California Teachers Association

May / June 2016

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Task Force Calls for Multifaceted Accountability System A T A S K F O R C E of the California Depart- ment of Education (CDE) is calling for a new system of accountability and contin- uous improvement, rooted in performance and equity, that "truly supports our stu- dents and those who serve them." The Advisory Task Force on Account- abi lity and Continuous Improvem ent, convened by Superintendent of Public Instruction Tom Torlakson in 2015, drew from the CDE's strategic plan, "A Blueprint for Great Schools Version 2.0." Co-chairs Eric Heins, CTA president, and Wes Smith, Association of California School Adminis- trators executive director, and other task force members presented their report to the State Board of Education (SBE) May 11. Th e t a s k f o rc e re c o n f i r m e d e f f o r t s a l re a dy u n d e r w ay, b a s e d o n stu d e n t success, high standards, more equitably distributed resources (through the Local Control Funding Formula), and trust in local educators and communities to design edu- cational structures and supports. e task force's proposals, coupled with SBE's work to develop evaluation rubrics for the LCFF, give the state "the opportu- nity to develop a system of accountability and continuous improvement that aligns with and extends the provisions outlined in the Every Student Succeeds Act to support a world-class education for every student in the Golden State." Heins stressed that adopting multifac- eted accountability standards is critical. "It would be a grave mistake to rely solely on student test scores as an indicator of student and school performance," he said. The task force recommends that new evaluation rubrics include the following: • S t u d e n t t e s t s c o r e s , t h e m a t h a n d E n g l i s h l a n g u a g e a r t s s t a t e assessments conducted in grades 3-8 and once in high school. • High school graduation rates. • Progress of English learners toward English language proficiency. • Implementation of state standards, to m e et th e E S S A requirem ent for additional academic indicators for ele- mentary and middle schools. • A school climate survey that considers breadth and depth of courses offered, social-emotional learning, parental involvement, working and learning conditions, access to school nurses, counselors and librarians, etc. • Depth and breadth of access to col- lege and career readiness activities and courses. R e a d t h e t a s k f o r c e r e p o r t a t bit.ly/1Wtbmfg. — Len Feldman 38 cta.org DOCTORAL Organizational Leadership (Ed.D.) (La Verne Campus) CREDENTIALS AND CERTIFICATES § Multiple and Single Subject § Administrative Services § CTEL § PPS: Educational Counseling § PPS: School Psychology § Mild/Moderate: Education Specialist § Reading and Language Arts § Child Life Specialist § New Learning Technology BACHELORS § Educational Studies (formerly Liberal Studies) § Child Development MASTERS § Educational Leadership § Educational Counseling § School Psychology § Special Education § Reading § Special Emphasis § Child Life § Child Development (also online) College of Education & Organizational Leadership 1950 Third Street La Verne, CA 91750 "La Verne provided the tools to make me an effective educator." WASC accredited, CCTC and CAEP approved. Programs offered at campuses throughout California. s Call: 877-GO-TO-ULV Email: degreeinfo@laverne.edu Visit: laverne.edu Natasha Burrell 7th Grade Honors Math Teacher

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