Transcript Document

NCLB:
Challenges & Opportunities
Prepared by the Santa Barbara County Education Office
NCLB: Challenges and Opportunities
No Child Left Behind
2
NCLB: Challenges and Opportunities
Secretary of Education Rod Paige
"Our country is uniquely the product of two powerful
forces: our love of freedom and our desire for
knowledge. With God's grace, every good thing in
this country flows from these two rivers of human
aspiration. They become one mighty torrent:
education is freedom. Our economic wealth, our
national security, our rich culture, and our immense
technological abilities are the product of our
educational enterprise. Our educational endeavor
will define our future. ”
10/14/03
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NCLB: Challenges and Opportunities
We have moved from…
the bell curve, where
50% of students are
average or above -
to academic standards,
where ALL students will
reach proficiency or above.
This constitutes a
PARADIGM SHIFT
in educational practice.
4
NCLB: Challenges and Opportunities
Yes, we are working hard, but…
…in the old system

“If we always do what we’ve always done,
we’ll always get what we’ve always got.”

We are all on a standards-based system
learning curve
5
NCLB: Challenges and Opportunities
NCLB: Politics of Accountability

Variability state-to-state

Participation rate

Expectations for Special Education & ELL

High Quality Teacher and morale

Lack of supplemental services providers

Non-regulatory guidance
6
NCLB: Challenges and Opportunities
Discussion…

What do you currently see as the larger
issues surrounding the implementation of
NCLB?
7
NCLB: Challenges and Opportunities
NCLB Performance Goals
1. All students will reach high standards, at a
minimum, attaining proficiency or better in
reading and mathematics by 2013-2014.
2. All limited-English proficient students will
become proficient in English and reach high
academic standards, at a minimum attaining
proficiency or better in reading/language
arts and mathematics.
8
NCLB: Challenges and Opportunities
NCLB Performance Goals
3. By 2005-2006, all students will be
taught by highly qualified teachers.
4. All students will be educated in
learning environments that are safe,
drug free, and conducive to
learning.
9
NCLB: Challenges and Opportunities
NCLB Performance Goals
5. All students will graduate from
high school.
10
NCLB: Challenges and Opportunities
Research-Based Improvement
Districts must use effective methods and
instructional strategies grounded in
scientifically based research for:

Schoolwide and targeted assistance programs

School improvement plans

Professional development

Technical assistance provided by districts to
low performing schools
11
NCLB: Challenges and Opportunities
We are in the “cold waters” of
implementing a new system…
Do we grab anything that floats…
or get into the lifeboat
and row ashore?
Our “lifeboat” is…systemic reform
Our “oars” are…effective teachers
12
NCLB: Challenges and Opportunities
Title I
Improving the Academic Achievement
of the Disadvantaged
13
NCLB: Challenges and Opportunities
Two Systems
STATE

API - Academic
Performance Index

Measures all schools in
E/LA and math - All
accountable

Compensatory

Measures on a scale
with goal of 800
FEDERAL




AYP - Adequate Yearly
Progress
Measures all schools in
E/LA and math - only Title I
schools under sanctions
Sets a bar for all students
to reach or exceed
Schools must meet 4
measures to make AYP
14
NCLB: Challenges and Opportunities
NCLB Title I Assessments

Science assessments: Grade 5 by 2004-05; Middle
and HS by 2007-08

California Standards Tests for Grades 2-8 in E/LA and
mathematics

CAHSEE for Grade 10

CAPA for severely involved students in special
education - limited to 1% of district

CAT/6 given only in grades 3 & 8 commencing July 1,
2004 (AB 1485, Firebaugh)

CA Standards Test Blueprints:
www.cde.ca.gov/statetests/star/resources.html
15
NCLB: Challenges and Opportunities
2002-03 API Cycle :
Grades 2-8 Base & Growth
Elementary/Middle
E/LA

60%
E/LA NRT
• Reading
• Language
• Spelling

E/LA CST
Math
40%
12%

Math NRT
8%
6%
3%
3%

Math CST
32%
48%
16
NCLB: Challenges and Opportunities
2002-03 API Cycle :
Grades 9-12 Base & Growth
High School
E/LA

