– Lisa Gonzales ACSA President
Title 9 athletic data posting mandates
The Education Code requires that schools annually post data by gender on student sports participation . But a study conducted by “ Fair Play for Girls in Sports ( A project of Legal Aid at Work )” analyzed 108 randomly selected California high schools and found that less than half , just 51 of the 108 , had posted any data at all .
The study also found that the lack of compliance with the Education Code does not appear to correlate with the racial or socioeconomic composition of the community a school serves . In addition , as of July 2017 , the name and contact information of the Title 9 coordinator must also be posted in a prominent and conspicuous location on the school or district ’ s website and information included on how to file a complaint under Title 9 .
Title 9 posting – What is required SB 1349 , Education code 221.9 , schools must report and post each year :
• The total enrollment of the school , classified by gender .
• The total number of male and female students participating in competitive athletics .
• The number of boys ’ and girls ’ teams , classified by sport and by competition level ( frosh , junior varsity , varsity ).
Schools shall post in a prominent and conspicuous location on their websites all of the following :
• The name and contact information of the Title 9 coordinator , including the Title 9 coordinator ’ s phone number and email
AGENDA
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Career Technical Education Foundations course to Single Subject credential candidates enabling candidates with required industry experience to be eligible for their preliminary credential .
The Legislative Analyst ’ s Office has released a look at the governor ’ s proposed education budget for 2018 . While the LAO stated the governor ’ s proposal was reasonable , they also stated it fails to address some core problems . For example , they felt the proposal for one-time initiatives was promising .
“ Including one‐time initiatives reduces the likelihood of programmatic cuts to schools if the state experiences an economic downturn after 2018‐19 ,” the report ’ s executive summary said .
The report also was favorable toward the proposal to move to full funding of LCFF – bringing schools back to the level of funding enjoyed in 2007 .
“ By continuing to prioritize LCFF implementation , the state would be fostering greater local control and flexibility while simultaneously providing more funding for disadvantaged students ,” the report said . “ Upon reaching full implementation , the Legislature will have many options to consider regarding next steps .”
The LAO report also examines different options and recommendations for consideration by the Legislature in school funding :
• Adopt a more strategic approach to retiring the K‐12 mandate backlog .
• Recommend alternative approach to system of support .
CTC-approved exams
The majority of CTC examinations are offered year-round on demand at the contractor ’ s computer-based testing sites located throughout California , in all of the 50 states , at overseas locations , and by arrangement at military bases overseas . Some examinations , however , may not be available on-demand due to lower candidate volume or exam type ( e . g . paper-based exams or some exams using video ). The CTC ’ s examination website provides specific details for each examination and its availability throughout the testing year :
• CBEST : California Basic Educational Skills Test . The CBEST measures basic proficiency in reading , mathematics and writing . The examination is given in English , and all responses must be in English .
• CSET : California Subject Examinations for Teachers . The CSET tests measure the candidate ’ s competency in the subject matter they will be authorized to teach . The CSET series includes CSET : Multiple Subjects and CSET : Single Subjects .
• RICA : Reading Instruction Competence Assessment . The RICA tests professional knowledge related to the teaching of reading , including both content and applied pedagogical knowledge . Passing the RICA examination is required for all preliminary Multiple Subject teachers and most California-trained Education Specialist candidates .
• CTEL : California Teacher of English Learners . The purpose of the CTEL examination is for candidates who did not complete an SB 2042 teacher preparation program , veteran classroom teachers who need but do not have an English learner authorization , and out of state candidates who do not have an English learner authorization earned in another state .
• CPACE : California Preliminary Administrative Credential Examination . The purpose of the CPACE is to measure whether entry-level principals and other school administrators have the standardsrelevant knowledge necessary for competent professional practice .
Overall , all examinations show a fairly steady passing rate pattern for the past five years , 2012-13 to 2016-17 . The difference between the first-time passing rate and the cumulative passing rate for the CBEST , RICA and CSET examinations clearly indicates that candidates persevere to take and pass the examinations , thus increasing the cumulative passing rates over time .
address .
• The rights of a pupil and the public and the responsibilities of the public school , private school , school district , county office of education , or charter school under Title 9 , which shall include , but shall not be limited to , web links to information about those rights and responsibilities located on the websites of the department ’ s Office for Equal Opportunity and the United States Department of Education Office of Civil Rights , and the list of rights specified in Section 221.8 .
The posted information must include a description of how to file a complaint under Title 9 , which shall include all of the following :
• An explanation of the statute of limitations within which a complaint must be filed after an alleged incident of discrimination has occurred , and how a complaint may be filed beyond the statute of limitations .
• An explanation of how the complaint will be investigated and how the complainant may further pursue the complaint , including , but not limited to , web links to this information on the United States Department of Education Office for Civil Rights ’ website .
• A web link to the United States Department of Education Office for Civil Rights complaints form , and the contact information for the office , which shall include the phone number and email address for the office .
Each year the California Interscholastic Federation requests athletic and activity participation data from nearly 1,600 California high schools . Completing this task plays a vital step in a school / districts mandated Education Code reporting and posting requirements .
