Spring 2018

Volume 77, Number 2
Winter 2018

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.

Table of Contents

departments

Executive Director’s note
by Vernon M. Billy
5
Member profile
Interview with Gary Miller
7
BoardWise
by Deb Dudley, Luan Burman Rivera and Peggy Wozniak
13
Legal insights
by Bode Owoyele
15
From the field
by Randall Putz
17

executive director’s note

by Vernon M. Billy

CSBA’s wildfire mitigation bill part of long rebuilding effort

O

n October 2 of last year, EdSource published the first entries in its series titled “California’s Homeless Students: Undercounted, Underfunded and Growing,” offering a bleak look at the effects of a lack of stable housing on more than 200,000 children in California — a number they report has grown 20 percent since 2014.

On October 8, six days after these reports about the expanding crisis of homelessness were published, the Tubbs Fire started at 9:45 p.m. Seven minutes later came the first sparks of the Atlas Fire. The Nuns Fire began eight minutes after that.

Twenty-two days later, by the time Cal Fire declared the Northern California fires fully contained, 5 percent of the entire housing supply in Santa Rosa, California, was gone. Another 569 homes in Napa, California, were reduced to ash.

CSBA 2018 board of directors

Jennifer Owen
Region 1, Fort Bragg USD
Sherry Crawford
Region 2, Siskiyou COE
A.C. “Tony” Ubalde, Jr.
Region 3, Vallejo City USD
Paige Stauss
Region 4, Roseville Joint Union HSD
Alisa MacAvoy
Region 5, Redwood City ESD
Darrel Woo
Region 6, Sacramento City USD
Yolanda Peña Mendrek
Region 7, Liberty Union HSD
Matthew Balzarini
Region 8, Lammersville Joint USD

Tami Gunther
Region 9, Atascadero USD
Susan Markarian
Region 10, Pacific Union ESD
Suzanne Kitchens
Region 11, Pleasant Valley SD
William Farris
Region 12, Sierra Sands USD
Meg Cutuli
Region 15, Los Alamitos USD
Karen Gray
Region 16, Silver Valley USD
Katie Dexter
Region 17, Lemon Grove SD
Wendy Jonathan
Region 18, Desert Sands USD

Albert Gonzalez
Region 20, Santa Clara USD
Kelly Gonez
Region 21, Los Angeles USD
Keith Giles
Region 22, Lancaster ESD
Helen Hall
Region 23, Walnut Valley USD
Donald E. LaPlante
Region 24, Downey USD
Shelly Yarbrough
Director-at-Large American Indian, Val Verde USD
Robert Gin
Director-at-Large Asian/Pacific Islander,
Alhambra USD

Bettye Lusk
Director-at-Large African American,
Monterey Peninsula USD
Heidi Weiland
Director-at-Large County, El Dorado COE
Kathryn Ramirez
Director-at-Large Hispanic, Salinas Union HSD
Bruce Dennis
CCBE President, Riverside COE
Frank Pugh
NSBA President, Santa Rosa City Schools
Micah Ali
NSBA Director, Compton USD

List three books that left a lasting impression on you.
I am constantly reading mostly nonfiction such as history, political, religious, etc. I have read so many books which have impressed me and made a difference that it is difficult to narrow it down to three. Here are three of many that certainly have inspired me:

The works by Martin Luther King, Jr., my boyhood hero.

Transparent by Don Lemon, a CNN anchor who is both African-American and gay.

The Faiths of the Founding Fathers by David Holmes.

How long have you been a school board member?
For almost 30 years, I have served on local school boards. I served on the Robla Elementary School District Board in North Sacramento for 19 years beginning in 1987. When I was elected, I became the first gay person to win an elected office in Sacramento County and one of only a few nationwide. By 2008, I had moved to Roseville. I ran for the Roseville City School District Board and won, becoming the first gay elected official in Placer County. I have been on the Roseville board ever since.

What advice do you have for new or aspiring board members?
Before deciding to run for school board, attend school board meetings and educate yourself on education issues. It would be good to talk to current school board members from various districts. You will have challenges as a board member, but the rewards are many. You will make a difference in the lives of many children.

When and how did you first become interested in public school governance?
Public education has been a strong interest for me even before I was elected to a school board. My very first vote, after I turned 21, was for school bonds. I voted ‘yes.’ In 1985, I was reviewing my sample ballot the weekend before the election and noticed candidates running for the Robla school board. None had a ballot statement or campaign literature, as I recall. I called a friend who served on another school board for advice as to who to vote for. That conversation led me to run for the Robla school board in 1987, beating two incumbents.