48%
NRT
• Reading
• Language
6%
3%
3%

CST
32%

CAHSEE
10%
Math



24%
NRT
CST
CAHSEE
Science
3%
16%
5%
8%

NRT
3%

CST
5%
H/SS CST
20%
17
NCLB: Challenges and Opportunities
API 2002 Base (Feb. 2003)
Elementary & Middle School
 NRT
20%
 CST
80%
High School
 NRT
12%
 CST
73%
 CAHSEE 15%
88% of high
school API is
standardsbased
18
NCLB: Challenges and Opportunities
Adequate Yearly Progress (AYP)
19
NCLB: Challenges and Opportunities
Adequate Yearly Progress (AYP)

NCLB passed into law on January 8, 2002

All students are to reach proficiency in E/LA and
mathematics no later than 2013-2014

State 2001-02 assessment data have been used
as a baseline for the 12-year timeline

AYP information is available at

http://www.cde.ca.gov/ayp

http://ayp.cde.ca.gov
20
NCLB: Challenges and Opportunities
NCLB Effect on API

Used as “additional indicator” in AYP -->
included in Phase 2 AYP report

Still reported to assist public and schools to
monitor improvement

State currently resolving issues of any
rewards/sanctions for non-Title I schools
(Distinguished Schools, etc.)
21
NCLB: Challenges and Opportunities
AYP is Key Component

All schools and districts must meet AYP

Schools receiving Title I funds face
additional mandates and sanctions

Districts face AYP accountability
requirements in 2004-05

AYP introduced in 3 phases this year August, November and early February
22
NCLB: Challenges and Opportunities
4 Parts to Meeting AYP

AMOs - Annual Measurable Objectives in
English-language arts and mathematics (schoolwide
and subgroups)

Participation Rate of 95% (schoolwide and
subgroups)

Growth in API of at least one point or minimum
API score

Graduation Rate improved one-tenth of 1% from
the prior year (districtwide and schoolwide)
23
NCLB: Challenges and Opportunities
Annual Measurable Objectives (AMO’s)

Elementary and Middle
Schools are based on:

The California Standards
Tests (CSTs) in English
language arts and math

The California Alternate
Performance Assessment
(CAPA) for students with
severe cognitive
disabilities

High Schools are based
on:

Results from the Grade 10
California High School Exit
Exam (CAHSEE)
administration

