CALIFORNIA TEACHERS ASSOCIATION
Report of Board of Directors, Committees, and Items of New Business
to be presented to STATE COUNCIL OF EDUCATION June 4-5, 2016 Los Angeles, California Printed by the Office Services Department of California Teachers Association COMMITTEE PAGE
Adult, Alternative, & Career Technical Education L Assessment & Testing N Board Report A Budget C Civil Rights in Education G Communications H Credentials & Professional Development I Curriculum & Instruction J Early Childhood Education U Elections and Credentials B Financing Public Education M Language Acquisition R Liaison V Negotiations P Political Involvement S Professional Rights & Responsibilities F Representation D Retirement K School Safety/School Management E Special Education Q State Legislation Z Student Support Services O Teacher Evaluation & Academic Freedom T ----- New Business Items Y
June 4 - 5, 2016 State Council
CTA BOARD OF DIRECTORS REPORT STATE COUNCIL OF EDUCATION JUNE 4-5, 2016
FOR COUNCIL ACTION
A. 2016-2017 CTA BUDGET (Mailed)
RECOMMENDATION: Presented by David B. Goldberg Adopt. [April 2016]
B. 2016 PROPOSED AMENDMENTS TO NEA CONSTITUTION, BYLAWS AND STANDING RULES (Materials Table, State Council Electronic Packet & CTA Go! App)
RECOMMENDATION: Presented by Sonia Martin Solis Approve the CTA Board of Directors recommendations for forwarding to the California Caucus. [May 2016]
C. OCTOBER 2016 STATE COUNCIL MEETING
RECOMMENDATION: Presented by Gayle Bilek Approve that the October State Council meeting be based on the 2012 model for the Prop 30 Campaign, with State Council members attending campaign activities across the state (regionally/locally) with flexibility. [February 2016]
CTA STATE COUNCIL A-1 JUNE 4-5, 2016
CTA BOARD OF DIRECTORS REPORT
FOR COUNCIL INFORMATION
1. CANDIDATE RECOMMENDATIONS APPROVED BY THE CTA BOARD OF DIRECTORS AFTER THE APRIL 9-10, 2016 STATE COUNCIL MEETING
ASSEMBLY AND SENATE CANDIDATE RECOMMENDATIONS FOR THE JUNE 2016 PRIMARY ELECTION - FINAL
State Assembly
AD 38 Christy Smith/D
AD 78 Todd Gloria/D
State Senate
SD 39 Toni Atkins/D
SENATE CANDIDATE RECOMMENDATIONS FOR THE JUNE 2016 PRIMARY ELECTION - BOARD RECOMMENDATION OF NEUTRAL - FINAL
SD 7 Guy Moore/D
SD 7 Joseph Alexander Rubay/R
TIER 2 ASSEMBLY AND U.S CONGRESS CANDIDATE RECOMMENDATIONS FOR THE JUNE 2016 PRIMARY ELECTION - FINAL
State Assembly
AD 60 Eric Linder/R
U.S. Congress
CD 52 Scott Peters/D
2. RET Committee – Article on Pension Reform Act State Council referred to the CTA Board of Directors the Retirement Committee’s request that an article be published in the California Educator regarding the impacts of the Public Employee Pension Reform Act (PEPRA) on members hired after January 1, 2013. The article should also outline the impacts of credible compensation regulations on 2% at 60 members.
The Board referred the recommendation to the Communications Advisory Committee. [April 2016]
CTA STATE COUNCIL A-2 JUNE 4-5, 2016
CTA BOARD OF DIRECTORS REPORT FOR COUNCIL INFORMATION CONTINUED
3. SEC Committee – AB 420 Survey State Council referred to the CTA Board of Directors the Special Education Committee/AB 420 subcommittee recommendation that the AB 420 survey be distributed through electronic means, as appropriate. The survey should be made available to Presidents and State Council representatives for responses by all members. We request that the survey be open for six months and that it be promoted at CTA events whenever possible.
The Board approved the recommendation and referred it to the CTA Executive Director for implementation. [April 2016]
4. PIC Committee – PIC Procedures - CTA/NEA Grassroots Lobbying Program State Council referred to the CTA Board of Directors the Political Involvement Committee’s recommended procedures for the CTA/NEA Grassroots Lobbying Program.
The Board referred the recommendation to the Policy Review and Organization Committee. [April 2016]
5. ECE Committee – New Immunization Requirements State Council referred to the CTA Board of Directors the Early Childhood Education Committee’s recommendation that the CTA Board disseminate information about the new requirements for immunizations to educators who teach students under 5 years old per SB 792. It is critical that CTA provide resources to local Associations to inform their members in a timely manner so they can negotiate working conditions to prepare for this change.
The Board approved the recommendation and referred it to the CTA Executive Director for implementation. [April 2016]
6. NBI 1/16-32 – Allocation of Funds for Organizing CTA Chapters State Council referred to the CTA Board of Directors NBI 1/16-32: State Council calls upon CTA to allocate $3,000,000 toward organizing CTA chapters. Funds will be used to release local presidents/member organizers, and to assist locals with training. Additionally, one (1) training organizer will be assigned to each Service Center. Finally, CTA will program $2,000,000 per year for organizing. [Bill Freeman (STL)/Scott Mullin (STL)]
The board did not approve NBI 1/16/32 since CTA currently allocates release time through Regional Organizing, Crisis Fund, Advisory Groups and the Initiative Fund. [April 2016]
CTA STATE COUNCIL A-3 JUNE 4-5, 2016
CTA BOARD OF DIRECTORS REPORT FOR COUNCIL INFORMATION CONTINUED
7. NBI 1/16-33– Stetson and Associates State Council referred to the CTA Board of Directors NBI 1/16-33: That CTA oppose the Oakland Unified School District Administration's plan to contract with Stetson and Associates, a private Texas-based firm known for cost cutting and attacks on Special Education Students, families and staff. [Tania Kappner (LNG)/Shane Parmely (CPD)]
The Board did not approve the recommendation as no action was requested. [April 2016]
8. NBI 1/16-35– Disability/Life Insurance Availability for Higher Ed Educators State Council referred to the CTA Board of Directors NBI 1/16-35: Re:The Standard Disability and Life Insurance availability. Propose a change allowing Higher Ed to have the same opportunity as K-12 teachers working Part-Time. [Jessica Crofoot (SSM)/Phyllis Hall (RET)]
The Board did not approve NBI 1/16-35 as lowering the 15-hour threshold could have an adverse impact on the plan. [April 2016]
9. NBI 4/16-7 – Student Support Services Committee State Council referred to the CTA Board of Directors NBI 4/16-7: That CTA restructure the Student Support Services Committee of State Council to include speech-language pathologists, audiologists and behavior interventionists. [Pamela Greenhalgh (SEC)/Karla Turner (SEC)]
The Board did not approve NBI 4/16-7. The Representation Committee makes committee placements in consultation with the representative and the CTA Board member. [April 2016]
10. NBI 4/16-9 – NBI Workshops State Council referred to the CTA Board of Directors NBI 4/16-9: That at each State Council before the General Session starts on Saturday morning, CTA run a “How to Write an NBI” workshop in which members can learn the do’s and don’ts of NBI writing, the process for submission, and have procedural questions answered. [shane parmely (CPD)/Debbie Resnick (TEAF)]
The Board did not approve NBI 4/16-9 because this topic is covered during the new State Council member orientation. [April 2016}.
CTA STATE COUNCIL A-4 JUNE 4-5, 2016
CTA BOARD OF DIRECTORS REPORT FOR COUNCIL INFORMATION CONTINUED
11. NBI 4/16-10 – NBI Information on CTA Website State Council referred to the CTA Board of Directors NBI 4/16-10: That CTA add a NBI page to its website with information about the do’s and don’ts of NBI writing, the process for submitting NBIs and what happens after submission, and a FAQ section. [shane parmely (CPD)/Debbie Resnick (TEAF)]
The Board approved NBI 4/16-10. [April 2016]
12. NBI 4/16-11 – Notification of Districts State Council referred to the CTA Board of Directors NBI 4/16-11: Upon notification of districts not informing or misinforming parents of the legal right to opt out of CAASPP testing, that CTA legal 1) Notify school districts of their failure to comply with state law and 2) Notify the Governor and State Superintendent of Public Instruction of the district’s compliance failure. [shane parmely (CPD)/Kim Lawrence (CPD)]
The Board did not approve NBI 4/16-11 as this is not feasible. [April 2016]
13. NBI 4/16-12 – Revision of CTA Website State Council referred to the CTA Board of Directors NBI 4/16-12: That CTA revise its online presence (website) to be more organized and user friendly, similar to the current NEA website. [Kim Lawrence (CPD)/Lynne Martinez (SEC)]
The Board approved NBI 4/16-12. This work is on-going. [April 2016]
14. NBI 4/16-13 – Online Reporting System State Council referred to the CTA Board of Directors NBI 4/16-13: CTA create an online reporting system to enable educators to notify CTA when school administrators or districts are attempting to prevent or discipline an educator for exercising their legal right to inform parents of their right to opt out of testing. [shane parmely (CPD)/Gina Mullin (CPD)]
The Board did not approve NBI 4/16-13 because CTA does not have the capacity to collect this information. [April 2016]
15. NBI 4/16-14 – Districts Failing to Comply with State Law State Council referred to the CTA Board of Directors NBI 4/16-14: Upon receiving notification of a district attempting to prevent or discipline educators for exercising their legal right to inform parents of their right to opt out of testing, that CTA legal notify the district, Governor, and State Superintendent of Public Instruction (SSPI) of the district’s failure to comply with state law. [shane parmely (CPD)/Kelly Flores (STL)]
The Board did not approve NBI 4/16-14 as this is not feasible. [April 2016]
CTA STATE COUNCIL A-5 JUNE 4-5, 2016
CTA BOARD OF DIRECTORS REPORT FOR COUNCIL INFORMATION CONTINUED
16. NBI 4/16-15 – Publish List of Districts State Council referred to the CTA Board of Directors NBI 4/16-15: That CTA publish a list of districts/schools that are out of compliance with 1) Notifying parents of their full Opt Out Rights, 2) Silencing/Disciplining educators for legally notifying parents of their Opt Out Rights. District/school names will be removed from the list when they have complied with state law.
The Board did not approve NBI 4/16-15 as this is not feasible. [April 2016]
17. NBI 4/16-18 – Restrictions on Election Dates for Locals State Council referred to the CTA Board of Directors NBI 4/16-18: That CTA revise its election guidelines to prohibit locals from running elections during breaks, vacations, and parent-teacher conference days. [shane parmely (CPD)/Emily Neidhart (SEC)]
The Board referred NBI 4/16-18 to the Elections and Credentials Committee. [April 2016]
18. NBI 4/16-19 – Classification of Campaign Materials State Council referred to the CTA Board of Directors NBI 4/16-19: That CTA revise its election guidelines to classify campaign materials for elections as internal union business documents that are therefore provided the same protections in member-to-member dissemination as other internal union business documents (i.e. union election campaign fliers can be put in school mailboxes). [shane parmely (CPD)/Emily Neidhart (SEC)]
The Board referred NBI 4/16-19 to the CTA Executive Director for investigation. [April 2016]
19. NBI 4/16-20 – Travel to States Supporting Discrimination State Council referred to the CTA Board of Directors NBI 4/16-20: That CTA deny funding to staff and governance for non-essential travel to any state or locality that has adopted laws, ordinance, etc. that support discrimination based on gender identity or expression and sexual orientation. [Nichole DeVore (AST)/Andrea Reyna (PIC)]
The Board did not approve NBI 4/16-20 as the request is too broad in nature. [May 2016]
CTA STATE COUNCIL A-6 JUNE 4-5, 2016
CTA BOARD OF DIRECTORS REPORT FOR COUNCIL INFORMATION CONTINUED
20. NBI 4/16-22 – Transportation to Holocaust Memorial Museum State Council referred to the CTA Board of Directors NBI 4/16-22: That CTA provide transportation to and from the United States Holocaust Memorial Museum for California delegates to the NEA RA on our "off day" at the 2016 NEA RA. [Dan Reynolds (CRE)/Keith Brown (SSM)]
The Board did not approve NBI 4/16-22 as the museum is easily accessible through public transit. [April 2016]
21. NBI 4/16-23 – Union Code of Conduct State Council referred to the CTA Board of Directors NBI 4/16-23: That the Union Code of Conduct be changed to: I will engage in discussion, offers others every opportunity to provide input, to give their opinion, to offer ideas, and I will respect minority viewpoints in the end, I will observe and support the majority mandate of my Union. [Deborah Tabush (BUD)/Teresa Brown (TEAF)]
The Board did not approve NBI 4/16-23. CTA does not have a union code of conduct. [April 2016]
CTA/ABC COMMITTEE – INFORMATIONAL ITEMS – NOT FOR COUNCIL ACTION (Actions occurring after April 2016 State Council Meeting)
The CTA Board of Directors has approved the following recommendations of the CTA/ABC Committee:
1. Allocate funds for the following State/County Party Campaigns:
DD County Party/Committee Amount Type A Del Norte Del Norte County Democratic CC $35,200 Direct Contribution A Humboldt Humboldt County Democratic CC $35,200 Direct Contribution A Marin Marin County Democratic CC $35,200 Direct Contribution A Mendocino Mendocino County Democratic CC $35,200 Direct Contribution A Napa Napa County Democratic CC $35,200 Direct Contribution B San Mateo San Mateo County Democratic CC $35,200 Direct Contribution B Santa Clara Santa Clara County Democratic CC $ 1,500 Fundraiser 05/06/16 D Tehama Tehama County Republican CC $ 450 Fundraiser 04/02/16 F Fresno Fresno County Democratic CC $ 1,000 Fundraiser 04/22/16 G Santa Santa Barbara County Democratic $34,200* Direct Contribution Barbara CC H Kern Kern County Democratic CC $35,200 Direct Contribution H Kings Kings County Democratic CC $ 400 Fundraiser 04/19/16 J Los Angeles Los Angeles County Democratic CC $35,200 Direct Contribution *CTA/ABC previously contributed $1,000 in March to attend a fundraiser.
CTA STATE COUNCIL A-7 JUNE 4-5, 2016
CTA BOARD OF DIRECTORS REPORT FOR COUNCIL INFORMATION CONTINUED
2. Allocate funds for the following Local Election Campaigns:
DD Chapter / County Candidate/Committee/Measure Amount Election PAC B Alum Rock EA Yes on Measure “I” – Alum Rock Schools $ 500 06/07/16 2016 (Bond) B Franklin-McKinley Yes on Measure “H” (Bond) $ 375 06/07/16 B Fremont UDTA Support Fremont Schools – Yes on Measure $ 3,000 06/07/16 “I” (Parcel Tax) B Laguna Salada EA Yes on Measure “D” (Parcel Tax) $ 1,125 06/07/16 B Moreland TA Yes on Measure “G” (Parcel Tax) $ 1,125 06/07/16 C Castro Valley TA Committee for 21st Century Schools – Yes on $ 500 06/07/16 Measure “G” (Bond) D Junction TA Yes on Measure “A” (Bond) $ 375 06/07/16 D/E Sacramento COE Michael Alcalay – District #4 $ 1,750 06/07/16 TA Harold Fong – District #7 $ 1,250 06/07/16 Stephanie Nguyen – District #6 $ 2,500 06/07/16 I Hermosa Beach Comm. to Improve Hermosa Schools – Yes $ 375 06/07/16 EA on Measure “S” (Bond) K Associated Chino Associated Chino Teachers PAC $ 9,700 06/07/16 Teachers (I. Hernandez-Blair / D. Bridge / J. Schaffer M Teachers for Local Teachers for Local Control PAC (Rebecca $ 28,900 06/07/16 & N Control Gomez / Michael Parham / Jack Bedell N Irvine TA Campaign for Irvine Schools – Yes on $ 875 06/07/16 Measure “E” (Bond) P Association of Association of Educators PAC (Gregg $ 26,700 06/07/16 Educators Robinson / Mark Anderson / Rich Shea P San Diego EA San Diego EA PAC (S. Whitehurst-Payne / $ 9,900 06/07/16 R. Barrera / J. Lee Evans)
3. Allocate funds for the following Special Circumstances Grants:
DD Chapter / County Committee Amount Election PAC K Associated Chino Associated Chino Teachers PAC $ 10,000 11/08/16 Teachers (I. Hernandez-Blair / D. Bridge / J. Schaeffer) M & Teachers for Local Teachers for Local Control PAC (Rebecca $ 22,100 06/07/16 N Control Gomez / Michael Parham / Jack Bedell) P Association of Association of Educators PAC (Gregg $ 15,000 06/07/16 Educators Robinson / Rick Shea / Mark Anderson) P San Diego EA San Diego EA PAC (S. Whitehurst-Payne/ $ 8,200 06/07/16 R. Barrera / J. Lee Evans)
CTA STATE COUNCIL A-8 JUNE 4-5, 2016
CTA BOARD OF DIRECTORS REPORT FOR COUNCIL INFORMATION CONTINUED
4. Allocate funds for the following Assembly and Campaigns:
Leg Candidate Amount Election District Assembly AD 01 Brian Dahle/R $1,000 06/07/16 AD 31 Joaquin Arambula/D $8,500 06/07/16 AD 32 Rudy Salas/D $4,200 06/07/16 AD 33 Jay Obernolte/R $1,000 06/07/16 AD 35 Jordan Cunningham/R $1,000 06/07/16 AD 37 Monique Limón/D $8,500 06/07/16 AD 38 Christy Smith/D $4,200 06/07/16 AD 42 Greg Rodriguez/D $1,000 06/07/16 AD 43 Andy Kassakhian/D $8,500 06/07/16 AD 48 Bryan Urias/D $8,500 06/07/16 AD 57 Ian Calderon/D $4,200 06/07/16 AD 65 Sharon Quirk-Silva/D $8,500 06/07/16 AD 78 Todd Gloria/D $8,300 06/07/16 AD 80 Lorena Gonzalez/D $4,300 06/07/16 Senate SD 01 Robert Rowen/D $ 500 06/07/16 SD 15 Jim Beall/D $4,300 06/07/16 SD 21 Jonathon Ervin/D $4,200 06/07/16 SD 25 Anthony Portantino/D $8,500 06/07/16 SD 27 Henry Stern/D $8,500 06/07/16 SD 29 Sukhee Kang/D $8,500 06/07/16 SD 31 Richard Roth/D $8.500 06/07/16 SD 39 Toni Atkins/D $8,300 06/07/16
CTA STATE COUNCIL A-9 JUNE 4-5, 2016
ELECTIONS AND CREDENTIALS COMMITTEE
Jeanne Marks, Chairperson Sandra Fink, Vice Chairperson Elana Davidson, Board Liaison Deborah Churchill, Co-Consultant Peg Tracey, Co-Consultant
RECOMMENDATIONS TO THE BOARD: None
INFORMATIONAL ITEMS:
1. Election by secret ballot on Saturday, June 4, 2016: CTA/NEA Coordinating Director Gerri Gandolfo Robert V. Rodriguez – Run-off Bill Sammons – Run-off Krista Patterson Term of office: June 26, 2016 – June 25th of the year coinciding with the end of the NEA Director’s term
NEA Board of Directors, District 16 Cecile Bendavid Betty Robinson-Harris Ken Tang – Elected Term of office: September 1, 2016 – August 31, 2018
CTA/ABC Committee Member, At-Large Gretel Rodriguez – Run-off Andrea Reyna – Run-off Hugo Estrada Term of office: June 25, 2016 – June 25, 2018
2. Upcoming special election to complete an unexpired term: CTA/ABC Committee Member, District D Term of office: June 25, 2016 – June 25, 2018
B - 1
B - 2
CTA BUDGET COMMITTEE
June 4, 2016 Westin Bonaventure Hotel – Los Angeles San Pedro Room
AGENDA
I. Call to Order
II. Subcommittee Meetings
III. Report of the Chair, David B. Goldberg
IV. Report of the Vice Chair, John Haschak
V. Report of the Subcommittees
A. Budget Tracking - Susan Mercer, Chair 1. Budget Variance Reports
B. Interim Issues – Mary Levi, Chair 1. Review of Election Expense Reimbursements to Service Center Councils 2. Two-Year Budget Cycle
C. Procedures / Format – John Colombo, Chair 1. Summer Training Meeting 2. January Managers Budget Hearing - Planning 3. Budget Priorities
VI. Committee as a Whole
a. Adoption of the 2016-2017 Budget b. Feedback from the Presentations at the May-June SCC General Meetings c. Long Term Strategic Planning Discussion d. Dues Structure - Salary Strands Implementation Project Update
BREAKFAST WILL BE AVAILABLE AT 7:00 A.M. WE WILL BEGIN PROMPTLY AT 8:00 A.M.
