After nearly 20 years as a CSBA member, serving on numerous committees and taskforces and participating in hundreds of meetings, I still look forward to each convening of the Delegate Assembly. Twice a year, Delegate Assembly brings school district and county office of education trustees together to address our core responsibility as school board members — developing and adopting policy that supports students and strengthens public education.

At the May 2025 Delegate Assembly, 227 trustees from districts of all sizes gathered to consider the biggest issues facing California public schools. Yet, we devoted the greatest portion of our time to CSBA’s Policy Pillars, overarching concepts that are critical to facilitating the outcome we desire for California schools — a world where all students graduate prepared for post-high school success and with the skills to be lifelong learners and effective, contributing members of society.

During their work on the Policy Pillar Committees, CSBA Delegates examined four topic areas: academic achievement, conditions of children, funding and finance, and governance, and offered recommendations on how to make progress in each area. Although Delegates considered a range of different issues and solutions, common themes emerged such as the need for long-term investment in public education, trust in local leadership and commitment to the state-level support needed to drive overall student performance and close opportunity and achievement gaps.

In the Strengthen Local Governance Committee, Delegates reaffirmed an eternal truth: positive, productive board culture is a prerequisite for high performance and strong results. Delegates highlighted the importance of maintaining civility policies, holding governance trainings, and committing to annual reviews of bylaws and norms. Many trustees shared that using agenda pre-briefings with superintendents, study sessions and post-vote consensus norms fosters trust and efficiency.

Conversely, when conflict arose, it was often attributable to gaps in policies or to their inconsistent application. One Delegate noted, “Even when we disagree, our commitment to the process lets us move forward.” In a climate where politics often supersedes policy, this model of principled disagreement and respectful collaboration is not just aspirational, it is essential.

The Ensure Achievement for All Committee focused on the state’s persistent achievement gap. Delegates reported that multilingual learners, students with disabilities, and foster and homeless youth continue to be most affected. The committee emphasized the value in shifting away from whole-group instruction toward small-group, differentiated learning through robust implementation of a Multi-Tiered System of Supports (MTSS). Delegates advocated for specialized staffing, such as interventionists, counselors, and culturally competent educators, and highlighted the need for greater support in literacy and instructional leadership.

Trustees also noted that the California School Dashboard’s limited focus on the student growth measure and the bureaucratic burden of duplicative reporting requirements impede progress.

In the Secure Fair Funding Committee, Delegates detailed the significant impact that proposed federal cuts, combined with outdated state funding formulas, would have on their local budgets. With most local educational agencies (LEAs) receiving 5 to 10 percent of their funding from federal sources, these dollars are essential to programs that support school nutrition, mental and physical health, technology access, low-income students and students with disabilities.

The committee also stressed the urgency of reforming California’s reliance on average daily attendance (ADA)-based funding. In an era of declining enrollment and increased chronic absenteeism, ADA punishes LEAs that are already struggling.

The Improve Conditions of Children Committee concentrated on cellphone use in schools, a subject at the intersection of learning, safety and student wellness. Districts shared a wide range of practices from zero-tolerance policies and storage pouches to limited-use zones and teacher-collected devices.

Success stories included increased student engagement, reduced bullying, and parent support. Implementation challenges, however, were pronounced as members cited inconsistent enforcement, student workarounds, family anxiety during emergencies, and equity issues for students with individualized education programs (IEPs) or medical needs.

Delegates stressed the need to prioritize digital wellness and social-emotional learning with one saying, “Let us teach balance, not just ban behavior.”

Across all committees, one message reigned supreme: trust local leaders who know their communities better than Sacramento legislators. What we need is not more mandates, but the flexibility and resources necessary to act in alignment with each LEA’s values and collective student need.

As we prepare for the upcoming school year, we should carry these insights forward and adopt policies that support achievement, wellness and opportunity for every student!