The California Alternate
Performance Assessment
(CAPA) for students with
severe cognitive disabilities
NCLB prohibits the use of norm-referenced test data in
measuring student achievement
24
NCLB: Challenges and Opportunities
Annual Measurable Objectives
To achieve AYP, a school must meet or
exceed Annual Measurable Objectives
(AMOs) schoolwide and for each student
subgroup:
• economically disadvantaged
• major ethnic and racial groups
• students with disabilities
• English language learners
25
NCLB: Challenges and Opportunities
Percent Proficient Targets
Elem.
District
HS
District
(K-8, K-6, 6- (9-12)
8, 7-8, etc.)
Unified
or HS
District
(7-12)
E/LA
13.6
11.2
12.0
Math
16.0
9.6
12.8
26
NCLB: Challenges and Opportunities
AMO’s: English language arts
Elementary and Middle Schools and Elementary Districts
100.0%
100%
89.2%
78.4%
67.6%
56.8%
46.0%
35.2%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
24.4%
13.6%
2001- 2002- 2003- 2004- 2005- 2006- 2007- 2008- 2009- 2010- 2011- 2012- 20132002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
27
NCLB: Challenges and Opportunities
AMO’s: Math
Elementary / Middle Schools / Elementary Districts
100.0%
100%
89.5%
79.0%
68.5%
58.0%
47.5%
37.0%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
26.5%
16.0%
2001- 2002- 2003- 2004- 2005- 2006- 2007- 2008- 2009- 2010- 2011- 2012- 20132002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
28
NCLB: Challenges and Opportunities
AMO’s: English language arts
High Schools / High School Districts
100%
80%
60%
40%
20%
20
01
-2
20 00
02 2
-2
20 00
03 3
-2
20 00
04 4
-2
20 00
05 5
-2
20 00
06 6
-2
20 00
07 7
-2
20 00
08 8
-2
20 00
09 9
-2
20 01
10 0
-2
20 01
11 1
-2
20 01
12 2
-2
20 01
13 3
-2
01
4
0%
11.2%
100.0%
88.9%
77.8%
66.7%
55.6%
44.5%
33.4%
22.3%
29
NCLB: Challenges and Opportunities
AMO’s: Math
High Schools / High School Districts
9.6%
100.0%
88.7%
77.4%
66.1%
54.8%
43.5%
32.2%
20.9%
20
01
-2
20 00
2
02
-2
20 00
3
03
-2
20 00
4
04
-2
20 00
5
05
-2
20 00
6
06
-2
20 00
7
07
-2
20 00
8
08
-2
20 00
9
09
-2
20 01
0
10
-2
20 01
1
11
-2
20 01
2
12
-2
20 01
3
13
-2
01
4
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
30
NCLB: Challenges and Opportunities
*K-6, 6-8 and 7-8 use chart on Slide 27
AMO’s: English language arts*
Unified Districts / High School Districts with Grades 7/8
100.0%
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
89.0%
78.0%
67.0%
56.0%
45.0%
34.0%
23.0%
12.0%
2001- 2002- 2003- 2004- 2005- 2006- 2007- 2008- 2009- 2010- 2011- 2012- 20132002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
31
NCLB: Challenges and Opportunities
*K-6, 6-8 and 7-8 use chart on Slide 28
AMO’s: Math*
Unified Districts* & High School Districts with Grades 7/8
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
100.0%
89.1%
78.2%
67.3%
56.4%
45.5%
34.6%
23.7%
12.8%
2001- 2002- 2003- 2004- 2005- 2006- 2007- 2008- 2009- 2010- 2011- 2012- 20132002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
32
NCLB: Challenges and Opportunities
The API as the “Other” Indicator
Defining Progress on the API as the "Other" Indicator of AYP
800
800
770
750
740
710
API Score
700
680
650
650
620
600
560
590
550
500
2001- 2002- 2003- 2004- 2005- 2006- 2007- 2008- 2009- 2010- 2011- 2012- 201302
03
04
05
06
07
08
09
10 2011 2012 2013 2014
33
NCLB: Challenges and Opportunities
Participation Rate

At least 95% of the students enrolled in the school
and in each of its subgroups must take the
assessment

Parent “opt outs” will be included in the
denominator and will count against Participation
Rate.

The State is looking a how to solve
the issues surrounding this requirement
34
NCLB: Challenges and Opportunities
Graduation Rate
Graduation rate of 82.8% or
 Improvement in the graduation rate of at
least 0.1% or
 improvement of at least 0.2% in the
average 2-year rate (change from the
average of 2000/01 to 2002/03)

35
NCLB: Challenges and Opportunities
Mobility
Full year = CBEDS Day to the first day of testing

Student enrolled in school full year?
Counted in school score

Student enrolled in district but not school for full year?
Counted in district score

Student not enrolled in school or district for full year?
Counted in state score
36
NCLB: Challenges and Opportunities
Program Improvement
If a district and/or school
receiving Title I funds does
not achieve AYP in one subject
area (math or E/LA) for two
consecutive years, immediately at
the start of the next year, the
district/school enters Program
Improvement (PI) status and is
subject to the following:
37
NCLB: Challenges and Opportunities
PI Year
PI Interventions
1 Revise school plan to cover two years
1 School choice
1 High quality professional development
1 Inform parents of PI status
2 Supplemental Educational Services
3 Corrective Action…
38
NCLB: Challenges and Opportunities
District Selects One Option…

Replace the school staff that is relevant to the school
failure.

Institute and fully implement a new and effective
research-based curriculum.