The CIF online reporting system allows schools to compile and submit their data to the CIF in a simple process . Upon conclusion of the census , the CIF posts submitted data on its website and school / districts should do the same as required by the Education Code . Schools upon completion and submission to the CIF will receive a copy they can post . This information collected far exceeds the mandates for schools and districts and will help promote transparency of school and district extracurricular programs to the public .
Questions to consider
• Has our district Title 9 coordinator attended in-service and training in Title 9 ? Often Title 9 coordinators are in HR and may not be well versed or understand Title 9 as it goes well beyond athletics ; hazing , sexual harassment , etc .
• Who in the district oversees athletic programs ?
• Have our school athletic directors attended in-service and training in Title 9 ?
• Are our schools collecting and posting the mandated information ?
More information is available on the CIF website at http :// cifstate . org / governance / equity / index .
This article was written by CIF Executive Director Roger Blake .
LAO makes recommendations on budget
• Recommend LCFF approach to CTE , but modify existing CTE program if taking categorical approach .
• Recommend comprehensive approach to addressing state ’ s special education staffing shortages .
ACSA will be taking the LAO recommendations under consideration as the association develops our own budget recommendations , which will be released soon . If any ACSA member has questions or recommendations to share , please contact Legislative Advocate Martha Alvarez at malvarez @ acsa . org .
The LAO report can be accessed on the LAO website at www . lao . ca . gov .
Update on surveys
The CTC has developed and implemented a number of program completer surveys , as well as a survey of master teachers and employers , to strengthen and streamline its accreditation system . The group ’ s task was to draft brief but focused surveys that can be completed quickly and conveniently by program completers and other stakeholders to maximize accuracy of results as well as response rates in order to make data meaningful to programs , accreditation staff , volunteers and the general public .
Surveys and statewide results are posted on the commission ’ s Credential Program Completer Surveys web page . There are eight surveys developed and currently being administered :
• Preliminary Multiple Subject Completer Survey .
• Preliminary Single Subject Completer Survey .
• Preliminary Education Specialist Completer Survey .
• Preliminary Administrative Services Completer Survey
• Clear / Induction Multiple and Single Subject Completer Survey .
• Clear Education Specialist Induction
Completer Survey .
• Master Teacher Survey .
• Employer Survey .
A survey for Clear Administrative Services completers is being put into place this year as the initial completers of the Administrative Services Induction programs will be finishing their programs this coming spring .
The key purpose of the surveys is to inform program improvements at the institution . The surveys provide a wealth of information for accreditation site visit teams to review and consider alongside documentary evidence and interviews .
Commission staff plans to review the completer surveys to identify outlier responses regarding programs that are significantly better or worse than the state as a whole . Visit www . ctc . ca . gov for more .
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The recent school shooting at Douglas High School in Florida keeps at the forefront of our thoughts the need for safe schools coupled with more intentional work on issues related to mental health . Despite funding from the state of California , the needs of our students continue to increase in districts large and small , urban and rural , and everywhere in between .
At the February ACSA Leadership Assembly , attendees had an opportunity to listen to the advice of Corning USD Superintendent Rick Fitzpatrick , whose school district encountered an active shooter last November . Fastthinking staff members empowered to act instead of obtain an administrator ’ s permission issued a lock-down and secured the campus in less than 50 seconds . His experience prompted leaders from around the state to revisit their practices .
But there is more to do . President-elect Holly Edds is initiating a Task Force to look at issues of safety and mental health , topics which continue to be at the top of the request lists coming from leaders . We ’ re hoping to kick that team off in early summer with a focus on issue analysis , resource gathering and a look at proposing new legislation . But it doesn ’ t stop there .
At the Every Child Counts Symposium more than 1,600 educators focused on the needs of students from special education to alternative education , model practices were shared by our members and legal partners . For example , Twin Rivers SD Assistant Superintendent Lori Grace highlighted tips to help stakeholders identify “ high risk ” students in a presentation on suicide prevention . Sandra Ayon , Greg Moffitt and Todd Cutler of the Winters Joint Union SD shared their integrated model of student support for academic , social and emotional support . In addition , keynote speaker Tim Shriver , chairman of the Special Olympics , inspired with his organization ’ s work that serves more than 5.6 million athletes from 172 countries and his founding of the Collaborative for Academic , Social and Emotional Learning .
We have incredible practitioners in our ranks who are leading the change our students need in districts . From workshops on supporting gender nonconfirming students to building legally compliant school-based health and wellness programs , the ECC Symposium has a vast array of programming for an ever-changing student population .
We ’ ve found a way to continue to share the best practices and practitioner expertise on a daily basis . In April , ACSA will roll out a new repository of resources by administrators for administrators , so that learning can go beyond conferences and workshops in a “ ready when you need it ” locale . I ’ m excited about the launch of this new repository and the opportunity to continue to highlight great practices and model programs from around the state and beyond .
ACSA membership isn ’ t just about networking and advocacy . It is also about mutual support and raising the bar for all of us , so we in turn do the same for our students .
– Lisa Gonzales ACSA President