What is your major concern as a school board member?
In our society, we say how important education is for children. “These are the future leaders,” many say. However if you “follow the money,” one will see educating our youth is not a priority in our society. The state and federal governments want us to do more with less. Somehow, we need to make public education a high priority in the state and nation.

What inspired you to run for election to become a board member?
While working for Sacramento Employment and Training Agency helping people get into job training programs, I saw why it was so important for people to have as much education as possible. The more education people had, the better jobs they could obtain, with better pay. Though I have no children of my own, I was and continue to be concerned about what kind of leaders we will have after my generation is gone.

Read Gary’s full interview at blog.csba.org/gary-miller. Learn more about Gary at rosevillegarymiller.com.

Would you like to participate in an upcoming Member Profile? Contact us at editor@csba.org.

List three books that left a lasting impression on you.
I am constantly reading mostly nonfiction such as history, political, religious, etc. I have read so many books which have impressed me and made a difference that it is difficult to narrow it down to three. Here are three of many that certainly have inspired me:

The works by Martin Luther King, Jr., my boyhood hero.

Transparent by Don Lemon, a CNN anchor who is both African-American and gay.

The Faiths of the Founding Fathers by David Holmes.

How long have you been a school board member?
For almost 30 years, I have served on local school boards. I served on the Robla Elementary School District Board in North Sacramento for 19 years beginning in 1987. When I was elected, I became the first gay person to win an elected office in Sacramento County and one of only a few nationwide. By 2008, I had moved to Roseville. I ran for the Roseville City School District Board and won, becoming the first gay elected official in Placer County. I have been on the Roseville board ever since.

What advice do you have for new or aspiring board members?
Before deciding to run for school board, attend school board meetings and educate yourself on education issues. It would be good to talk to current school board members from various districts. You will have challenges as a board member, but the rewards are many. You will make a difference in the lives of many children.

When and how did you first become interested in public school governance?
Public education has been a strong interest for me even before I was elected to a school board. My very first vote, after I turned 21, was for school bonds. I voted ‘yes.’ In 1985, I was reviewing my sample ballot the weekend before the election and noticed candidates running for the Robla school board. None had a ballot statement or campaign literature, as I recall. I called a friend who served on another school board for advice as to who to vote for. That conversation led me to run for the Robla school board in 1987, beating two incumbents.

What is your major concern as a school board member?
In our society, we say how important education is for children. “These are the future leaders,” many say. However if you “follow the money,” one will see educating our youth is not a priority in our society. The state and federal governments want us to do more with less. Somehow, we need to make public education a high priority in the state and nation.

What inspired you to run for election to become a board member?
While working for Sacramento Employment and Training Agency helping people get into job training programs, I saw why it was so important for people to have as much education as possible. The more education people had, the better jobs they could obtain, with better pay. Though I have no children of my own, I was and continue to be concerned about what kind of leaders we will have after my generation is gone.

Read Gary’s full interview at blog.csba.org/gary-miller. Learn more about Gary at rosevillegarymiller.com.

Would you like to participate in an upcoming Member Profile? Contact us at editor@csba.org.

Behind the
Numbers

  • California has the 6th largest economy in the world and thelargest GDP of any state, yet ranks near the bottom in nearly every measure of school funding or school staffing.
  • 45th in percentage of taxable income spent on education
    Percent of total taxable income spent on education

Source: Ed Week (2014)

  • The state has barely restored the funding levels of schools to what they were before the great recession, yet in nearly all communities these gains are being eroded by increasing costs in health care, pensions, and utility costs that threaten educational programs and challenge school districts and county offices of education to stay financially viable.
  • California’s inadequate school funding hurts our students, undermines our communities, threatens our prosperity, and dims the prospects of future generations.
  • If we want to prepare our students for an increasingly competitive, technology-driven global economy, we must invest at a level necessary to support student success.

BoardWise

by Deb Dudley, Luan Burman Rivera and Peggy Wozniak

BoardWise is a forum for board members and superintendents across the state to share questions about governance and board–superintendent relations. CSBA governance consultants work together to address your pressing concerns.

This year, in addition to our column regulars, Deb Dudley and Luan Burman Rivera, we are welcoming new consultants throughout the year. This issue features Peggy Wozniak, who has worked in rural, suburban and urban school settings as a teacher, principal and superintendent in California and New York. In addition to her work with CSBA, she is an adjunct faculty member in the College of Education at the University of Nevada, Reno.
Send your questions to boardwise@csba.org.

