Attend our LCAP webinar and learn about the latest changes to the Local Control Funding Formula (LCFF)-Local Control and Accountability Plan (LCAP) template and how you can directly impact your child’s education, school, and school district.
Date and time: TBD – This webinar has been postponed due to the coronavirus outbreak. Please stay tuned for reschedule date.
The California Department of Education, in collaboration with Smarter Balanced and Educational Testing Service (ETS), have launched two new websites for parents called “Starting Smarter” for the California Assessment of Student Performance and Progress (CAASPP) and the English Language Proficiency Assessment for California (ELPAC).
These family-focused websites provide resources to facilitate parents’/guardians’ understanding of the scores presented on their child’s Student Score Reports. Using these websites, families can learn more about the performance areas in each subject and grade, see sample test questions, prepare for parent-teacher conferences with a useful downloadable guide, and access high-quality resources to support learning at home. The websites are also available in Spanish.
Visit ca.startingsmarter.org and elpac.startingsmarter.org to learn more.
November 6, 2018
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California parents say that science learning is vitally important and they support the kinds of changes in science instruction envisioned in the Next Generation Science Standards (NGSS), according to a recent survey conducted by California State PTA. The survey, with more than 2,000 respondents (see overview below), also revealed about half of parents believe their district does not provide enough science instruction at the elementary school level.
Parents’ belief in the importance of science was the strongest message out of the survey, with nearly nine out of 10 agreeing or strongly agreeing that learning science is equally important as reading, writing and math. The results were similar across all parents surveyed, regardless of the child’s age, their own science background, their ethnic and socio-economic background, or their engagement in school activities. In addition, 80 percent of parents reacted positively to messages that “science is central to how we understand and make sense of the world around us,” and “a strong science education is essential for college and career readiness.”
“As California proceeds with the implementation of the Next Generation Science Standards (NGSS), it is important for parents to understand and support the changes schools are making,” said California State PTA President Dianna MacDonald. “Our survey results indicate parents think science instruction is vital and that they welcome the kinds of changes the state expects schools to put into place.”
When presented with descriptions of how instruction will change under NGSS, more than 80 percent of the parents surveyed said they felt favorably or very favorably toward the new standards. Parents find particularly appealing the idea that the new standards encourage students to ask lots of questions and emphasize hands-on investigation and discovery. They were equally positive about the new standards beginning at an early age and engaging students who may not think of themselves as “science kids.”
The respondents were also nearly unanimous in supporting the need for children to be equipped with critical thinking, problem solving and analytical skills, consistent with the state’s learning goals in English language arts and mathematics.
The California State PTA survey also made clear that many parents see plenty of room for improvement in both the quality and quantity of science instruction their children currently receive.
Asked whether their child attended a science class or had a science lesson either daily or weekly, seven out of 10 survey respondents said yes. However, that dropped to just over half (54 percent) among elementary parents.
Along with questions about their own children’s experiences, the PTA survey asked parents their opinion about whether science instruction in their school district as a whole was sufficient. The responses varied by grade level, with 53 percent saying their district was not providing enough science instruction in local elementary schools, 24 percent saying the same about middle schools, and 19 percent saying “not enough” in high school
The survey also indicates that schools could do more to enlist parents’ active engagement with science learning. Parents were nearly unanimous in saying it’s important for their child to have science-related learning experiences outside of the classroom but only half said they know a lot about the science their child is learning in school.
The majority also said they could better support their child’s science education if they better understood the curriculum and had ideas about fun science activities to do at home. Only about a quarter of parents agreed or strongly agreed that their child’s teacher provides those kinds of ideas, with the response consistent across all grade levels and ethnic backgrounds.
With the California State Board of Education’s formal adoption of instructional materials aligned with NGSS, more schools will be actively implementing new science teaching approaches. In addition, this spring students will take the first statewide science tests that will be reported for school accountability purposes. Notably, half of parents surveyed say that they are completely unfamiliar with the terms Next Generation Science Standards and NGSS.
Parents could play a significant role in helping schools’ NGSS implementation efforts succeed. However, their support will be much stronger if schools take the time to explain the new standards, address parents’ questions, and tap into their enthusiasm for science learning both in and out of school.
July 24, 2018
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With thousands of kids heading back to school starting as early as next week, California State PTA offers the top three trends in education during this back-to-school season.
Family engagement leads to student success. Research shows that authentic family engagement is a key factor in long-term student success – including better student attendance, higher graduation rates and increased student achievement. That’s why we’re proud to sponsor Assembly Bill 2878 (Chavez). This important measure is a family engagement bill that seeks to use research-based guidelines to define what authentic family engagement could look like in Education Code in order to guide schools, districts and county offices of education.
