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California is moving closer to eliminating the unpopular Reading Instruction Competence Assessment for teachers and replacing it with a performance assessment based on a new set of literacy standards and Teaching Performance Expectations that focuses on how to teach literacy using phonics and other foundational reading skills.
The new standards, mandated by state legislation, also include support for struggling readers, English learners, and pupils with exceptional needs, incorporating the California Dyslexia Guidelines for the first time.
California universities must implement the new literacy standards and teaching performance expectations by July 1, 2024, and Senate Bill 488 requires that the California Commission on Teacher Credentialing replace the RICA with a performance assessment by July 1, 2025. The commission will launch a pilot test in spring of 2024, according to Heather Kennedy, a consultant with the commission.
The commission outlined its progress toward implementing the new standards and designing the new assessment in a required report to the legislature, presented at its regular meeting Thursday. It also approved a timeline to phase out the RICA.
Commissioner Annamarie Francois expressed appreciation for the step-by-step timeline, and the webinars and support materials being developed by staff.
“It is really, really impressive, and I think it is the kind of documentation that the field really appreciates,” she said.
The commission approved literacy standards and Teaching Performance Expectations for most credentials and launched a team of experts, consisting of teachers, university professors, researchers, non-profit education advocacy organizations and school district administrators, to design the new performance assessment last winter.
Teacher performance assessments allow teachers to demonstrate their competence by submitting evidence of their instructional practice through video clips and written reflections on their practice.
Teacher candidates earning single-subject credentials are not required to take the Literacy Performance Assessment.
This year, commission staff gathered public comment and held technical assistance webinars for specific credential areas. In February, they worked with California Department of Education staff to align the Literacy Coach/Reading Specialist Competitive Grant with the state’s newly adopted Literacy Teaching Expectations.
Every California teacher preparation program is required to prove it is teaching literacy based on the new standards during the 2024-25 school year, before its students can take the new performance assessment. After that initial review by the state, programs will undergo an assessment of their literacy instruction every seven years as part of the accreditation process. The commission is currently developing the certification process, according to its staff.
New proposals for teacher preparation programs must be aligned with the new literacy standards before being approved by the commission.
Commission staff is offering technical assistance, including holding office hours and webinars, to help teacher preparation programs prepare to teach the new literacy standards.
Angelica Salazar, of Public Advocates, an education advocacy organization, called on the commission to give the public regular updates on the technical assistance it is offering teacher preparation programs, as well as feedback from the programs.
Like much of the nation, California students fell behind in reading during the pandemic. Smarter Balanced test scores, released last fall, show that fewer than half of the state’s students met the state standards in English language arts in 2022, a drop of 4 percentage points from 2018-19.
California has joined a national effort to change how reading is being taught. States nationwide are rethinking balanced literacy, which has its roots in whole language instruction or teaching children to recognize words by sight, and replacing it with teaching them to decode words by sounding them out, a process known as phonics.
The literacy experts who created the new California standards and teaching expectations are hopeful the new method will help improve student outcomes. The group used state literacy policies and guidance, including the state’s English Language Arts/English Language Development Framework and the California Comprehensive State Literacy Plan, as well as the California Dyslexia Guidelines to guide their work.
At the meeting, Commissioner Megan Gross urged teacher preparation programs to instruct teacher candidates on how to weave literacy instruction through all subject areas. Gross, a teacher in the Poway Unified School District, said teachers could be frustrated as they try to fit the new requirements into their instructional day.
“I think we are in a really unique moment, with how educators feel and are treated,” Gross said. “I think folks are still really, really tired and maybe angry coming out of Covid. I think the more we can help our candidates to really streamline that and not just check the box will be so impactful for our students.”
Although there is no requirement that existing teachers upgrade their credential, the state is offering a Reading and Literacy Supplementary Authorization through commission-approved programs. School districts can apply for a state grant paying them $2,500 for each teacher participating in the training. A bill passed last year allocates $15 million from the General Fund for the grant program. The funds are available until June 20, 2027.
When the teaching performance assessment goes into effect in two years, it will replace the Reading Instruction Competence Assessment, a major hurdle for teacher candidates for years.
About a third of all the teacher candidates who take the test fail the first time, according to state data collected between 2012 and 2017. Critics also have said that the test is outdated, racially biased and has added to the state’s teacher shortage.
The commission could allow teachers who already hold single-subject credentials, but want to earn a multiple-subject credential, and teachers who were allowed to earn a preliminary credential without passing the RICA during the COVID pandemic, the option to take an approved literacy test currently offered by another state. These teachers may no longer be aligned with a teacher preparation program and may not have access to classroom students to do a performance assessment, according to commission staff. The commission is reviewing tests from other states for candidates.
