June 2019 Vol. 25, 6
About 200 school board members took that fight to the steps of the State Capitol
Enthusiastic Capitol crowd calls for Full and Fair Funding of public schools
From Humboldt County, Monterey, San Diego and beyond, school leaders converged on Sacramento by the busload on May 22 to make their voices heard and to fight for Full and Fair Funding of California’s public schools.

About 200 school board members took that fight to the steps of the State Capitol, where they joined CSBA staff, the California Teachers Association and other education partners in an afternoon Day of Action Rally for Education attended by thousands.

Whether teacher, administrator, school employee, student or trustee, the crowd was unified in its call for more school funding as districts statewide face rising costs for pensions and health care, increased spending on special education, declining enrollment and staff shortages due to high costs of living. At the same time, teachers across California have gone on strike to protest large class sizes, inadequate pay and other issues, all while charter schools have siphoned off an increasing number of public school students at the expense of scarce dollars for neighborhood schools.

  • Visit www.csba.org/Newsroom for links to digital versions of current and past issues of California School News.
full and fair funding
CSBA polling shows strong voter support for school funding ballot measure
Gov. Gavin Newsom recognized the reality of California school funding in his 2019 State of the State address, saying, “We’re still 41st in the nation in per-pupil funding. Something needs to change.” While the May budget revision is a start (see article on page 6) — California is a long way from the finish line.
CSBA’s Full and Fair Funding initiative is calling on the Legislature to raise California public school funding to the national average by 2020, and to the average of the top 10 states by 2025. While the association is currently working with lawmakers to achieve this goal, CSBA is also preparing to take action if a legislative solution to the school funding crisis cannot be reached.
Public opinion on school funding
CSBA partnered with FM3 Research on new polling to measure the voting public’s opinion on increasing school funding. The poll began with a basic question asking likely voters if California schools need additional funding, and three out of four voters agreed. (It is worth noting that more than half of the people polled thought that California already funded schools at or above the national average and still supported more funding.)
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
Andrew Cummins | acummins@csba.org
Aaron Davis | adavis@csba.org
Mike Ambrose | mambrose@csba.org

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

Senior Graphic Designer:
Mauricio Miranda | mmiranda@csba.org

Emma Turner | La Mesa-Spring Valley SD

Xilonin Cruz-Gonzalez | Azusa USD

Vice President:
Tamara Otero | Cajon Valley Union USD

Immediate Past President:
Mike Walsh | Butte COE

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: Emma Turner
Emma Turner
Together, we can achieve Full and Fair Funding — if we keep the pressure on
Last month, I had the great pleasure of addressing thousands of education advocates from across California, including board members, teachers, superintendents, parents and classified staff, at the Day of Action Rally for Education on May 22 at the State Capitol. It was an exciting day that began with a personal meeting with Gov. Gavin Newsom and CSBA representatives including myself, President-elect Xilonin Cruz-Gonzalez, Vice President Tamara Otero, CEO & Executive Director Vernon M. Billy and Assistant Executive Director of Governmental Relations Dennis Meyers, where we impressed upon the Governor the need for Full and Fair Funding of California’s public schools.

The energetic crowd at the rally and the unrelenting advocacy for Full and Fair Funding from board members throughout the state are planting the seeds of change in the Legislature. We are beginning to hear policymakers use the term Full and Fair Funding and are witnessing increased receptiveness to legislation that would move us toward our goal.

But in order to succeed in bringing our message to fruition, we must not be complacent. We must continue to advocate for Full and Fair Funding at every level. This means continuing to talk about funding needs and circulating the Full and Fair Funding petition available at www.fullandfairfunding.org to all the members of your community. This means continuing to call your legislators and let them know you support the push to raise school funding to the national average by 2020 and to the average of the top 10 states by 2025. Together, we can achieve Full and Fair Funding for California’s public schools.

Masters in Governance graduates
April 13, 2019: Eureka, California
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 and a strong understanding of the knowledge and skills needed to build and support an effective governance structure that helps produce better outcomes for students. MIG is just one part of CSBA’s commitment to our strategic initiative to support professional development by providing accessible, high-quality training.
CSBA is proud to recognize our Masters in Governance graduates and salute their exceptional commitment to professional development in the service of students.