Dear BoardWise,

I am the superintendent in a northern California school district. We have a strong negotiation team, one that follows the direction and mandates of the board at the bargaining table. Our local teachers union has requested that our board come to the table to negotiate. I would like to get your thoughts on this issue from a good governance perspective.

Luan: Great question! Board Bylaw 9000, The Role of the Board, clearly defines the appropriate functions and responsibilities of the board during the negotiation process, which is “Setting parameters for negotiations with employee organizations and ratifying collective bargaining agreements,” and “monitoring the collective bargaining process.” It is a school board’s responsibility to define the desired outcomes, and it is important that the board clearly articulate what those desired outcomes are as a collective team.

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
Corrie Jacobs, cjacobs@csba.org
Aaron Davis, adavis@csba.org

Graphic Design Manager
Kerry Macklin, kmacklin@csba.org

Senior Graphic Designer
Carmen Rodriguez, crodriguez@csba.org

Circulation and Advertising
csba@csba.org

CSBA OFFICERS

President
Mike Walsh, Butte COE

President-elect
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

California Schools (ISSN 1081-8936) is published quarterly by the California School Boards Association, Inc., 3251 Beacon Boulevard, West Sacramento, CA 95691, (916) 371-4691. $2 of CSBA membership dues goes toward the subscription to California Schools magazine for each board member and superintendent. The subscription rate for each CSBA nonmember is $20. Periodicals postage paid at West Sacramento, CA and at additional mailing office. Postmaster: Send address changes to California Schools, 3251 Beacon Blvd., West Sacramento, CA 95691.

Articles submitted to California Schools are edited for style, content and space prior to publication. Views expressed are those of the authors and do not necessarily represent CSBA policies or positions. Articles may not be reproduced without written permission of the publisher. Endorsement by CSBA of products and services advertised in California Schools is not implied or expressed.

www.csba.org

legal insights

BY bode owoyele

Protecting students from school employee predatory behavior

R

ecently, reports of sexual misconduct, harassment and assault committed by powerful and influential players in show business, the corporate world and government have become rampant. Such reports from schools nationwide have become alarming, especially as they occur more and more between teachers and other school personnel and underage students. During this school year alone, there have been reports of such unlawful behavior in California, Oregon, Montana, Michigan, Wisconsin and Texas.

In an article published in the Washington Post on January 20, 2015, Terry Abbott, a former chief of staff to the U.S. Secretary of Education and now chairman of a communications firm which tracked news reports of sexual misconduct by educators for more than a year, confirmed this troubling trend. Abbott’s firm ascribed the increase in occurrences to the almost-universal access students have to social media, text messaging and other private and unsupervised modes of communication. School boards and administrators must be vigilant to keep students safe from the reprehensible and criminal behavior of a few bad apples among the teaching corps and other employees to which the students are entrusted. Reasons abound as to why a school board should take steps to protect students from these perpetrators, and the following are just a few.

from the field

By Randall Putz

Is your district engaging?

F

our years ago, in a particularly long board meeting, I recall reviewing the first draft of our first Local Control and Accountability Plan, and thinking: “We’re supposed to engage our stakeholders with this?” If I wasn’t excited to read (what would turn out to be) a “svelte” 50-page document chock-full of acronyms and education-eze, I knew parents and employees wouldn’t be either.

I also recall the sting of our recently failed bond measure, and the nagging feeling that the few-month outreach effort to convince the community to invest in better schools was too little, too late.

I focused my frustration on a solution: the original LCAP Infographic. I donated it to my district and soon had superintendents around the state asking if I could help them with their own version of this tool, which helped better communicate LCAP goals and progress to the community. Fast forward to today, and we’ve helped close to 100 school districts and county offices of education across California better engage their constituents with hundreds of LCAP Infographics. This work, which requires deep distillation and familiarity with each LCAP, has given us a unique perspective on district LCAP content, and perhaps more importantly, LCAP engagement.

csba at issue

By Hadi partovi

Talking tech with Code.org CEO Hadi Partovi

T

ech entrepreneur and investor Hadi Partovi is the founder and CEO of Code.org, a nonprofit working to bring computer science into the lives of millions of students through curriculum resources, teacher professional development, the global Hour of Code annual event and more.

California Schools sat down with him to hear more about how to better prepare students for success in the 21st century.

What is the mission of Code.org?

