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July 2022 Vol. 28, 7

Budget trailer bills respond to CSBA advocacy
Deal addresses COVID ADA relief, home-to-school transportation and LCFF base funding

The 2022 budget cycle was a long and winding road for schools, as an initial budget bill — Senate Bill 154 — that offered few details faded into weeks of last-minute bargaining between the stakeholders, the Legislature and Gov. Gavin Newsom. After months of dedicated advocacy from CSBA and local education leaders across the state, the final agreement — signed into law by the Governor just one day before the new fiscal year started on July 1 — provides significant and key wins for schools on Local Control Funding Formula funding, COVID attendance relief and home-to-school transportation.

These wins were long fought and are the result of consistent and effective advocacy by every school board member across the state who participated in CSBA’s advocacy, from Legislative Action Week to the multiple phone, email and advocacy campaigns organized by CSBA staff. Without this collective effort, these significant achievements would not have been realized.

a young child high fives a woman while they play with blocks together
The California Commission on Teacher Credentialing held a packed three-day meeting June 15–17 in which it “endorsed” key aspects in the development of the PK-3 Early Childhood Specialist Credential.


Summer learning programs: An overview
Summer programs can aid in learning recovery and acceleration
teacher works with young students

Summer learning programs support accelerated learning and encourage positive youth development, career development and even college preparation. While summer learning programs are optional for districts and county offices of education (COE), they can provide opportunities for students to practice essential skills and make academic progress — something especially important as local educational agencies focus on learning recovery and acceleration for students who experienced learning loss during school closures caused by the COVID-19 pandemic.

Many district and county office boards recognize that an extended break from instructional classroom days may result in significant learning loss, especially among underserved and low-achieving students. Key findings from an evaluation published by the California Department of Education found that summer learning programs in Fresno, Los Angeles and Sacramento increased participating students’ instructional grade level by over one-third of a grade on the San Diego Quick Assessment, ending the summer with vocabulary skills much closer to their grade level. Similarly, English learners across communities demonstrated statistically significant increases in their grade-level vocabulary skills, a gateway to English language fluency. Parents also reported that summer learning programs help youth prepare for the challenge of transitioning from elementary to middle school, a period when many youths begin to disengage from school.

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Chief Information Officer:
Troy Flint |

Editorial Director:
Kimberly Sellery |

Marketing Director:

Andy Rolleri |

Staff Writers and Contributors:
Alisha Kirby |
Heather Kemp |
Teresa Machado |
Dana Scott |
Christa Matthews |

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Kerry Macklin |

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Amanda Moen |

Dr. Susan Heredia | Natomas USD

Susan Markarian | Pacific Union ESD

Vice President:
Albert Gonzalez | Santa Clara USD

Immediate Past President:
Xilonin Cruz-Gonzalez | Azusa USD

CEO & Executive Director:
Vernon M. Billy

The California School Boards Association is the essential voice for public education. We inspire our members to be knowledgeable leaders, extraordinary governance practitioners and ardent advocates for all students.

California School News (ISSN 1091-1715) is published 11 times per year by the California School Boards Association, Inc., 3251 Beacon Blvd., West Sacramento, CA 95691. 916-371-4691. $4 of CSBA annual membership dues is for the subscription to California School News. The subscription rate for each CSBA nonmember is $35. Periodicals postage paid at West Sacramento, CA and at additional mailing office. POSTMASTER: Send address changes to California School News, 3251 Beacon Blvd., West Sacramento, CA 95691.

News and feature items submitted for publication are edited for style and space as necessary.

CSBA & NSPRA logos
President’s Message: Dr. Susan Heredia
Profile in persistence: CSBA claims a golden victory for home-to-school transportation
CSBA overcomes doubters in campaign that more than doubles state funding for school busing

In politics and in life, it’s especially gratifying when you achieve an ambitious goal, overcoming challenges and skepticism along the way. That was the path CSBA took en route to key victories for public schools during this year’s budget negotiations. When Gov. Gavin Newsom signed education budget trailer bills Assembly Bill 181 and AB 182 into law on June 30, he codified several provisions that reflected CSBA’s priorities and will deliver billions of dollars annually to California schools and the students they serve.