Decrease the school site management authority.

Appoint an outside expert to advise

Extend the school year or school day for the school.

Restructure the internal organization of the school.
39
NCLB: Challenges and Opportunities
State Action
Year 4 PI - State Action
 SAIT
 Plan for Alternative
Governance
 SMO option through
State Board Action
Year 5 PI - Alternative
Governance
 Reopen School as
Charter
 Replace all or most of
staff, inc. principal
 Outside mgmt.
 State takeover
40
NCLB: Challenges and Opportunities
Professional Development
Schools identified for improvement must
spend at least 10 percent of their Title I
Part A funds on professional development
for the school’s teachers and principal,
directly addressing the academic
achievement problem that caused the
school to be identified for improvement.
41
NCLB: Challenges and Opportunities
PD for PI schools must be on:

Specific areas causing school to become PI

Use of data/assessments to inform instructional practice

ELL instruction/language and support services

Classroom management

Special needs children

Working effectively with parents

Technology to improve teaching and learning
42
NCLB: Challenges and Opportunities
Funded PD Opportunities

AB 75 Principal Training Program

AB 466 Instructional Materials Training

Reading First & Early Reading First Grant

Enhancing Education through Technology Grant (25%)

Title I, Part A (5% or 10% for PI Schools)

Title II, Part B: Mathematics & Science Partnerships

Title III, English Learners

Title IX, Part A: General Provisions
43
NCLB: Challenges and Opportunities
For a CDE presentation on AYP, go to:
http://www.cde.ca.gov/ope/eval/index.htm
and select “NCLB Accountability
Information”
 Presentation includes AYP percent
proficient charts for E/LA and math

44
NCLB: Challenges and Opportunities
Discussion…
What do you see as the positives and
negatives of NCLB accountability?
45
NCLB: Challenges and Opportunities
Highly Qualified Teacher
Requirements
46
NCLB: Challenges and Opportunities
Highly Qualified Teacher

All students will be taught by highly qualified
teachers in core academic areas by July 1, 2006

“New” teachers (credential issued after July 1,
2002) must pass a subject matter competence
exam

“Not New” teachers must be certified through
several options, including HOUSSE (Highly Objective
Uniform State Standard of Evaluation) - CURRENTLY IN
DRAFT FORM
47
NCLB: Challenges and Opportunities
Core Academic Areas






English
Reading/Language Arts
Mathematics
Science
Foreign languages
Civics/Government




Economics
Arts
History
Geography
48
NCLB: Challenges and Opportunities
Demonstrating
Subject Matter Competence
49
NCLB: Challenges and Opportunities
Top Priority to Meet Requirements:

Teachers hired after the first day of class
of the 2002-03 school year into Title I, Part
A-supported programs
• Schoolwide - all core academic subject
teachers
• Targeted Assistance - only teachers paid with
Title I, Part A funds

LEAs have until June ‘04 to ensure these
“new hires” have demonstrated subject
matter competency (if not already)
50
NCLB: Challenges and Opportunities
Who Does not Meet Requirements?

Teachers authorized under:
Emergency permits
 Waivers
 Pre-intern certificates


Planning requires knowing:
When teacher was credentialed
 Grade span responsibilities
 Funding source

51
NCLB: Challenges and Opportunities
“Not New” Teachers - Elementary

Highly qualified (HQ) through:
Graduate Degree (BA or BS)
 CA credential (or intern credential/certificate
for no more than 3 years)
 Subject matter competence by
• Exam or
• HOUSSE

52
NCLB: Challenges and Opportunities
“Not New” Teachers - Middle & HS

HQ through:
 Graduate Degree
 CA credential (or intern credential/certificate
for no more than 3 years)
 Subject matter competence by
•
•
•
•
Exam or
Coursework or
National Board Certification or
HOUSSE
53
NCLB: Challenges and Opportunities
HOUSSE Highly Objective Uniform State System of Evaluation

