June 2018 Vol. 24, 6
Legislative update: CSBA adds eighth co-sponsored bill
CSBA’s slate of sponsored legislation grew to eight bills in May with the co-sponsorship of Senate Constitutional Amendment 22, authored by Senate Education Committee Chair and former Santa Monica-Malibu Unified School District board member Ben Allen (D-Santa Monica).

SCA 22 would amend the California Constitution to allow school district parcel taxes to pass with the approval of 55 percent of local voters, rather than the current two-thirds requirement. Among other provisions, parcel tax propositions would have to include a list of programs and purposes to be funded and a requirement that funds be spent solely for those programs, as well as a requirement for an annual independent audit of the tax proceeds collected and expended. The governing board placing the measure would also be required to create a citizens’ oversight board to review all expenditures of proceeds and financial audits, and report its findings to the governing board and the public.

  • Visit www.csba.org/Newsroom for links to digital versions of current and past issues of California School News.
May Revision maintains investment to hit LCFF targets
In the May 11 release of his final budget revision, Gov. Jerry Brown upheld his January investment in the Local Control Funding Formula, increasing to approximately $3.3 billion the amount put into the formula to hit the initially set targets two years ahead of schedule.

The May Revision aligns with the Governor’s overall cautious approach and, consistent with recent budgets, generally shies away from adding ongoing spending. But the revised budget makes little progress toward the full and fair funding of public schools at a time when California is in the bottom 10 states nationally in per-pupil funding.

“The increase in the Proposition 98 guarantee is certainly welcome and will come as a relief to school districts and county offices of education as they grapple with rising transportation, utility, and health and welfare costs,” said CSBA President Mike Walsh. “Simply funding LCFF to targets set five years ago, however, is nowhere close to the full and fair funding needed to provide all California students with an education that prepares them for college, career and civic life.”


Senior Director of Communications:
Troy Flint | tflint@csba.org

Managing Editor:
Kimberly Sellery | ksellery@csba.org

Marketing Director:

Serina Pruitt | spruitt@csba.org

Staff Writers and Contributors:
Hugh Biggar | hbiggar@csba.org
Aaron Davis | adavis@csba.org

Graphic Design Manager:
Kerry Macklin | kmacklin@csba.org

Senior Graphic Designer:

Carmen Rodriguez | crodriguez@csba.org

Mike Walsh | Butte COE

Emma Turner | La Mesa-Spring Valley SD

Vice President:
Xilonin Cruz-Gonzalez | Azusa USD

Immediate Past President:
Susan Henry | Huntington Beach Union HSD

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.

President’s Message: Mike Walsh
Leading from the front: Preparing California students for STEM success
The willingness to push boundaries and expand frontiers is the hallmark of California. We’ve always been willing to lead and, as a result, we’ve developed some of the most vibrant industries in the world. Many of these industries are based in whole, or in part, on the application of the “STEM” disciplines: science, technology, engineering and math.

From the iconic companies of Silicon Valley to San Diego’s biotech firms, from Greater LA’s aerospace and entertainment industries to agricultural applications in the Central Valley, science and technology are the economic engines driving California’ economy. If we want to keep it that way — and maintain our global leadership — we must prioritize thoughtful approaches to STEM education that increase both student learning and equity.

CSBA’s continued leadership on STEM education will be on full display at next month’s Leadership Institute, scheduled for July 13 and 14 in San Francisco. This year’s event, titled The Science of Leading Students to STEM Success, will provide a wealth of tools, information and resources related to student achievement. The presentations and workshops will provide crucial insights on policies and practices that governing teams can use to support STEM learning and promote equity, access and excellence.

leadership institute
Leadership Institute preview: Latina Girls Code Executive Director Stephanie Castillo

As executive director of Latina Girls Code, Stephanie Castillo works to bridge and eliminate the diversity gap for girls, specifically Latinas, interested in entering the tech world. California School News asked Castillo to share her perspective on the importance of opportunity and access to the tech fields for all students ahead of her appearance at CSBA’s Leadership Institute, July 13–14.