Most notable in terms of CSBA’s influence, was the historic allocation for home-to-school transportation. Because of CSBA’s persistent advocacy on this issue, the state will now, after 40 years of substandard and insufficient funding, provide funding on an ongoing basis, paying for 60 percent of reimbursable home-to-school transportation costs for all local educational agencies — double the current average of 30 percent! The budget trailer bills increase funding for home-to-school transportation by $637 million in ongoing Proposition 98 funding, add $1.5 billion in one-time Proposition 98 funding for a state-wide zero-emissions school bus program that prioritizes rural and low-income LEAs, and provide an annual cost-of-living adjustment (COLA) equal to 60 percent of an LEA’s transportation costs or its current Local Control Funding Formula home-to-school transportation add-on.

Community schools can improve relationships and reduce achievement gaps, research shows
Partnerships are key to fulfilling students’ needs
The U.S. Department of Education and the Learning Policy Institute on May 26 hosted a webinar, “Community Schools: An Evidence-based Whole Child Approach to Education,” with practitioners and researchers taking an in-depth look at how community schools can transform student learning and outcomes.

Department of Education Deputy Secretary Cindy Marten opened the webinar by acknowledging the challenges brought on by the COVID-19 pandemic and the role of community schools in supporting students. “The good news is we know how to structure systems and opportunities, we know what it takes to reach and teach every student and to deliver on equity, giving each student what they need when they need it, in the way that they need it,” she said. “The findings from the science of learning and development are crystal clear and they show us that students achieve better outcomes when they have strong relationships with caring adults and peers … and when they are in environments that are supportive. Community schools do exactly what the research says — they put schools at the center of their communities.”

School Boards in Action: 5 Questions with Ami Gandhi
Ami Gandhi, board member, Palos Verdes Peninsula Unified School District
family on vacation
What did your school district do to foster learning recovery and educational advancements during 2021–22 school year? What do you have planned for the 2022–23 school year to continue this progress?
There have been many great programs that the district implemented to foster learning recovery. One such program is Air Tutors, which is a free tutoring program that was available to all children in the district. Some students were identified by their teachers for participation, while parents also had the option to enroll their child. Air Tutors worked by grouping students together by grade level and subject to provide after-school support. Another program to aid in education recovery was the Jumpstart Program, which was a two-week program offered during the summer. Students could attend either in person or online. Jumpstart was offered to all students prior to coming back to school, to help both students that may have been falling behind, as well as for those families who felt their child would benefit from gaining a head start. Over 700 children participated in this program.
CTC continues progress on PK-3 early childhood education credential
Work begins on SB 488, legislation to replace the current literacy assessment

The California Commission on Teacher Credentialing held a packed three-day meeting June 15–17 in which it “endorsed” key aspects in the development of the PK-3 Early Childhood Specialist Credential. The commission also received updates on the implementation of Senate Bill 488, the legislation directing the replacement of the current Reading Instruction Competence Assessment (RICA), and progress on determining which degrees demonstrate subject matter competency, among other business.

PK-3 ECE Specialist Credential moves forward — tentatively

Action items on the agenda included staff recommendation for the adoption of the PK-3 Early Childhood Education Specialist authorization statement, credential requirements, teacher performance expectations (TPEs) and program standards with any modifications suggested by the commission to be addressed in regulations brought back for consideration at the August 2022 meeting.

Staff explained that extensive input from multiple communities of interest has been collected since the April meeting, resulting in changes in both the proposed credential requirements and how candidates with relevant ECE preparation and experience could move through the credentialing process. There is a need to provide a meaningful, rigorous and feasible bridge between separate licensing approaches of the Child Development Permit structure and the Multiple Subject Credential structure and recognize candidate’s earned wisdom and knowledge in the field. Thus, multiple pathways are being created for a variety of candidates from a variety of backgrounds.