Front Row: Left to Right
Diana Paoli, Board Member, Fort Bragg USD; Tamy Quigley, Board Member, Shasta Union HSD; Vickie Thornburgh, Board Member, Jacoby Creek ESD; Jan Schmidt, Superintendent, McKinleyville Unsion USD; Michelle Collins, Board Member, Freshwater ESD

Second Row: Left to Right
Bernadette Arwood, Chief Business Officer, Blue Lake Union ESD; DeAnn Waldvogel, Superintendent, Blue Lake Union ESD; Rebecca Baugh, Board Member, Freshwater ESD

Back Row: Left to Right
Alvin Sager, Board Member, McKinleyville Union ESD; Charles Ellebrecht, Board President, Fortuna Union HSD; David Fisch, Board Member, Hydesville ESD; LaNIta Littleton, Board Member, Mattole USD; Brian Lovell, Board Member, Northern Humboldt Union HSD; Prairie Moore, Board President, Arcata ESD; Joe McKinzie, Board Member, Arcata ESD; Luke Biesecker, Superintendent, Arcata ESD

Not Pictured
Carrie Kelly, Board Member, Arcata ESD and Melanie Nannizzi, Superintendent, Jacoby Creek ESD

GovernanceCorner Practical tips from our MIG faculty
Planning for next summer

As the school year winds down, summer learning programs are kicking into gear. Summer learning is a way to counter students’ academic slide and for districts to demonstrate a year-round commitment to learning and achievement. County offices of education often provide resources to support districts’ efforts in successfully implementing summer learning programs.

Summer learning program models and implementation methods vary and are dependent on the goal of the program. For instance, programs may prepare students for academic achievement and provide remediation, such as credit recovery. Or, they may prepare students to successfully enter the classroom by focusing on social-emotional learning.

Now is the time for boards to look to the fall, set aside time to assess this year’s programs and plan for next summer. When meeting in a study session, boards are encouraged to ask these important questions:

What type of programs is our district offering now — remediation and/or enrichment?

Have these programs met student needs?

What are our measurements of success? Based on this assessment, what are ways to improve the programs?

What barriers may have prevented students and their families from accessing summer learning? How can we address these barriers to make our programs even more accessible?

What were this year’s community partnerships? How can partnerships be expanded for next summer?

What resources are available from our COE? What resources did we utilize this summer, and what we will need for next summer?

How are we funding summer learning? Are there additional funding options and opportunities that we should explore?

How is our summer learning aligned with our Local Control and Accountability Plan? Are there adjustments that need to be made so that these programs are more aligned with our LCAP goals?

CSBA has developed sample board study sessions, along with PowerPoint slides and lesson plans, to assist boards in having these conversations. Resources include “A planning guide for school district governance teams” and “A guide to regional partners and resources in California.” These and other CSBA resources related to summer learning can be found at www.csba.org/summerlearning. In addition, CBSA recently released “Powerful Summer Learning Programs” available in the CSBA Online Learning Center.

Delegate Assembly focuses on special education, debuts comprehensive report for board members
With districts across the state reporting an increase in the number of students with disabilities, the severity of those disabilities and the challenges to meet those students’ needs, CSBA’s May Delegate Assembly meeting centered on all things special education.
After opening proceedings that saw the seating of 60 new delegates, a panel of experts took to the stage at the Hyatt Regency in downtown Sacramento on May 18. As part of the discussion of special education strategies and best practices, panelists said districts should focus on prioritizing least-restrictive environment instruction and using in-house staff and programs rather than outsourcing with contracts, when possible.

The challenges and realities of providing adequate special education services also stretch into the financial realm. Board members report that tight budgets, tied to decades of state underinvestment in public schools, have forced officials to cut other programs and encroach on the General Fund to cover rising special education costs.

New special education report offers extensive primer for board members
New special education  report offers extensive primer for board members
Coinciding with the May Delegate Assembly’s theme, CSBA released its new report, The Landscape of Special Education in California: A Primer for Board Members. The comprehensive resource is now available in the Governance and Policy Resources section at www.csba.org.

More than one in 10 California students receive special education services and the success of the state’s educational system is tied to the ability to improve conditions, instruction, learning and personal development for students with disabilities. As evidenced by 2018 California School Dashboard results, many districts are struggling to meet the needs of this diverse student population.

To improve the educational experiences of students with disabilities, board members must understand the complex array of laws, regulations and funding sources involved in special education. The new report aims to clarify different aspects of special education to enable governance teams to make decisions that ensure equity, transparency and accountability. The resource is divided into five sections:

  • California’s Children and Youth with Disabilities provides facts about California’s students with disabilities and an overview
    of key issues related to disabilities.
  • Special Education and the Law provides a broad overview of the laws that govern the provision of educational-related services to youths with disabilities and the mandates and requirements included in those laws.
  • SELPAs and Special Education Funding in California outlines the administrative structures and oversight of special education in California, including SELPAs. It also offers an overview of state, federal and local funding for special education in California.
  • California’s Teachers of Students with Disabilities addresses preparation and credentialing for teachers who work with students with disabilities, from education specialists to general education teachers.
  • Best Practices in Special Education provides a brief overview of best practices, from the role of special education in the context of general education to research-proven practices that benefit students with disabilities.
May Revision sees slight increase for K-12 funding
Gov. Gavin Newsom released his much-anticipated budget revision on May 9, taking a cautious approach in most areas despite larger-than-expected growth in state General Fund revenues.
Overall, the May Revision projects an increase of $3.2 billion in state General Fund short-term revenues over the January budget. K-12 education will see an increase in funding over prior years, with Gov. Newsom recognizing that Proposition 98 is a “floor, not a ceiling,” and proposing $4.4 billion above the Proposition 98 requirement.