The mission of Code.org is for every school to offer high-quality computer science classes and to increase participation in the subject, especially among women and underrepresented minorities. When most people think about the value of teaching computer science, they think about jobs and technology, especially in California with the massive opportunity in terms of careers in technology, but what really drives Code.org is the fact that computer science is foundational for all jobs. Today, 70 percent of all current jobs in the U.S. are somewhat digital in some fashion and that’s only increasing.

class act: Best practices in action

class act: Best practices in action

class act: Best practices in action

School inclusion program decreases bullying, increases student success

T

o walk onto the Standard Middle School campus at lunchtime is to walk into a true circle of friends. At this sixth- through eighth-grade Bakersfield school, special education students called “friends” and general education students called “peer friends” are paired together through the Circle of Friends school inclusion program to help foster friendship, provide students with examples of appropriate social behavior, spread disability awareness, encourage tolerance and decrease bullying.

Inspired by the peer role model partnering system of Link Crew programs, Standard Middle School’s Circle of Friends was started by language arts teacher Kayla Coronado and special education teacher Brittaney Lewis. “Peer friends” are trained to model appropriate social behavior and around 70 students join together once a week to eat lunch, play games, tell each other jokes and just have fun. The program has also led field trips and other activities.

on the morning of Oct. 8, Santa Rosa City Schools board president Jenni Klose awoke to the smell of thick smoke that stung her eyes. Alarmed, she made sure her house wasn’t on fire then walked to her second-floor porch to see what was going on. From that vantage point, she could see a raging fire about two-and-a-half miles away. Given the scope and proximity of the flames, she knew this was not a simple brush fire. Klose turned on the radio to gather information, then texted her fellow school board members and the district superintendent.

by Hugh Biggar

on the morning of Oct. 8, Santa Rosa City Schools board president Jenni Klose awoke to the smell of thick smoke that stung her eyes. Alarmed, she made sure her house wasn’t on fire then walked to her second-floor porch to see what was going on. From that vantage point, she could see a raging fire about two-and-a-half miles away. Given the scope and proximity of the flames, she knew this was not a simple brush fire. Klose turned on the radio to gather information, then texted her fellow school board members and the district superintendent.

by Hugh Biggar

on the morning of Oct. 8, Santa Rosa City Schools board president Jenni Klose awoke to the smell of thick smoke that stung her eyes. Alarmed, she made sure her house wasn’t on fire then walked to her second-floor porch to see what was going on. From that vantage point, she could see a raging fire about two-and-a-half miles away. Given the scope and proximity of the flames, she knew this was not a simple brush fire. Klose turned on the radio to gather information, then texted her fellow school board members and the district superintendent.

by Hugh Biggar

An emergency alert had awakened Santa Rosa City Schools Superintendent Diann Kitamura that morning. She was racing home from an out-of-town trip when she received Klose’s text. The messages all shared the same information — multiple wildfires had broken out across Sonoma County and were rapidly spreading under windy, dry conditions.

Driving north on Highway 101 through Marin County and Petaluma, Kitamura passed heavy traffic fleeing south and smelled smoke in the air. As she approached Santa Rosa, flames from wildfires charred nearby hillsides. Already she had contacted her staff, board members and law enforcement.

Meanwhile, Klose had evacuated her own home and went to her parents’ house a few miles west of Santa Rosa. Working together via cell phones and group text, Klose and her fellow board members made the immediate call to close the district’s schools. Kitamura also designated two schools she thought would be furthest from the flames as emergency shelters. District principals were told to reach out to staff and students at each school. The district robocaller also contacted families, a crucial element given that cellular service was down in many locations. Fortunately, the district office retained its cell service and electricity and became Kitamura’s command center for emergency operations.

Measuring Accountability

Equity and the California School Dashboard

At the Natomas Unified School District’s January board meeting, trustees listened intently as the district’s principals reported their school’s performance and progress according to the California School Dashboard. Each presenter then shared actions the school will take to improve student outcomes. Natomas USD is a good example of how districts can apply the data provided in the state’s new accountability system to assess and improve efforts to close opportunity and achievement gaps for vulnerable student groups.

By Kimberly Sellery

Measuring Accountability

Equity and the California School Dashboard

At the Natomas Unified School District’s January board meeting, trustees listened intently as the district’s principals reported their school’s performance and progress according to the California School Dashboard. Each presenter then shared actions the school will take to improve student outcomes. Natomas USD is a good example of how districts can apply the data provided in the state’s new accountability system to assess and improve efforts to close opportunity and achievement gaps for vulnerable student groups.

