Resolutions 2003

Board Resolution 1

In these turbulent days of educational reform, it is more important than ever to value the voice of the classroom teacher. We at the California Association of Teachers of English are dedicated to making that voice stronger and more informed. CATE 2003 supports and inspires California language arts teachers with excellent programs and speakers.
But CATE 2003 would not exist without the diligent effort of many dedicated volunteers. To these we owe our thanks.

Convention Chair: Carole LeCren, La Jolla High School, San Diego
Convention Coordinator: Punky Fristrom, San Diego City Schools, Retired
Assistant Convention Coordinator: Teisha Hase, Oroville High School
Hospitality: Jo Anne Mitchell, John Marshall High School, Los Angeles Unified School District
Registration: Annette Davis and Cyndi Furr, Palm Desert High School
Concierge: Svetlana Lazarova and Loret Stagg, Palm Springs High School
Programs: Don Mayfield, San Diego County Office of Education, Retired
Meal Events: Julie Steitz and Tiffany Campbell-Cunefare, Murrieta Valley High School
Friday Night Event: Catherine C. Linn, Palm Springs High School
Lesson Plan Exchange: Chiyo Masuda, Albany Middle School (Retired), Albany
AV and Room Set-Up: Charleen Silva Delfino, Director San Jose Area Writing Project
CATE Membership Booth: Linda Stockton, Davis Intermediate School, San Jose
Pre-Convention K-12: Martha Plender, Inland Area Writing Project, University of California, Riverside
Pre-Convention Community College: Joni Jordan, College of the Sequoias
Janice Albert, Chabot and Las Positas Colleges
Vince Piro, Merced Community College
Local Arrangements: Catherine C. Linn, Palm Springs High School
Book Signings: Kathy and Ken Allen
Volunteer Coordinator: Oscar Browne, Lincoln High School, San Diego
College Credit: Martha Plender, Inland Area Writing Project, University of California, Riverside
New Teacher Reception: Teisha Hase, Oroville, and Cheryl White, McKinleyville
President’s Reception: Anna J. Roseboro, The Bishop’s School, La Jolla
Exhibitors’ Reception: Punky Fristrom, San Diego City Schools, Retired
California Young Reader Medal: Diane Tellefsen, Wilson Middle School, Pasadena Unified
CATE Treasurer: Anne Fristrom, Retired, San Diego
Exhibits: Jan Burke and Julia M. Gottesman, The KAW Company
Registrar: Linda Scott, Carlsbad
Program Layout and Logo Design: Carole LeCren, San Diego
Printer: Rick Benson, Golden Ink, San Diego

CATE 2003: Resolution 1 – Subject Matter Projects

Background

The California Association of Teachers of English (CATE) commend the work of the California Subject Matter Projects, specifically those involved with the advancement of language arts instruction in the State of California, the California Writing Project and the California Reading and Literature Project. These projects, with their premise of teachers teaching teachers, have proven to be pedagogically sound and have provided invaluable training every year to thousands of California teachers in improving student writing and reading. Funding for the subject matter projects is in danger of being eliminated from the state budget.

Resolution

Be it resolved that the California Association of Teachers of English (CATE) urge Governor Gray Davis and the California State Legislature to continue funding of the California Subject Matter Projects, particularly the California Writing Project and the California Reading and Literature Project.

To:
Governor Gray Davis
Senate Education Committee, John Vasconcellos, Chair
Assembly Education Committee, Jackie Goldberg, Chair
Secretary of Education, Kerry Mazzoni
State Board of Education, Reed Hastings, President
State Superintendent of Public Instruction, Jack O’Connell
California Teachers Association President, Wayne Johnson, President
California Federation of Teachers President, Mary Bergan, President
Office of the Chancellor, University of California, Richard E. Atkinson
Office of the Chancellor, California State University, Charles B. Reed

CATE 2003: Resolution 2 – Class Size Reduction

Background

The California Association of Teachers of English (CATE) commend the State legislature for instituting class size reduction in grades K-3 and in 9th grade English/language arts classes. Small class size helps create the conditions teachers need to achieve high educational goals. The State of California is presently in a budget crisis, and eliminating the class size reduction program is being considered as one way to reduce the deficit.

