The California Commission on Teacher Credentialing had a meeting Aug. 29-30, with the second day spent in closed session to discuss a pending legal case. Much of the Aug. 29 agenda focused on progress related to pilot testing and other items associated with the upcoming Literacy Performance Assessment, which will replace the Reading Instruction Competence Assessment (RICA) beginning July 1, 2025, per Senate Bill 488. Also discussed was the new workgroup established to review all Teaching Performance Assessments (TPAs), as directed by SB 1263.
Literacy Performance Assessment
SB 488 requires preparation programs to incorporate evidence-based means of teaching foundational literacy skills; tiered supports; ongoing diagnostic techniques and early intervention; alignment with the State Board of Education’s English Language Arts/English Language Development Framework; the incorporation of the California Dyslexia Guidelines and more. These skills will be assessed through the new Literacy Performance Assessment (LPA), which measures Teaching Performance Expectation elements through video clips and verbal and written commentary.
Refer to the meeting agenda for details on all items here.
Spring 2024 pilot testing
Nineteen preliminary preparation programs across Multiple Subject (MS) and Education Specialist credential area programs participated, with 219 candidates submitting responses to the LPA, resulting in 218 scorable responses. Because PK-3 Early Childhood Education (ECE) Specialist Instruction programs were not yet approved at the time of the pilot test, MS programs with candidates placed in TK-3 settings for clinical practice were identified as a sample for this area. All pathways were represented in the pilot study (District Intern, University Intern, Integrated Undergraduate Teacher Credentialing Programs, Residency and Traditional Fifth Year). Commission staff worked with the identified institutions to draw a sample of diverse candidates that were representative of the larger population of teacher candidates.
Of these candidates, 213 passed the LPA with an average 97 percent rate across pathways. At the conclusion of the pilot, surveys were collected from candidates, program coordinators, cooperating teachers and assessors. In addition, focus group sessions were held online with candidates, program coordinators and assessors about the LPA. Overall, the candidates and programs found the LPA allowed them to demonstrate their literacy instructional practices in an authentic manner and appreciated the flexibility of the choices built
into the LPA. Survey data will be used to further finesse the LPA. For example, while 90 percent of candidates strongly agreed or agreed that they had sufficient support from their program faculty and that their program prepared them to be able to teach foundational reading skills for the LPA pilot, candidates reported needing more support from their cooperating teacher, with 24 percent disagreeing or strongly disagreeing that they received sufficient support from them during the LPA pilot.
Next steps for LPA development include completing field test program recruitment; finalizing LPA tasks, rubrics, program guides and support materials; requesting field test candidate waivers; determining field test program supports; and beginning the LPA field test.
Much like candidates participating in previous field tests, the commission granted RICA waivers to participants of the LPA field test. Alternatives to meeting the RICA requirement for current candidates that will complete their credentials before the LPA launch date and those who received RICA waivers due to the pandemic were also discussed. Commissioners approved the use of the “Foundations of Reading” examination used by multiple other states as a stop-gap measure for those candidates beginning July 1, 2025. This option will also be available for private school teachers and those who were prepared in another country.
Teacher Performance Assessments review workgroup
In February 2024, SB 1263, co-sponsored by the California Teachers Association and the California Faculty Association, was introduced to fully eliminate the performance assessment requirement in educator preparation programs. The impetus for this legislation, in part, stemmed from feedback CTA received from current members regarding their negative experiences with the EdTPA and CalTPA during their preparation programs. The bill was amended in the Assembly on June 17, combining elements of the performance assessment workgroup called for in Education Code section 44320.2 with specific requirements regarding workgroup composition, areas of inquiry, timelines for developing workgroup recommendations, timelines for reporting progress to the Legislature and guidelines for conducting workgroup meetings.
In order to meet an aggressive timeline, the commission is working with consultants, the Glen Price Group. The purpose and proposed roster for the Workgroup to Review the Design and Implementation of the Teaching Performance Assessment (RDI-TPA) was approved by the commission at the meeting. The objective is to ensure that these assessments are valid, authentic, formative in nature, embedded in preparation, suitable for beginning teachers and contribute to program improvement through the accreditation system. The workgroup includes classroom teachers, teacher educators and performance assessment experts. Initial recommendations will be presented at the February 2025 commission meeting and final recommendations for action will be presented at the June 2025 meeting.
In other Commission news:
- The commission approved the field test for the Fresno Assessment of Student Teachers (FAST) Literacy Performance Assessment. FAST is an accreditation program run by California State University, Fresno.
- The commission approved a standalone added authorization for Child Welfare and Attendance (CWA), an additional certification option for those with a Pupil Personnel Services Credential in School Counseling, School Psychology and School Social Work. While this authorization was rolled into the standard PPS credential in 2019, staff determined those already in the field need a standalone option. The CWA allows its holders to provide child welfare, attendance and related services in addition to their main role or function within a local educational agency.
