorization and Recruiters Statement |
| PBIS |
Positive Behavior Interventions and Support |
| PD |
Professional Development |
| PD |
Program Development |
| PDS |
Professional Development Services |
| PERS |
Public Employees Retirement System |
| PH |
Physically Handicapped |
| PHN |
Public Health Nurse |
| PI |
LEAs and consortia that have failed to meet title III Annual Measurable Achievement Objectives (AMAOS) for two consecutive years are in program improvement (PI) status and are required to develop an Improvement Plan that will ensure the LEA or consortia will meet AMAOs in the future. (Note: not current terminology) |
| PL |
Public Law |
| PLC |
Professional Learning Community |
| PO |
Probation Officer / (also) Purchase Order |
| PPS |
Pupil Personnel Services |
| PSAA |
The Public Schools Accountability Act (PSAA) of 1999 established the API, the state accountability requirements for California |
| PSQR |
Program Standard Quality Review |
| PSWA |
Psychologist and Social workers Association |
| PT |
Part Time / (also) Physical Therapy |
| PTA |
Parent Teacher Association |
| PY |
Program Year |
| RFEP |
Reclassified Fluent English Proficient (RFEP) students are students with a primary language other than English who were initially classified as English learners, but who have subsequently met the school district criteria for English language proficiency are determined to be fluent English Proficient. RFEP students are not included in AMAO calculations. |
| RFP |
Request for Proposal |
| RIF |
Reduction in Force |
| ROP |
Regional Occupational Program |
| RSP |
Resource Specialist Program |
| RTI |
Response to Instruction and Intervention |
| SACS |
Standardized Account Code Structure |
| SARB |
School Accountability Review board |
| SARC |
School Accountability Review Card |
| SARC |
School Accountability Report Card |
| SAT |
Scholastic Achievement Test |
| SB |
Senate Bill |
| SB 472 |
Senate Bill on ELA or Math Professional Development |
| SBE |
State Board of Education |
| SCAN |
School-Centered Assessment of Needs |
| SDAIE |
Specifically Designed Academic Instruction in English |
| SDC |
Special Day Class |
| SDE |
State Department of Education |
| SEA |
State Education Agency |
| SELPA |
Special Education Local Plan Area |
| SES |
Supplemental Education Services / (also) Socio-Economic Status |
| SH |
Severely Handicapped |
| SIP |
Site Improvement Plan |
| SMART |
Specific, Measureable, Action-Orientated/Attainable, Realistic/Results Oriented, Time-Limited (Bound) |
| SPED |
Special Education |
| SSC |
School Site Council |
| SSID |
Statewide Student Identifiers |
| SSPQ |
Student Survey on Program Quality |
| SSR |
Sustained Silent Reading |
| SST |
Student Study Team |
| STAR Program |
Each Spring, students in grades 2 through 11 take the STAR test. Students take tests in math, reading, writing, science and history. The STAR Program includes four tests: the California Standards Tests, the California Modified Assessment, and the California Alternate Performance Assessment and the standards-based tests in Spanish. |
| STM |
Short Term Memory |
| STRS |
State Teachers Retirement System |
| SW |
Social Worker |
| TBA |
To Be Announced/Arranged |
| TBD |
To Be Determined |
| TE |
Teacher's Edition (of a book) |
| TOSA |
Teacher on Special Assignment |
| TSA |
Tax Sheltered Annuity |
| TSI |
Targeted Support and Improvement |
| TUPE |
Tobacco Use and Prevention Education |
| UC |
University of California |
| USDE |
United States Department of Education |
| VI |
Visually Impaired |
| WASC |
Western Association of Schools and Colleges |
| WIC |
Women, Infants, and Children |
| YTD |
Year to Date |
