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Last updated: January 28, 2015



CSTA Call to Action - Act Now to Make Science Count

The state of California is preparing to undergo a significant change in its statewide accountability system. Under the old system of API and AYP science was marginalized and underrepresented. It is now, while the state is developing new metrics to support the implementation of the Local Control Funding Formula (LCFF) and Local Control Accountability Plans (LCAPs), that input is being sought from teachers and other constituents. CSTA is asking you to take five minutes of your time today to submit your feedback online to let the state know these critical ways they can help elevate science in the state’s accountability so that it is on par with the other core subjects of ELA and math, and not second or third fiddle:

Link to Survey: https://www.surveymonkey.com/s/KNRCLQN

Recommended answer to question 4: Evaluation Rubric metrics (this is the option that best relates to the recommended answer to question #5)

Recommended answer #5 (please feel free to copy and paste):
The metrics proposed in the conceptual example do not provide sufficient metrics for science, especially at the elementary level. Science is a core subject and there are state adopted standards for science K-12. Ed Code sections 51210 and 51220 state that science instruction shall be a part of the adopted course of study for grades 1 to 6 and 7 to 12, respectively. As such, the following metrics, similar to those already proposed, must be added to the proposed metrics under the categories indicated:

  • Conditions for Learning – Implementation of State Standards: % of Teacher Participated in NGSS Professional Learning (LEAs and Schools)
  • Conditions for Learning – Course Access: % of Students meeting a gateway performance standard – add % of students proficient in science at 5th grade and 8th grade. (LEAs, Schools, and Equity)
  • Conditions for Learning – Course Access: % of Students with regular and consistent access to hands-on science learning experiences or courses. (LEAs, Schools, and Equity)
  • Pupil Outcomes – Pupil Achievement: % of Students proficient or advanced in science (standardized test) (LEAs, Schools, and Equity)

If as the process moves along some of these sample metrics are not included, or new metrics are added, I request that whatever metrics for the subjects of ELA and mathematics are ultimately included, corresponding metrics for science must also be included for both elementary and secondary grade levels.

If you would like to know more about the sample metrics proposed and the LCAP evaluation rubrics development process, please visit http://lcff.wested.org/lcff-channel/evaluation-rubric-videos/evaluation-rubrics-episode-1-lcff-evaluation-rubrics/ and http://lcff.wested.org/evaluation-rubrics-conceptual-example/.

Thank you for taking five minutes of your time to make sure the voice of science teachers is heard during this process. The more participation we have from individual teachers, the stronger our voice is in Sacramento. Please submit your response to the survey by 5:00 pm on Friday, January 30, 2015.

CSTA's Legislative Updates have moved to California Classroom Science. Please visit http://www.classroomscience.org/category/legislative-update to stay informed and up-to-date on legislative issues impacting science education.

For Senate and Assembly education committees, and to find your legislator, see Legislators.