C - 1
CALIFORNIA TEACHERS ASSOCIATION STATE COUNCIL OF EDUCATION JUNE 3‐4, 2016
THE WESTIN BONAVENTURE HOTEL – LOS ANGELES
REPRESENTATION COMMITTEE Margie Granado, Chairperson Ashley Bettas ‐Alcalá, Vice‐Chairperson E. Toby Boyd, Board Liaison Deborah Churchill, Staff Consultant
AGENDA
1. Call to Order
2. Approval of Minutes: April 8‐9, 2016
3. Committee Changes
4. Committee Chairs Meeting Report
5. CTA Board Referrals
6. Concerns for the Board
7. Consultant’s Report
8. August/September 2016 Meeting Date for 2016‐2017 State Council Committee Assignments
9. Recognition of Committee Members
10. Other Business
11. Adjournment
D ‐ 1
SCHOOL SAFETY/SCHOOL MANAGEMENT COMMITTEE Linda Chan, Chairperson Keith Brown, Vice Chairperson Lorraine Angel, Recording Secretary Curtis Washington, Board Liaison Alva Rivera, Co-Consultant Dave Brown, Co-Consultant Toni Trigueiro, Legislative Advocate
MAJOR POLICY – Immediate Action (2/3rd Vote Required) None
MAJOR POLICY – First Reading None
MAJOR POLICY – Second Reading
Amend two paragraphs—1 (D) and 2 (D)—of Rights and Responsibilities of Students (p. 371- 373) so that both paragraphs read: The right to develop and study in a safe and supportive school environment, free of verbal, and physical, electronic, and other forms of harassment, where learning, not survival, is the school’s highest priority. Rationale: Students are now being harassed in more than just verbal and physical ways. OTHER ITEMS FOR IMMEDIATE ACTION
None
REFERRALS TO THE BOARD OF DIRECTORS
None
MATTERS PENDING
1. NBI 1/16-34: TB Testing waiver: Allow Higher Ed to have the same TB waiver that K-12 has available. 2. NBI 6/16-9: CTA will collaborate with the state building trade unions to draft legislation on holding Charter Schools to the same health and safety provisions of the education code.
INFORMATIONAL ITEMS 1. The Committee reviewed five pieces of legislation and took positions on two bills: AB 2212 (Harper)—Watch and SB 1343 (Wolk)—Watch.
E - 1 2. The Committee participated in a training addressing Bullying in The Workplace, presented by Phyllis Peters and Rose Tapp, CTA staff from Region 3. 3. Chairperson Linda Chan reported on conversations with PIC regarding Lt. Gov. Newsom’s proposed initiative on ammunition purchases, along with efforts to create a Science Caucus within CTA. She thanked the committee members for their work during the year. 4. Legislative Advocate Toni Trigueiro shared that the response to CTA’s Alternative Discipline survey has been outstanding with over 2,000 responses received in the first week. She also reported on programs sponsored by CTA around the state which brought together districts using restorative justice to share information and practices. An issue has arisen regarding education code revised by AB 2616 in 2011-2012 which, among other things, authorized valid excused absences to be approved by school administrators for reasons outside of those provided within statute. Since then, a variety of excused absences and truancy issues have been brought to the attention of legislative staff, the CDE, the Attorney General, and ACSA. Examples include student athletes being excused to attend club sports tournaments and showcases, students making college visits, student musicians with a private organization's band being excused to perform in China, and most recently, students missing school due to some UCs and east coast private schools having moved their orientation/registration up to late May/early June. CTA has been asked to work with interested parties this fall to address permitted absences exceeding a specific number of days as well as the lack of academic content resulting in inconsistencies across districts and the issue of “over capturing” truant students. If you are aware of excessive approved student absences, please share your examples with CTA legislative advocate Toni Trigueiro via email at [email protected] 5. Board Liaison Curtis Washington reported on the success of the signature campaign for the initiative to extend the Prop. 30 income taxes and thanked the committee members for their efforts. He also shared information regarding CTA’s legal victories in the Vergara and Bain lawsuits, the new CTA media campaign on TV and radio, and the new CTA guide and leader resources regarding member engagement. 6. Co-consultant Dave Brown shared news articles about restorative justice implementation in San Diego Unified School District, schools becoming “soft targets” for companies to collect data and market to kids, research from Stanford University regarding the impact of teacher empathy on reducing suspensions, the CDE’s decision not to clarify the impact of the vaccination law on special education, and the California Department of Public Health’s recommendation on avoiding overuse of disinfectants through greater implementation of microfiber cloths. Committee members also received electronic copies of the U.S. Department of Education’s new document, Examples of Policies and Emerging Practices for Supporting Transgender Students. 7. Michael Musser, liaison to Cal OSHA and SASH, reported OSHA is on track to complete regulations on workplace violence later this year. He asked committee members to solicit information and examples from their chapters and service centers. Information can be sent to him directly via email at [email protected].
E - 2 He also shared information regarding efforts to examine the effect of wood dust in wood shop classes, as well as safety concerns for workers whose jobs require them to work alone, such as night custodians or teachers who work one-on-one with students. Regulations may be forthcoming. 8. The Committee congratulates Linda Chan (chairperson), Keith Brown (vice chairperson), and Lorraine Angel (recording secretary) on their re-election as committee officers. 9. The Committee thanks outgoing member Jennifer Guerra, School Safety Subcommittee Chair, for her time and contributions to the committee.
E - 3
PROFESSIONAL RIGHTS AND RESPONSIBILITIES COMMITTEE
Kathleen Tijan, Chairperson Robert Rodriguez, Vice Chairperson Gina Whipple, Recorder Greg Bonaccorsi, Board Liaison Donnell Jordan, Consultant Marianne Reynolds, Consultant Seth Bramble, Legislative Advocate
MAJOR POLICY – Immediate Action (2/3rd Vote Required)
A. None
MAJOR POLICY Second Reading
A. None
OTHER ITEMS FOR IMMEDIATE ACTION
A. None
REFERRALS TO THE BOARD OF DIRECTORS
A. Refer to the Board of Directors for implementation: “Social Media: Education for Educators”
Rationale: The Professional Rights and Responsibilities Committee members agree that it is CTA's responsibility to systematically educate and protect our members against the professional and personal dangers of student and practitioner behavior with regards to Social Media. We feel that CTA should present guidelines ensuring all members clearly understand the risk factors and possible ramifications of using Social Media personally and professionally.
We feel our members need to be aware of their limits and liabilities of privacy, including perceptions their posts or pictures may create among external stakeholders. Our members may not understand the nuances of law, employer rights and web-based privacy settings. This may include, but is not limited to:
1) perceived assumptions of free-speech rights in regards to "personal" posts. 2) the search-ability, replication and re-publication of printed and published speech to audiences beyond those of original intent. 3) employer rights to use social media speech to pursue disciplinary action such as Harassment and Hostile Work Environment suits. 4) California's and the nation's judicial trends in regards to recent Social Media cases regarding educators and educator support personnel. 5) Legal issues regarding the use of pictures of students.
CTA must help members recognize their online, published social behavior should reflect high standards of professionalism accorded to public employees and to use caution when
F - 1 posting any comment and/or images that may reflect negatively on their professional image. It is apparent that our membership, including veteran educators and the rising number of new educators, need support to navigate the potentially dangerous field of Social Media amid a growing culture of online publication.
We ask that CTA create and actively distribute a publication such as a brochure or on- line download for current educators to use, and to add to the CTA new educator materials. Additionally, make training available by request from Service Centers and/or chapters. These materials should be reviewed and renewed periodically to match changing trends in Social Media and education.
B. Refer NBI 10/15-19: “CTA opposes the status of substitute teachers as “at will” employees in the State Education Code and will support legislative motions to end it,” to the CTA Board of Directors to obtain a legal opinion.
Rationale: The Committee would like to be able to decide the appropriate steps to take to address the concerns of the NBI. It is critical the committee receives a legal opinion.
MATTERS PENDING
A. Continue to work with TEAF on Administrative Evaluation.
B. Continue working on new policy regarding employee rights.
INFORMATIONAL ITEMS
1. Committee Leadership elected for 2016-17: Chair: Kojo McCallum Vice-Chair: Gina Whipple Recorder: Gina Hansen-Seder
2. The Committee thanks Kathleen Tijan and Terry Towbridge for their service to the Committee and many years of participation in State Council.
F - 2
CIVIL RIGHTS IN EDUCATION (CRE) COMMITTEE
Dan Reynolds, Chair Charles Shannon, Vice Chair Ingrid Villeda, Recorder Sonia Martin-Solis, Board Liaison Lisa Adams, Staff Consultant Kenya Spearman, Staff Consultant Seth Bramble, Legislative Advocate
MAJOR POLICY - Immediate Action (2/3rd vote required)
None
MAJOR POLICY – First Reading p. 272 Cultural Diversity and Ethnic Studies
CTA believes discrimination is incompatible with quality education. All forms of discrimination must be eliminated.
CTA also recognizes the importance of raising the awareness and increasing the sensitivity of staff, students, parents, and the community to our culturally diverse society. The Association supports effective on-going training programs for the purpose of recognizing and eliminating discrimination in the educational setting and endorses positive action plans that establish procedures and timetable for eliminating discrimination in the curriculum. Participation by various cultural groups and individuals in the creation and implementation of activities should be encouraged because their contribution is necessary for the success of these programs. Such programs should include but not be limited to:
Accurate portrayals of the roles and contributions of all races, ethnic groups, and cultures in all areas of the curriculum, school policies, and school supported and/or sponsored activities.
Strategies for the elimination of institutional racism, white privilege, white supremacy, linguistic bias, homophobia, and sexism. Strategies for the elimination or racist, homophobic, and sexist jokes in the classroom. Strategies for the elimination of racism, homophobia, and sexism within the education profession.
White supremacy is here defined as an institutionally perpetuated system of overt and covert exploitation and oppression of people of color by white people for the purpose of maintaining and defending a system of wealth, power, and privilege.
White privilege is here defined as “an invisible package of unearned assets,” a set of advantages white people benefit from that are automatically conferred irrespective of
G - 1 wealth, gender or other factors, and that are severely limited or withheld from people of color.
Rationale: Current CTA policy stand firmly against institutional racism. We believe, as an organization, we need to push deeper in our work to tackle systemic inequalities, and we can do this by working to intentionally call and dismantle white privilege and white supremacy.
p. 361 Incarceration Prevention
Incarceration Prevention CTA opposes policies and practices that support institutionalized racism, poverty and other factors leading to the criminalization and demoralization of children. (CRE: January 2009)
Rationale: “Incarceration Prevention” on page 361 is redundant. Page 373-374, School-to-Prison Pipeline and Incarceration Prevention has the same language.
p. 373-374 School-to-Prison-Pipeline and Incarceration Prevention
CTA opposes policies and practices that support institutionalized racism, white privilege, white supremacy, poverty, disproportionality in school suspensions and expulsions, and other factors leading to the criminalization and demoralization of students. In addition, CTA opposes excessive investment in the prison-industrial complex, institutional inequity in the distribution of resources, and school environments that are becoming increasingly similar to prisons (tracking devices in student IDs, surveillance cameras, metal detectors, armed guards on campus, etc.).
Rationale: Current CTA policy stand firmly against institutional racism. We believe, as an organization, we need to push deeper in our work to tackle systemic inequalities, and we can do this by working to intentionally call and dismantle white privilege and white supremacy.
MAJOR POLICY – Second Reading p. 309-310 312 Elimination of Discrimination and Bias
CTA believes in an inclusive society and calls upon all people and all levels of government to eliminate, by statute and practice, barriers of race, color, national origin, language (including dialect, accent and/or nonstandard/vernacular language), religion or belief systems, gender, sexual orientation, self-identified or perceived gender identity, age, disability, marital status, familial status, economic status, incarcerated or formerly incarcerated adults, juveniles and their families, and genetic characteristics that prevent some individuals, adult or juvenile, from exercising rights enjoyed by others, including liberties decreed in common law, the Constitution and statutes of the United States.
G - 2 p. 310 Elimination of Discrimination and Bias (add the following as the second paragraph)
CTA believes that hiring procedures should also eliminate discrimination and bias, and that an employer should be prohibited from asking an applicant for employment to disclose, or from utilizing as a factor in determining any condition of employment, information concerning specific juvenile court actions or custodial detentions.
OTHER ITEMS FOR IMMEDIATE ACTION
• NBI #4/16-4 That Eric Heins writes a letter in support of AB 1726 (Bonta) Accounting for Health and Education in API Demographics Act (AHEAD Act)
Rationale: Supporting the API Demographics Act will help target healthcare and education efforts for each of the Asian and Pacific Islanders communities.
Moved to declare Moot. A letter was written and forwarded to the author. (See attachment.)
REFERRALS TO THE BOARD OF DIRECTORS
None
MATTERS PENDING
• Fair, Accurate, Inclusive and Respectful (FAIR) Education Act • Develop clear and more appropriate language around restorative justice in the policy handbook • Review policy language on immigration issues • Creation of Title IX gender neutral best practices resource card • Policy related to school choice and charter schools using a one application “common enrollment” • “Teacher Jail” and transfer & reassignment policy language
INFORMATIONAL ITEMS
1. Sonia Martin-Solis CTA/NEA Coordinating Director:
a. NEA RA Social Events: Baseball tickets should be picked up as a group if desire group seating. b. CTA October State Council: There will be a vote on restructuring October State Council as a field based event.
G - 3
2. Linda Kraus, Liaison Department of Fair Employment and Housing Liaison,
a. Shared hearing information about proposed amendments to the use of criminal history in employment decision.
3. Harris Kight-Moore, Ethnic Minority at Large, CTA/NEA – Retired Board Liaison:
a. Signatures were gathered at every meeting to support the Children’s Education and Health Care Education Protection Act (CEHCP) b. The Retired Board has written and is ready to implement a community organizing/involvement plan. The plan includes a social justice component.
4. The following were nominated and elected by acclimation:
a. Dan Reynolds – Chair b. Charles Shannon – Vice Chair c. Ingrid Villeda – Secretary
G - 4 G - 5
COMMUNICATIONS COMMITTEE Ann Katzburg, Chairperson Mona Davidson, Vice Chairperson James Benanti, Recorder Jim Groth, Board Liaison Jonathan Goldman, Consultant Claudia Briggs, Consultant
MAJOR POLICY – Immediate Action (2/3 vote required)
None
MAJOR POLICY – First Reading (or Second Reading)
None
OTHER ITEMS FOR IMMEDIATE ACTION
None
REFERRALS TO THE BOARD OF DIRECTORS
Add to CTA Procedures, Page 402
Social Media Engagement (June 2016) Social media provides the ability to communicate in “real time.” To recognize individuals, local chapters, and service centers for engaging membership and communities through social media, this award will honor their exemplary efforts to engage in and maintain an active social media presence. This category is designed to recognize outstanding efforts by CTA affiliates to create engaging content and maintain an active social media presence to connect members and community. Awards for this category will be given in the following three areas:
• Outstanding Social Media Chapter Page: maintains an active, engaging, fun and informative Facebook, Twitter and/or Instagram chapter page. Encourages questions and conversations, provides important resources, and shares accomplishments and jumps on national education conversations. • Outstanding Social Media Individual Account (CTA Ambassador): utilizes their own Facebook, Twitter and/or Instagram account to spread awareness about CTA and CTA events, promotes their chapter, the teaching profession, or education issues. Participates in national conversations. • Best Social Media Campaign (Special Purpose--addressing an education issue, specific issue at a school, or Member Engagement): uses social media for a video, storytelling, photo contest, etc. to address an issue or to connect with members.
H - 1 MATTERS PENDING
None
INFORMATIONAL ITEMS
1. Chairperson Ann Katzburg welcomed everyone to the meeting and made introductions. The Committee members were thanked for their participation in last night’s John Swett Awards Reception (see list of winners on following page). Members were encouraged to think about submitting entries for next year’s Swett Awards. The Committee members terming off or retiring were recognized and thanked for their contributions to the Communications Committee.
2. Vice Chairperson Mona Davidson led a discussion of the subcommittee’s recommendation to add a social media category of the Communications Awards (see Referral to the Board).
3. Board Liaison Jim Groth thanked the Communications and TIDD staff for all their work over the years as his term ends as CTA Board Member.
4. Communications Manager Jonathan Goldman shared new guides on the Leader Resources Center (www.cta.org/leaderresources) with the Committee. Both the Membership Engagement Guide and 7-Step to Community Engagement Guide are now available. The Committee also reviewed the new Social Media Directory at www.cta.org/social and the Campaign website at www.cta.org/Campaign2016.
5. Communications Assistant Manager Claudia Briggs discussed the campaign and the initiative messaging packet which was distributed to committee members. Materials are also available online at cta.org/campaign2016. By texting CTA Votes to 69866, committee members signed up to receive campaign updates, polling locations and personalized recommended candidate slates.
Old Business
None
New Business
The committee elected officers: Mona Davidson, Chair; James Benanti, Vice Chair; and Rebecca Cihak, Recorder.
H - 2 CALIFORNIA TEACHERS ASSOCIATION Established in 1863 th ANNUAL John Swett Awards for Media Excellence
57 Jill Tucker, San Francisco Chronicle News Story: “Bay Area school districts scramble amid teacher shortage” Feature Story: “To attract teachers, school districts get into housing business”
Angela Johnston, KALW Radio News Story: “How one Bay Area school district is making sure teachers aren’t priced out”
Beau Yarbrough, San Bernardino Sun News Story: “Southern California legislators call for charter school reform”
KXTV ABC 1O Series on a Single Subject/Theme: “Teacher of the Month”
Kelly Corrigan, Burbank Leader Single Subject/Theme: “Burbank USD Superintendent Candidate Search”
San Francisco Chronicle Series on a Single Subject/Theme: “Living Together, Learning Apart: Is Desegregation Dead?”
Richard Bammer, The Reporter Feature Story: “Holocaust lessons taught with re-enactments” Continuous Coverage of Educational News
CTA is proud to honor the winners Kristen Hwang, The Desert Sun of the 2015 John Swett Awards for Media Series on a Single Subject/Theme: “Contract salary Excellence. These awards recognize negotiations for Desert Sands Unified teachers” individual journalists, publications, websites and stations for their dedication to excellence Ken Epstein, Oakland Post in covering California public education. Continuous Coverage of Educational News San Francisco Public Press Series on a Single Subject/Theme: CONGRATULATIONS FROM CTA “Choice is resegregating public schools” Eric C. Heins President Kristina Rizga, Mother Jones Theresa Montaño, Vice President Feature Story: David B. Goldberg, Secretary-Treasurer “Sorry, I’m not taking this test” Joe Nuñez, Executive Director Zahira Torres, Becky Zoglman, Associate Executive Director Los Angeles Times Continuous Coverage of Jonathan Goldman, Manager, Communications Educational News Mike Myslinski, Media Specialist Oakland Post Continuous Coverage of Educational News
The California Teachers Association is an affiliate Mackenzie Mays, Fresno Bee of the National Education Association. Continuous Coverage of Educational News
For more information about the John Swett Awards visit www.cta.org H - 3
CREDENTIALS AND PROFESSIONAL DEVELOPMENT COMMITTEE
Alicia Hinde, Chairperson Ryan Ruelas, Vice Chairperson Chandra McPeters, Recording Secretary Susan Green, Board Liaison Jane Robb, Consultant Rosemary Louissaint, Consultant Isabelle Garcia, Legislative Advocate
MAJOR POLICY – Immediate Action
A. NONE
MAJOR POLICY – First Reading
A. NONE
MAJOR POLICY – Second Reading
A. NONE
OTHER ITEMS FOR IMMEDIATE ACTION
A. NONE
REFERRALS TO THE BOARD OF DIRECTORS
A. NONE
MATTERS PENDING
1. The CPD Committee will address the request from the C&I Committee at an upcoming State Council to review existing policy on requirements that teachers of students under the authority of the juvenile court system are credentialed. 2. The CPD Committee will review CTA policy on Teaching Performance Assessments (TPA) to reflect the current context.
INFORMATIONAL ITEMS
1. The CPD Committee wants to thank Alicia Hinde for serving as chairwoman of the Credentials and Professional Development Committee and for all her work on behalf of members and the education profession.
I - 1 2. The CPD Committee reviewed the recommendations of the Teacher Pipeline Workgroup and the report from the Accountability and Continuous Improvement Task Force, Preparing All Students for College, Career, Life and Leadership in the 21st Century. 3. The CPD Committee wants to thank the Special Education Committee for sending a representative to discuss the proposed changes to special education credentialing and provide perspective from SEC. 4. The CPD Committee elected new officers: Ryan Ruelas is CPD Chair, Chandra McPeters is Vice-Chair, and Kyle Garrity is CPD Recording Secretary. 5. CPD members thanked and recognized our outgoing CPD Committee member Mario Castenada. 6. CPD members thanked and recognized the outgoing Student CTA Liaison to the Commission on Teacher Credentialing, Tiffany Guzman.
I - 2 CURRICULUM AND INSTRUCTION COMMITTEE
Wendi Smith, Chairperson Yolanda Munoz, Vice Chairperson Kendall Vaught, Board Liaison Marlene Fong, Consultant Bruce Saathoff, Consultant Isabelle Garcia, Legislative Advocate
MAJOR POLICY: For Immediate Action (2/3 vote required)
A. California State Education Seals, page 342, online version, insert between Bookkeeping and Clerical Assistance and Categorical Programs
CTA believes that California State Education Seals be seen only as assets for students, and not as requirements for students to take Seal-approved classes. California State Education Seals will provide districts with multiple pathway options for accomplishment. Students can fulfill competencies or programs that have various pathways to meet criteria, and/or cross curricular programs. California State Education Seals will not mandate programs that require additional fees or charges for students and/or districts. California State Education Seals will be inclusive to all levels of learners and will allow flexibility for students to participate in Seal-approved classes. California State Education Seals will not be the only determination of acceptance to universities/colleges. California State Education Seals will never mandate Seal programs for every student. Obtaining Seals will be voluntary and will allow students flexibility to participate.