“We’re encouraged that Gov. Newsom continues to identify and address some of the more pressing issues facing California public schools, such as special education, early learning, employer pension contributions and teacher recruitment, training and retention,” CSBA President Dr. Emma Turner said. “In his first budget, the Governor has made significant progress toward providing the resources needed to give all students a high-quality education. In the coming months, we look forward to partnering with the Governor to accelerate this work and secure the investment needed to lift California from the bottom of the national rankings in per-pupil funding and into the top 10.”

Education funding highlights from the May Revision include:
A reduction in the statutory cost-of-living adjustment from 3.46 percent in the January budget to 3.26 percent for Local Control Funding Formula grants and the handful of categorical programs that receive COLA, such as special education and child nutrition.
The Brown Act: Frequently asked questions
The overriding mandate of the Brown Act is relatively simple — all meetings of the board shall be open and noticed to the public, and all persons shall be permitted to attend any meeting of the legislative body of a local agency, subject to exceptions described in the Government Code. (Cal. Gov’t. Code § 54953(a).) But, as many governing board members already know, understanding the intricate exceptions and definitions within the Brown Act can be challenging.
CSBA’s Legal Department fields questions and provides legal guidance on a variety of topics, including questions relating to the Brown Act. CSBA has also written and published a book designed to give board members all the information they need about the Brown Act, available for purchase at www.csba.org/ProductsAndServices/CSBAStore/Books.

As part of an ongoing series of articles on the Brown Act, the CSBA legal team has provided answers to the following frequently asked questions:

Q: Can a governing board restrict public comment on an item that has already been considered by a committee?

A: For a regular meeting, yes. For a special meeting, no. The Brown Act requires governing boards to allow the opportunity for public comment. An exception to this rule exists under Government Code section 54954.3, which states that the agenda need not provide an opportunity for public comment on any item that has already been considered by a committee composed exclusively of board members, where all members of the public were given an opportunity to address the committee before or during the committee’s consideration, unless the item has been substantially changed (as determined by the board) since the committee originally heard the matter (the “committee exception”).

State Board clarifies, adopts health education guidance before large crowd
After nearly 200 people spoke on the contentious issue at its May 8 meeting, the California State Board of Education unanimously approved the 2019 Health Education Curriculum Framework for California Public Schools. The 741-page document provides guidance for teachers and administrators on how to teach the state’s 2008 Health Education Content Standards.

Many parents and grandparents expressed concerns about exposing young children to sexually explicit images and information found in several of the resources listed in the draft framework, some of which had been removed after hundreds of people shared similar objections at the Instructional Quality Commission’s March 28 meeting.

Dispelling concerns that the framework introduces mandatory curriculum and materials in classrooms, IQC Executive Director Stephanie Gregson said each school district has the autonomy to choose its own curriculum and materials as long as they meets the state guidelines.