Safe children are better learners. We believe that every child is entitled to a safe and peaceful school environment that is orderly and empowering, in which students and staff are free to learn and teach without the threat of physical and psychological harm. When kids feel safe and secure, they can better focus on learning at school and in the home, and can achieve academic success.
It starts with attendance. Children need to be in school to learn – it’s that simple. If children don’t show up for school every day, they miss out on developing fundamental skills. Data shows children who are chronically absent in kindergarten and first grade are far less likely to read proficiently at the end of third grade. Parents and families are essential partners in making sure students attend school, and play a key role in identifying the barriers to attendance as well as what motivates students to go to school.
“Family engagement makes an amazing impact on student success, along with good attendance and school safety. These trends in education support our mission of support every child in California, both at school and in the home,” said California State PTA President Dianna MacDonald.
For more information on these trends and many more resources, visit www.capta.org/tips-for-parents.
California State PTA in partnership with Create CA is pleased to launch the newly revised Parents’ Guide to Arts Education in California Public Schools. This guide provides an overview of what your child will learn in the arts disciplines of dance, music, theatre and the visual arts by the end of each grade level.
By asking about the arts program at your child’s school, you are showing your interest in all students, not just the “talented,” having the opportunity to express their unique individuality through creating and learning in and through the arts.
The information is grouped into four sections:
Download the full guide here:
The arts learning examples in this guide are based on the Visual and Performing Arts Framework for California Public Schools, the California Visual and Performing Arts Content Standards and the National Core Arts Standards. While standards in every subject area are revised over the years, if your child is being provided with the type of arts content suggested here in each grade, he or she will be well prepared for learning in the arts in each grade level.
“California State PTA is excited to provide this arts curriculum guide for parents and education advocates across California. In partnership with CREATE CA, California State PTA has put together a simple, easy-to-read guide of the Visual and Performing Arts (VAPA) Standards by grade level. This guide, in conjunction
with the California Arts Education Data Project, will give parents and education advocates a snapshot of how a full arts curriculum advances student success socially, emotionally and academically.” – Celia Jaffe, President, California State PTA
California’s K-12 public schools are undergoing an ambitious remodeling project, with a focus on ensuring all students, no matter who they are or what their circumstance, graduate high school ready to succeed in higher education, careers, and in life.
All of these changes work together locally to give parents, students, educators and communities more of a say in the ways education funding is spent in their school district, how priorities are set, and the strategies used to meet the unique needs of all students.
Upgrades include:
Social-emotional learning (SEL) is the process through which people learn to manage their emotions, interact with
others, and achieve goals. Download the infographic to learn more about SEL in Expanded Learning Programs.
The California Department of Education, in collaboration with Smarter Balanced and Educational Testing Service (ETS), have launched two new websites for parents called “Starting Smarter” for the California Assessment of Student Performance and Progress (CAASPP) and the English Language Proficiency Assessment for California (ELPAC).
These family-focused websites provide resources to facilitate parents’/guardians’ understanding of the scores presented on their child’s Student Score Reports. Using these websites, families can learn more about the performance areas in each subject and grade, see sample test questions, prepare for parent-teacher conferences with a useful downloadable guide, and access high-quality resources to support learning at home. The websites are also available in Spanish.
Visit ca.startingsmarter.org and elpac.startingsmarter.org to learn more.
Parents and their children are the consumers of our nation’s public education system, and parents have always been essential partners in education. However, they haven’t always been included at the decision-making table. This has caused confusion, mistrust and backlash when new initiatives — whether at the federal, state or local level—have been considered and implemented.
The Every Student Succeeds Act (ESSA) provides a unique opportunity for parents and families to give their input and to hold states and districts accountable for their children’s educational experience.
National PTA has identified six critical ways states, school districts and schools should be engaging parents and families as part of ESSA or any new education initiative. Use the rubric on the back to evaluate how your state, school district and school are doing!
California’s school funding law, the Local Control Funding Formula (LCFF), has strong support and is helping some school districts’ spending become more strategic and targeted, but law is still “a work in progress,” researchers say.
This report seeks to help policymakers and others better understand ways in which LCFF implementation is changing fundamental aspects of resource allocation and governance in California’s K-12 education system. The LCFF provides all districts with base funding plus supplemental and concentration grants for low-income students, English learners, and foster youth. The law eliminated most categorical programs, giving local school systems resource allocation authority and requiring Local Control Accountability Plans (LCAPs) developed with input from parents, community members, students, and educators. The goal is more equitable and coherent resource allocation decisions and improved and more equitable student outcomes.