MAJOR POLICY: Second Reading
A. 21st Century Essential Skills, page 267, online version, add right after the heading, Curriculum and before the subtitle Adult Education.
CTA believes students should have higher order critical thinking skills and learning dispositions focusing on, but not limited to, the following elements:
Emphasize core and elective subjects Emphasize learning skills Use 21st Century tools to develop learning skills Teach and learn 21st Century content and context Use 21st Century assessments that measure core subjects and 21st Century skills Learn innovation skills Learn digital literacy skills Practice career and life skills
CTA believes that students possessing these skills will succeed in a rapidly changing, globally, and digitally interconnected world.
J - 1
B. Alternative Education, page 340, online version. Add a new first paragraph.
CTA believes students who attend non-traditional schools (e.g. but not limited to juvenile court school students, students in the foster care system, students in online programs not affiliated with public schools, or students in home-school programs) should be given access to a California standards-based curriculum that leads to a high school diploma or a high school equivalency certificate.
C. Graduation Requirements, page 359, online version, add to the end of this section
CTA believes students who attend a non-traditional high school (e.g. but not limited to juvenile court schools, online programs not affiliated with a public high school, or home- school programs) should be awarded a high school diploma or equivalent certificate based on the minimum California high school state standards.
CTA believes that when juveniles are under the authority of the juvenile court system and are required to attend school under California's compulsory education requirements, they should be taught by credentialed teachers.
D. STEM/STEAM, page 379, online version, add a new section between Standards/Framework/Textbook Review and Student Data Systems
CTA believes that schools must have the flexibility to develop STEM/STEAM programs that take advantage of existing resources and opportunities in their individual communities in order for students to become productive citizens in our society. CTA believes that a strong STEM/STEAM program includes the following:
Participation of staff and students must be voluntary. All students should be able to access STEM/STEAM programs equitably, especially underrepresented students, such as females, minorities and students with disabilities as appropriate. Training should be provided for teachers in the use of STEM/STEAM equipment and technology, the development of effective materials, and appropriate instructional strategies for STEM/STEAM. Adequate funding should be provided for all STEM/STEAM programs in order to fulfill the goals of quality education and provide necessary equipment and consumable resources without encroaching on existing programs. STEM/STEAM elements may be integrated or serve as stand-alone courses.
E. High School Curriculum, page 275, online version
CTA believes all students shall have access to a college and career curriculum that prepares them for post-secondary education and leads them to meaningful and informed occupational choices. Students shall have access to curriculum that include college prep courses, Advanced Placement courses, fine arts courses, STEM/STEAM courses, and career and
J - 2 technical courses that are rigorous and relevant. The curriculum may also include academic enrichment programs, other courses and cross-curricular programs that are challenging, relevant and lead to the development of socially and educated responsible citizens. Credentialed school counselors are critical to ensure students take the necessary college and career readiness classes for graduation.
F. Technology: Staff Development, page 339, online version
CTA believes in on-going opportunities to integrate technology and STEM/STEAM opportunities into the curriculum. The exclusive representative should negotiate the following: the scope, content, and form of training; training should occur during the regular work day and all costs should be borne by the district.
MAJOR POLICY: First Reading
(None)
OTHER ITEMS FOR IMMEDIATE ACTION
(None)
REFERRALS TO THE BOARD OF DIRECTORS
(None)
MATTERS PENDING
(None)
INFORMATIONAL ITEMS
1. The Legislative Subcommittee met on Friday to recommend positions on the following bills:
AB 2016 Support AB 2329 Oppose AB 2546 Support AB 2862 Support
2. The California Physical Education Workshop will be held July 9 – July 15, 2016 in San Luis Obispo. More information can be found at www.peworkshop.com.
3. The committee thanked Wendi Smith for her service and leadership as chair of the committee.
4. The committee thanked those members going off of State Council.
5. The committee elected Yolanda Munoz, Chairperson and Pia Vanmeter, Vice Chairperson.
J - 3
RETIREMENT COMMITTEE
Maggie Ellis, Chairperson Denise Bradford, Vice Chairperson Dana Dillon, Board Liaison Christine Balentine, Co-Consultant Rose Luna-Nuñez, Co-Consultant Jennifer Baker, Legislative Advocate
MAJOR POLICY – Immediate Action (2/3 vote required)
NONE
MAJOR POLICY
NONE
OTHER ITEMS FOR IMMEDIATE ACTION
NONE
REFERRALS TO THE BOARD OF DIRECTORS
NONE
MATTERS PENDING
NONE
INFORMATIONAL ITEMS
If there are any questions regarding the items in this report, please contact the Committee leadership or staff.
1. The Committee received an update on the current status of legislation.
2. The Committee had a discussion about issues regarding investment beliefs. CalSTRS Investment Policy for Mitigating Environmental, Social and Governance Risks and a CalSTRS news release, CalSTRS Fosters a Secure Retirement Future via Sustainability Commitment was disseminated to the Committee. CalSTRS is currently reviewing the 21 Risk Factors under their ESG Policy and CTA will be involved in this discussion as a stakeholder.
K - 1 3. The CTA Board of Directors referred to the Communications Advisory Committee, the Retirement Committee’s request that an article be published in the California Educator regarding the impacts of the Public Employee Pension Reform Act (PEPRA) on members hired after January 1, 2013. The article should also outline the impacts of credible compensation regulations on 2% at 60 members.
4. Ed Derman, Deputy Chief Executive Officer, Sandy Blair, Retirement Readiness Director, and Mike Wilson, 403bCompare.com Administrator, shared the updates to the 403b Compare website. The new site will have a more robust training section on investing, a clear “how to” enroll in a 403b, and a sort function for multiple areas, such as cost of the program, average expense ratio, surrender fees, commissions, and investment options. The updated website will be functional in approximately November-December 2016.
5. Cathy Jeppson and Jackie Lee, Liaisons to CalPERS reported on several CalPERS issues. A lawsuit has been filed against CalPERS alleging that there should not have been an increase in premiums to the long-term care program. Ongoing conversations are occurring regarding potential reinvestment in areas from which CalPERS previously been divested. CalPERS has commissioned a study that will be done in 6-9 months regarding whether (or not) to re-invest in tobacco.
6. Alen Ritchie, Liaison to CTA/NEA Retired, reports that they are growing in membership. Two new chapters have been started with others on the way.
7. Colleen Briner-Schmidt, liaison to NEA, reported on the Social Security offset legislation that is currently active. Ms. Briner-Schmidt has been appointed to the NEA Member Benefits Committee, which will enable her to advocate even more for the repeal of the GPO/WEP.
8. The committee elected Denise Bradford as chair of the committee and John Anderson as vice-chair.
9. The committee thanked Linda Plack, Phyllis Hall, and Alen Ritchie who are leaving the committee for their commitment to teachers and retirement security.
10. The Committee recognized Dana Dillon’s many years of service, commitment and dedication as State Council Ret. Committee Chair and CTA Board Liaison, and for her leadership in all topics retirement.
11. The committee recognized the many years of service, commitment and dedication that Maggie Ellis, Chair of the Retirement Committee, provided to CTA State Council. Maggie’s fearless advocacy on behalf of our members and their right to a secure retirement will stand all of us in good stead in the future.
K - 2 12. The Committee recognized the many years of service that Ed Derman, Deputy Chief Executive Officer of CalSTRS, has provided to the teachers of the California and for his many trips to State Council to educate (and be educated by) the Retirement Committee.
13. CalSTRS Annual Progress Reports are only delivered electronically via www.mycalstrs.com. If you have not created your mycalstrs.com account, YOU NEED TO! Anyone that wishes to continue receiving a hard copy needs to make that request by contacting CalSTRS directly at 1-800-228-5453 to request a form or download the form through mycalstrs.com. Forms must be received by CalSTRS by July 1st.
14. Members that have worked with multiple employers over their career may want to request a CalSTRS Service Credit Breakdown to verify the accuracy of their Annual Progress Report. Members can call 1-800-228-5453 in order to make this request.
15. CTA/NEA – Become a CTA/NEA –Retired/Pre-Retired Life member. Lifetime dues are $450, don’t wait, join now! Annual dues are $60. Come by the CTA/NEA-Retired table and pick up an enrollment form.
16. Websites to access retirement information include: www.mycalstrs.com www.cta.org www.leginfo.ca.gov www.calpers.ca.gov www.nea.org www.ctainvest.org www.nirsonline.org www.ssfairness.com letstalkpensions.com
K - 3
Adult, Alternative, and Career Technical Education
Ruth Leuvand, Chairperson Toby Spencer, Vice Chairperson Drew Bueno-Potts, Secretary José Alcalá, Board Liaison Patricia Rucker, Legislative Advocate Cindy Heller, Consultant Wendy Dillingham, Consultant
MAJOR POLICY – Immediate Action (2/3rd vote required)
None
MAJOR POLICY – First Reading
Pg. 344 Quality Education: Career/Tech Ed, 2nd paragraph
CTA believes that Career and Technical Education instructors who have been teaching a CTE course closely related to their Designated Subject Credential and are receiving Federal Perkins funds possess the competency to teach those CTE courses without the need for further industry experience or coursework in order to receive continued Federal Perkins funds.
MAJOR POLICY – Second Reading
None
OTHER ITEMS FOR IMMEDIATE ACTION
None
REFERRALS TO THE BOARD OF DIRECTORS
None
MATTERS PENDING
None
INFORMATIONAL ITEMS
1. AACT put together a resource of video links highlighting successful CTE programs:
Merced County CTE Programs o http://www.metv.ws/bb/ROOS_Video_Steve_Mary.mp4 Kern County Youth Build
L - 1 o https://www.youtube.com/watch?v=IRN9LsMelx0 Silicon Valley CTE o https://www.youtube.com/watch?v=BJ0LOh843tY Barstow Summer Youth CTE Program o https://www.youtube.com/watch?v=T2kg9C3nQRI&index=2&list=PLiW9jQnAXVQ riuRk4hccgS7yhAT7AZ7e5 San Dimas High School CTE Programs o https://youtu.be/AT9T8B‐tTYA IFT Grant Mobile Metal Shop o https://youtu.be/_19KUFKpIFE Ocean View Robotics o https://www.youtube.com/watch?v=YOe0_oWhwpg
L - 2 INDUSTRY MTTA/CDTC Summer Conference June 26-28, 2016 CAL POLY SAN LUIS OBISPO, CALIFORNIA - HOST: MARTIN KOCH Conference Registration - $80
CONFERENCE SCHEDULE (SUBJECT TO CHANGE WITHOUT NOTICE) CAD/CAM HANDS ON PROJECTS SOLID MODELING HANDS ON TRAINING MANUAL MACHINING HANDS ON PROJECTS CNC HANDS ON TRAINING FOUNDRY PROCESSES DRAFTING SESSIONS CURRICULUM WRITING WELDING TRAINING ACADEMICS TECHNICAL SKILLS
Sunday Night - Woodstocks Pizza Monday Night - BBQ ------CUT HERE MTTA/CDTC SUMMER CONFERENCE - June 26-28, 2016
Name ______School ______
Home Address ______Phone ______Street City Zip Area Code/Number School Name ______School Address ______Street City Zip School Phone ______Email Address ______Area Code/Number
PLEASE MAIL THIS FORM TO: Mark Feuerbach MTTA/CDTC Summer Conference 11243 Boessow Road Galt, CA 95632 (209) 712-8399 [email protected]
PLEASE MAKE YOUR CHECK PAYABLE TO CITEA FOR $80 PLEASE HELP US PREPARE & GET YOUR REGISTRATION IN AS SOON AS POSSIBLE
L - 3
FINANCING PUBLIC EDUCATION COMMITTEE
Joe Pratt, Chairperson Jodi Dayberry, Vice Chairperson Leslie Littman, Board Liaison Gerry Fong, Consultant Angela Su, Consultant Dan Koen, Consultant Estelle Lemieux, Advocate
MAJOR POLICY – Immediate Action (2/3rd Vote Required)
NONE
MAJOR POLICY – First Reading
NONE
OTHER ITEMS FOR IMMEDIATE ACTION
NONE
REFERRALS TO THE BOARD OF DIRECTORS
NONE
MATTERS PENDING
A. NBI #: 6/16-13 That CTA state budgeting principles include the belief that all students including adults should have access to career technical education programs equipped with modern technology and appropriate class sizes. CTE programs directly promote 21st century skills and career readiness.
Rationale: CTE programs are vital to a complete public education system. Students need access to high-quality programs. CTE programs support common core, the NGSS standards, EL development in technical and academic language, career pathways and 21st century skills.
The FPE policy subcommittee intends to coordinate with the Adult, Alternative, & Career Technical Education committee to further develop policy to meet the intention of this NBI for January 2017 State Council.
B. Ongoing discussion on state categorical programs in the LCFF world.
INFORMATIONAL ITEMS
1. FPE committee voted to support PIC’s recommendation to have a neutral position on the school bond initiative. Although CTA policy states that the primary source of school facilities financing M - 1
is general obligation bonds and FPE usually recommends a support position for school bonds, this initiative will be competing for votes with our sponsored The Children’s Education and Health Care Protection Act of 2016. In addition, CTA and the Education Coalition were not a party to the development of this initiative (as we commonly have been with the legislature in the past) and it is missing several reforms that we would have included. This is the first state bond measure ever that was not legislatively-referred. Finally, the supporters of this bond are the Coalition for Adequate School Housing, the California Building Industry Association, developers, and the California Republican Party. Governor Jerry Brown opposes this initiative. 2. Joe Pratt was recognized and honored for his service as FPE Chair. 3. Board Liaison Leslie Littman conducted elections for FPE Chair and Vice Chair. Jodi Dayberry was elected Chair by acclamation. Pat Mazzulli was elected Vice Chair. 4. Advocate Estelle Lemieux gave a report on the Conference Committee work on the 2016-17 budget. 5. Consultant Angela Su reviewed a draft document outlining guiding principles for categorical funds that do not undermine the LCFF. More work will be done on these guiding principles in a policy subcommittee.
M - 2 ASSESSMENT AND TESTING COMMITTEE
Jennifer Pettey, Chairperson Steve Seal, Vice Chairperson Jennifer Skellett, Recorder Barbara Dawson, Board Liaison Vernon Gettone, Consultant Norma Sanchez, Consultant Patricia Rucker, Legislative Advocate
MAJOR POLICY - Immediate Action (2/3rd vote required)
Rationale: The policy landscape has changed because ESSA was signed into law. There is a need for our policy to be updated to remain relevant in these new conversations that are happening now. By January 2017, California will have a new accountability system, a new evaluation rubric for LEAs, and will begin implementing the foundational elements of a growth model to monitor student progress.
Page 386, Testing/Assessment and Testing: Assessment for and of Student Learning CTA supports ongoing comprehensive assessment of student growth using multiple measures. The term multiple measures refer to a variety of teacher selected assessments both formal and informal.
CTA believes the primary purpose of an assessment is to support improve student learning by. An educator’s assessment literacy needs to be utilized to determine the best tools and practices to support this purpose. Assessment Literacy refers to an educator’s ability to create, select, and utilize the appropriate assessment practices and tools to inform instruction, to motivate students, to draw inferences about student learning strengths and areas in need of additional support, and to grade/score student performance. Further, educators possess the skills to review self-created and third party assessment practices and tools for reliability, validity, and appropriateness to serve the purposes previously identified.
Formative: Assessment for learning involves educators using evidence about students' knowledge, understanding and skills to inform and modify their teaching. Formative assessment occurs throughout the teaching and learning process to improve and support student learning and understanding.
Summative: Assessment of learning occurs when educators use evidence of student learning to make inferences about student achievement in regards to goals and standards. Summative assessment is usually formal, occurring at the end of units of work where it sums up student achievement at a particular point in time.
Educators should use comprehensive assessment systems including a variety of formative assessment practices and summative assessment tools (multiple measures) to support all students in reaching their fullest potential.
CTA believes that formative assessment practices and processes are an essential part of quality instructional practice. Educators should utilize the formative assessment practices that best meet the needs of their students and most inform their instructional practice.
CTA believes the primary purpose of assessment is to support learning by formative assessment practices should:
N - 1 1. Provide Providing a basis for determining instructional strategies and appropriate learning experience for students 2. Assisting students and their parents/guardians in identifying the students’ strengths and needs 3. Improve and deepen Improving instruction 4. Measuring a programs effectiveness Communicating Communicate learning expectations 5. Be determined by the educator 6. Be based on the needs of the students 7. Inform adjustments in student learning tactics 8. Include students when appropriate
CTA believes formative assessment practices cannot be: 1. A third party or district created assessment or any single test 2. Used in an evaluative or summative way
CTA believes the purpose of quality summative assessments is to inform and improve instruction, assist students and their parents/guardians in identifying the students’ strengths and needs and to draw inferences from the results about a student’s learning strengths and areas in need of additional support. Further, CTA supports summative assessment of student growth using multiple measures selected, created, and/or valued by educators.
CTA further believes that assessment practices and tools should: (numbered section begins on page 387) 1. Be aligned with education standards specifying what students should know and be able to do, and be clearly defined and prioritized before assessment procedures and exercises are developed. 2. A student’s level of performance is best assessed with Be authentic measures directly linked to the lessons teachers educators teach and the materials teachers educators use. 3. Be free of cultural, racial, and gender biases and be fair equitable to for all students regardless of economic and/or linguistic differences. 4. Assessment exercises or tasks should be Be valid and appropriate representations of the standards students are expected to achieve. 5. Appropriate assessment Be used to support students’ accomplishments of curricular objectives. 6. Never be used as a sole indicator. No one measure should be used to determine a student’s performance. A decision or characterization that will have a major impact on a student should not be made on the basis of a single test score. A variety of measures should be used to assess all students. 7. Assessment results and statistical data Be reported in the context of all relevant information 8. Bargaining unit members, including classroom teachers must be Involve educators in the design and development, including selecting and/or creating multiple measures, and are best qualified to determine the criteria for multiple measure assessment of students and dissemination of results. 9. Assessment procedures and results Should Be understandable by all stakeholders. 10. Assessment procedures and results Should Be subject to on-going review and improvement and correlate with local curricular goals and objectives. 11. When new assessment procedures, are adopted by a district, should Be accompanied by resources should be available for professional development of those who administer the assessment when adopted by a district. 12. Be used to measure a program’s effectiveness. 13. Include alternative ways to demonstrate mastery, especially for students whose primary
N - 2 language is other than English. Should not be given mandated assessments until such tests are available in their primary languages or until fluency is attained in English. It is the responsibility of the State Department of Education to provide the state-mandated assessments in the child’s primary language. 14. Include a variety of summative assessment tools/multiple measures should be used to assess students with special needs, specifically in relation to a student’s students’ individual goals and objectives on their Individualized Education Programs (IEP). Accommodations and modifications should be made specific to available for individual student needs and should be as defined in detail in an IEP Students should be allowed any accommodation that will help them demonstrate mastery of statewide content standards. 15. There should be Include a variety of locally determined indicators used to demonstrate career readiness as well as to ensure alignment with the career pathways and industry standards. 16. Be instructionally sensitive assessments designed by educators based on their instructional goals and lesson objectives that align with the standards.
(page 388) CTA believes that when utilizing on-line assessments, districts should provide appropriate training for staff, adequate resources (including functioning technological devices and reliable internet access), and adequate time to ensure students have equitable experiences. Additionally, CTA believes:
1. On-line testing and evaluation creates new opportunities and concerns. (moved from original #14 above to create new section) a. 1. The integrity and security of educator instructor-developed assessments and materials must be protected. These materials may be released at the discretion of the instructor educator. b. 2. The privacy of students must be maintained, including student test results and records. c. 3. Each test takers’ identity must be verified for the integrity of the results. d. 4. There must be equal opportunity to access on-line testing and evaluation. e. 5. Teachers Educators must be involved with the input and development of on-line testing and evaluation. f. 6. The tools and tasks needed to answer questions for computer based assessments need to be developmentally appropriate.
CTA further believes students need adequate instruction time as well as appropriate time set aside for testing. Therefore, CTA recommends the following: 1 Testing of students should not detract from time allotted for the delivery of required curriculum and instruction or cause a negative impact on students’ academic performance. 2 Time, format and instructions must be developmentally appropriate. (AST: June 1992, June 1994, March 1995, June 1995, June 1998, May 1999, June 2000, April 2002, June 2004, May 2005, June 2008, January 2010, June 2013, November 2015)
CTA believes summative assessments and their scores/results should NOT: 1. Be used as a single indicator of student learning. 2. Detract from time allotted for the delivery of required curriculum or cause a narrowing of the curriculum. 3. Be used to compare students, educators, programs, schools and communities. 4. Be used as a single criterion or predominant indicator for high-stakes decision-making. 5. Lead to sanctions or other punitive actions.