Tell us about the mission and vision of your organization.
The mission of Latina Girls Code is to provide computer programming classes and resources for underrepresented groups, especially girls ages 7–17. Our vision is to improve the ratio of women in tech and leadership positions, and we hope to cultivate confident and courageous leaders that will put humanity and ecology at the core of their technological initiatives. Latina Girls Code was created to bridge the diversity gap in tech. Our motto is: Educate. Engage. Empower.


Fight for Full and Fair Funding takes center stage at Delegate Assembly
On Saturday, May 19, and Sunday, May 20, the biannual Delegate Assembly meeting took place in Sacramento.
The weekend event involved updates regarding legislative, legal and policy changes; breakout sessions about school safety and the impact of marijuana legalization on school districts; and updates about CSBA’s strategic initiatives, including the fight for full and fair funding.
“We have to change the narrative that California is 45th in percentage of taxable income spent on education, but fifth in the nation for GDP,” said CSBA President Mike Walsh in his opening remarks. “We have to challenge the notion that it’s OK to lag behind the nation by $2,000 in per-pupil funding. Minimum funding will not generate maximum results.”
  • CSBA’s legislative agenda supports CTE and mental health funding
  • Delegates discuss marijuana legislation and school safety
CSBA training

March 2018 Masters in Governance Graduates

CSBA is proud to recognize our Masters in Governance graduates! and salute their exceptional commitment to professional development in the service of students. MIG completion signifies mastery of the roles and responsibilities of school boards. MIG completion signifies a strong understanding of the knowledge and skills needed to build and support an effective governance structure that helps produce better outcomes for students. Since its inception in 1998, more than 3,000 board members and superintendents have participated in the highly acclaimed certification program.

March 2018 Graduates
Back Row, L-R
Cristina Puraci, Redlands USD
Doug Paulson, Board President, Escondido Union SD
Karalee Hargrove, Board President, Morongo USD
Anne Staffieri, Superintendent, Ramona USD
Leigh Chavez, Board Member, Arcadia USD
Aletta Godden, Board Member, Cambrian SD
David Haubert, MIG Faculty
Karen Clark-Mejia, Board Member, Cajon Valley Union SD
Victor Graham, Board Member, San Marcos USD
Bob Caine, MIG Faculty
David Feliciano, Assistant Superintendent,
La Mesa-Spring Valley SD
Robert Perez, Board President, Moorpark USD
Matthew Slowik, Delegate, Region 16B, Fontana USD

Seated, L-R
Denise Cohen, Board Member, Morongo USD
Debbie Moon, Board Member, Romoland ESD
Linda Porras, Board Member, Desert Sands USD
Sue Maulucci, Board President, Covina-Valley USD
Robin Merkley, Board Member, Glendora USD
Eva Marie Martinez, Board Member, Salinas USD
(not pictured)

GovernanceCorner Practical tips from our MIG faculty
In our February newsletter, we provided a set of guiding questions that board members should consider during the mid-status report of their district’s Local Control and Accountability Plan. The questions were rooted in these three areas: program monitoring, resource allocation and alignment, and community input. With the July 1 deadline for local educational agency adoption of LCAP’s looming, your board is likely revisiting those questions, and looking for data that allows the board and the community to better understand which programs and services are best serving the needs of the targeted population.

In one Northern California school district, the expectation is that every board member will have read the entire LCAP before it is presented to the board as a discussion item. In preparation for that meeting, board members are encouraged to:

  • Send questions in advance to the superintendent if there is something they don’t see. The superintendent can then respond to the board as a whole with factual information regarding a district issue, without identifying the board member who made the request. Board members need to avoid Brown Act violations by not communicating comments or positions of any individual trustee. Alternatively, if the question requires more discussion, and input from staff and board alike, it may be identified as a topic for a board study session.
  • Recast important questions for the benefit of the community, staff and fellow board members during the meeting. By giving staff a heads up that your question will be asked, you are ensuring that the topic will be fully addressed in public.
  • Praise good work from the dais. Point out staff efforts that clearly demonstrate progress toward LCAP goals.
Guiding questions to consider:
Program evaluation and goal setting: Which programs had the greatest progress towards achieving LCAP goals? In terms of replicability and scalability, which programs are demonstrating growth and which programs require additional support to address underserved populations so that they can be successful?