Federal hearing focuses on teacher shortage solutions
Panel highlights areas where federal investments could help
Teacher smiling as she is teaching her students

Teacher shortages are making it increasingly difficult for schools to address the academic needs of students, which have only become deeper as educators work to help children overcome pre-existing gaps that were exacerbated by extended pandemic-driven campus closures.

Recognizing how widespread the issue is, the House Labor, Health and Human Services, Education, and Related Agencies subcommittee convened a hearing May 25, “Tackling Teacher Shortages,” during which a panel of experts discussed potential solutions and avenues in which federal investment could aid in the effort of recruiting, training and retaining well-prepared educators.

“Our witnesses lay out solutions for many of the problems we face,” said committee Chair Rosa L. DeLauro (D-Connecticut). “I share their view that proactive investments in pipelines and preparation programs will help us reduce shortages in the years to come.”

Governance corner
Practical tips from our MIG faculty
Welcoming students and staff back to campus and fostering a new normal
Students waving outside bus windows
As communities and schools grapple with moving forward after school closures in the 2020–21 school year and the resulting learning loss and social-emotional trauma, how schools welcome students and staff back onto campuses can set the tone for the 2022–23 academic year. Putting the school system’s focus squarely on supporting student achievement and well-being should be part of this “new normal” — as some have characterized life after the height of the pandemic.

Some questions for boards to consider:

  • Does our board’s behavior and demeanor at the dais demonstrate our commitment to a culture of connection and engagement, knowing that these translate to academic success?
  • How do we make sure our superintendent and board share motivation to engage students and staff in an energetic way at the beginning of the year?
  • Are we modeling behaviors and standing behind protocols that show sensitivity and respect for new and returning students or staff for whom COVID concerns are still significant?
CCEE staff gives updates on new structure and direct technical assistance for districts
Focuses include capacity building, more instructional resources and revamping technical assistance
The June 16 governing board meeting of the California Collaborative for Educational Excellence included updates on the agency’s three centers as well as on direct technical assistance being offered to school districts.
Transformative Systems for Equitable Educational Outcomes Center
This center aims to partner with educators, communities and organizations to help schools meet students’ evolving needs. Its Deputy Executive Director Chris Hartley presented key programs the center is engaging in — including a community engagement initiative, statewide system of support, one system collective and universal preK system of support — and what has been learned thus far.

One lesson learned was about capacity building and how CCEE can support education leaders in growing capacity and making improvements to address local issues. Hartley said that building capacity looks different around the state, especially with the variability in district size. “We have to look at capacity building with different lenses depending on people [we are] serving,” Hartley said.

Requirements when materials are provided less than 72 hours prior to a regular meeting
Board members should note a new ruling regarding timing and document access
A photograph of a clock situated at the edge of a tabletop
The Brown Act aims to ensure that government meetings are open, transparent and supportive of public participation. Within the Act is a series of required actions to ensure transparency, including providing meeting materials that are public records to the public for review. The recent case of Sierra Watch v. Placer County et. al sheds light on the nuanced nature of how meeting materials must be made available to the public by local agencies subject to the Brown Act.

Members of the public have the right to review the agenda of a board’s upcoming meeting. Government Code section 54954.2 specifically requires that the governing body post the agenda for a regular meeting 72 hours before the meeting and 24 hours before a special meeting. This includes posting the agenda in a physical location and on the agency’s “primary internet homepage.” (Gov. Code § 54954.2)(a)(2)(A).) In addition to making the agenda available, materials related to agenda items and used by the governing body during a meeting must also be made available for review. (Gov. Code, § 54957.5, subd. (b)(2).) However, the timeline for making materials available for review is not straightforward. The determining factor for when, where and how to make materials available to the public is when the board itself receives the materials. There are three timeframes that may apply:

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Attention: For more information about events, visit
Virtual Events

July 28, Aug. 11 & 25
MIG Alumni Association Summer Book Club Series

Aug. 27, Sept. 10, Oct. 8 & 22
Governance with an Equity Lens
In-person events
July 22–23
2022 Leadership Institute | Los Angeles
Sept. 9–11
2022 CCBE Annual Conference | Monterey
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