N - 3 MAJOR POLICY - Second Reading
A. None
MAJOR POLICY - First Reading
A. Testing/Assessment and Testing: End-of-Course Exam (Page 388) CTA believes no state-mandated subject exam or end-of-course exam should be used as the sole determination of a passing or failing grade within a course or to determine eligibility for promotion or graduation. (AST: June 2001, May 2005)
Testing/Assessment and Testing: Standardized Testing of Students (Page 388) CTA believes standardized tests, whether norm-, criterion- or standards referenced, can validly assess only a limited range of student learning. Therefore, they should be only an adjunct or supplement to information obtained through school- and classroom-based assessment conducted by teachers educators for the purpose of supporting and strengthening instruction as well as for summarizing and evaluating overall trends in student learning.
Standardized tests are most useful when designed by the educational professionals closest to the classroom and integrated with assessment information specific to local programs.
CTA believes a standardized testing program must include a variety of developmentally appropriate assessment techniques that allow necessary accommodations, modifications and exemptions and are bias-free, reliable and valid. Every test and/or assessment mandated at the local, state or national level should be reviewed by a panel of appropriate subject area specialists and teachers to ascertain the relevance of the test to the subject area and be used to evaluate a program’s effectiveness toward meeting local, state or national standards and/or goals.
The administration of standardized tests includes the responsibility to educate the stakeholders in the purpose of the test, the meaning of test results, and the accurate interpretation of conclusions.
CTA believes that educators shall be allowed, without penalty, to inform parents, guardians, and/or students of their legal rights to be exempted from standardized tests and/or assessments. Further, CTA believes parents/guardians, students, teachers, administrators, schools and school districts shall not be penalized when parents/guardians exempt their children from standardized tests and/or assessments. CTA believes all test items should be made public after they are used. Every test must include procedures for teachers, students and parents to challenge the accuracy or fairness of test items, answer and scoring procedures. Challenges must be directed to a public body with the authority and responsibility to examine all challenges, to report its findings, and to recommend appropriate remedies in cases where challenged items have negatively impacted student scores.
CTA also believes in order for standardized achievement test and/or assessments to support quality education: 1. Content standards must be prioritized to support effective curriculum, instruction, professional development and assessment. 2. Stakeholders must determine high priority content standards. These standards must be clearly and thoroughly described so that the knowledge, and skills, and application of those skills and knowledge students need to demonstrate are evident. 3. Valid results of assessment of high-priority content standards must be reported standard-by-standard for
N - 4 each student school and district. 4. The breadth of the curriculum must be monitored to ensure that attention is given to all content standards and subject areas, including those that are not assessed. 5. Tests will only assess the content standards of the current academic year in which those content standards are taught. 6. Progress should be continually monitored to ensure that assessments are appropriate for the purposes for which they are intended and are not negatively impacting students or their educational experience. 7. Student sampling is used to identify student learning trends in the state and districts (similar to the NAEP and PISA assessments) rather than testing every student every year. 8. Reports generated for families of students should state that a standardized test can only measure a limited number of items within a standard and, therefore, scores/results are not a complete or accurate measure of their learning in the standard.
9. Students whose primary language is other than English should not be only be given mandated assessments until such tests are available in their primary languages or in English these assessments should be delayed until when fluency is attainted in English. It is the responsibility of the State Department of Education to provide the state-mandated assessments in the child’s primary language. 10. A variety of summative assessment tools/multiple measures should be used to assess students with special needs, specifically in relation to a student’s individual goals and objectives on their IEP. Accommodations and modifications should be available for individual student needs and should be as defined in detail in an IEP to for any required district and/or state assessments should be made specific to individual student needs and should be defined in detail in an IEP. Students should be allowed any accommodation that will help them demonstrate mastery of statewide content standards.
CTA believes that using any type of assessment and/or its results for high stakes purposes negatively affects all students, particularly our most vulnerable, and is detrimental to the quality of our public education system.
CTA opposes the use of standardized tests, large scale assessments, summative assessments, and multiple measure assessments when: (Page 389) 1. Scores/Results are used as the criterion for the reduction or withholding of any educational funding. 2. Results are used to compare students, teachers, programs, schools and communities. 3. Scores/Results are used as a single criterion or predominate indicator for high-stakes decision- making. 4. The Results lead to sanctions or other punitive actions. 5. Arbitrary standards goals or progress of improvement are required. 6. They do not match the motor skills, academic developmental levels or language proficiency of the student. 7. Student scores/results are used to evaluate teachers, or to determine compensation, or employment status. 8. Programs are specifically designed to teach to the test. 9. Testing programs or multiple measure other assessments limit or supplant instructional time. 10. Every student is required to be tested every year. 11. Students and parents/guardians are not provided with a complete report of the individual student’s test results. 12. Time required to administer the test exceeds reasonable and appropriate limits for the age of the student. 13. Excessive T test preparation impedes or discourages learning, constrains the curriculum in ways that threaten the quality of teaching and learning for students, or limits future educational opportunities of
N - 5 learners. 14. Scores/Results are used to track students. 15. Scores/Results are used to determine student access to courses or programs 16. Students in grade 2 and below are required to be tested. (AST: June 2004, April
Assessment and Testing: Student Performance (Page 389)
CTA believes an integral part of the educational program is a system of multiple measures to gather to create a more complete picture of student achievement learning. Valid testing and assessment An authentic and comprehensive picture of student progress is accomplished through a wide variety of teacher selected performance based assessments: developmentally appropriate tests assessments, rubrics, and critical thinking activities.
Assessments should allow for students to be measured by a variety of methods that address all learning modalities. Testing and Quality assessment practices and tools should be used as a diagnostically tool for the improvement of both instruction and learning; reflect what students know and can do; and be free from cultural, racial, gender, socio-economic and linguistic biases. Testing and assessments should measure growth of each student over time documenting the progress of individual students, not the comparison of students.
CTA believes in the use of hearing, vision, and other health screenings to ensure students are healthy and can fully and fairly participate in assessment practices. (Page 390, paragraph 1)
CTA believes curriculum content standards, student performance standards, and student assessment programs are interrelated and interdependent; neither the state nor school district should develop or apply any of the three components separately from the others. Both standards and assessment instruments must be appropriate for students at each grade level and in each subject.
CTA believes all pertinent comparability information must be included with the results from any statewide program when these results are reported by the media.
CTA believes results from student assessment programs should not never be used to: evaluate bargaining unit members, determine compensation or continued determine employment status. Assessment information but can be used to train and guide to engage bargaining unit members in reflection on student progress to determine needed instructional adjustments or inform other student supports. on how to use performance based assessments in the classroom. Educators Teachers must be an integral part in the development, analysis and evaluation of curriculum content standards, student performance standards, and student assessment programs.
CTA further believes: (Page 391) 1. The full allocation of funds for programs and curricula must be provided to ensure adequate assessment results. Adequate educational funding is essential to ensure each student has the opportunity to reach his/her highest potential. 2. There should be adequate training and support for all teachers to fully develop assessment literacy. 3. . The footnote includes the following:Assessment Literacy refers to an educator’s ability to create, select, and utilize the appropriate assessment practices and tools to inform instruction, to motivate students, to draw inferences about student learning strengths and areas in need of additional support, and
N - 6 to grade/score student performance. Further, educators’ posses the skills to review self-created and third party assessment practices and tools for reliability, validity, and appropriateness to serve the purposes previously identified. 4. There should be staff development/teacher training and adequate classroom preparation time to administer a performance based assessment. 5. California educators and certificated support personnel must be involved in all aspects of the assessments process from construction through reporting to the public. 6. Assessments should be used as a diagnostic/prescriptive tool to assist bargaining members in improving instruction and advancing student learning. (AST: May 1979, June 1980, January 1989, June 1993, January 1995, March 1995, June 1995; FPE: October 1997; AST: October 1997, February 2001, April 2002, May 2005; ECE: May 2005; AST: January 2010)
Assessment and Assessment/Testing: Student Portfolio Page 391, paragraph 3) CTA believes portfolios are collections of annotated student activities with clearly delineated goals and objectives that can be used to evaluate students’ progress. Student portfolios are for the purpose of students’ self-evaluation and for the identification of on-going goals.
Portfolios should: 1. Provide information that shows the student engaged in self-assessment. 2. Consist of activities done by and with the student. 3. Exist as separate and different from cumulative folders. 4. Demonstrate student activities to the teacher or reviewer and should include the actual work, the rationale or purpose, and standards of performance. Contain information that illustrates growth and provides a comprehensive view of student performance in context. 5. Provide a forum which encourages students to develop the abilities needed to become independent and self-directed life-long learners. 6. Send a message to students, parents, and administrators that learning is on-going. 7. Demonstrate progress toward the goals of the instructional program, based on clearly stated purposes.
There must be: 1. Teacher and student collaboration to determine what should be contained in portfolios. 2. On-going in-service and training for teachers and certificated support personnel to assist students in developing portfolios. 3. Training and guidance for teachers and certificated support personnel on how to assist students in self- assessment and how to assess students’ work contained in portfolios. 4. Training for on how to use the work contained in portfolios as a tool for student assessment. 5. Adequate compensation for the many hours that teachers will need to construct, maintain, and assess portfolios. 6. Time provided for development, implementation, and maintenance of portfolios. 7. A concerted effort to educate parents and community members regarding the value of portfolios as compared to traditional methods of assessment. 8. Adequate storage space provided for portfolios. 9. A period of transition from traditional assessment to portfolio type assessment; this initial transition should focus on core subjects with mutually agreed-upon electives added gradually. (AST: June 1993, June 1995, April 2002, May 2005)
Assessment and Testing Testing/Assessment: Student Progress Reporting (Page 392, paragraph) 1) CTA believes students and parents should be notified at regular intervals of the students’ progress toward
N - 7 meeting District and/or State standards. The assignment of letter grades may be one of multiple methods used in the evaluation of the students’ development and progress toward meeting District and/or State standards. (PRR: June 1994, June 2001)
Tracking of Students (page 392, paragraph 1) CTA believes the use of academic tracking resulting in groupings along lines of socioeconomic status, sex, race, color, or national origin must be eliminated in all public schools. The intentional or unintentional misplacement of students must be investigated, reported, and eliminated.
CTA encourages all school districts to investigate and monitor the discriminatory academic tracking of minority students. Areas of concern are the over-representation of minority students in low ability and special education classes and the under-representation of these students in college-prep and accelerated programs such as GATE, Honors and Advanced Placement.
A variety of appropriate grouping strategies should be used to ensure all students gain access to a meaning- centered curriculum that is strongly academic and encourages critical thinking. (CRE: October 1992, June 1995, January 1996)
OTHER ITEMS FOR IMMEDIATE ACTION
A. NBI: 4/16-6
Action Requested: Move that CTA advocate with the appropriate executive and legislative governmental entities to change the Third Grade CAASPP (California Assessment of Student Performance and Progress) from the on-line version to a paper and pencil version at no additional cost to the Local Education Agency (LEA).
The committee did not approve this NBI as written.
REFERRALS TO THE BOARD OF DIRECTORS
A. NBI:4/16-21
Action Requested: CTA will conduct an emergency investigation on the use of this year’s 11th grade CAASPP scores as a placement tool for math and English readiness at CSUs and other post-secondary education institutions, and the consequences thereof, and report finding to members and make a public statement about this issue.
MATTERS PENDING
A. None
INFORMATIONAL ITEMS
A. Elections: Jen Pettey re-elected as Chair, Steve Seal re-elected as Vice- Chair, and Jennifer Skellett, re-elected as Recorder
N - 8 B. Report of AST and C&I Review of CASSPP Teacher Guide ELA, Grades 3-4-5 C. Reviewed rule making for English Language Proficiency Assessments for California (ELPAC) D. Report of recent meetings of the following groups: 2nd CAHSEE Stakeholder Advisory Meeting; CAASPP Stakeholder Meeting; Promoting Authentic College, Career, and Civic Readiness Assessment Systems (PACCCRAS) Working Group; NEA ESSA Pacific Region Workgroup E. Continuing work on reviewing policy and ESSA regulations F. Legislative Advocate Report: ESSA Transition Plan G. California Alternate Assessments The California Alternate Assessments (CAAs) are based on alternate achievement standards aligned with the Common Core State Standards (CCSS) for students with an individualized education plan (IEP) and with significant cognitive disabilities. The goals of the CAAs include measuring the academic performance of students with significant cognitive disabilities. The CAAs are part of the CAASPP system.
The Assessment Development Office of the California Department of Education is looking for content reviewers who are: California teachers working with students who may take the CAAs Local educational agency (LEA) administrators Content specialists
H. Primary Language Test More than 1.3 million English learners (ELs) are enrolled in California public schools, constituting 29% of total enrollment. These ELs represent a wide range of language backgrounds, with Spanish as the most common, representing approximately 84% of ELs. A primary language test is being developed to provide a CCSS assessment in Spanish for ELs and students in dual immersion programs.
The Assessment Development Office of the California Department of Education is looking content reviewers who are: California science teachers California teachers working with students who may take the CA NGSS Local educational agency (LEA) administrators or content specialists
I. Applications are also being sought for hand scoring: California educators are invited to show interest in hand scoring the 2015-16 CAASPP Smarter Balanced Summative Assessments for ELA (short text and essay responses) or mathematics
N - 9
STUDENT SUPPORT SERVICES COMMITTEE
Patty Blume Taylor, Chairperson Kirsten Barnes, Vice Chairperson Sergio Martinez, Board Liaison Arleigh Kidd, Consultant Susan Midori-Jones, Consultant
MAJOR POLICY - Immediate Action (2/3rd vote required)
None
MAJOR POLICY - First Reading
None
OTHER ITEMS FOR IMMEDIATE ACTION
None
REFERRALS TO THE BOARD OF DIRECTORS
None
MATTERS PENDING
None
INFORMATIONAL ITEMS
1. CTA Board Liaison Sergio Martinez explained the concept behind CTA’s proposal to schedule a field-based State Council in October 2016. He explained the importance of the Proposition 30 Initiative campaign for members and the effect its failure could have on local bargaining.
2. SPS took the following positions on legislation referred to the SPS Committee:
AB 1644 (Bonta) School-based Early Mental Health Intervention and Prevention services WATCH
SB 1113 (Beall) Medi-Cal Mental Health Services OPPOSE
3. Patty discussed the CTA AB 420 member survey developed by the AB 420 Joint Committee Workgroup. To date, the member survey regarding alternative discipline practice and support for classroom teachers, has had over 2021 responses. This survey will be available to all CTA members on-line for several months. Use the following link to participate in the survey:
O - 1
http://send.ctamailings.org/link.cfm?r=869992826&sid=97483190&m=12962398&u=CT A_&j=33939794&s=https://www.surveymonkey.com/r/CTAAlternativeDisciplineSurvey
4. Jacquella Payne, CTA Liaison to CSNO (California School Nurses Organization), reported that currently there are 2,300 School Nurses in California and 1,300 are registered members of CSNO. The goal is to have 100% of all school nurses become CSNO members. A brochure, FAQ’s and information about the incentives available can be found on the CSNO website. The SS-CSNO Fall Conference will be held at the Mission Inn, Riverside, October 15, 2016, 9-2pm. The call for presenters is now open for the Biennial International School Nurse Conference, San Francisco, CA and the CSNO Conference, Monterey, CA March 14-18, 2017.
5. Amy Dauble, CASC (California Association of School Counselors) members, reported that their next conference will be held in Riverside on October 17-18, 2017. Early registration is open until August 15th. Amy was elected Executive Vice-President of CASC.
6. Nicole Piscionere, liaison to CSLA (California School Library Association), said that CSLA is having their Board meeting today. The CSLA Conference will be held at the Double Tree Hotel Sonoma Wine Country, February 2-5, 2017.
7. Patty Taylor, CTA liaison to the Pupil Services Coalition said that the Pupil Services Coalition had a presentation regarding community schools in California. Community schools offer many coordinated health and social-emotional support services to students. Patty reported that the Coalition did planning for the next year.
8. Ken Johnson, CTA liaison to SARB, reported that Attendance Awareness Month is coming up in September 2016. The month-long campaign will stress the importance of school attendance.
9. The SPS Committee thanked chair Patty Taylor for her many years of service as Chair and Vice-Chair of the SPS Committee. Patty will not be leaving the SPS Committee, but will be stepping down as Chair. Patty advocated for the creation of a State Council Committee focusing on student support services and their role in public education. She was one of the founding members of the SPS Committee.
10. The SPS Committee elected the following SPS members to committee leadership roles: Kirsten Barnes, Committee Chair; Allan Roberts, Committee Vice-Chair; Dorothy Chen- Maynard, Committee Recorder.
O - 2
NEGOTIATIONS COMMITTEE Allen Freemon, Chairperson Jeff Johnston, Vice Chairperson Carissa Carrera, Recorder Terri Jackson, Board Liaison Vern Gates, Consultant Brian Breslin, Consultant Seth Bramble, Legislative Advocate
MAJOR POLICY – Immediate Action (2/3rd Vote Required)
NONE
MAJOR POLICY – First Reading
NONE
MAJOR POLICY – Second Reading
Pg. 209
Bargaining Goals The California Teachers Association bargaining goals are grounded in the organization’s core values and are part of a bargaining program that includes on-going evaluation, planning, and action. Core Values: 1. To protect and promote the well-being of its members 2. To improve conditions of teaching and learning 3. To advance the cause of free, universal, quality public education 4. To protect human dignity and civil rights 5. To secure a more just, equitable and democratic society
The bargaining program begins with the goals. Evaluation begins with the analysis of environmental forces (organizational capacity and strategic leverage) that affect bargaining. The program continues with the planning of program strategies to achieve the bargaining goals through action and ongoing evaluation. To support the organization’s core values we honor the services of the certificated and classified bargaining unit personnel working to provide a quality educational program for all students. Bargaining Goals:
Salary 1. Establish and maintain comparable and competitive salaries utilizing revenues and reserves. 2. Attract and retain highly qualified, highly motivated unit members with a quality salary schedule that is geographically comparable. 3. Attract and retain highly qualified, highly motivated unit members with secure retirement benefits. Locals must ensure that employers do not overstate the cost factor of retirement benefits as a bargaining ploy to avoid salary increases. (NEG: June 2014)
P - 1
Health and Welfare Benefits 1. Establish and maintain a comprehensive program including health, dental, vision, life and income protection for the unit member and his/her family, at district expense. 2. Establish and maintain a workable high quality benefit structure. that does not establish a barrier to quality care.
Conditions of Teaching and Learning 1. Establish Provide and maintain the conditions of teaching and learning that demonstrate respect for the profession and are able to attract/retain highly qualified, highly motivated unit members. 2. Establish Provide and maintain the learning environment, including the salary and benefits of certificated and classified bargaining unit personnel, as a budget priority. 3. Establish Provide and maintain professional development opportunities based on unit members’ determination of need. 4. Establish Provide and maintain that he principle unit members are the primary decision- makers on the conditions of teaching and learning. 5. Provide all mandatory induction/early career support programs at no cost to the educator.
Right to Consult 1. The local bargaining unit shall actively engage its members in identifying goals in the areas of curriculum, educational objectives and textbooks, and shall exercise the right to consult on these matters. 2. The local shall demand to bargain any impacts and effects identified as part of the consultation process. 3. Unit members shall be appointed by the local association to all committees. 4. The local shall participate in and influence the LCAP process to achieve member goals. (NEG: June 2014)
Pg. 210
Conditions of Teaching and Learning 1. Establish Provide and maintain the conditions of teaching and learning that demonstrate respect for the profession and are able to attract/retain highly qualified, highly motivated unit members. 2. Establish Provide and maintain the learning environment, including the salary and benefits of certificated and classified bargaining unit personnel, as a budget priority. 3. Establish Provide and maintain professional development opportunities based on unit members’ determination of need. 4. Establish Provide and maintain that he principle unit members are the primary decision- makers on the conditions of teaching and learning. 5. Provide all mandatory induction/early career support programs at no cost to the educator.
(NEG: January 2001, June 2007, June 2008, May 2009)
P - 2 OTHER ITEMS FOR IMMEDIATE ACTION
1. NBI 4/16-5
That CTA work with a legislator to write a bill that guarantees all teachers receive full credit for years of service regardless of the district they move to within California.
The Committee also received a referral from the CTA Board of Directors to discuss full experience credit as a statewide requirement rather than a locally negotiated item.
After a thorough discussion, the Committee moves to disapprove NBI 4/16-5, for the reasons enumerated in Informational Item 1.
REFERRALS TO THE BOARD OF DIRECTORS
NONE
MATTERS PENDING
1. 6/16-2
Pursue legislation amending Section 44852 of the CA Education Code, specifically, the language allowing school districts to file complaints with the CCTC which could lead to the revocation of licensure.
INFORMATIONAL ITEMS
1. The committee had a thorough discussion regarding the Board referral and NBI 4/16-5 and made a disapproval recommendation on the NBI for the following reasons:
A. Uniform Salary Schedule Statute
Education Code Section 45028, Subdivision (b)
Section 45028 was amended in 1988 to add subdivision (b), which provides the following exception to the general uniformity rule:
(b) (1) It is not a violation of the uniformity requirement of this section for a school district, with the agreement of the exclusive representative of certificated employees, if any, to grant any employee hired after a locally specified date differential credit for prior years of experience or prior units of credit for purposes of initial placement on the salary schedule of the district.
(2) This subdivision is declaratory of existing law.