Part 1 - Objective is 100 points
Up to
 50 points for up to 5 years experience in core
area
 50 points for academic coursework
 90 points for up to 3 years leadership and
service to profession in assigned area (LEA can
determine some of this area)
54
NCLB: Challenges and Opportunities
HOUSSE

Part 2 - Completes the 100 required points if
not gained through Part 1:
 20 points for the completion of each
successful observation (focus on CA Standards for
the Teaching Profession Standards 3.1 & 5)

100 points for completion of successful
portfolio assessment
55
NCLB: Challenges and Opportunities
Special Situations

USDOE will soon be coming out with new
Guidance for:
Middle schools
 Small high schools
 Alternative education
 Some special education
programs

56
NCLB: Challenges and Opportunities
Notices to Parents

Beginning of Year: Notification that parents
may request information regarding the
professional qualifications of their child’s
teacher

During year: Timely notification to parents if
student has been assigned or has been
taught for 4 or more consecutive weeks by a
teacher who does not meet NCLB
requirements.
57
NCLB: Challenges and Opportunities
HQT Resources

The State Board of Education took action on HQT at
their July 11, 2003 meeting. For full draft document, go
to: http://www.cde.ca.gov/board/agenda/yr2003/
june/bluejun03item6.pdf

Also find the

NCLB Teacher Requirement Resource Guide and

“Improving Teacher Quality” Web page at
http://www.cde.ca.gov/pr/nclb/
58
NCLB: Challenges and Opportunities
Paraprofessional Qualifications in
Title I Programs/Schools

Currently employed paraprofessionals have until
January 8, 2006 to complete requirements of
competency exam (selected by LEA).

As of January 8, 2003, newly hired
paraprofessionals must have two years of
college and/or an AA degree.

All paraprofessionals must possess a high
school diploma.
59
NCLB: Challenges and Opportunities
Paraprofessional Resources

Refer to January ‘03 CDE NCLB Update, and
letter from Jack O’Connell under
“Correspondence” at
http://www.cde.ca.gov/pr/nclb/

Find Draft Non-regulatory Guidance at
http://www.ed.gov/ - Type “paraprofessionals” in
the Search box.
60
NCLB: Challenges and Opportunities
Questions?

API

AYP

Program Improvement

High Quality Teacher
61
NCLB: Challenges and Opportunities
Discussion
 How
will HQT requirements
affect…




your district?
your school?
your students
you?
62
Title III
NCLB: Challenges and Opportunities
National Increase in EL Students

Nineteen states have reported
an increase of more than 50
percent in English language
learners over the last three
years-and that growth is
expected to continue.

NCLB provides $665 million to
help EL students acquire
English language skills. This
is a 49 percent increase over
2001.
64
NCLB: Challenges and Opportunities
English Language Learners in CA

In the 2002-2003 school year there were
1,599,542 English learners in California
public schools

This is 25.6% of the total CA public school
enrollment

68% of these students are in
grades K-6
65
NCLB: Challenges and Opportunities
Title III Overview

Requires that teachers be certified as
English language proficient

Requires that curricula be demonstrated to
be effective.

Targets funds to the school (95%)

Establishes annual measurable achievement
objectives (AMAOs) for limited English
proficient students in English language
development
66
NCLB: Challenges and Opportunities
Title III Overview

Requires EL students to attain proficiency or greater on
academic content and achievement standards

Requires reading and language arts assessments of
children in English

Enforces accountability requirements for AYP

Notifies parents about program placement within 30 days
of start of school year

Promotes high quality professional development
67
NCLB: Challenges and Opportunities
Evaluation
Must Include:
 The progress of children in attaining
English proficiency

Attainment of the states content and
achievement standards

Progress in meeting accountability
requirements
68
NCLB: Challenges and Opportunities
Evaluation

Assessment instrument: California English
Language Development Test (CELDT)

Language proficiency measured in listening,
speaking, reading and writing + comprehension
score to be derived for 2004

K-1 must be assessed in reading and writing incorporated into the 2005 CELDT
69
NCLB: Challenges and Opportunities
Language Proficiency Levels

