|
• |
Have
in place for the 2002–2003 school year challenging academic
content and achievement standards for all students in reading/language
arts and mathematics. |
|
• |
Have
in place by the 2005–2006 school year a state assessment
system for annual tests in reading/language arts and mathematics
in grades 3–8, and for a single test in grades 10–12. |
|
• |
Have
science standards in place by the beginning of the 2005–2006
school year. |
|
• |
Assess
every student in science, by the 2007–2008 school year,
at least once in each of these grade spans: 3–5, 6–9,
and 10–12. |
|
• |
Align
state standards with assessments. |
|
• |
Have
all students attain a level of proficiency, as measured by state
assessments, by the 2013–2014 school year. |
|
• |
Provide
school districts assistance in developing parental involvement
programs for the district and the schools. |
|
• |
Identify
the number of limited English proficient (LEP) students and
help develop an English proficiency test if local school districts
are unable to do so. |
|
• |
Develop
instructional benchmarks defining the language proficiency LEP
students should attain. |
|
• |
Include
LEP students and disabled students in the academic assessments
required of all other students. |
|
• |
Disseminate
an annual student performance report card that provides parents
and community representatives with comparative statewide information
for all local school districts based on state assessments. |