P - 3 According to the legislative history, adding subdivision (b) would “permit a school district to grant one teacher more experience than another teacher when a recent new hire is placed on the salary schedule.” (Sen. Educ. Com., Analysis of Senate Floor Amendments to Assembly Bill 3403 (1987-1988 Reg. Sess.) as amended in Senate August 2, 1988, attached handwritten note dated August 22, 1988.) Further, the purpose of adding subdivision (b) was to “allow school districts to more effectively recruit teachers to teach in high-need areas,” presumably because school districts would be able to grant teachers more service credit upon hire without having to incur the financial burden of uniformly applying a new crediting rule to existing employees through retroactive and proactive salary increases. (Sen. Educ. Com., Analysis of Senate Floor Amendments to Assembly Bill 3403 (1987-1988 Reg. Sess.) as amended in Senate August 2, 1988.) Specifically, there is evidence in the legislative history indicating that the amendment to section 45028 would supersede several recent court decisions that would force school districts across the state to bear the significant burden of retroactive salary payments to existing employees.
B. CTA Policy
Pg. 218 Collective Bargaining
(in relevant part, emphasis added)
Local chapters must negotiate written contracts with school employers. Such contracts shall result from negotiations in good faith between local chapters and school employers through representatives of their own choosing, to establish, maintain, protect, and improve matters relating to salaries, hours of employment, provisions for agency shop, other terms and conditions of professional service, and other matters of concern to the chapter. Negotiated contracts should include a comprehensive non-discrimination clause.
Pg. 221 Compensation
(in relevant part, emphasis added)
CTA believes educational employees should be professionally compensated for what they know and do. Therefore, CTA supports continued efforts by its chapters to bargain for compensation patterns that are fair, predictable, and open to all bargaining unit members.
CTA believes that local chapters may bargain compensation models to maximize career earnings. Locally bargained pay systems should work to promote employment in public education as a career. CTA opposes merit pay models, including those based on student test scores. Any compensation system used to enhance the single-salary schedule must meet certain criteria. Such systems shall: 1. Be voluntary, locally bargained and available to all unit members. 2. Be funded by new money, above the current funding, and that new funding to support the new system must be guaranteed and permanent. 3. Provide salary enhancements that are adequate, fairly distributed and designed to support professional practice.
P - 4
C. Practical Effects and Unintended Consequences
i) Currently, local bargaining units have been successful in extracting concessions for all bargaining unit members when employers desire to bargain exceptions to the uniform salary schedule that deviates from the employer’s current policy. Recent examples include Teachers Association of Lancaster, Antelope Valley Teachers Association, and Acton-Agua Dulce Teachers Association.
ii) In 2009 the United States Supreme Court decided Gross v. FBL Financial Services. In essence, the Court held that an employer who demotes, terminates, or lays off an older higher paid employee and hires a younger lower paid does not violate the Age Discrimination in Employment Act. Consequently, requiring employers by statute to grant credit for all years of service could have the unintended consequence of lawfully permitting employers to refuse to hire older certificated employees solely on the basis of increased salary costs.
iii) Changing the current statute has the potential to make recruiting certificated personnel in high need assignments in areas with very high unduplicated pupil counts more difficult and more costly.
iv) Changing the statute would have no effect on the looming teacher shortage because it would not increase the overall teacher labor pool. Rather, it could lengthen the time that vacancies remain unfilled by creating an inter-district domino effect where a teacher in a high needs assignment leaves one District for another, creating a new vacancy in their former District, and so on and so on.
2. The committee elected it’s’ officers for the 2016-2017 State Council. Congratulations to Chair Allen Freemon, Vice-Chair Jeff Johnston, and Recording Secretary Carissa Carrera.
3. The committee thanks all of the outgoing State Council Representatives for their hard work and dedication to the committee.
P - 5
SPECIAL EDUCATION COMMITTEE Barbara Schulman, Chairperson Michael Flores-Castaneda, Vice Chairperson Beth Smith, Recorder Tyrone Cabell, Board Liaison Angela Marese Boyle, Co-Consultant Karen Taylor, Co-Consultant Isabelle Garcia, Legislative Advocate
MAJOR POLICY – Immediate Action (2/3rd vote required) NONE
MAJOR POLICY – First Reading NONE
MAJOR POLICY –Second Reading
Pg. 338, Appropriate Placement: Special Education
CTA believes Individuals with Exceptional Need (IWENS) students with disabilities (SWDs) shall be educated in the most appropriate placement, based on their Individualized Educational Program (IEP).
A continuum of placements services including special education and related services, should shall be available to meet the needs of these individuals for special education SWDs and/or related services, including regular general education classes, special education classes, non-public schools and charters, special schools, home instruction, and instruction in hospitals, and state special schools. and institutions.
The impact of this continuum of placements services must be bargained, especially the issues of including class size and coordinated planning time for the employees involved. and appropriate inclusion programs. Professional development and trainings for employees involved shall be provided to address the needs of SWD in the appropriate and least restrictive environment (LRE). (SAE: October 1987, June 1993; SEC: June 2016)
OTHER ITEMS FOR IMMEDIATE ACTION NONE
REFERRAL TO THE BOARD OF DIRECTORS NONE
MATTERS PENDING NONE
Q - 1
INFORMATIONAL ITEMS
1. The Special Education Committee took the following positions on legislation: AB 2242 (Lopez), Interim Watch SB 884 (Beall), Oppose
2. Elections were held for the 2016-2107 State Council cycle. Michael Flores-Castaneda was elected chairperson. Roberta Kreitz was elected as Vice-Chairperson. Elizabeth Smith was re-elected as Secretary.
3. Karen Taylor, co-consultant let the committee know that their feedback on the Usability, Accessibility, and Accommodations Guide was received well from the CDE and that in that meeting there was a reiteration that the Universal Tools, Designated Supports, and Accommodations (UDAs) on the Smarter Balanced Assessment do not change the construct or reliability of student results for the assessment.
4. The CAAs are based on alternate achievement standards aligned with the Common Core State Standards (CCSS) for students with an individualized education plan (IEP) and with significant cognitive disabilities. The goals of the CAAs include measuring the academic performance of students with significant cognitive disabilities. The CAAs are part of the CAASPP system. The Assessment Development Office of the CDE is looking for content reviewers who are a. California teachers working with students who may take the CAAs b. Local educational agency (LEA) administrators c. Content specialists
Applications are also being sought for hand scoring: California educators are invited to show interest in hand scoring the 2015-16 CAASPP Smarter Balanced Summative Assessments for ELA (short text and essay responses) or mathematics. Contact the Assessment Development Office of the CDE for more information.
5. The AB 420 survey was sent out this week. Over 2,000 members responded in the first four days. The survey was created in response to AB 420 and is meant to collect information from members regarding their school discipline practices.
6. The Committee received reports from liaisons:
Advisory Commission on Special Education (ACSE), Kelly Connell Sandler and Rebekah Acord reported on three points. Teacher presence and input is encouraged in Local Control Accountability Plans to address unintended consequences where 70% of Special Education students may now fall into the Unduplicated Student category, affecting both funding and student services.
The committee should maintain contact/input with the Special Education in Correctional Facilities Steering Committee to continue to address improving outcomes of incarcerated youth (Useful contact: James Johnson, Chair.) and continue to monitor and address disproportionality and its potential link to incarceration and examine recent changes from Q - 2 the Office of Special Education Programs re: calculations to determine significant disproportionality.
SEC should be aware that Unified English Braille is being implemented throughout California for students with visual impairments, with implications for Assessment and Universal Access.
California School Psychologists Association (CASP), Josie Meza Malik said that CASP has not met since last State Council. For a comprehensive list of events, members can go to http://casponline.org/events/.
California Speech, Language and Hearing Association (CSHA), Trina Brown reported that CSHA has hired a new lobbying firm called Capitol Advisors for the purpose of being at the forefront of legislation and advocating for our (SLP) profession. The CSHA Conference in April was great. It will be in Pasadena next year; March 16-19, 2017.
Communities of Practice on Secondary Transition (COP), Ed Amundson reported on key topics: The work group on certificates of achievement discussed expansion into looking into policy around alternative diplomas. Appropriate committees need to review CTA policy to support or sponsor needed legislation on this. This issue is expanding across the state and country. The CTA Liaison is a member of the work group. COP has a face-to-face work group meeting at CTA in Sacramento scheduled for 8/12/2016.
The "Bridges to Future" transition institute is scheduled for 12/8-12/9. Also, there is a report on districts in the state (currently 3) that are requiring students to meet all A-G requirements to receive a diploma. This will have a major impact on students, particularly those with special needs.
California Middle Grades Alliance (CMGA), Troy Liggins reported out that CMGA agreed for CTA to have a table/booth at the California League of Schools conferences with the support of the liaison. They have also agreed to have CTA choose 3 middle schools under the support of the liaison to be recognized at their annual Luncheon in February.
Q - 3
LANGUAGE ACQUISITION COMMITTEE
Veronica Miranda-Pinkney, Chairperson Rosalinda Quintanar, Vice Chairperson Shanti Arnold, Recorder Marty Meeden, CTA Board Liaison Tomás Martínez, Consultant Norma Ortiz, Consultant Jennifer Baker, Legislative Advocate
MAJOR POLICY - Immediate Action (2/3rd vote required) NONE
MAJOR POLICY – First Reading NONE
OTHER ITEMS FOR IMMEDIATE ACTION NONE
REFERRALS TO THE BOARD OF DIRECTORS
MATTERS PENDING
INFORMATION ITEMS
1. The Committee welcomed Ms. Teri Holoman, CTA Political Action Manager. She provided an update on matters related to the Global Economy (Ed.G.E.) Initiative.
2. The Committee reviewed and gave input into the English Language Proficiency Assessment (ELPAC) document that will be presented at the state level.
3. The Committee would like to thank the Communications Department for their feature on Dual Immersion Language Programs in the May/June 2016 publication of the California Educator.
4. The Committee accepted nominations for committee positions and elections were held. Veronica Miranda-Pinkney was re-elected as Chairperson of the committee, Rosalinda Quintanar was re-elected Vice Chairperson, and Shanti Arnold was re-elected Recorder.
5. The Committee thanks the following members for their services to the committee: Linda Serrato, Corey Moore, Caridad Rivera, and Kyle Wade.
R - 1 Primary Language Test More than 1.3 million English learners (ELs) are enrolled in California public schools, constituting 29% of total enrollment. These ELs represent a wide range of language backgrounds, with Spanish as the most common, representing approximately 84% of ELs. A primary language test is being developed to provide a CCSS assessment in Spanish for ELs and students in dual immersion programs.
NOTE: The Smarter Balanced mathematics assessments offer language accommodation test versions in Spanish and nine other primary languages. In the case of the Spanish assessment, students can respond to open-ended (constructed-response) test questions in Spanish.
The Assessment Development Office of the California Department of Education is looking content reviewers who are: • California teachers who may be bilingual and/or biliterate • California teachers who work with ELs • Local educational agency (LEA) administrators or content specialists
Applications are also being sought for hand scoring: California educators are invited to show interest in hand scoring the 2015-16 CAASPP Smarter Balanced Summative Assessments for ELA (short text and essay responses) or mathematics.
R - 2 May 26, 2016
Dear California English Language Development Test District Coordinators:
2016–17 OPPORTUNITIES FOR EDUCATOR INVOLVEMENT IN THE DEVELOPMENT OF THE ENGLISH LANGUAGE PROFICIENCY ASSESSMENTS FOR CALIFORNIA
To support the development of the new English Language Proficiency Assessments for California (ELPAC), the California Department of Education (CDE) and its ELPAC contractor, Educational Testing Service (ETS), are offering several opportunities during the 2016–17 school year for California educators.
The CDE and ETS are seeking applications from current and retired California educators who have experience and expertise in English language development (ELD) and/or experience teaching English to English learners (ELs) in kindergarten through grade twelve (K–12). Teachers, administrators, EL specialists, literacy specialists and coaches in K–12, and college and university educators are encouraged to apply.
There are four educator opportunities available during the 2016–17 school year. The table below shows a listing of opportunities and their corresponding dates, time commitments, and application deadlines. See the online application at the link below for more specific details. All meetings will be held in Sacramento.
Meeting Time Application (Location: Meeting Goal Date Commitment Deadline Sacramento) Participants will score student Speaking Speaking responses and identify October 3–4 days July 6, 2016 Range Finding anchor responses and training 2016 samples. Participants will score student Speaking Speaking responses and identify April/May 3–4 days January 6, 2017 Range Finding anchor responses and training 2017 samples. Participants will score student Writing samples and identify Writing anchor and training responses to May/June 3 days January 6, 2017 Range Finding be used in the scoring of the 2017 written constructed-response items. Participants will complete the September/ Standard bookmark Standard Setting process October 4 days March 10, 2017 Setting and make Summative Assessment 2017 cut-score recommendations.
R - 3 May 26, 2016 Page 2
The online application can be accessed at https://www.surveymonkey.com/r/ELPACApp2016.
Once the application window closes for each opportunity, ETS will notify accepted applicants and provide them with additional information about the meeting. Travel expenses for the meetings will be prepaid or reimbursed by ETS in accordance with state travel rules and rates. In addition, school districts will be reimbursed for the costs of substitute teachers (if needed) or participants will receive honorarium (if on non-contract days).
If you have questions about these educator opportunities, please contact Jackie Adams, Project Specialist, Sacramento County Office of Education, by phone at 916-228-2207 or by e-mail at [email protected].
Sincerely,
/s/
Traci Albee, Administrator English Language Proficiency Assessments Office
TA:cnk cc: Bilingual Coordinators Network Local Educational Agency CAASPP Coordinators Regional Assessment Network Title III Directors
R - 4 POLITICAL INVOLVEMENT COMMITTEE Christopher Brunette, Chairperson Roberto Rodriguez, Vice Chairperson Rene Banda, Recording Secretary Gayle Bilek, Board Liaison Teri Holoman, Consultant Sandra Lowe, Consultant Toni Trigueiro, Legislative Advocate
MAJOR POLICY – Immediate Action (2/3 vote required)
None
MAJOR POLICY – Second Reading
None
OTHER ITEMS FOR IMMEDIATE ACTION For the official title, summary and status of these initiatives, please visit the California Secretary of State’s website at sos.ca.gov.
A. Recommend that CTA support the “State Fees on Hospitals. Federal Medi-Cal Matching Funds. Initiative Statutory and Constitutional Amendment” (also known as the California Medi-Cal Hospital Reimbursement Initiative).
B. The Committee discussed and voted to make no recommendation for the following initiatives: 1. Referendum on Single-Use Plastic Bag Ban 2. Kindergarten - Community College Public Education Facilities Bond Act of 2016 3. No Blank Checks Initiative: (Revenue Bonds. Statewide Voter Approval) 4. The California Safer Sex in the Adult Film Industry Act 5. The California Drug Price Relief Act (Prescription Drug Price Cap) 6. California Healthcare, Research & Prevention Tobacco Tax Act of 2016 7. Control, Regulate, and Tax Adult Use of Marijuana Act 8. The Justice that Works Act of 2016 (Death Penalty Repeal) 9. Death Penalty Reform and Savings Act of 2016 (Pro-Death Penalty) 10. The Public Safety and Rehabilitation Act of 2016 11. California Legislature Transparency Act 12. Safety for All Act of 2016 (Gun Safety) 13. Environmental Fee Protection Act 14. Hospital Executive Compensation Act of 2016
C. Authorize up to $25 million from the Initiative Fund to support CTA positions on the November 2016 ballot.
S - 1 REFERRALS TO THE BOARD OF DIRECTORS
None
MATTERS PENDING
A. The PIC Policy and Procedures Subcommittee continues to investigate the issue of the open and top-two primary system for policy development.
INFORMATIONAL ITEMS
1. PIC Chair, Christopher Brunette introduced guest speaker California Secretary of State Alex Padilla and welcomed Dan Kivett, ESP Chair and visiting ESP Emerging Leaders. The Chair also announced completion of the 2016 Political Academies. 2. Board Liaison Gayle Bilek informed the Committee about the regional campaign plan roll out and the field based State Council. 3. CTA/ABC Chair Mike Patterson discussed the ongoing need to raise CTA/ABC dues and the filing/funding application deadlines for the November elections. 4. Consultant Scott Day discussed November ballot initiatives and the state budget. 5. Consultants Teri Holoman discussed the 2016 political landscape. 6. Consultant Sandra Lowe explained member data issues and a State Council GOTV social media activity. 7. The Committee took the below position on legislation: SB 1349 (Hertzberg) - Support 8. The Committee recognized the service of outgoing members Mike Patterson, Roberto Rodriguez and Carlos Rico. 9. The Chair recognized and thanked the staff consultants for their dedication and hard work for the Committee. 10. The Committee elected PIC leadership for 2016-17: Chair – Christopher Brunette Vice Chair – Dorothy Kim Recording Secretary – Shay Lohman
S - 2 Get SOCIAL for the Primary Election, Tuesday, June 7th
Tuesday, June 7 is the Primary Election. Please encourage colleagues, friends and family to vote if they haven’t already. Voter turnout is expected to be low and some of our recommended candidates are up against opponents backed by deep-pocketed corporate special interests who care only about themselves and NOT our students and our profession. Get SOCIAL by downloading these graphics from Facebook, Twitter and Instagram @WeAreCTA and use them along with the following sample posts, tweets and hash tags to join the online conversation.
Election Hashtags to Use in Tweets:
Nationwide: #Election2016 #2016Election CTA and California related: #CTAElection2016 #CACantGoBack #CABudget
Sample General Campaign Tweets:
Where do I vote? Text CTA VOTES to 69866 to get a reminder about Election Day and find the location of your polling place! Want to know where to vote? Text CTA VOTES to 69866 to get polling place updates. #CTAElection2016 Your vote makes a difference! Text CTA VOTES to 69866 to get polling place updates. #CTAElection2016 See a full list of CTA endorsed recommendations here: http://cta.org/campaign2016 #CTAElection2016 See a full list of CTA endorsed recommendations in your area: http://www.cta.yourvoter.guide/#/search #CTAElection2016 #CACantGoBack Want to learn more about CTA endorsed recommendations? Follow them on Twitter: https://twitter.com/WeAreCTA/lists/cta-recommends-2016
Specific Candidates: The recommended candidates need help this primary election. They are up against corporate special interests pouring millions in campaigns to elect candidates who will push their agendas. We can help spread the word about why they are the best candidates for our students and public education. Use the following sample posts on social media.
Dan Wolk, AD 4: @dan_wolk
.@dan_wolk grew up in CA, attended CA public schools & believes it is time to reinvest in our public schools. #CTAElection2016 .@dan_wolk is fighting for universal preschool & affordable college tuition to give every child the opportunity to succeed. #CTAElection2016
Mae Torlakson, AD 14: @MaeTorlakson S - 3 .@MaeTorlakson is progressive, pragmatic, for college affordability, environmental protection & economic opportunity. #CTAElection2016 .@MaeTorlakson will fight for equal access to education, economic opportunity & good jobs. #CTAElection2016
Cheryl Cook-Kalio, AD 16: @CookKallio
.@CookKallio spent 39 years educating our youth and was recognized with honors for her excellence in the classroom. #CTAElection2016 .@CookKallio believes strongly in public education, has firsthand classroom experience & knows how to make education work. #CTAElection2016 .@CookKallio will work to attract & retain more high quality teachers, reduce class sizes, and improve education funding. #CTAElection2016
Vicki Veenker, AD 24: @Vicki4Assembly
.@Vicki4Assembly says we must increase CA's per pupil K-12 school funding by prioritizing education & extending Prop. 30. #CACantGoBack .@Vicki4Assembly wants to reduce student debt & prepare students for the workforce, including high-quality STEM education. #CTAElection2016
Ash Kalra, AD 27: @Ash_Kalra
.@Ash_Kalra knows providing teachers w/ resources to teach & parents w/ tools to support kids is a winning formula for academic achievement. .@Ash_Kalra believes it's our job as a community to partner w/ parents, teachers & students to offer the best education. #CTAElection2016
Ardy Kassakhian, AD 43: @ArdyforAssembly
.@ArdyforAssembly knows teachers shouldn’t have to buy school supplies for their students w/ their own money. #CTAElection2016 #CACantGoBack .@ArdyforAssembly will fight to make sure our schools have the funding they need by making Prop 30 permanent. #CACantGoBack #CTAElection2016
Bryan Urias, AD 48: @BryanUrias4SGV
.@BryanUrias4SGV will work w/ community colleges & education agencies to invest in 21st century career & tech ed programs. #CTAElection2016 .@BryanUrias4SGV will fight for kids by ensuring our K-12 education system receives necessary funding to prepare students. #CTAElection2016
Henry Stern, SD 27: @henrystern2016
.@henrystern2016 is working on incentives which will encourage more students to enter the teaching profession. #CTAElection2016 .@henrystern2016 knows we need great schools in CA to produce a well-educated workforce, to support good jobs & help turn our economy around
S - 4 TEACHER EVALUATION AND ACADEMIC FREEDOM COMMITTEE
Donald Stauffer, Chairperson Linda Ortega, Vice Chairperson Erika Jones, Board Liaison Alexandra Condon, Recorder Patricia Rucker, Legislative Advocate Norma Sanchez, Legislative Advocate Chuck King, Consultant Clifford Schuster, Consultant
MAJOR POLICY -First Reading
None
MAJOR POLICY -Second Reading
None
OTHER ITEMS FOR IMMEDIATE ACTION
None
REFERRALS TO THE BOARD OF DIRECTORS
None
MATTERS PENDING
1. Referral from CTA Board to develop principles for administrator evaluation.
INFORMATIONAL ITEMS
1. The Committee received a report from the Board Liaison regarding the format of the October 2016 State Council.
2. The Committee received a report from the Legislative Advocates about teacher evaluation legislation before the Committee (AB 2825-Weber and AB 2826- Weber).
