CATE 2011: Board Resolution – Commendation of the Convention Committee
Never More Crucial is a vital theme for a convention held in the state’s capital during a year when budgetary and educational issues are foremost in every teacher’s mind. In this year when every teacher in the state is concerned about how to keep going from day to day, attendance at an English Language Arts convention is not only vital, but crucial, and for many participants it is also a sacrifice—all for the good of students in the state of California.
This convention happens only because of the efforts of many teachers and other volunteers who donate their time and energy to make this weekend possible.
Let it be resolved that the California Association of Teachers of English (CATE) thank and commend the following outstanding volunteers and members of the convention committee:
| Convention Chair | Michelle Berry, Windsor High School, Windsor |
| Convention Coordinator | Punky Fristrom, Retired, San Diego Unified School District |
| Program Chair | Cheryl Hogue Smith, Kingsborough Community College, City University of New York |
| Meals /Decor CoChairs | Lynda Campfield, San Leandro High School, San Leandro Elisa Griffin, Franklin High School, Stockton |
| Registration Chair | Sarah Tutt, River City High School, West Sacramento |
| Hospitality Chair | Ariana Rubalcalva, Student Teacher, Rio Americano High School, Sacramento |
| Volunteer Co-Chairs | Angus Dunstan, CSU Sacramento, Sacramento Shelly Medford, Oroville High School, Oroville |
| College Credit Chair | Angus Dunstan, CSU Sacramento, Sacramento |
| Autograph Chair | Verna Dreisbach, Dreisbach Literary Management, El Dorado Hills |
| President’s Reception | Charleen Silva Delfino, Retired, San José State University |
| Technology/AV Chair | Bill Foreman, CSU Stanislaus, Turlock |
| Concierge | Michael Johnson, C. K. McClatchy High School, Sacramento |
| CATE Membership Booth | Joan Williams, Retired, Arcata High School, Eureka |
| Pre-Convention | Jayne Marlink, California Writing Project, Berkeley |
| Photographer | Ken Allen, Palos Verdes |
| CATE Treasurer | Anne Fristrom, Retired, San Diego |
| Exhibits Manager | Tammie Harvey, Chico |
| Advertising Manager | Jeff Wilson, Novato |
| Registrar | Eddie Hase, Prospect High School, Oroville |
| Flyer/Program Publication | Carole LeCren, La Jolla High School, San Diego |
| Printer | Rick and Carol Benson, Golden Ink Litho, San Diego |
CATE 2011: Resolution 1 – Mental Health and Learning Disability Support
Whereas students with identified and yet-to-be identified (or noticed) mental health and/or learning challenges often make known their issues in English and Language Arts classes, through the nature of the teacher/student interaction during reading and writing assignments, and
Whereas recent news stories about the mental and emotional issues of students, and the attempted assassination of a Congressional representative, provide evidence of the need for addressing mental health challenges, and
Whereas according to anecdotal and statistical evidence from across the state, students with learning challenges achieve more in years when their services are fully funded, and
Whereas students with mental health and/or learning challenges need both evaluation and consistent ongoing support services from mental health professionals and learning specialists in order to be successful in school and life,
Therefore let it be resolved that the California Association of Teachers of English (CATE) urge that the Governor, the State Legislature, and the California Department of Education (CDE) fund services for students with mental health and/or learning challenges and that the funding will be consistent and equitable throughout the state.
Distribution to:
The Governor
The California State Legislature
The California Department of Education
The University of California Chancellor
The California State University Board of Trustees
CATE 2011: Resolution 2 – Keeping Literature in the Curriculum
Whereas the mission of English and Language Arts faculty at all levels is to develop proficiency in reading, writing, listening and speaking, and
Whereas a related mission of English and Language Arts faculty at all levels is to prepare students to be global citizens who can engage with world issues, and
Whereas improvement in literacy skills and engagement with world issues can be fostered through both nonfiction and fiction, and
Whereas in recent years the teaching of nonfiction in English and Language Arts classrooms has increased in order to improve the outcomes on standardized tests which feature a high percentage of nonfiction texts, and
Whereas the pressure to teach more nonfiction in English and Language Arts classrooms is also driven by an apparent decline of writing and reading skills of incoming college freshmen, and
Whereas the interpretation of these perceived needs has led to the mandated teaching of nonfiction in English and Language Arts courses at the expense of or even the exclusion of literature, and
Whereas engagement with a broad range of cultures and world issues is often inspired by a poem or novel before a student explores the issue further by reading nonfiction on the topic,
Therefore let it be resolved that the California Association of Teachers of English (CATE) urge the California Department of Education (CDE), the State Board of Education, Academic Senate of California Community Colleges (ASCCC), and school districts statewide always to include the teaching of works of fiction, poetry, and drama in addition to works of nonfiction in English and Language Arts course offerings.
Distribution:
The California Department of Education (CDE)
The State Board of Education
Academic Senate of California Community Colleges (ASCCC)
School Districts (perhaps use County Departments of Education)
CATE 2011: Resolution 3 – Common Core State Standards
Whereas the state of California applied for the Race to the Top federal educational funding, and
Whereas part of the application process was to agree to replace the California standards with the Common Core State Standards (since renamed California’s Common Core Content Standards), and
Whereas when the California standards were created and implemented, a tremendous amount of time and energy was invested by many stakeholders, including English and Language Arts teachers, and
Whereas it was through that investment that the California standards were promulgated throughout classrooms in California, and
Whereas the Common Core State Standards were introduced to California teachers as a fait accompli, and
Whereas the California STAR and California High School Exit Exam were created to measure the California standards and will now need to be either revisited or revised to align with the Common Core State Standards,
Therefore let it be resolved that the California Association of Teachers of English (CATE) urge the California Department of Education (CDE) to include English Language Arts teachers in any revision of the state tests and the development and implementation of support materials (as well as fund fully professional development and training) for the Common Core State Standards in English and Language Arts classrooms.
Distribution:
The California Department of Education (CDE)
CATE 2011: Resolution 4 – Changes to CSU “Early Start”
Whereas the California Master Plan for Higher Education (1960) established the California State University (CSU) system to provide access to university education for a broad base of California’s population, and
Whereas the CSU has greatly enhanced access to higher education, historically providing the most affordable 4-year degrees available in the United States to many Californians who could not afford college and pushing California’s college-educated population to 30%, making California one of the nation’s most educated states, and
Whereas the CSU has for years provided developmental courses in math and English for many students who have needed additional help in these areas, and
Whereas the CSU has recently instituted the “Early Start” program that requires students needing developmental courses to begin those courses during the summer before their first fall semester, and
Whereas this summer coursework does not receive state support and therefore may be more expensive than coursework taken during the regular school year, and
Whereas students needing developmental coursework in English are predominantly economically disadvantaged and may not be able to afford non-state subsidized coursework and also need to work during the summer to pay for their educations, and
Whereas failure to complete successfully an “Early Start” experience will cause students to be dropped from fall term courses for which they have already registered, creating an additional admissions requirement for a predominantly poor and minority population group, which contradicts the spirit of the Master Plan,
Therefore let it be resolved that the California Association of Teachers of English (CATE) join the California State University’s Statewide Academic Senate and the California State University English Council in asking the California State University trustees to repeal or fund the Early Start requirement.
Distribution:
The California State University Statewide Academic Senate
The California State University English Council
The California State University Board of Trustees