Amended
IN
Assembly
August 10, 2020 |
Amended
IN
Assembly
July 27, 2020 |
Amended
IN
Assembly
July 01, 2019 |
Amended
IN
Assembly
June 18, 2019 |
Amended
IN
Senate
May 17, 2019 |
Amended
IN
Senate
April 11, 2019 |
Amended
IN
Senate
April 01, 2019 |
Introduced by Senator Rubio (Coauthors: Assembly Members Gipson, Quirk-Silva, and Blanca Rubio) |
February 22, 2019 |
This bill would repeal those requirements, and other requirements relating to the reading instruction competence assessment, and would provide that the reading instruction competence
assessment is not required for the issuance of a teaching credential, as specified.
This bill would require the commission, by July 1, 2022, to ensure that all approved preparation programs instruct and reliably assess candidates to ensure individual competence to deliver and facilitate comprehensive and research-based reading instruction and to adopt, modify, and administer reading instruction assessments aligned with the state’s current adopted curriculum frameworks for specified teacher candidates. The bill, commencing July 1, 2022, for preliminary multiple subject and specialist teaching credentials, and July 1, 2023, for preliminary single subject teaching credentials, would require the requirements for the issuance of those teaching credentials to include either the approved preparation program requirements or the specified reading instruction assessments.
This bill would revise certain provisions relating to internship programs where interns can choose an early program completion option, as provided.
This bill would revise those provisions to require that the study of alternative methods of developing English language skills to also be in accordance with current expectations and requirements for credential candidates. The bill would repeal the provisions requiring the study of reading to include certain components.
(b)Standardized tests in foundational reading have not been found to improve the teaching of reading or pupils’ reading performance over the past 25 years.
(c)
(d)
(e)
(f)
(g)
(h)Passage rates indicate that standardized tests required for licensure exclude otherwise qualified candidates from the teaching profession, with a disproportionate impact on male candidates and candidates of color.
(i)
(j)
(k)
(a)The Legislature hereby recognizes that teacher competence in reading instruction and literacy is essential to the progress and achievement of pupils learning to read in elementary and secondary schools. It is the intent of the Legislature that the commission ensure that all applicants for multiple subject, single subject, and specialist instruction teaching credentials are prepared to teach reading and literacy within the scope of their certification.
(b)By July 1, 2022,
the commission shall do both of the following:
(1)(A)Ensure, through the accreditation process, that all approved preparation programs instruct and reliably assess candidates, using a program-embedded performance-based measure, to ensure individual competence to deliver and facilitate comprehensive and research-based reading instruction.
(B)The commission shall develop assessment standards, templates, and general guidance for performance-based assessment tools, instruments, and processes that shall be made available to preparation program sponsors to assess candidates as described in subparagraph (A).
(2)Adopt, modify, as necessary, and administer reading instruction assessments aligned with the state’s current adopted curriculum frameworks for teacher candidates who have not been instructed and assessed to ensure their competence to deliver and facilitate comprehensive and research-based reading instruction, as described in paragraph (1).
(c)(1)Beginning July 1, 2022, the requirements for the issuance of the preliminary multiple subject or education specialist teaching credential shall include either paragraph (1) or (2) of subdivision (b).
(2)Beginning July 1, 2023, the requirements for the issuance of the preliminary single subject teaching credential shall include either paragraph (1) or (2) of subdivision (b).
(d)This section shall not apply to an applicant for an Early Childhood Special Education Certificate or Early Childhood Special Education Credential, which authorizes the holder to provide educational services to children from birth to kindergarten, inclusive, who are eligible for early intervention special education and related services.
(e)Notwithstanding any other law, the passage of the reading instruction competence assessment developed by the commission pursuant to this section, as it read on January 1, 2020, shall not be required for the issuance of a teaching credential.
(d)
(3)