Thursday the commission’s board directed its staff to study ways to support teacher candidates during the transition from the RICA to the teaching performance assessment and to report their findings in August.
“For most candidates,” said the staff report, “careful planning of their trajectory to completing their teacher preparation and credential requirements will lead to a successful transition.”
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Jewel Walli 6 months ago6 months ago
These tests do not make you a better teacher. Eliminate the tests. No wonder no one wants to be a teacher. So many hoops to jump through to make $50k
Ken G Johnson 10 months ago10 months ago
The most important factor in whether a child graduates from high school is whether their parents read to their kids for 30 minutes from the time they are born to the time they enter school. If this happens, they'll be reading at grade level by the time they enter kindergarten? This research is all over the internet and has been repeated many times. If they're reading at grade level in kindergarten, they have an … Read More
The most important factor in whether a child graduates from high school is whether their parents read to their kids for 30 minutes from the time they are born to the time they enter school. If this happens, they’ll be reading at grade level by the time they enter kindergarten?
This research is all over the internet and has been repeated many times. If they’re reading at grade level in kindergarten, they have an 80% chance of reading at grade level in 3rd grade. If they’re reading at grade level in 3rd Grade, they have an 80% chance of reading at grade level in 8th grade. If they’re reading at grade level in 3rd, they have an 80% chance of reading at grade level in 8th grade. Guess what? If they’re reading at grade level in 8th grade, they have an 80% chance of graduating from high school.
We know who these kids are that at the greatest risk…they’re the ones their own parents didn’t help them…there has been research study after research study on this very topic. Anecdotal evidence from teachers also reinforces this research. The parents that aren’t involved in their child’s education, their kids are the ones that are deficient in reading.
Dr. Bill Conrad 10 months ago10 months ago
Could it be time for the state to pay reparations to all of the students who the state failed to teach reading even when effective and proven reading approaches were available to educators?
Gayle 10 months ago10 months ago
Brilliant comment Billy. Thank for having the courage to speak out on these issues. We all appreciate a voice of honesty.
Billy Spear 10 months ago10 months ago
I'm a relatively new teacher, and - my opinion - this will only serve to continue to discourage potential new teachers from entering the profession, and it's not going to help prop up our lagging test scores and lack of student academic achievement. Among virtually every single teacher I've met who has had to complete the CalTPA - or the EdTPA - not one teacher I've met - ever - has indicated that completing this standard … Read More
I’m a relatively new teacher, and – my opinion – this will only serve to continue to discourage potential new teachers from entering the profession, and it’s not going to help prop up our lagging test scores and lack of student academic achievement.
Among virtually every single teacher I’ve met who has had to complete the CalTPA – or the EdTPA – not one teacher I’ve met – ever – has indicated that completing this standard was helpful, at all, literally, in any way, in terms of measuring or informing instruction.
It all seems like a way for the Pearson testing corporation to continue to make money off the backs of teacher candidates, and a way for “public education advocates” to continue to bring in the donor dollars, to justify and support their cushy, out-of-classroom lifestyles.
“Education advocates” absolutely love children, let’s be clear about that! In fact, they love children so much that they do everything possible to avoid, you know, actually having to teach children.
Perhaps there should be a requirement that all who design these standards are required to teach in a lower-income school in the current school year these standards are written and adopted.
I learned to read at a time when whole language instruction was the big thing – seems like it worked just fine, for me, as well as the many classmates I had who have gone on to have successful careers.
This is your best idea? The latest flavor-of-the-month is to replace the RICA with another TPA? This is really awful. It’s yet another unproven, costly, time-consuming, bureaucratic obstacle that does not address the needs that teachers are facing in our classrooms.
I struggle to say this is all well-intentioned, because I’m not even convinced that’s the case.
Twice in the article we see the term, “education advocacy organization.” Many times the leaders of these “non-profits” make well over six figures, as they live cushy, out-of-classroom lifestyles, pushing educational changes in order to justify their salaries (to their supporters and donors).
They should be required to register as for-profit corporations because that’s exactly what they are.
Public education has become monetized in California.
The entire education model in California is centered around “teacher accountability” and “teacher preparedness,” all at the expense of real reforms that could actually improve our schools – higher pay, better working conditions, lower class sizes, student, parent, and administrator accountability.
Perhaps we should add to that list: education advocate accountability.