By Kimberly Sellery

“It was really valuable to have each principal take ownership of their school’s data,” said Natomas USD trustee and California School Boards Association Legislative Advocate Teri Burns. “It is essential that the district board review the different data points in order to assist schools in targeting interventions — the Dashboard provides an entryway for districts into that work.”

The California School Dashboard is part of an overhaul of public education in the state that aims to consider the whole child and better prepare students for life in an increasingly technological and global society. This accountability system aims to identify student subgroups that need extra help closing opportunity and achievement gaps, and paired with the Local Control Funding Formula, target designated funds to support groups such as low-income students, foster youth and English learners. The state says this system is “the next step in a series of major shifts in California K-12 schools, changes that have raised the bar for student learning, transformed testing and placed the focus on equity for all students.”

Congratulations

to CSBA’s Masters in Governance Class of 2017 graduates!

CSBA’s Masters in Governance (MIG) program equips board members and superintendents with the knowledge and skills to build and support an effective governance structure. The following graduates have successfully completed the program, gaining essential knowledge for being an effective governance team member.

Alisal Union SD
Fernando Mercado
Hector Rico

Atascadero USD
George Shoemaker
Ray Buban
Tami Gunther

Baldwin Park USD
Diana Dzib

Bassett USD
Natalie Ybarra

Chualar Union SD
Roberto Rios

Cloverdale USD
Preston Addison

Coast USD
Samuel Shalhoub

Colton Joint USD
Amanda Corridan
Frank Miranda

Contra Costa COE
Fatima Alleyne

Dehesa SD
Nancy Hauer

Del Mar Union SD
Doug Rafner

Elk Grove USD
Nancy Chaires Espinoza

Encinitas Union ESD
Leslie Schneider

Farmersville USD
Alice Lopez
John Alvarez

Fremont USD
Ann Crosbie

Glendale USD
Shant Sahakian

Golden Plains USD
Leticia Rodriguez

Greenfield Union SD
Sandra Cante

Hanford ESD
Greg Strickland
Joy Gabler

King City Union SD
Mildred Dodd
Susan King

Las Virgenes USD
Linda Menges
Mathy Wasserman

Lodi USD
George Neely

Lucia Mar USD
Vicki Meagher

Madera USD
Ruben Mendoza

Menlo Park City ESD
Stacey Jones

Merced City ESD
Adam Cox

Merced Union HSD
John Medearis

Milpitas USD
Daniel Bobay
Modesto City Schools
John Walker

Moreland SD
Mary Kay Going

Ocean View SD
Efrain Cazares
Michael Conroy

BUILDING SUCCESSFUL ETHNIC STUDIES PROGRAMS

On a cold Sunday this past February, more than 150 Filipina-American college and K-12 educators, their students, families and community converged at Balboa High School in San Francisco. Fondly known as “Bal,” this San Francisco landmark is recognizable for its Spanish Colonial Revival architecture and its former student Jerry Garcia of the Grateful Dead. But on this windy weekend, the Filipino community is here to support up-and-coming musical talent Ruby Ibarra. With her face gracing three billboards in New York City’s Madison Square Garden, Ibarra is a MasterCard-sponsored artist for the “Diversity in Stories” campaign. She appeals to a younger generation, and is someone whom young Filipinas look up to. A Bay Area native, she’s an alumna of the University of California, Davis, and a scientist during her regular work day. The community support is not just for her music. All the women and girls here want to see what’s possible when you have a community behind you, an education and fi erce talent. They are here to see that yes, you can be anything you want. Immigrant from the Philippines? Check. Scientist? Check. Nationally known lyricist? Check.

by Gayle Romasanta

On a cold Sunday this past February, more than 150 Filipina-American college and K-12 educators, their students, families and community converged at Balboa High School in San Francisco. Fondly known as “Bal,” this San Francisco landmark is recognizable for its Spanish Colonial Revival architecture and its former student Jerry Garcia of the Grateful Dead. But on this windy weekend, the Filipino community is here to support up-and-coming musical talent Ruby Ibarra. With her face gracing three billboards in New York City’s Madison Square Garden, Ibarra is a MasterCard-sponsored artist for the “Diversity in Stories” campaign. She appeals to a younger generation, and is someone whom young Filipinas look up to. A Bay Area native, she’s an alumna of the University of California, Davis, and a scientist during her regular work day. The community support is not just for her music. All the women and girls here want to see what’s possible when you have a community behind you, an education and fi erce talent. They are here to see that yes, you can be anything you want. Immigrant from the Philippines? Check. Scientist? Check. Nationally known lyricist? Check.

by Gayle Romasanta

One of the organizers getting these groups and the Filipino Bay Area community to support Ibarra and her musical storytelling is Allyson Tintiangco-Cubales, Ph.D., a San Francisco State University professor. She is the founder of Pin@y Educational Partnerships (PEP) and helped create the curriculum for San Francisco Unified School District’s ethnic studies program.