3. The Committee discussed formative and summative assessments with the Legislative Advocate for use in evaluating current policy.
4. The Board Liaison opened nominations for Committee Chairperson, Vice Chairperson and Recorder. The Committee elected Donald Stauffer as Chairperson, Linda Ortega as Vice Chairperson and Alexandra Condon as Recorder.
5. The Committee agreed to invite a guest speaker to discuss the current BTSA law/process at the January 2017 State Council.
T - 1 6. The Committee will be forming a process to begin developing principles for administrator evaluation beginning with the January 2017 State Council.
7. The Committee received a report from CTA’s Chief Counsel regarding the need for more trained panelists for teacher dismissal hearings.
8. The sub-committees continued on-going work on policy review.
T - 2 EARLY CHILDHOOD EDUCATION COMMITTEE Monique Segura, Chairperson Kei Swensen, Vice Chairperson Trent Stillman, Recorder George Melendez, Board Liaison Ann Adler/Elisa Gusdal, Consultants Toni Trigueiro, Legislative Consultant
MAJOR POLICY – First Reading
Early Childhood Education p 273 CTA believes pre-school to grade three students should have access to a curriculum that prepares them for further elementary education and leads them to a secondary and post-secondary education. This curriculum should be developmentally appropriate and allow time to master appropriate grade-level skills. Kindergarten, transitional kindergarten and pre-school should specifically provide hands-on, experiential, child-centered, explorative, play-based learning activities and experiences. to prepare students for Kindergarten. (ECE: April 2011)
Day Care p 349 CTA believes there must be articulation among professional educators, parents, and social services agencies to jointly examine and monitor day care centers for developmentally appropriate educational programs, adequate facilities, proper adult supervision and appropriately credentialed personnel. The mental and emotional well-being of a child enhances his/her learning experiences and that stress involving the changing patterns of the family structure should be minimized by providing quality child care services. 1. Any agreement with the state, local education agency, institution of higher education or community center must assume: a. Parents of school age children will be involved in the development and implementation of the program; b. Non-discrimination in enrollment of children on the basis of race, ethnicity, socio/economic status or handicap ability; c. Compliance with the state and local licensing laws and regulations; d. The classroom or other school facilities utilized during the instructional day be exempt from usage in the before or after school child care services program. e. Any act which affects the terms and conditions of employment will be negotiated; and, f. The human and civil rights of the children in such programs are protected. 2. Sufficient funding for programs. a. A fee schedule be established by the State Department of Education augmented by federal, state, and local funding.
U - 1 Adequate funding as well as a clean, safe and educational environment to enhance the early development of all children should be supported. (ECE: October 1984, May 1985, January 1989, January 1995, January 1996, January 2008; SSM: June 2008)
Early Childhood Education p 354 - 355 CTA believes learners of all ages must have equal access to appropriate public school programs. Early childhood education programs in public schools for children from birth to age eight should be supported.
Programs should be held in facilities that are appropriate to the developmental needs of these children. Developmental level, including social, emotional, motor and intellectual maturity, is fundamental to the success of a child’s achievement. Early childhood education programs should include a full continuum of services for parents, inclusive of training programs that prepare parents to take an active role in the child’s education and development.
CTA strongly supports an integrated and developmentally appropriate curriculum which focuses on the whole child in an active learning environment which includes large group, small group and individual activities. Decision making and critical thinking skills should be integrated into all areas of curriculum. In addition, concept driven programs should be developed which are interdisciplinary as well as project oriented.
There is a need for appropriate early intervention strategies to address learning problems. Early childhood education programs should maintain small class size with appropriate teacher/child ratios for each age. These programs must be staffed with fully credentialed teachers and support staff. Males should be recruited for active involvement in all aspects of early childhood education. Early childhood education should include programs for Individuals with Exceptional Needs (IWENS).
An extended day program beyond the state mandated minute day, designed to accommodate the day care needs of parents and children is an option and must be developmentally appropriate. Activities provided shall consider the emotional and physical needs of the child. An extended program is not intended to duplicate the base core curriculum or to extend the bargaining unit members’ instructional time or work day.
Developmentally appropriate, observational, and non-graded assessments of children under the age of eight (8) are essential in to informing and guide teachers about the planning of instruction to support educational success. Bias-free assessments of children should be designed to determine proper placement for participation in the developmentally appropriate practice needs of the student.
Early childhood education programs must be sensitive to and meet the health and nutritional needs of children.
CTA supports legislation to assist in the implementation of fully funded early childhood education programs offered through the public schools. Any expansion of early childhood education programs should insure full funding without encumbering current Prop. 98 funded K-14 programs unless the ADA for the expanded program is included in the ADA for determining the amount in the Prop. 98
U - 2 Trust Fund. (ECE: March 1985, January 1989, June 1993, June 1994, March 1995, March 1996, June 1998, March 2003)
Transitional Kindergarten (New)
CTA believes that transitional kindergarten shall be available to all eligible students. While age alone is not the solo determinant of a child’s readiness, a child should be a minimum of age five between September 2 and December 2. Class size for transitional kindergarten shall not exceed a 1:20 ratio and be staffed at a ratio not to exceed 1:10 supported by one credentialed teacher and one qualified instructional aide. Transitional kindergarten teachers shall have at least 24 units of early childhood education classes or experience teaching children younger than the age of 8. Transitional kindergarten curriculum should be developmentally appropriate. Transitional kindergarten should specifically provide hands-on, experiential, child-centered, explorative, play-based learning activities, and experiences.
MAJOR POLICY – Second Reading
None
OTHER ITEMS FOR IMMEDIATE ACTION
None
REFERRALS TO THE BOARD OF DIRECTORS
None
MATTERS PENDING
INFORMATIONAL ITEMS
1. Toni Trigueiro, Legislative Advocate, reported a Transitional Kindergarten Implementation Guide is available. The new resource for teachers and administrators to help address quality implementation of Transitional Kindergarten. This publication, “Transitional Kindergarten Implementation Guide: A Resource for California Public School District Administrators and Teachers,” is available from the California Department of Education at http://www.cde.ca.gov/ci/gs/em/documents/tkguide.pdf. This document provides linkages between the Preschool Learning Foundations, Transitional Kindergarten, and Kindergarten curriculum and instruction.
Toni also discussed the status of SCR 125 to be considered by ECE Committee. The ECE Committee took an oppose position.
2. George Melendez, CTA Board Liaison, reported about CTA legal victories: Friedrichs, Vergara and Bain. He also talked about October State Council’s change to field-based activities to push for the November election. He encouraged committee members to take the AB420 survey. He
U - 3 thanked committee members for their service, and we celebrated with cake and cider.
3. The ECE Education Sub-Committee reviewed the Superintendent’s Advisory Task force on Accountability and Continuous Improvement’s document: “Preparing All Students for College, Career, Life, and Leadership in the 21st Century.” They generated a list of concerns and questions which will be shared with President Heins.
4. Seventy-one groups have signed on to a joint statement opposing the May Revision Early Education Block Grant Proposal.
U - 4 Joint Statement on the May Revision Early Education Block Grant Proposal June 1, 2016
nified Sch U oo rn l u D b is e t s r i i
c W
t W 1896
P r o 4 v 1 i 0 d 2 in . g st E E xc elle n nce in Educatio
U - 5 On behalf of a broad coalition of early education and K12 organizations, we thank the Legislature for rejecting the May Revision proposal for an early education block grant and urge you to remain firm in this position. The concerns with the block grant outlined below continue to persist. We respectfully oppose the May Revision early education block grant based on the following components:
Sets a low level and method of funding to provide high quality programs for young children. Creating a block grant makes funding vulnerable to future economic downturns and service demand increases. The proposal also fails to recognize that the funding allocated in the block grant is a depreciated level due to budget reductions experienced during the Great Recession. The proposed per-pupil rate is not a sustainable level to provide high quality programs and services. The rate is far less than effective programs that have demonstrated improved outcomes for children and are funded at approximately $12,000 per child. The block grant proposes $6,200 – a sum that is substantially less than full-day preschool funding or the transitional kindergarten per- pupil funding. The proposal is also premised on a part-day program for 175 days. Full-day, full-year preschool programs are offered for 250 days and at least 6.5 hours a day. Limiting hours and days of program is a disservice to our working families who already face challenges in finding affordable early childhood programs that meet their needs.
Dismantles Transitional Kindergarten. The proposal would eliminate Transitional Kindergarten (TK), an effective program that boosts children’s readiness for kindergarten and provides quality early experiences. TK provides an economically integrated program of high quality that serves California’s diverse population including dual language learners and children with exceptional needs. It is offered throughout the state and has become part of the K-12 system with teacher and staff qualifications and developmentally appropriate curriculum. Families and schools rely upon it. As the recent American Institutes for Research study showed, children who participate in TK enter kindergarten five months ahead of their peers in key characteristics such as pre-literacy and math skills. The early education block grant would dismantle a program that has shown positive results for children and deprive families of a program they expect to be part of their local education system. Let’s not turn back the clock by depriving public school families of this opportunity.
Imposes sweeping changes that will have serious repercussions for the education for young children statewide and for opportunities and full day services for families. Details were only made available less than three weeks ago; the Legislature cannot responsibly consider and adopt such a sweeping restructuring of our early learning system in the few weeks remaining in this budget season. Given this truncated timeline, the public would not have a fair chance to review and comment on the proposal’s major elements. The public and policy makers need to understand and address in a comprehensive manner the impact that changes of this magnitude would have on California’s system of early care and education and provide a comprehensive roadmap that will support greater coherence and avoid disruption and dismantling of programs that provide critical services to children and working families.
As the recent PPIC poll demonstrates, a strong majority of Californians favor state funding for voluntary preschool for all four-year olds in California. Research shows that all children can benefit from high quality prekindergarten programs. Instead of dismantling programs and restricting the funds, why not work towards developing opportunities to provide high quality prekindergarten programs so that more children can benefit? We understand that doing so will take time to plan and implement, but having an aspirational vision that builds and leverages the capacity of local educational agencies and community based organizations to meet the needs of children and families is worth accomplishing.
The Legislature has demonstrated critical leadership in crafting the Local Control Funding Formula (LCFF) to provide additional resources for children who face greater challenges without displacing public school children. As a result of this leadership, LCFF provides grants to improve services for these children, but does not displace or prevent districts from serving all children and families in their districts. This is a model we can learn from and use in addressing issues in the early education system.
We respectfully request that the Legislature provide leadership in early education by taking the time to craft a proposal that improves but does not dismantle effective programs. Thank you for your consideration.
Sincerely, U - 6 Early Edge California Jefferson Elementary School District Superintendent California Association of School Business Officials Bernardo Vidales (CASBO) Kern County Superintendent of Schools Christine Frazier Advancement Project Kidango Alliance for a Better Community Kings Canyon Unified School District Superintendent Alpaugh Unified School District Superintendent Juan Garza Robert M. Hudson Ed.D. LAUP Alum Rock Union School District Lutheran Office of Public Policy - California Superintendent Hilaria Bauer, Ph.D. Lynwood Unified School District Arcohe Union School District Superintendent Mission: Readiness Dr. Jim Shock MomsRising Association of California School Administrators (ACSA) Mountain View Valley School District Superintendent Bay Area Council Lillian Maldonado French Butte County Superintendent of Schools Tim Taylor New Teacher Center California Association of Suburban School Districts The Opportunity Institute (CALSSD) Orange County Department of Education California Federation of Teachers (CFT) Parent Institute for Quality Education (PIQE) California School Boards Association (CSBA) Pasadena Unified School District California School Employees Association, AFL-CIO (CSEA) Superintendent Brian McDonald California School Funding Coalition Placentia-Yorba Linda Unified School District California State PTA Superintendent Doug Domene Ed.D. California Teachers Association (CTA) Public Advocates Inc. Californians Together ReadyNation Central Valley Education Coalition River Delta Unified School District Children Now Superintendent Don Beno Chula Vista Elementary School District Superintendent Robla School District Superintendent Ruben Reyes Francisco Escobedo, Ed.D. Rosemead School District Clovis Unified School District Superintendent Dr. Amy Enomoto-Perez Coalition for Adequate Funding for Special Education Sacramento City Unified School District Superintendent José Banda Common Sense Kids Action Sacramento County Office of Education Compton Unified School District Superintendent of Schools Dave W. Gordon Congregation Beth Am Salinas City Elementary School District Superintendent Educare California at Silicon Valley Martha Martinez Elk Grove Unified School District Superintendent San Juan Unified School District Superintendent Kent Kern Christopher Hoffman San Mateo County Office of Education Elverta Joint Elementary School District Superintendent Superintendent of Schools Anne E. Campbell Mike Borgaard, Ed.D. Service Employees International Union (SEIU) Families in Schools Silicon Valley Leadership Group Fight Crime: Invest in Kids California South Bay Union School District First 5 Association of California Superintendent Dr. Katie McNamara First 5 California Twin Rivers Unified School District Superintendent Dr. Steven Martinez First 5 Los Angeles United Ways of California First 5 Santa Clara United Domestic Workers of America, AFSCME Local Folsom Cordova Unified School District Superintendent 3930, AFL-CIO Deborah Bettencourt Wiseburn Unified School District Superintendent Galt High Union School District Superintendent Tom Johnstone Elizabeth Kaufman, Ed.D. Yolo County Superintendent of Schools Jesse Ortiz, Ed.D.
U - 7
LIAISON COMMITTEE
Theresa Montaño and David Goldberg, Co‐chairs Elana Davidson, Chair of Agency Review Toby Boyd, Member Leslie Littman, Member Sergio Martinez, Member Marty Meeden, Member Ken Burt, Consultant Dawn Basurto, Staff Support
Elana Davidson, Chairperson of the Agency Review Committee presented the report of the Committee.
LIAISON COMMITTEE OF THE WHOLE
The CTA Liaison Committee met for the final meeting of the year. CTA Board Member’s Marty Meeden and Sergio Martinez recognized our retiring liaisons Ed Amundson and Daly Jordan Koch, as well as other liaisons who will not be returning to the program. A detailed presentation was given by Estelle Lemieux, Legislative Advocate on the Governor’s Budget and actions by the Legislature. Teri Holoman, Manager of CTA’s Political Department spoke about the California Children’s Education Protection Health Care Act and reviewed the tentative CTA Campaign Plan as well as urging liaisons to seek endorsements and resolutions where appropriate from their respective agencies.
SUMMARY OF REPORTS
California Native America Heritage Commission
CNAHC is working with the tribal leadership and the CCTC (California Commission on Teacher Credentialing) on a certification process for educators delivering dual immersion programs.
California Commission on Teacher Credentialing
There is a lot of proposed activity on Teacher Preparation, transformation of Teacher Prep programs and draft Teacher Preparation expectation. Focus groups have been conducted throughout the state. Draft could be considered at the next meeting.
State Board of Education
CTA President’s Eric Heins and CTA are involved the revisions of the California Accountability Systems. Important focus on investigating measuring Qualitative aspects of an Accountability system (i.e. School Climate)
V ‐ 1
Advisory Commission on Charter Schools
There is a need for a balanced objective charter schools. Currently charter schools are eventually approved with no oversight! No questioning of Charter School practices.
Student Attendance Review Board
Spread the word about September being attendance awareness month.
CSNO
As of July 1, 2016, it will no longer be joint membership with NASN, (National Association of School Nurses) members are encouraged to maintain membership in both.
Linked Learning
Dual Enrollment: implications of expanding dual enrollment need to be explored further. There are concerns about what models to use, who teaches courses, student supports, etc. that need to be addressed. For example, should a community college faculty member or a high school teacher teach the class? Where should it be? Are students getting the increased counseling, tutoring available for them at community college if the course is on a high school campus? Also, bargainable issues over teacher stipends for extra time spent with students (i.e. office hours). California Kindergarten Association:
CKA opposes the block grant fearing that it will dismantle TK programs.
California First 5
California First 5 discussed the early childhood block grant. They are reaching out to stakeholders and partners to support "Talk, read, sing" initiative
Advisory Commission on Spec Ed:
70% of spec education students have fallen into unduplicated student count. Teachers should make sure students are taking the alternate assessment, because the 1% of severe SDC students taking that test will give a realistic view of performance.
California Science Teacher Association
California has applied for and received a waiver to end CST Science testing. If interested in more information and summer workshops on the new Science standards, visit www.cascience.org.
California Council of Social Studies
Looking for presenters at their annual conference March 3‐5, 2017. Visit http://ccss.org/ for an application.
V ‐ 2
INFORMATIONAL ITEMS ~ (Conferences)
California Teachers of English to Speakers of other Languages 47th Annual Conference November 17‐20, 2016. California Association of Mexican American Educators Conference – November, 2016 California Association of Teachers of English annual Conference, February 17‐19, 2017. California Association of School Counselors will have their annual conference in Riverside on October 16‐18, 2016. Early Bird registration will be open on August 15. CSNO annual conference will take place March 16‐19, 2017 in Monterey, CA. CSNO membership changes go into effect July 1, 2016. CSHA will have their annual conference in Pasadena March 16‐17, 2017. Community of Practice and Secondary transition: Annual transition summit Dec 8and 9th in San Diego. Annual meeting will be Aug 12 will be in Sacramento at CTA meeting. CA School Psychologists: August retreat on Queen Mary; Fall convention in Newport Beach in October
V ‐ 3
CTA BOARD OF DIRECTORS REPORT
STATE COUNCIL OF EDUCATION
JUNE 4-5, 2016
NEW BUSINESS ITEMS
NBI 6/16-1 WAS WITHDRAWN BY THE MAKER.
NBI 6/16-2 Pursue legislation amending Section 44852 of the CA Education Code, specifically, the language allowing school districts to file complaints with the CCTC which could lead to the revocation of licensure.
Rationale: During the worst teacher shortage in memory, school districts, instead of working with locals to make working conditions better for all educators, are forcing our members, under the threat of losing their credentials, to sign letters locking them into returning for the 2016-2017 school year. This is wrong and needs to be changed. LTSP Area: Transforming Our Profession LTSP Explanation: Instead of forcing our members into a form of indentured servitude by attacking the professional licensure of educators who accept better employment opportunities over the summer, local education agencies should be working with locals to improve the working conditions, and compensation, of every educator in California. [Corey Penrose (STL)/Alyson Brauning (CRE)]
THE ABOVE ITEM WAS REFERRED TO THE NEGOTIATIONS COMMITTEE.
CTA STATE COUNCIL ‐ Y 1 ‐ JUNE 4‐5, 2016
NBI 6/16-3 Using the ACLU-New Mexico complaint as a model, CTA will collaborate with the ACLU and pursue legal action to delete, “The LEA and its employees shall not solicit or encourage any written exemption request on behalf of any child or group of children.” (5CCR,852(c)) as it violates First Amendment Rights.
Rationale: Parents have the right to receive honest/complete information from their children’s teachers about negative/positive effects that standardized tests will have on their child. Parents ask teachers to share whether they think a specific test is beneficial or harmful. However, due to teachers’ fears of being disciplined for soliciting parents to opt out, many do not feel comfortable providing the candid responses parents need to make informed decisions about opting out. The non- soliciting regulation only permits teachers to provide a one-sided, state- sanctioned, positive view of standardized testing to parents without fear of punishment from their government employer. LTSP Area: Community Engagement LTSP Explanation: Paraphrased from the original ACLU complaint: The non- solict/encourage regulation only prohibits teachers from speaking negatively about the test, but in no way restricts a teacher’s ability to praise the standardized tests they must give their students. Parents are dependent on teachers—the only ones uniquely positioned to speak to the impact of standardized testing on both individual students and the educational system as a whole—to make informed decisions about their children’s education. Yet the non-soliciting regulation creates a secretive Star Chamber wherein teachers are not permitted to voice any concerns to parents that may “encourage” the parent to opt out, but are permitted to provide praise. Parents and students suffer as a result of this regulation because parents are unable to obtain honest and accurate information about the impact these tests have on their children. [Shane Parmely (CPD)/Gretel Rodriguez (LNG)]
THE ABOVE ITEM WAS REFERRED TO THE CTA BOARD OF DIRECTORS.
CTA STATE COUNCIL ‐ Y 2 ‐ JUNE 4‐5, 2016
NBI 6/16-4 That CTA adjust the reimbursement rate for care for dependents. The reimbursement rate shall be 80% of the state minimum wage, per dependent, to a maximum of $500 per weekend. The CTA Board of Directors should set the final rate.
Rationale: The current reimbursement rate for care for dependents is set at $7 per hour, with a maximum reimbursement of $280 for a weekend. The current reimbursement rate is below the state minimum wage, and will fall farther behind the state minimum wage as it increases in the coming years. Members must be able to secure qualified, competent, and responsible care for their dependents at a competitive wage. LTSP Area: Structure and Governance LTSP Explanation: In order to continue to encourage members to become and remain involved in an organizing culture, members must have knowledge that they have secured qualified care for their dependents. [Jeff Johnston (NEG)/Allen Freemon (NEG)]
THE ABOVE ITEM WAS REFERRED TO THE CTA BOARD OF DIRECTORS.
