Student delegates of the 2022 Student Advisory Board on Education Conference held from Oct. 30 through Nov. 2 brought to the board key issues researched and examined during the conference. This year, students emphasized the need for continued work in the areas highlighted in their report: staff qualifications and training, political literacy, student mental wellness support, school safety and socioeconomic equity.
Many students with mental health concerns are hesitant to reach out to staff members due to cultural disconnects and privacy concerns, preventing students from seeking proper intervention and endangering their mental well-being, explained Hau Lam Lung, a Monte Vista High School student from Danville. The SBE should establish guidelines and resources for local peer mentoring programs that could help local educational agencies further meet student mental health needs.
On the topic of socioeconomic equity, Nethra Dhamodaran of Dougherty Valley High School in San Ramon noted that although Local Control and Accountability Plan (LCAP) committees must reflect community demographics, marginalized individuals outside the committee are often uninformed and disengaged throughout the LCAP process, preventing equitable representation.
Dhamodaran cited CSBA findings in a 2016 report that, despite efforts from LEAs to address this deeply rooted issue, the LCAP template “was cumbersome and not ‘friendly’ or understandable to the community.”
The board should develop a plan for LEAs to incorporate strategies that promote marginalized communities’ engagement with LCAP advisory committees, she said. Additionally, expanding accessibility for parents to stay engaged is vital — virtual school board meetings held during the pandemic increased participation, as parents lacking transportation or child care were able to be involved. Such efforts should be made available for committee meetings when possible, Dhamodaran said.
Board member Alison Yoshimoto-Towery urged the student leaders to continue their work in their local school districts. CSBA has developed resources and reading materials and provides training opportunities and more at its Annual Education Conference and Trade Show for district leaders and student board members to get a deeper understanding of the responsibilities and benefits of youth participation in school governance.
The board continued a discussion on differentiated assistance eligibility and an English learner student group academic indicator from its September meeting. At that meeting, several members of the board expressed concern that LEAs did not know where these data are displayed, how these data are used when making planning and improvement decisions through the LCAP process, and how the LEA is accountable for their English learners.
In response, CDE staff developed new resources to assist educators and the public on how to access the wide range of disaggregated English learner student group data through the CDE website and the LCAP process. Staff noted that the resources can be used as part of California’s System of Support to help LEAs address their needs.
Public comment and board discussion identified concern that, while data on long-term English learners and those at-risk of being labeled long-term ELs is available, it is not counted in the English Learner Progress (ELP) LCAP indicator, and therefore does not impact if a district is identified as needing additional aid in supporting these students.
“As we’re starting to think about starting a new three-year LCAP cycle in 2024, we need to plan for any changes in the LCAP now,” President Linda Darling-Hammond said. “I’d like us to take an opportunity to look at the LCAP instructions, provide recommendations to the board on where they can be strengthened to ensure that a deep data analysis around LCAP planning for English learners includes long-term and at-risk of long-term English learner status, and a look at the progress that is shown in the ELP indicator.” Further discussion may take place as soon as March 2023.
The board also approved a final set of 11 Dashboard principles, which indicate that the Dashboard “focuses on elements that express the commitment to a well-rounded, well-supported education and makes space for what is valued locally,” “promotes coherence between data reporting and support/improvement programs,” “is subject to continuous revision and improvement” and more.