Resolution

Be it resolved that the California Association of Teachers of English (CATE) urge Governor Gray Davis and the California State Legislature to maintain funding for the class size reduction program in grades K-3 and in 9th grade English/language arts.

CATE 2003: Resolution 3 – The Reading First Initiative and The Single Test-Based Accountability System

Background

The Reading First Initiative of the No Child Left Behind Act of 2001 (NCLB) affirms the need for all states to take accountability for students to become better readers. The law mandates a single test-based accountability system for all states. It requires annual testing at every grade level, and states must disaggregate their test scores by students’ racial and socioeconomic backgrounds. The legislation further mandates a single definition of adequate yearly progress (AYP), the amount by which schools must increase their test scores in order to avoid sanctions. Finally, the law sets a single target date by which all students must exceed a state-defined proficiency level-an issue that in the past has been left almost entirely to states and localities. By so doing, the federal government has defined accountability to mean testing alone.

It was in the early 1990’s that reformers included, in addition to tests, portfolios and formal exhibitions of students’ work, student initiated projects, and teachers’ evaluations of their students. Over the past seven years, accountability reform in California has been diverted to the easier route of standardized testing. However, relying only on standardized tests dodges the complicated questions of what tests actually measure and of how schools and students react when tests are the sole yardstick of performance.

In a recent study published by the National Education Association (NEA), the limitations of tests are made abundantly clear. By their very nature, standardized scores are imprecise and always include a “standard error,” which is rarely explained to the public. The study also points out that a test is both a sample of all possible questions that could be asked about a subject and a sample of a student’s behavior at a single point in time, suggesting the inherent unreliability of all standardized test scores. Additionally, the study points out that teaching to the test can raise scores without students actually knowing more. An example would be the score inflation phenomenon we have seen over the last few years in the STAR test scores across the state.

Because the NCLB Act of 2001 legislates sanctions against schools for not showing continuous progress and meeting achievement goals, it is particularly disturbing to note that it will be nearly impossible for schools that have mobile populations to show this continuous progress. As the NEA study shows, “volatility in average test scores, due to external factors (such as highly mobile student populations)” could make it difficult for schools to show continuous progress determined by the NCLB.

CATE recognizes that good tests can provide consistent, comparable and useful information not easily obtained by other means, but to continue the reliance on inadequate standardized tests, especially when sanctions threaten local control and teacher judgment, is harmful to schools.

CATE has had a long history of addressing the abuse of standardized tests through its resolutions (1980,1986,1992,2000, and 2001, which “urges a test takers’ bill of rights that guarantees an open and equitable assessment process that safeguards the rights of all test takers”).

Once again, CATE asserts the responsibility of literacy educators, collectively and individually, to speak out about the limitations of standardized testing.

Resolution

Be it resolved that the California Association of Teachers of English (CATE) oppose standardized tests of isolated skills and decontextualized information; and

Be it further resolved that the CATE reaffirm commitment to an authentic assessment system that reflects research on learning, provides useful information to teachers, and safeguards the rights of all test takers – including English language learners and students with special needs.

CATE 2003: Resolution 4 – Textbook Adoption

Background

Currently, the State Board of Education is making decisions that limit the choice of literature texts and programs used in teaching English/language arts in the K-6 levels. Only two programs, Open Court and Houghton Mifflin, are currently approved. Although the Instructional Materials Evaluation Panels (IMEP’s) with teacher representation has recommended additional texts for state adoption, the State Board of Education has disregarded these recommendations.

Resolution

Be it resolved that the California Association of Teachers of English (CATE) urge the California State Board of Education to follow the professional recommendations of the Instructional Materials Evaluation Panels (IMEP’s) in approving instructional materials which can be purchased with state funds.

CATE 2003: Resolution 5 – State Board of Education

Background

The California State Board of Education makes significant policy decisions about curriculum, materials, and methodology. Current members of the State Board of Education are primarily from the private sector with little or no classroom experience teaching a standards-based curriculum. In addition, the high standards expected of all students are strongly based on knowledge of English/language arts.

Resolution

Be it resolved that the California Association of Teachers of English (CATE) urge Governor Gray Davis to appoint individuals to the State Board of Education with skills, knowledge, and experience in the teaching profession, at least one of whom should have an English/language arts background.