CTA STATE COUNCIL ‐ Y 3 ‐ JUNE 4‐5, 2016
NBI 6/16-5 CTA will revise its bargaining training/videos to reflect the anti-bias training/policies currently adopted, with particular attention paid to gender dynamics, sexism, and intersectionality. Training will include practice on how to address these issues at the bargaining table in order to maintain parity.
Rationale: I can't imagine anyone at CTA telling Dolores Huerta that she should have smiled and been friendlier to the growers when she sat down with them at the bargaining table. No one attending a CTA bargaining training should ever feel they are being told to do that either. CTA is uniquely situated to train thousands of labor leaders each year and can better prepare the next generation of leaders to confront and dismantle the patriarchal dynamics that often arise when a predominately female work force negotiates with a predominantly male employer. LTSP Area: Organizing Culture LTSP Explanation: Replacing outdated training videos and materials that reflect gender dynamics that do not create parity at the bargaining table will improve morale at trainings and encourage more members to participate. [shane parmely (CPD)/Colleen Briner-Schmidt (RET)]
THE ABOVE ITEM WAS REFERRED TO THE CTA BOARD OF DIRECTORS.
CTA STATE COUNCIL ‐ Y 4 ‐ JUNE 4‐5, 2016
NBI 6/16-6 Using the ACLU-New Mexico complaint as a model, CTA will collaborate with the ACLU and pursue legal action to delete, “The LEA and its employees shall not solicit or encourage any written exemption request on behalf of any child or group of children.” (5CCR,852(c)) as it violates First Amendment Rights.
Rationale: Parents have the right to receive honest/complete information from their children’s teachers about negative/positive effects that standardized test will have on their child. Parents ask teachers to share whether they think a specific test is beneficial or harmful. However, due to teachers’ fears of being disciplined for soliciting parents to opt out, many do not feel comfortable providing the candid responses parents need to make informed decisions about opting out. The non- soliciting regulation only permits teachers to provide a one-sided, state- sanctioned, positive view of standardized testing to parents without fear of punishment from their government employer. LTSP Area: Community Engagement LTSP Explanation: Paraphrased from the original ACLU complaint: The non- solict/encourage regulation only prohibits teachers from speaking negatively about the test, but in no way restricts a teacher’s ability to praise the standardized tests they must give their students. Parents are dependent on teachers—the only ones uniquely positioned to speak to the impact of standardized testing on both individual students and the educational system as a whole—to make informed decisions about their children’s education. Yet the non-soliciting regulation creates a secretive Star Chamber wherein teachers are not permitted to voice any concerns to parents that may “encourage” the parent to opt out, but are permitted to provide praise. Parents and students suffer as a result of this regulation because parents are unable to obtain honest and accurate information about the impact these tests have on their children. [Shane Parmely (CPD)/Gretel Rodriguez (LNG)]
DECLARED MOOT – DUPLICATE OF NBI 6/16-3.
CTA STATE COUNCIL ‐ Y 5 ‐ JUNE 4‐5, 2016
NBI 6/16-7 CTA write a letter to elected officials in support of activist Jasmine Richards, condemning her conviction of “felony lynching.” Elected officials including but not limited to District Attorney Jackie Lacey, Attorney General Kamala Harris, Assembly Members Hall, Holden, Weber, Senator Mitchell and the presiding judge of the case.
Rationale: On June 1st, Black Lives Matter Pasadena organizer Jasmine Richards was convicted of “felony lynching.” Jasmine was accused of trying to prevent the police from arresting a person last September, which falls under the description of “lynching” under an antiquated California law. Jasmine is the first African American to be convicted of lynching and it is outrageous that a racial justice advocate could be convicted of a crime that historically has represented white supremacist violence against black people. Jasmine has been a long time organizer and activist and in the current political climate, we should be standing with fellow activists. LTSP Area: Diversity - Social Justice LTSP Explanation: This NBI is about standing up for social justice and equity in the greater community which aligns with our goals within this section of the strategic plan [Erika Jones (TEAF)/Keith Brown (SSM)]
THE ABOVE ITEM WAS REFERRED TO THE CTA BOARD OF DIRECTORS.
CTA STATE COUNCIL ‐ Y 6 ‐ JUNE 4‐5, 2016
NBI 6/16-8 CTA create an arts education advisory committee.
Rationale: To provide input from active arts educators in regards to the important, yet sometimes complicated issues surrounding arts education in our State. Arts education is an under represented group of members within our Association and this will provide them with an opportunity to have input into the issues and how our Association contends with them. LTSP Area: Advocacy LTSP Explanation: It allows our Association to have input from active arts educators to help guide the direction of our organization to make sure that this important field is being advocated for in an informed way. The arts are an important component of a well-rounded education and we should actively advocate for it and address arts education as such. [Joe Bartell (STL)/Amy Hall (AST)]
THE ABOVE ITEM WAS REFERRED TO THE CTA BOARD OF DIRECTORS.
NBI 6/16-9 CTA will collaborate with the state building trade unions to draft legislation on holding Charter Schools to the same health and safety provisions of the education code.
Rationale: All students deserve a safe learning environment. LTSP Area: Community Engagement LTSP Explanation: Working with other labor unions for the schools our students deserve. [Robert Ellis (FPE)/Cecily Myart-Cruz (CRE)]
THE ABOVE ITEM WAS REFERRED TO THE SCHOOL SAFETY/SCHOOL MANAGEMENT COMMITTEE.
CTA STATE COUNCIL ‐ Y 7 ‐ JUNE 4‐5, 2016
NBI 6/16-10 That CTA provide a new delegate orientation training regionally through the Service Center Councils, four times a year at least one week prior to the commencement of each meeting of the State Council of Education.
Rationale: The first state council meeting as a new delegate is daunting. While the Friday night new delegate training is fantastic, many of our new delegates are already lost and confused, and quite frankly overwhelmed long before Friday night. Providing regional trainings prior to each State Council would alleviate much of that initial stress. LTSP Area: Leadership LTSP Explanation: Our new delegates are leaders just like any of the rest of us, and are here because they were elected by the members we serve. It's time we do a better job of treating them inclusively as leaders, on day one of service on state council. [Christopher Baugh (COM)/Steve Repetto (ACT)]
THE ABOVE ITEM WAS REFERRED TO THE CTA BOARD OF DIRECTORS.
NBI 6/16-11 That CTA establish an opt in/opt out option for State Council members to receive CTA or NEA campaign materials (related to CTA) via phone, text and/or email.
Rationale: Many cell phone plans charge according to usage. Council members should have the right to choose how to use their data plans. Additionally, in the public sector people have the option to place telephone numbers on "do not call lists." State Council members should have the same options. LTSP Area: Structure and Governance LTSP Explanation: [Elizabeth Maloney (COM)/Dorothy Reina (COM)]
THE ABOVE ITEM WAS REFERRED TO THE CTA BOARD OF DIRECTORS.
CTA STATE COUNCIL ‐ Y 8 ‐ JUNE 4‐5, 2016
NBI 6/16-12 That CTA establish campaign spending limits for CTA or NEA seats (associated with CTA) with a maximum recommendation of $2,500.
Rationale: The election should be about the candidates not their events. Campaign limits will create equal access to all CTA members who might want to run for a position. LTSP Area: Structure and Governance LTSP Explanation: [Elizabeth Maloney (COM)/Lita Bercerra-Quintor (LNG)]
THE ABOVE ITEM WAS REFERRED TO THE CTA BOARD OF DIRECTORS.
NBI 6/16-13 That CTA state budgeting principles include the belief that all students including adults should have access to career technical education programs equipped with modern technology and appropriate class sizes. CTE programs directly promote 21st century skills and career readiness.
Rationale: CTE programs are vital to a complete public education system. Students need access to high-quality programs. CTE programs support common core, the NGSS standards, EL development in technical and academic language, career pathways and 21st century skills. LTSP Area: Transforming Our Profession LTSP Explanation: [John Wingo (ACT)/Ruth Luevand (ACT)]
THE ABOVE ITEM WAS REFERRED TO THE FINANCING PUBLIC EDUCATION COMMITTEE.
CTA STATE COUNCIL ‐ Y 9 ‐ JUNE 4‐5, 2016
NBI 6/16-14 That CTA offer modified membership to public school teachers who work in California districts which are not affiliated with CTA.
Rationale: Allowing modified membership benefits all as it financially strengthens the organization and builds unity amongst public school teachers. CTA member benefits extend beyond bargaining and legal protection. They include networking, professional growth and solidarity as a profession. Currently, if a CTA member moves to a community that is represented by AFT, they lose all connection to CTA no matter how many years those teachers have invested in CTA. Additionally, modified membership can be applied to charter schools which are not yet represented by a union, providing an entrance for experienced CTA members to begin organizing. LTSP Area: Organizing Culture LTSP Explanation: We need to change with the changing culture of education and bring more members in rather than creating barriers to keep potential members out. [Alicia Hinde (CPD)/Kim Lawrence (CPD)]
DECLARED OUT OF ORDER AS THE STATE COUNCIL MEMBER IS NOT PRESENT AT THIS MEETING.
CTA STATE COUNCIL ‐ Y 10 ‐ JUNE 4‐5, 2016
NBI 6/16-15 In reference to new policy established by ESSA, CTA will work to establish California legislation or State Board of Education policy (or other appropriate regulation) that codifies the current position that the state will not penalize schools who assess less than 95% of students.
Rationale: No government body should be able to penalize schools or LEAs because parents choose to exercise their right to opt out. The ability to penalize schools creates a conflict between parents and the bodies/policies governing public education. It also creates a power imbalance in that districts have a financial incentive to NOT have parents exercise their rights to opt out. While decision makers in California currently do not plan to penalize schools not reaching the 95% testing threshold, we need to ensure this becomes policy/law so that this status quo is maintained in the future. LTSP Area: Advocacy LTSP Explanation: Doing this will ensure parents' rights are not violated. Schools will no longer feel pressured to reach the 95% threshold and will hopefully stop resorting to questionable practices to prevent parents from opting out. [shane parmely (CPD)/Jesse Aguilar (PIC)]
THE ABOVE ITEM WAS REFERRED TO THE CTA BOARD OF DIRECTORS.
NBI 6/16-16 That CTA explore and investigate a variety of insurance companies in order to choose the endorsed company for home/auto insurance.
Rationale: Our current company, California Casualty, does not have the best sales, the greater educator discount, or good customer service. LTSP Area: Organizing Culture LTSP Explanation: Member benefits [Wendy Holmes (SEC)/Yvonne molles (ECE)]
THE ABOVE ITEM WAS REFERRED TO THE CTA BOARD OF DIRECTORS.
CTA STATE COUNCIL ‐ Y 11 ‐ JUNE 4‐5, 2016
NBI 6/16-17 That CTA Elections Committee set an expenditure cap that may be spent by a candidate for each statewide and directorial office. This would include the true value of in-kind donations.
Rationale: Campaigns for CTA elected leaders have gotten out of control. When individuals are building campaign chests of thousands of dollars to run for an office, we are supporting an unfair playing field. We are a body here to elect the most qualified individuals, and not be influenced by the activities that money can buy. We frown upon Super PACs in political campaigns and should not create the same dynamic within our own organization. LTSP Area: Diversity - Social Justice LTSP Explanation: As members of CTA, everyone should feel they have the opportunity to become a Director or CTA Executive Officer, and not be limited by our personal income or the money that can be raised in order to compete in an election year. Setting limits opens the process for equal access and diversity of experiences. [Maggie Ellis (RET)/Barbara Schulman (SEC)]
THE ABOVE ITEM WAS REFERRED TO THE CTA BOARD OF DIRECTORS.
CTA STATE COUNCIL ‐ Y 12 ‐ JUNE 4‐5, 2016
STATE LEGISLATION COMMITTEE
Tami Carlson, Chairperson Joe Bartell, Vice Chairperson Jerry Eaton, Board Liaison Karla Orosco, Recorder Lori Easterling, Consultant Toni Trigueiro, Consultant
MAJOR POLICY – Immediate Action (2/3rd Vote Required)
A. None
MAJOR POLICY – First Reading (or – Second Reading)
A. None
OTHER ITEMS FOR IMMEDIATE ACTION
A. INTERIM POSITIONS TAKEN SINCE 04-6-15
Support AB 1726 Bonta (D-18) 4/19/16 Data Collection.
Requires that, when collecting demographic data on ancestry or ethnic origin, state agencies disaggregate those data for specified Native Hawaiian (NH) and Asian and Pacific Islander (API) groups.
This position has been approved by Dan Reynolds, Chair of the Civil Rights in Education Committee, as well as by Tami Carlson, Chair of the State Legislation Committee.
Watch AB 2242 Lopez (D-41) 5/26/16 Special education.
States legislative findings and declarations relating to special education.
This position has been approved by Barbara Schulman, Chair of the Special Education Committee, as well as by Tami Carlson, Chair of the State Legislation Committee.
Z - 1 Support AB 2350 O’Donnell (D-70) 5/2/16 English learners.
Addresses the issues of core curriculum access and English development instruction by prohibiting English learners from being prevented from enrolling in English Language Arts and other courses required for graduation or to meet AG requirements or carrying a full course load; Requires that English language development courses designated for long-term English learners confer credit as English Language Arts, and; Requires the DOE to produce a professional development series on implementing the new English language development standards.
This position has been approved by Veronica Miranda-Pinkney, Chair of the Language Acquisition Committee, as well as by Tami Carlson, Chair of the State Legislation Committee.
Oppose AB 2548 Weber (D-79) 4/20/16 School accountability: statewide accountability system.
This bill requires the State Board of Education to adopt a statewide accountability system. It includes requirements that the system must satisfy the accountability requirements of specified federal law, rely upon data from key indicators established by the LCAP evaluation rubrics adopted by the state board, and utilize a multi-tiered system of review, support, collaboration, and intervention, aligning the level of support to the needs of the local educational agency or individual school.
This position has been approved by Jennifer Pettey, Chair of the Assessment and Testing Committee, as well as by Tami Carlson, Chair of the State Legislation Committee.
Support AB 2607 Ting (D-19) 5/10/16 Firearm restraining orders.
Expands to teachers, mental health workers, co-workers, and employers the ability to go to court and request an order taking away a person’s ability to own a gun for a year because the person poses a significant danger of causing personal injury to himself, herself, or another.
This position has been approved by Kathleen Tijan, Chair of the Professional Rights & Responsibilities Committee, as well as by Tami Carlson, Chair of the State Legislation Committee.
Z - 2 Support AB 2609 Chau (D-49) 5/5/16 Advertising: educational conferences.
Requires an "educational conference organization" that provides materials to a school employee for purposes of distribution to a student include disclosures about whether the organization is for-profit, identifying the legal owner, an itemized list of costs, and how to file a complaint related to the solicitation.
This position has been approved by Kathleen Tijan, Chair of the Professional Rights & Responsibilities Committee, as well as by Tami Carlson, Chair of the State Legislation Committee.
Watch AB 2650 Nazarian (D-46) 5/2/16 Public employee retirement systems: prohibited investments: Turkey.
Prohibits CalPERS and CalSTRS from making new investments or renewing existing investments in Turkey within one year of the passage of federal legislation imposing sanctions on Turkey.
This position has been approved by Maggie Ellis, Chair of the Retirement Committee, as well as by Tami Carlson, Chair of the State Legislation Committee.
Support AB 2785 O’Donnell (D-70) 5/2/16 Special education: English learners: manual.
Requires that the State Department of Education develop a manual by 2018 that will provide guidance to local education agencies on how to identify and support English learners who qualify for special education services and to promote a collaborative approach among teachers, administrators, supporting personnel and parents in regard to student placement.
This position has been approved by Veronica Miranda-Pinkney, Chair of the Language Acquisition Committee, as well as by Tami Carlson, Chair of the State Legislation Committee.
Watch AB 2826 Weber (D-79) 5/26/16 Teachers: evaluation and assessment.
Authorizes and encourage the evaluation and assessment of certificated employee performance as it reasonably relates to the progress of pupils, instructional techniques and strategies, and adherence to curricular objectives to include certain things. The bill also enumerates sources of multiple measures which, if applicable, for purposes of
Z - 3 evaluating and assessing certificated employee performance. The bill would also provide that its provisions do not limit school district governing board authority to adopt additional guidelines or criteria and does not limit the right of certificated employees or their exclusive representative to bargain concerning evaluation procedures.
This position has been approved by Donald Stauffer, Chair of the Assessment & Testing Committee, as well as by Tami Carlson, Chair of the State Legislation Committee.
Support SB 1143 Leno (D-11) 5/26/16 Juveniles: room confinement.
Ensures access to education for incarcerated youth by setting standards for the use of solitary confinement at juvenile correctional facilities; provides that solitary confinement can only be used after less restrictive options have been tried, and bans the use of room confinement for the purposes of punishment, coercion, convenience, or retaliation.
This position has been approved by Dan Reynolds, Chair of the Civil Rights in Education Committee, as well as by Tami Carlson, Chair of the State Legislation Committee.
Support SB 1225 Mendoza (D-32) 4/14/16 Teachers: Teacher Bill of Rights Act.
Establishes a Teacher Bill of Rights expressing a belief that all teachers should have a safe and healthy school environment, access to basic school supplies, the ability to provide input on curriculum, freedom to teach what is best for students, manageable class sizes, competitive salaries and benefits, the right to collectively bargain, quality professional development, fair evaluations, and due process.
This position has been approved by Kathleen Tijan, Chair of the Professional Rights & Responsibilities Committee, as well as by Tami Carlson, Chair of the State Legislation Committee.
Oppose SB 1329 Hertzberg (D-18) 5/20/16 Property taxation: certificated aircraft.
Extends the current lead county assessor procedure for determining the fair market value of commercial aircraft. SB 1329 allows commercial air carriers the right to adjudicate property tax disputes through the courts instead of the current appeals process through the Board of Equalization.
This position has been approved by Joe Pratt, Chair of the Financing Public Education Committee, as well as by Tami Carlson, Chair of the State Legislation Committee.
Z - 4
B. COMMITTEE RECOMENDATIONS
Recommendation(s) from the School Safety/School Management Committee
Watch AB 2212 (Harper) R-74 Expands the definition of “electronic act” as it relates to suspensions and expulsions to include a video or image of two or more pupils fighting posted to the Internet.
Watch SB 1343 (Wolk) D-3 Authorizes school district governing boards to transfer to another school in that district pupils of that district who have been convicted of violent felonies or designated misdemeanors.
Recommendation(s) from the Student Support Services Committee
Watch AB 1644 (Bonta) D-18 Expands the eligibility of students receiving school-based early mental health intervention and prevention services to those attending a preschool program at a publicly funded elementary school, pupils in transitional kindergarten, and charter schools and establishes a 4-year pilot program, the School-Based Early Mental Health Intervention and Prevention Services Support Program, to provide outreach, free regional training, and technical assistance for local educational agencies in providing mental health services at school sites.
Oppose SB 1113 (Beall) D-15 Authorizes local educational agencies (LEAs) to enter into partnerships, with county mental health plans for the provision of Early and Periodic Screening, Diagnosis, and Treatment (EPSDT) mental health services and to expand the allowable uses of specified mental health funds and requires the California Department of Education (CDE) and the Department of Health Care Services (DHCS) to enter into an agreement and update their reporting systems to track academic outcomes and other measures for individuals enrolled in Medi-Cal and special education who receive mental health services.
Recommendation(s) from the Special Education Committee
Oppose SB 884 (Beall) D-15 Requires a copy of the parent and pupil's rights and procedural safeguards to be given each time prior written notice is given; requires prior written notice be given to parents when there are any changes to the planned type or level of individualized education program (IEP)
Z - 5 services for their child; requires a local educational agency responsible for a pupil's IEP to ensure a copy of each prior written notice is included in the pupil's records; requires each IEP to document the type of provider delivering each related service to a pupil; requires the school district responsible for implementation of a pupil's IEP to annually report to the California Department of Education (CDE) the frequency and duration of each related service provided to the pupil; requires each Special Education Local Plan Area (SELPA) to establish additional written policies and procedures requiring each school district to provide informational materials in the three common languages used by parents served by the district; requires each school district or SELPA to report to CDE all mental health and special education services funding allocations and expenditures and specify the dollar amount for each service and post the information on the department's Internet Website; requires school districts to annually provide the data needed to document a pupil's outcomes on indicators applicable to their IEP program of related services; and requires CDE to monitor the number and frequency of related services reported annually by districts and compare year to year changes.
Recommendation(s) from the Political Involvement Committee
Support SB 1349 (Hertzberg) D-18 Modernizes the Secretary of State’s Cal-Access system for campaign finance and lobbying filing and disclosure to be more reliable and user- friendly.
Recommendation(s) from the Negotiations Committee
Support SB 1180 (Jackson) D-19 Requires a school employee who is a military veteran with a military service-connected disability be entitled to a leave of absence for illness or injury with pay of up to 10 days for certificated (and 12 days for classified) for the purpose of undergoing medical treatment for his or her military service-connected disability.