In other meeting news:
  • The State Board approved changing the English Language Proficiency Assessments for California and its alternate version from a paper-pencil test to a computerized one beginning in the 2019–20 school year. The writing portion will continue in paper-pencil format for grades K-2. CDE staff said 48 states and Washington, D.C., have transitioned to computerized tests, with one of the benefits being a faster turnaround time on results, providing educators with feedback before the school year ends. Several speakers, however, raised concerns about the unfamiliarity some students — particularly newcomers — may have with computers, questioning whether the assessment will gauge computer skills rather than language acquisition.
  • New board members Kim Pattillo-Brownson and Matt Navo were sworn in before a May 7 study session. Pattillo-Brownson, a Democrat, is vice president for policy and strategy for First 5 Los Angeles and was previously managing director of policy and advocacy at the Advancement Project from 2007–16. Navo, a Republican, is director of systems transformation at the Center for Prevention and Early Intervention at WestEd. He was previously with Sanger Unified School District for nearly 20 years, serving in positions including superintendent, area administrator and director of pupil services and special education.
Providing access to feminine hygiene products for low-income students
Recent national and international campaigns have focused on increasing awareness around the number of young women who lack access to feminine hygiene products.
While the Oscar-winning documentary “Period. End of Sentence” focuses on the impact that a lack of feminine hygiene products has on disrupting and ending girls’ access to education abroad, many people may not realize how many students in the United States also lack access, due to a variety of factors. To address this problem, Assembly Bill 10, signed into law in 2017, requires that California schools serving grades 6-12 that meet a 40 percent student poverty threshold must stock 50 percent of the school’s restrooms with feminine hygiene products and must not charge students for the products. It is estimated that about 4,000 schools meet this threshold.
“Having your period shouldn’t stop students from being able to participate equally in educational activities.”
CSBA Policy Manual Consultant Briana Mullen
Research suggests that one in five girls in the United States has missed school or left school early because they did not have access to feminine hygiene products.1 Tampon and pad dispensers in schools may not be well stocked or the student may not have the correct amount of money to purchase these necessities. In some schools, the products may be kept in the nurse’s office, but girls may be too embarrassed to ask for them and the location of the office may not guarantee privacy. For many students, the products may be cost prohibitive and instill shame from the inability to afford them, or the stigma of menstruation may stop students from seeking help. Students who lack access to pads and tampons may struggle to keep clean, using toilet paper or unsanitary cloth instead, in turn possibly facing embarrassment, bullying or health risks.
Law requires testing of school water systems by July 1
Ahead of a July 1 deadline, an increasing number of California schools — but not all — have completed mandatory testing for lead in school water supplies.

“About 6,500 public schools have been tested, another 1,500 independently completed sampling prior to the enactment of the bill,” said Beti Girma, a Lead Sampling in California Schools Program manager for the State Water Resources Control Board. “We expect around 1,000 schools to sample within the coming months.”

Under Assembly Bill 746 (Fletcher-Gonzalez, D-San Diego), public water systems are required to test all public K-12 schools constructed prior to 2010 by July 1, 2019. Passed in 2017, the legislation aligned with growing awareness of the public health risks of lead. According to the Centers for Disease Control and Prevention, lead exposure can affect cognitive abilities and academic achievement. Lead exposure cannot be corrected and has a life-long impact.

In California schools, students are typically exposed to lead by ingesting water that passes through older plumbing fixtures and taps. According to the recent report Early Adopters: State Approaches to Testing School Drinking Water for Lead in the United States, 3 percent of California’s K-12 public schools had at least one tap with an elevated level of lead in water and 1 percent of all taps tested in California’s public schools had shown lead levels at or above the level requiring action — 15 parts per billion per one liter of water. However, the results were based on testing at just 22 percent of the state’s more than 10,000 K-12 public schools.

county boards
Youth safety expert, general sessions on politics and disaster preparedness will highlight annual conference
Registration is now open to attend the 2019 California County Boards of Education annual conference at the Hyatt Regency Monterey Hotel, Sept. 13–15

This year’s conference theme is “Educational Changes on the Horizon: What and how to prepare for them.” County board members will have the opportunity to focus on specific issues that impact them and to network with other county board members at the event. The conference includes general sessions on the “Political Landscape Impacting Schools” and “Coping with Natural Disasters – Lessons Learned,” as well as more than 15 workshops on school safety, mental health, advocacy, budget and finance, governance, charter schools and other critical education issues.

Clark Morrow from the San Bernardino County Sheriff’s Department will be the keynote speaker on Saturday, Sept. 14. Morrow will discuss “Latest Trends Among the Young” and present a related slideshow on juvenile misbehavior and crime. He brings several years of experience to the session and is a member of the of a number of safety organizations and task forces. Clark has also received several awards for his work on behalf of children and has been involved with multiple award-winning juvenile justice programs in San Bernardino County.

County board of education members are also encouraged to show off their home region with a gift basket at this year’s conference in Monterey. The gift baskets will be raffled off throughout the weekend and may include gift cards or locally grown or created items from your county, such as foods, drinks or other products.

CCBE Annual Conference

Learn more about the CCBE conference at www.theccbe.org/en/Events/CCBEAnnualConference
and tag related events on social media with #ccbeac.

UpcomingEvents info: 800-266-3382
Register for any of these events at www.csba.org/TrainingAndEvents.
June 20 | San Diego
PIVOT Smarter School Spending Master Class
June 21 | Santa Barbara
Masters in Governance Course 3
July 12–13 | Santa Barbara
Masters in Governance Course 4 & 5
Sept. 6–7 | San Diego
Masters in Governance Courses 1 & 2
Sept. 13–15 | Monterey
CCBE Annual Conference
Sept. 20–21 | Santa Rosa
Masters in Governance Courses 1 & 2
Thanks for reading our June 2019 newsletter!