C 11 months ago11 months ago
Teachers and parents need to take a stand for our children, and teachers need to utilize their language pedagogy, not follow the whims of a few bored billionaires/trillionaires. Following the flavor-of-the-month club is failing our children, and publishing companies, like Pearson, are cranking out ineffective curricula while making trillion$ of dollars on these experiments. Who loses? Our children lose!
song 11 months ago11 months ago
Duh. The suits need to let us dinosaurs teach the way we know is best. We know what works! Stop experimenting on our children. Thank goodness I never followed the flavor-of-the-month club.
Replies
Dr. Bill Cinrad 11 months ago11 months ago
Imagine the medical profession encouraging doctors to practice medicine the way they see fit. Beyond Imagination. Education thiugh is more like a craft where the wheel must be invented every day!
Gayle Adams 11 months ago11 months ago
Very astute observation Caroline. Thousands of teachers will agree with you. Forcing four year olds, five and six year old children to sit in front of the “expert” and decode sounds and words when they hardly speak the language is a disaster in the making. Children need balanced literary instruction more than ever.
Dr. Bill Conrad 11 months ago11 months ago
It’s been a long time coming! It would be nice if Tony Thurmond and Linda Darling Hammond would put their imprimatur on this much needed paradigm shift in reading through public declarations and expectations! Along with a performance assessment, it would be appropriate to include more traditional assessments to determine whether teacher candidates have good knowledge about the depth and breadth of the science of reading. Careful system-wide implementation will be critical! As will monitoring and accountability. … Read More
It’s been a long time coming!
It would be nice if Tony Thurmond and Linda Darling Hammond would put their imprimatur on this much needed paradigm shift in reading through public declarations and expectations!
Along with a performance assessment, it would be appropriate to include more traditional assessments to determine whether teacher candidates have good knowledge about the depth and breadth of the science of reading.
Careful system-wide implementation will be critical! As will monitoring and accountability. We certainly don’t want to see this initiative relegated to the burgeoning ash heap of failed K-12 initiatives due to a failure of implementation!
Will there be any accountability for use of the failed Balanced Reading Approach? Oops! My bad! Accountability has still not made it to the K-12 lexicon!
Best of luck!
Renee Frances Webster-Hawkins 11 months ago11 months ago
Thank you for reporting on this major milestone in California — to ensure our teacher candidates are trained in how to teach reading based on proven methodology.
Follow—up questions: Even if single subject candidates don’t have to take the Literacy Performance Assessment, does the single subject curriculum have to comply with these program requirements? Especially the curriculum to prepare high school English teachers?
Caroline Grannan 11 months ago11 months ago
Thank you for not falling for the current simplistic “Science of Reading” fad. I’m all for teaching phonics, which is how I learned to read (I was born in 1954, just to note the era). But the whole “Science of Reading” story that phonics is a magical miracle that has been suppressed by misguided or malevolent powerful forces and is only promoted by brave renegades is just a hypefest, like all previous “magical miracle suppressed … Read More
Thank you for not falling for the current simplistic “Science of Reading” fad. I’m all for teaching phonics, which is how I learned to read (I was born in 1954, just to note the era). But the whole “Science of Reading” story that phonics is a magical miracle that has been suppressed by misguided or malevolent powerful forces and is only promoted by brave renegades is just a hypefest, like all previous “magical miracle suppressed by powerful forces” fads.
Those of us who follow education policy and politics have seen that story over and over and over and over again, and somehow the magical miracles just fizzle away and almost everyone who was hyping them pretends they never heard of them. Also, the “brave renegades” always seem to be supported by right-wing billionaires, while the supposed malevolent-forces story generally involves teacher-bashing, with its attendant misogyny and union-bashing. So again, thanks for not joining in the hypefest!
Replies
Dr. Bill Conrad 11 months ago11 months ago
While it is prudent to be skeptical of K-12 educational initiatives, I would argue that evidence-based approaches to teaching reading are fundamental to our profession. Science-based approaches to teaching reading have been around for over 20 years. They were initially given to us by the National Reading Panel. Sadly, our profession is more aligned to the alchemy of the Balanced Reading Approach instead of the science of reading. My analysis has demonstrated that almost 50 million 4th graders … Read More
While it is prudent to be skeptical of K-12 educational initiatives, I would argue that evidence-based approaches to teaching reading are fundamental to our profession.
Science-based approaches to teaching reading have been around for over 20 years. They were initially given to us by the National Reading Panel.
Sadly, our profession is more aligned to the alchemy of the Balanced Reading Approach instead of the science of reading.
My analysis has demonstrated that almost 50 million 4th graders are illiterate over 20 years based on NAEP data. Widespread use of the failed Balanced Reading Approach most assuredly contributed to this abomination.
Check out Tim Shanahan’s blog for In-depth insights into evidence-based approaches to teaching reading!