Resource allocation and alignment: Were the budget revisions made at the mid-cycle review sufficient in the implementation of programs and achieving LCAP goals?

Community input: What strategies have been employed to reach students and families who are impacted by the services and programs? How has that input from stakeholders informed implementation plans around district goals?

Thinking through these guiding questions with an expressed intent of better serving the needs of the students in your district will ultimately help in creating thoughtful, board-level questions to guide LCAP planning that are relevant and aligned in your local context.

state board

Systems of support, residual growth highlight May SBE meeting
In advance of the State Board of Education’s May 9 meeting, CSBA submitted a letter to the board in support of the California Department of Education’s request for a four-year waiver of the Every Student Succeeds Act requirement regarding English language proficiency.
California currently uses multiple measures to reclassify English learner students as proficient in English. The waiver would allow California to include recently reclassified English proficient students in measuring the progress of English learners. “CSBA supports this waiver as it will allow schools and districts to focus on continuous student improvement and will incentivize them to continue to exit students who demonstrate progress in this indicator,” the letter said.
STEM education
CDE proposes new computer science education standards

Computer science-related occupations are the number one source of all new wages in the United States, according to Code.org, a nonprofit dedicated to expanding access to computer science in schools and increasing participation by women and underrepresented minorities.

California currently has 74,303 open computing jobs, and had only 4,029 computer science graduates in 2015. Even more concerning, in the 2016–17 school year, only 580 schools in California offered an AP Computer Science course.

Perhaps anticipating this growing need, Assembly Bill 1539, passed in 2014, directed the California Department of Education, Instructional Quality Commission and State Board of Education to develop computer science standards for the state. The recently completed Draft Computer Science Standards are now available for public review and comment through June 20, 2018, on the CDE website at https://bit.ly/2cGC57V. Public comment will also be welcomed at the September SBE meeting.

Policies all year round: Ensure your district’s policies supports summer programs
While the words “summer” and “vacation” are frequently paired together, school boards and administrators know that district operations do not come to a halt during the summer months.
For many districts throughout California, summer programming will soon be in full swing, providing students with a range of classes, educational services, enrichment opportunities, access to nutritious meals and safe places to spend their days. Maintaining up-to-date policies for summer programs is crucial to establishing and clearly communicating district practices and helping students to succeed.
California high school graduation requirements not aligning with CSU/UC standards
California is among the many states with high school graduation requirements that are not aligned with admissions to the state public university system, a recent report concludes.
The report, “Are High School Graduation Requirements Really a Ticket to College and Work?,” by the left-leaning think tank Center for American Progress, determined that a national “preparation gap” graduates public high school students in many states who do not qualify for admission to a state university.

“By at least one measure — rising high school graduation rates — educational attainment in the United States is the highest it has ever been,” the researchers said. “Without subsequent increases in college graduation, youth employment and civic participation rates, however, questions persist around the quality of education that the high school diploma represents.”

To reach their conclusions, the researchers reviewed coursework requirements for a basic, non-advanced high school diploma for each state. They also assessed whether those courses met requirements for admission to the state’s public university system and career-readiness benchmarks.

county boards
County Perspective
County boards work to reduce chronic absenteeism rates
Roughly one in 10 California students were chronically absent — defined as missing 10 percent or more of school for any reason in an academic year — in the 2016–17 school year, according to the California Department of Education. A disproportionate number of these students are students of color, as well as low-income, homeless, foster and special education students, further widening opportunity and achievement gaps.

With chronic absenteeism a key priority of the Local Control and Accountability Plan and an accountability indicator on the California School Dashboard, districts and county offices of education statewide are making a push to bring down these numbers. The reasons for students missing school vary, but the costs — academic and monetary, due to the loss of average daily attendance funds — can quickly accumulate.

UpcomingEvents info: 800-266-3382

Register for any of these events at www.csba.org/TrainingAndEvents.
July 13–14, 2018 | San Francisco
Leadership Institute
September 7–8, 2018 | Salinas
MIG Courses 1 & 2
September 28–29, 2018 | Sacramento
MIG Courses 1-5
October 5–6, 2018 | Salinas
MIG Courses 3 & 4
October 12–13, 2018 | Anaheim
MIG Courses 1-5
Thanks for reading our June 2018 newsletter!