Beginning

Early Intermediate

Intermediate

Early Advanced

Advanced
70
NCLB: Challenges and Opportunities
AMAOs
1.
Annual increases in the percentage of
students making progress in learning
English

Gain of one proficiency level per year as
measured by a percent of students in LEA

Current target = 51%
71
NCLB: Challenges and Opportunities
AMAOs
2.
Annual increases in the percentage of
children attaining English language
proficiency
At their May 2003 meeting, the State Board approved
the criteria used to determine English language
proficiency on the CELDT :


Early Advanced level overall
AND
Intermediate or higher on each individual skill
area
72
NCLB: Challenges and Opportunities
AMAOs
Student cohort for measurement will be:
2.

Students with 2 years of CELDT scores who
have been in U.S. school for 4 or more years

Students at the Intermediate level or above who
did not reach English proficiency the prior year

Student below the Intermediate level the prior
year who met English proficient level
GOAL is 30% of the cohort reaching English
proficiency
73
NCLB: Challenges and Opportunities
Interventions
Fail AMAOs for:
 Two consecutive years = Develop an
improvement plan

Four consecutive years = Modify the
curriculum, program and method of
instruction or cut Title III funds

FAQ: www.cde.ca.gov/el/title3/faqs.html
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NCLB: Challenges and Opportunities
Parental Rights
Parents of EL students participating in a language
instruction program must be noticed not later than
30 days after the beginning of the school year about:

Reasons for identification &
placement

English proficiency &
academic levels

Methods of instruction

How program meets student
needs

Parental Rights

How program will help child
achieve proficiency in
language and academics

Program exit requirements

If disability, how program
meets IEP goals
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NCLB: Challenges and Opportunities
Title II:
Parent Involvement
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NCLB: Challenges and Opportunities
Parent Involvement

District & school parent involvement policies

Meetings and dissemination of information

School-Parent Compact, jointly developed
www.cde.ca.gov/fc/family/compacts.html

Capacity building activities

Communication of resources

Volunteerism
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NCLB: Challenges and Opportunities
Parent Involvement
• Assistance understanding the state’s academic
content and achievement standards
• Materials and training to help parents work with
their children to improve academic achievement
• Training for school staff in how to reach out to,
communicate with, and work with parents as
equal partners (Ruby Paine)
• Parental right-to-know their EL child’s progress
(SB 1595 Escutia, 2001-2002)
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NCLB: Challenges and Opportunities
Parent Involvement
• Notice about the option to request the
professional qualifications of the child’s teacher
• The school’s program improvement status and
any failure to make progress
• Information about the school and the child’s
progress communicated in a language the
parents can understand
• Information about accessing the California Parent
Center at http://parent.sdsu.edu
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NCLB: Challenges and Opportunities
Resources for Parents

The LA newspaper, La Opinión, has published “Padres en la
Escuela” supplement to help families better understand NCLB
(http://www.laopinion.com/supp5/). For an English translation,
contact Families in Schools (http://www.familiesinschools.org/).

The federal government Website (www.ed.gov/parents) has a
wealth of resources available, many in Spanish.

Select “Publications” at the above site and go to “Ed Pubs
Online Ordering System” to order publications in quantity for
parents, teachers, and administrators.
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NCLB: Challenges and Opportunities
Key Challenges of Reform

Assessment & Data-driven Decisions

Research-based programs

State and Federal Accountability

Teacher and Principal Quality

Systems Alignment

Collaboration & Shared Leadership
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NCLB: Challenges and Opportunities
Discussion…

How can the district support its
teachers and administrators in
the reform effort?

How do we successfully bridge
the gap between the old and
new paradigm?
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NCLB: Challenges and Opportunities
In closing…
“What we have before us are some
breathtaking opportunities
disguised as insoluble problems.”
- John Gardner
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NCLB: Challenges and Opportunities
Questions?
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NCLB: Challenges and Opportunities
Prepared by
Carol Johansen
Assistant Superintendent
Instructional Services
Santa Barbara County Education Office
(805) 964-4710, x5219
[email protected]
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