No single assessment can provide all the necessary information to make fully informed curriculum and instruction decisions. A comprehensive assessment system, however, can provide useful data to assist the decision-making process. The following guiding principles are considered critical factors in the analysis of assessment data:
Pleasanton Unified School District’s assessment system includes a number of different tests used for a variety of purposes:
The purpose of assessments in Pleasanton Unified School District are many-fold and multi-layered. The staff uses assessment data not only to monitor continuous student progress and identify the areas of improvement, but also to measure the effectiveness of teaching strategies, measure the progress made towards meeting district and state standards, plan strategies and set goals for future, as well as evaluate the implementation of the annual strategic planning goals.
The Department of Assessment and Accountability coordinates the implementation and accountability of the District’s state and federal categorical programs, along with ensuring compliance with state and federal regulations and laws. These programs include: Title I, Title II, Title III, SLIP (formerly SIP), GATE, and Economic Impact Aid. The Special Projects Office also coordinates and monitors school plans, including the training for School Site Councils. The Special Projects office is responsible for administering the California Healthy Kids Survey (CHKS).
Below are links that will describe each program that P.U.S.D. receives funds, in more detail. (Please note that some of the links will become live at a later date.)
Federal Programs (No Child Left Behind)
- Title I – Improving the Academic Achievement of the Disadvantaged
- Title II, Part A – Preparing, Training, and Recruiting High Quality Teachers and Principals
- Title II, Part D – Enhancing Education Through Technology
- Title III – Program for Limited-English-Proficient Students
SLIP (formerly SIP) – School & Library Improvement Program
GATE – Gifted and Talented Education
Economic Impact Aid (EIA) – State Program for English Language Learners
The No Child Left Behind (NCLB) Act of 2001 Section 1116(c)(7)(A) requires that LEAs identified for PI shall, not later than three months after being identified, develop or revise an LEA Plan, in consultation with parents, school staff, and others. Rather than rewrite the existing LEA Plan, districts use an addendum to address their needs, goals, strategies, actions, professional development, etc.
To review the LEA (Local Education Agency) Program Improvement Plan Addendum approved by the Board on March 05, 2013, Click here.