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It covers proposed recommendation sets for English language arts, mathematics, science, and related subjects, specifying assessment types such as summative, diagnostic, interim, formative, and alternate assessments. The table also addresses using multistate consortia options for students with severe cognitive disabilities, defining a college readiness indicator, and aligning new science assessments to updated standards, including eligibility and implementation timing.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/california-department-of-education-january-2013-section-3-table-2-summary-of-state-superintendent-recommendations/504376/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/california-department-of-education-january-2013-section-3-table-2-summary-of-state-superintendent-recommendations/504376.png","ImageObject",300,407,{"name":92,"@type":93},"Maya Linwood","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What assessment areas does Table 2 address?","Question",{"text":112,"@type":113},"It addresses recommendations spanning English language arts, mathematics, and science, along with related support areas such as alternative assessments and diagnostic/interim tools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does Table 2 describe the role of SBAC assessments?",{"text":117,"@type":113},"It recommends implementing SBAC ELA and mathematics assessments for students in specified grades and using grade eleven SBAC assessments as an indicator of college readiness.",{"name":119,"@type":110,"acceptedAnswer":120},"What alternate assessment approach is included?",{"text":121,"@type":113},"Table 2 recommends developing and/or using multistate consortia alternate assessments aligned with the CCSS for ELA, mathematics, and science for eligible students with severe cognitive disabilities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},504376,1791657351,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":81,"preview_page_count":4},962084928432,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","48   \nCalifornia Department of Education 􀂄 January 2013  \nSection 3  \nTable 2. Summary of State Superintendent Recommendations  \n\n| Recommendation Number | Subject/Content | Assessment Type | Recommendation Summary |\n| --- | --- | --- | --- |\n| 1 | (/$ Mathematics Science\u003Cbr>History-­Social Science | 1􀀒$ | %HJLQQLQJ LQ WKH 􀀕􀀓􀀔􀀖±􀀔􀀗 VFKRRO \\HDU􀀏 VXVSHQG SRUWLRQV RI WKH 67$5 3URJUDP DVVHVVPHQWV DQG DGMXVW WKH $3, WR UHÀHFW VXVSHQVLRQ RI VXFK DVVHVVPHQWV􀀑 |\n| 2 | (/$\u003Cbr>Mathematics | 6XPPDWLYH 􀀋6%$&􀀌 | ,PSOHPHQW WKH 6%$& (/$ DQG PDWKHPDWLFV DVVHVVPHQWV WR DOO VWXGHQWV LQ grades three through eight and grade eleven. |\n| 3 | (/$\u003Cbr>Mathematics | 6XPPDWLYH 􀀋6%$&􀀌 as college readiness indicator | 8VH WKH JUDGH HOHYHQ 6%$& (/$ DQG PDWKHPDWLFV DVVHVVPHQWV DV DQ indicator of college readiness. |\n| 4 | Science | Summative | Develop science assessments aligned to the new science standards, once DGRSWHG􀀑 $GPLQLVWHU WKH QHZ DVVHVVPHQWV WR DOO VWXGHQWV LQ JUDGHV ¿YH􀀏 HLJKW􀀏 and once in grades ten through twelve. |\n| 5 | (/$\u003Cbr>Mathematics\u003Cbr>Science | $OWHUQDWH VXPPDWLYH | Develop and/or use multistate consortia alternate assessments aligned ZLWK WKH &&66 LQ (/$􀀏 PDWKHPDWLFV􀀏 DQG VFLHQFH IRU VWXGHQWV ZLWK VHYHUH FRJQLWLYH GLVDELOLWLHV􀀑 $GPLQLVWHU WKH DVVHVVPHQWV WR DOO HOLJLEOH VWXGHQWV LQ grades three through eight and grade eleven. |\n| 6 | 7%' | Summative | Determine the need for academic assessments in languages other than English (e.g. , replacement of Standards-­based Test in Spanish) . |\n| 7 | 7%' | Summative | $VVHVV IXOO FXUULFXOXP 􀀋H􀀑J􀀑􀀏 KLVWRU\\±VRFLDO VFLHQFH􀀏 VFLHQFH􀀏 DUWV􀀏 WHFKQRORJ\\􀀌 XVLQJ DVVHVVPHQWV WKDW PRGHO KLJK􀀐TXDOLW\\ WHDFKLQJ DQG OHDUQLQJ |\n| 8 | (/$\u003Cbr>Mathematics | Diagnostic,QWHULP 􀀋6%$&􀀌)RUPDWLYH 􀀋6%$&􀀌 | 3URYLGH D OLVW RI VWDWH􀀐DSSURYHG GLDJQRVWLF DVVHVVPHQWV IRU JUDGH WZR􀀑 3URYLGH DFFHVV IRU DOO VFKRROV WR WKH 6%$& LQWHULP DQG IRUPDWLYH WRROV􀀑 |\n| 9 | (/$\u003Cbr>Mathematics | 7%' DV KLJK VFKRRO H[LW UHTXLUHPHQW | Explore alternatives to the California High School Exit Examination. |\n| 10 | 7%' | Matriculation | Explore the possible use of matriculation examinations. |\n| 11 | (/$\u003Cbr>Mathematics | 6XPPDWLYH 􀀋6%$&􀀌 | &RQGXFW FRPSDUDELOLW\\ VWXGLHV WR OLQN SHUIRUPDQFH RQ 67$5 DQG 6%$& assessments. |\n| 12 | $OO | Summative | Maintain a continuous cycle of improvement of the assessment system through ongoing data collection and independent evaluations. |\n\n5H FRP PH QG DW LR QV IRU 7UD QV LW LR QL Q J &DOL IRU QLD W R D )XWXU H $V VH VVP HQ W 6\\VW HP","cbCainQ4oOGIYwHG","https://ap.wps.com/l/cbCainQ4oOGIYwHG","pdf",74245,"English","# Section 3\n## Table 2. Summary of State Superintendent Recommendations","[{\"question\":\"What assessment areas does Table 2 address?\",\"answer\":\"It addresses recommendations spanning English language arts, mathematics, and science, along with related support areas such as alternative assessments and diagnostic/interim tools.\"},{\"question\":\"How does Table 2 describe the role of SBAC assessments?\",\"answer\":\"It recommends implementing SBAC ELA and mathematics assessments for students in specified grades and using grade eleven SBAC assessments as an indicator of college readiness.\"},{\"question\":\"What alternate assessment approach is included?\",\"answer\":\"Table 2 recommends developing and/or using multistate consortia alternate assessments aligned with the CCSS for ELA, mathematics, and science for eligible students with severe cognitive disabilities.\"}]","California Department of Education - January 2013 - Section 3 - Table 2 - Summary of State Superintendent Recommendations | PDF",1791066724]