Individuals with current claims for benefits, who are unable to receive their Unemployment Insurance payments at their home due to the disaster or emergency, should contact their local post office.
The California Department of Education (CDE) is committed to establishing innovative achievement and proficiency assessments for students. These assessments include item types that model and promote high-quality teaching and student learning and ensure that all of California students are well prepared for college and careers in today’s competitive global economy. For more information on the development and implementation of statewide student testing in California, go to the CDE .
Under the provision of the California state Assembly Bill 540 (AB 540), some California non-residents may pay in-state fees. Details regarding AB540 criteria can be found at .
Whether you are a resident of California or a non-resident determines the fees you pay and the admissions requirements which apply to you. Residence classifications are determined through a review of the information you provide in the residence portion of your admissions application. For a summary statement of the principal rules and exceptions regarding the residence determination, see "Determination of Residency for Tuition Purposes" in the section of this catalog.
The California Dream Act of 2011 is the result of two bills, Assembly Bill 130 (AB 130) and Assembly Bill 131 (AB 131). Together, these bills allow undocumented and documented students who meet certain provisions of AB 540 law to apply for and receive private scholarships funneled through public universities (AB 130). Effective January 2013, students may be eligible for state-administered financial aid, university grants, and community college fee waivers (AB 131). For detailed information view .
Choose flexible curriculum materials and ask special education teacher for accommodation suggestions (should be in IEP). Refer to Nine Types of Curriculum Adaptations for suggestions.
I am an experienced teacher, with ten years experience teaching in a few different very urban settings, and I feel now that I am hitting a wall. It seems that there are not enough hours in the day to meet the needs of all of these deserving students and while the administration continues to pile duties upon us, I am not receiving the help I need. What advice can you give me on how to differentiate instruction properly, while still maintaining my sanity?
I teach middle school in Berkeley, California. This year our school, like other schools in the state, has been hit by budget cuts. This has translated into higher class sizes for us. Although I love my students and consider them truly, intelligent wonderful individuals, I am struggling to meet the needs of this diverse set of learners. In one English/History class, I have an ED child, two severely learning disabled children, and a few more mildly learning disabled students. This is in a class of thirty middle school students.
Evaluate the physical arrangement of your classroom. Do you have quiet and active areas? Is the seating arrangement conducive to the needs of all your students? Are your special needs students isolated in the back of the class engaged in their own independent activity unrelated to everyone else’s?
Yes, students with IEPs or 504 plans who completed all graduation requirements, except passing the CAHSEE, and received a certificate of completion in 2008 or 2009, are eligible for this exemption as described in No. 5 above.
Some students may need to move around as they learn and complete activities. Identify and clearly communicate when students can leave their work places and where they may go.
Students with only 504 plans do not have the same procedural protections as students with IEPs. Federal regulations indicate that one way to guarantee Free Appropriate Public Education (FAPE) under Section 504 is to provide the same procedural protections as required under the IDEA. However, since the rules are not identical, school district personnel should consult with local counsel when adopting or applying policies regarding reenrolling students with only 504 plans for purposes of receiving a diploma under the new exemption statute.
Under the Individuals with Disabilities Education Act (IDEA), students are entitled to special education services until age 22 or until they receive a diploma. Thus, a district may be required to reopen and revise an IEP for a student who left high school without receiving a diploma, if the student has not reached age 22. If appropriate, the IEP team may revise the IEP of an eligible student. Such appropriate revisions should include additional quality instruction to help the student pass the CAHSEE and may include receiving a diploma without passing the CAHSEE. If the revised IEP calls for receipt of a diploma after July 1, 2009, and the student has satisfied all other graduation requirements, then the student may be exempted from the CAHSEE requirement under the new statute. It is within the discretion of the IEP team to determine what revisions to the IEP, including further instruction , are appropriate for a particular student. A dispute over that determination would be subject to due process.