Recommendation(s) from the Early Childhood Education Committee
Oppose SCR 125 (Allen) D-26 States the intent of the Legislature to work towards the adoption of a statewide, developmentally appropriate kindergarten readiness assessment tool to assess the readiness of children entering transitional kindergarten and kindergarten.
Z - 6 Recommendation(s) from the Curriculum & Instruction Committee
Support AB 2016 (Alejo) D-30 Requires the State Superintendent of Public Instruction (SPI) to oversee the development of, and the State Board of Education to adopt, a model curriculum on ethnic studies; requires the Instructional Quality Commission to make recommendations to the SPI on the model curriculum; encourages each school district maintaining grades 9-12, that does not offer a standards-based ethnic studies curriculum, to offer, as an elective in the social sciences, a course of study in ethnic studies based on the model curriculum, beginning the school year following the adoption of the model curriculum.
Oppose AB 2329 (Bonilla) D-14 Requires the State Superintendent of Public Instruction (SPI) to convene, on or before September 1, 2017, a computer science strategic implementation advisory panel composed of 20 members, to develop and submit recommendations for a computer science strategic implementation plan to the California Department of Education (CDE), the State Board of Education (SBE), and the Legislature on or before July 1, 2018; requires the CDE and the SBE to consider the advisory panel's recommendations; requires the SBE to adopt an implementation plan and to submit the plan to the Legislature on or before January 1, 2019; requires the SPI to appoint a statewide computer science liaison to serve the advisory panel; and authorizes the advisory panel, if state or federal funds are not available or sufficient to receive financial support from public or private sources to convene the advisory panel, and to ensure the panel's recommendations are considered by the appropriate stakeholders.
Support AB 2546 (Calderon) D-57 Requires the Instructional Quality Commission to consider including specific age-appropriate information for grades K-12, on financial literacy when the History-Social Science Curriculum Framework is revised after January 1, 2017.
Support AB 2862 (O'Donnell) D-70 Authorizes the State Superintendent of Public Instruction (SPI) to recommend revisions to the visual and performing arts content standards (VAPA) to the State Board of Education (SBE); requires the SBE to adopt, reject, or modify the recommendations on or before January 1, 2019; requires the SBE to explain, in writing, to the Governor and the Legislature the reasons for modifying the recommended revised content standards; requires the SPI, in consultation with the SBE, to select a group of experts comprised of a majority of teachers in VAPA to develop the recommendations;
Z - 7 requires the National Core Arts Standards to be considered in the revisions to VAPA; and requires the SPI to hold a minimum of two public hearings to receive input on the revisions.
REFERRALS TO THE BOARD OF DIRECTORS
A.
B.
MATTERS PENDING
1.
2.
INFORMATIONAL ITEMS
A. The State Legislation Committee re-elected Tami Carlson (Chair), Joe Bartell (Vice-Chair) and Karla Orosco (Recorder).
Z - 8
LEGISLATIVE TERMS:
Amend: To alter formally by modification, deletion, or addition.
Appropriation: A legislative authorization to make expenditures and incur obligations for specific governmental purposes; usually limited as to time when it may be expended. One of the prime responsibilities of the Legislature is this power to appropriate moneys.
Companion Bill: Two bills identical in wording that are introduced in each house. They will most likely not have the same number. Some companion bill sponsors feel it will increase the chances for the passage of the bill.
Legislative Deadlines: Deadline set by a legislative body for specified action, such as bill introduction, committee action, or initial passage of bills by either house.
Effective Date: The date a bill, once passed, becomes law. Unless a different date is specified, bills become law when approved.
Floor: Reference to the interior of the chamber of either house. Floor action suggests consideration by the Assembly or Senate rather than committee action.
Held in Committee: The defeat of a measure by the decision of a standing committee not to return it to the full house for further consideration.
Pull: The act of removing a specific legislative bill from an inclusive list for the purpose of review, discussion, change a position, etc.
Reconsideration: A motion that, if carried, allows a measure that failed or passed to be heard again in committee or on the Floor. This more commonly occurs when a bill has failed passage on third reading on the floor where the author/presenter will “notice reconsideration” upon the final tally of the votes. However, it does occasionally happen during the committee process as well.
Resolution: A measure expressing the will, wish, or direction of the Legislature. It does not have the effect of law.
Z - 9 Resolution-Concurrent Resolution: A resolution which requests action or states the Legislature's position on an issue.
Resolution-Memorial Resolution: A nonsubstantive resolution used to convey the sympathy and condolences of the Legislature on the passing of a constituent or a dignitary.
Spot Bill: A spot bill is a proposal not fully developed or containing sufficient information necessary to make a determination to support or suppose.
Sunset Law: A provision shutting off a program or agency on a specific date, requiring reexamination and a fresh authorization prior to that date to continue.
Urgency: An urgency measure goes into effect immediately once passed by both houses and signed by the Governor. This type of measure requires a 2/3 vote.
Veto: A power vested in the governor to prevent the enactment of measures passed by the Legislature by returning them, with objections, to the Legislature.
*CAPITOL SPEAK: For those unfamiliar to the legislative process, phrases used can appear to be from a different language. The inclusion of Capitol Speak descriptions below are provided to assist you in understanding the legislative arena.
Across the desk: When a bill or amendment is officially introduced. Common to hear staffers or third house members ask: “Is that across the desk yet?”
Blue pencil: The governor’s line-item veto. Dreaded by legislators hoping to protect spending priorities.
District bill: Legislation addressing a specific local or district issue of the legislator carrying the bill. If approved, legislation applicable in the district only.
Dog House: The Legislature’s smallest office, located on the sixth floor and generally assigned to an Assembly member who has angered leadership.
Free Ride: To run for a different office when your current elected position is not up for re-election. If you lose, you retain your current elected position.
Z - 10
Gut and Amend: To hollow out an existing bill and fill it with new language. A good way to sneak in new (or old, previously defeated) bills late in a session.
Hijack: To insert an existing legislative measure into a new bill. For example, transplanting a legislative measure authored by a member of one political party into a different legislative measure by a member of a different political party and claiming ownership.
Interim Study: A common tactic to kill bills without the messiness of a vote. Rather than vote against a legislative measure, legislature decide to study it more – after the session ends.
“I wasn’t going to speak today”: The most common sentence lawmakers say before they begin to speak.
Job killer: Description of legislative measures identified by the California Chamber of Commerce, Republicans and moderate Democrats as adversely impacting the creation, availability, and duration of employment opportunities in CA. (Typically affixed to priorities of organized labor, environmentalists, and other Democratic allies.
Juice Committee: Committee that oversees wealthy or politically potent industries. Membership guarantees a steady revenue of campaign contributions
Jungle primary: Derisive nickname for the top-two primaries, in which top two vote getters advance to general election regardless of political party.
Lay off: To avoid voting on a controversial bill. Effectively the same as a no vote, for purposes of passing a bill but can look better politically. Synonym for “take a walk.” A practice more associated with political moderates of either political party.
May revision (or the ungrammatical “May revise”): Common term for governor’s May budget proposal. Unlike the January budget proposal, it reflects new tax revenue (April 15 tax submission deadline) and therefore offers the starting point for serious budget talks.
Mod: A moderate Democrat. Friendly to business interests and irritant to Democratic leadership.
On call: When the voting roll remains open after an initial count falls short of the needed number for passage, the bill is on call.
Z - 11 Per Diem session: Typically held on Fridays before a holiday weekend, these often-brief floor sessions fulfill the requirement to meet every three days which allows legislators to keep their tax-free $168-a-day “per diem” stipend.
Poison pill: An amendment added to a bill so it will become indefensible and die.
Robust: The only type of debate that occurs in the Legislature.
Roll (verb): If you get a bill out of committee whose chair opposes it, you have “rolled” the chair. A good way to lose your committee membership.
Speakerize: When the Assembly speaker intervenes on a controversial bill either to kill it or to ensure it advances.
Sponsor: An outside entity that writes a bill and then gets a legislator to carry the bill. Not always “candid” about its role.
Spot bill: A placeholder bill that remains devoid of detail until a legislator decides content.
Stakeholder: Anyone who wants something. Always seem to be meeting somewhere about something. Generally, synonym for “interest group.”
Suspense File: Holding place for legislation that will cost more than a specified amount of money. Many bills never make if off the Appropriations Suspense file. Another useful way to let a bill quietly die.
Third house: Sacramento’s lobbying corps, so named because some see them – and the special interests they’re paid to represent – as a coequal third branch of the Legislature.
Trailer bill: Legislation that implements a specific part of the budget after the budget itself has passed. A useful way to change policy via the budget process.
Two-year bill: A bill that stalls in the first year of the legislative session and must wait another year.
Urgency clause: A designation that makes a bill take effect immediately after it is signed instead of the following Jan. 1. Requires a two-thirds vote.
Z - 12 Work the floor: When a legislator moves from desk to desk in the Assembly or Senate to talk to colleagues to garner support.
*Special acknowledgment to Sacramento Bee reporters Jeremy White and Alexei Koseff for their contributions.
Z - 13
2015-16 César E. Chávez Memorial Education Awards Program Recipients VISUAL ARTS 5 - 6 Region 1, San Ramon Valley EA Student: Michael Mendez, Teacher: Sandra Isbell Pre-K-K Region 2, Di Giorgio Elem. School TA Student: Shay Salmon, Teacher: Sandra Isbell Student: Liliana Vargas, Teacher: Theresa Sawyer Student: Sharanika Rajsekar, Teacher: Leslie Collins 1 - 2 Region 1 , San Ramon Valley EA Student: Sage Derezin, Teacher: Kate Lenk Student: Isabella Brim, Teacher: Joseph McEntee Student: Nolan Wolf, Teacher: Janice Forster Student: Ella Broglio, Teacher: Janice Forster 1 - 2 Region 1 , UT of Richmond Student: Naomi Cuevas Chicas , Teacher: Kathrine Miller 5 - 6 Region 1, San Jose TA Student: Julian Morales, Teacher: Robert Ellis Student: Soleil Venegas, Teacher: Veronica Miranda-Pinkney Student: Lyric Gomez-Muñiz, Keala Johnson & DeKye Nguyen 1 - 2 Region 1, Dixon TA Teacher: Jessica Isla Student: Pedro Romo, Teacher: Erin Bradley
7 - 8 Region 1, Guerneville TA 1 - 2 Region 2, Fresno TA Student: Alex Castillo, Jules Visintin & Lizzy White Student: Victoria Rodriguez, Teacher: Socorro Scow Teacher: Rebecca Vanden Heuvel 1 - 2 Region 2, Di Giorgio Elem. School TA 7 - 8 Region 2, Bakersfield Elem. TA Student: Alexander Torrez, Teacher: Theresa Sawyer Student: Alondra Macario, Teacher: Roxi Romo 1 - 2 Region 3, Hueneme EA 7 - 8 Region 3, Montebello TA Student: Sophia Ochoa, Teacher: Lori Anaya Student: Paola Puga, Teacher: Chris Johnson Student: Maria Mendez, Teacher: Lori Anaya Student: Lizett Sanchez, Teacher: Silvia Liggins
1 - 2 Region 4, San Bernardino TA Student: Arica Rodriguez, Teacher: Silvia Liggins Student: Jayla Rodriguez, Teacher: Mercedes Sisco Student: Mariah Salgado, Teacher: Maria E. Vera-Barrera
Student: Joel Nuñez, Teacher: Mireya Dominguez 3 - 4 Region 1, San Ramon Valley EA Student: Celeste Chavez, Teacher: Marco Guillen Student: Rishab Sachdeva, Teacher: Heather Russell Student: Emma Davidson, Teacher: Heather Russell 9 - 12 Region 1, Napa Valley EA
Student: Isabel Alfano, Teacher: Heather Russell Student: Deisy Cisneros Aguirre, Teacher: Erin Gri n Student: Tristan Santos, Teacher: Carrie Wilson 9 - 12 Region 1, San Ramon Valley EA Student: Haley Alexander, Teacher: Carrie Wilson
Student: Noam Franbuch, Teacher: Margaret Poole Student: Lily Parikh, Teacher: Joseph McEntee
9 - 12 Region 2, Tracy EA 3 - 4 Region 2, Di Giorgio Elem. School TA Student: Caren Rodriguez, Teacher: Theresa Sawyer Student: Natalie Tran, Teacher: Kimiko Azama 9 - 12 Region 3, TA of Long Beach 3 - 4 Region 3, Montebello TA
Student: Rio Strader, Teacher: Roberta Patterson Student: Melanie Mendoza-Nava , Teacher: Diane Kissas Student: Jaylene Salcido, Teacher: Diane Kissas 9 - 12 Region 4, Moreno Valley EA
Student: Cynthia Coshow, Teacher: Staci Reinalda 5 - 6 Region 1, Franklin-McKinley EA
Student: Andrew Dinh, Teacher: Shanti Arnold WRITTEN ESSAY 1 - 2 Region 2, Sylvan EA 5 - 6 Region 3, Santa Maria Elem. EA Student: Damian Hamilton, Teacher: Carolina Cardoso Student: Brenda Medina, Teacher: Nicole Brady 5 - 6 Region 1, Fremont Unif. Dist. TA 7 - 8 Region 1, Oak Grove EA Student: Alexander Koo, Teacher: Je Bettencourt Student: Sa’Mya Maeshack, Teacher: Christina McGovern Student: Jay Dhillon, Teacher: Nora Prescott Student: Michelle Lu, Teacher: Christina McGovern 5 - 6 Region 1, Alisal TA 9 - 12 Region 3, Azusa EA Student: Kayla Mead, Teacher: Angela Der Ramos Student: Anabey Fraire, Teacher: Amy Gross 5 - 6 Region 2, Ceres Unif. TA 9 - 12 Region 3, Baldwin Park EA Student: Itzayhana Yepez Ochoa, Teacher: Karen Klein Student: Santiago Sanchez, Teacher: Charlene Fried 5 - 6 Region 2, Sylvan EA Student: Rylan Whorton, Teacher: Frank D. Leguria Student: Ashlee Leonetti, Teacher: Frank D. Leguria Student: Lillianna Saxton, Teacher: Frank D. Leguria 2015-16 Martin Luther King, Jr. Memorial Scholarship Recipients MEMBER CATEGORY SCTA CATEGORY Yasmine Baker $2,500 African American/Black Assoc. Pomona Teachers Marsha Alisudjana $4,000 Asian/Pacific Islander UC Davis Cherina Betters $3,000 African American/Black Yucaipa-Calimesa Educators Randy Ertll $2,500 Hispanic CSU Los Angeles Tina Dang $3,500 Asian/Pacific Islander Sacramento City TA Javier Gomez $1,000 Hispanic CSU Northridge Elvia Estrella $4,000 Hispanic Sweetwater C&G Assn Dora Lopez Mata $3,500 Hispanic CSU Northridge Saadia Hameed $2,500 Asian/Pacific Islander Moreland TA Sarai Olivares $4,000 Hispanic UC Riverside Brant Nishida $3,000 Asian/Pacific Islander San Ramon Valley EA Suryanshi Pandya $3,500 Asian/Pacific Islander UC Irvine Charleswana Spikes $2,500 African American/Black Je erson TA Erika Quintero $3,000 Hispanic UC Irvine Dawna Tully $3,000 African American/Black United Teachers of Pasadena Briana Valenzuela $3,500 Hispanic CSU San Marcos Mary Walton $1,000 African American/Black Torrance TA Teresa Youssofi $1,000 Multi-Ethnic CSU San Diego 2015-16 Martin Luther King, Jr. Memorial Scholarship Recipients DEPENDENT CATEGORY Christina Cazares $1,000 Hispanic Dependent of Linda Cazares, Jamestown TA Samantha Cortes $3,500 Hispanic Dependent of Michelle Cortes, TA of Norwalk-La Mirada Tehya Elliott $1,000 American Indian/Alaska Native Dependent of Leland Elliott, San Joaquin Delta College TA Sidney Fern $3,500 Hispanic Dependent of June Fern, Assn of Linden Educ Erin Githens $2,500 Hispanic Dependent of Veronica De Bruhl, Santa Ana Educs Assn Matthew Gonzalez $3,500 Hispanic Dependent of Marcela Chagoya-Gonzalez, UTLA/NEA Mariah Houston $3,500 African American/Black Dependent of Margaret Hynson-Houston, Elk Grove EA Sabina Hills-Villalobos $4,000 Multi-Ethnic Dependent of Kelly Villalobos, Turlock TA Sarah Johnson-Dean $4,000 African American/Black Dependent of Denise Dean, Armona TA Mara Lewis $3,500 African American/Black Dependent of Gina Young, Hanford Elem TA Sandy Lule $3,500 Hispanic Dependent of Raquel Lule, Rialto EA Mark Macedo $3,500 Hispanic Dependent of Lupita Macedo, Lodi EA Elizabeth Monroig $1,000 Hispanic Dependent of Lucille Monroig-Serros, Kern High School TA Julia Nau $3,000 Hispanic Dependent of Patricia Nau, Mt. Diablo EA Katrina Thompson $3,000 Hispanic Dependent of Carmen Martinez-Thompson, Sanger Unif TA Charise Van Duin $1,000 Hispanic Dependent of Chris Van Duin, Assoc. Cha ey Tchrs Zaria Watkins $3,000 African American/Black Dependent of Kenneth Watkins, Elk Grove EA 2015-16 CTA Scholarship Recipients DEPENDENTS - $5,000 High School Delaney Beck, Region 2 Dependent of Lisa Beck, Panama-Buena Vista TA Ralph J. Flynn Memorial Scholarship Greyson Canterbury, Region 2 Dependent of Todd Canterbury, Tulare Co Ofc of Educ TA (Highest Scoring Dependent Applicant) Julia Castro, Region 2 Dependent of Melanie Castro, Kern High School TA Olivia Cichocki-Bartlett, Region 4 Dependent of Micaela Cichocki, San Bernardino TA Mariela Pizarro, Region 2 Kyle Civale, Region 3 Dependent of Anne Carlin, Manhattan Beach Unif TA Dependent of Lorena Silva, Butte Co. TA Bryant Doyle, Region 2 Dependent of Patrick Doyle, Sierra-Plumas TA D.A. Weber Memorial Scholarship Charli Faris, Region 1 Dependent of Gwendi Faris, Assn of Pleasanton Tchrs Cassandra Nardone, Region 1 Emily Forster, Region 1 Dependent of Glenn Forster, Capistrano Unif EA Dependent of Suzanne Nardone, Brentwood TA Austin Fritz, Region 2 Dependent of Kathryn Fritz, TA of Paradise College Katie Gallagher, Region 2 Dependent of Rebecca Gallagher, Red Blu Elem EA Erica Jackson, Region 3 Carolina Gonzalez, Region 3 Dependent of Rocio Lopez, Torrance TA Dependent of Lori Alexander, UTLA/NEA Nicole Gregorio, Region 1 Dependent of Amy Gregorio, Piner Olivet EA Aimee Holland, Region 1 Dependent of James Holland, Santa Rosa TA Destry Jacobs, Region 3 Dependent of Barbara Jacobs, Hesperia TA Amanda Hovnanian, Region 2 Dependent of Karrie Hovnanian, Fresno TA Mallory Korenwinder, Region 2 Dependent of Kimberly Ann Korenwinder, Tulare City TA James Jacobs, Region 3 Soraya Levy, Region 1 Dependent of Karen Levy, Pacific Grove TA Dependent of Barbara Jacobs, Hesperia TA Analiese Machado, Region 2 Dependent of Leisa Machado, Turlock TA Mark Macedo, Region 2 Elisabeth Marciano, Region 3 Dependent of Michelle Marciano, Simi EA Dependent of Lupita Macedo, Lodi EA Taylor Martin, Region 4 Dependent of Heather Martin, La Mesa-Spring Valley TA Elijah Nevarez, Region 2 Marina Panzetta, Region 1 Dependent of Kathryn Panzetta, Monterey Bay TA Dependent of Misty Nevarez , Tulare Co Ofc of Educ TA Alexander Rodriguez Dependent of Catherine Draper Rodriguez, CFA Christian Pappas, Region 4 Michael Stickels, Region 2 Dependent of Laura Stickels, Calaveras Unif EA Dependent of Julianne Collins, Saddleback Valley EA Emma Van Fossen, Region 2 Dependent of Marta Hendrickson, West Hills College FA Jade Vi, Region 2 Dependent of Mai Pham, Elk Grove EA Andrew Phelps, Region 2 Daniella Vo, Region 3 Dependent of Tuan Vo, Mt. San Antonio Coll FA Dependent of David Phelps, Tulare City TA Jason Wong, Region 4 Dependent of Kathy Brook-Wong, Rancho Santiago CCD Cont Ed FA MEMBERS - $3,000 Alice Piper Native American/Alaska Native Scholarship CTA Members (Highest Scoring Member Applicant) Sara Couch Region 2 Hanford Sec. EA Tina Dang Region 2 Sacramento City TA Hayley Ashby, Region 4 Cary Farley Region 2 Sacramento City TA Riverside Community College District FA David Platt Region 3 Glendale TA L. Gordon Bittle Memorial Scholarship for Student CTA (SCTA) - $5,000 Philip Vera Cruz Pacific Asian American Scholarship SCTA Members (Highest Scoring SCTA Member Applicant) Sarai Olivares UC Riverside Christopher Pascua Anna Santana CSU San Jose Santa Clara University