“We had to go step by step, piecing everything together. We had to create the curriculum because there wasn’t any at that time,” Tintiangco-Cubales said of the early days. “Pretty soon word got out that we were providing services that developed students’ identities, academically challenged them and engaged their participation within their communities.”

Superintendent Evaluations: School Boards, Begin with a Question

By Peter K. Fagen, Partner, Fagen Friedman & Fulfrost LLP (F3 Law)

“Describe a great boss. Someone for whom you have worked. Someone who inspired you to set and reach stretch goals.” This is a thought that I often present to governance teams when I have been asked to guide their self-evaluation, and the subsequent evaluation of the superintendent.

My colleagues at F3 Law and I have facilitated these conversations in districts throughout the state, from small and rural districts with one or two schools to major-market districts with thousands of employees and students. 

Here are some of the most common responses from board members:

  • Trustworthy – Does not use information to hurt people or build divides
  • Frank – Direct, yet compassionate
  • Gives clear direction – Sets goals and expectations, then gets out of the way so I can do my job
  • Uses evaluations effectively – They are used to reflect, grow and drive positive change, and they are never a “surprise” or “gotcha”
  • Accepts mistakes and missteps with grace – Understands that trying something new might cause failures

A conversation with …

Frank Pugh

C

alifornia Schools recently sat down with new National School Boards Association President and CSBA Past President Frank Pugh to hear more about his NSBA presidency and his storied career in public education.

As a Santa Rosa City Schools board member for the past 28 years, a member of the CSBA leadership team for more than 20 years, and a counselor and applied technology instructor at Santa Rosa Junior College, Frank Pugh is no stranger to public education advocacy.

Tell us a little bit about your background.

I was educated in public schools in Chula Vista, Calif. I put myself through college by working summers in a shipyard as an electrician’s assistant and got my degrees at San Diego State University in Industrial Studies. In 1978, Ann and I got married and we were both planning to begin our teaching careers in San Diego when Prop. 13 passed and changed the funding mechanism for schools. So, we left our hometown and both took jobs at Porterville Unified School District where Ann taught kindergarten and I taught industrial arts at Porterville High School. A year later, we relocated to Santa Rosa where I am in my 39th year at Santa Rosa Junior College. I have taught electronics and applied mathematics, and now I am a full-time academic advisor and counselor. My whole career has been under the shadow of Prop. 13 and the tremendous negative impact that it’s had on the ability for schools to get themselves fully and fairly funded.

Statement of ownership, management and circulation
(Required by 39 U.S.C. 3685)

Title of publication
California Schools
Date of filing
8/29/2017
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Quarterly
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4
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$2 (member) $20 (nonmember)
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3251 Beacon Boulevard
West Sacramento, CA 95691
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3251 Beacon Boulevard
West Sacramento, CA 95691
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Troy Flint
3251 Beacon Boulevard
West Sacramento, CA 95691
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California School Boards Association
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West Sacramento, CA 95691
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Extent and nature of circulation

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Average no. copies each issue during preceding 12 months

8,000

Actual no. copies of single issue published nearest to filing date

8,000

Paid and/or requested circulation

Paid and/or requested circulation

Paid/requested outside-county mail subscriptions stated on Form 3541

Average no. copies each issue during preceding 12 months

7,307

Actual no. copies of single issue published nearest to filing date

7,128

Paid and/or requested circulation

Paid in-county subscriptions stated on Form 3541

Average no. copies each issue during preceding 12 months

50

Actual no. copies of single issue published nearest to filing date

48

Paid and/or requested circulation

Sales through dealers and carriers, street vendors, counter sales, and other non-USPS paid distribution

Average no. copies each issue during preceding 12 months

0

Actual no. copies of single issue published nearest to filing date

0

Paid and/or requested circulation

Other classes mailed through the USPS

Average no. copies each issue during preceding 12 months

0

Actual no. copies of single issue published nearest to filing date

0

Paid and/or requested circulation

Total paid and/or requested circulation

Average no. copies each issue during preceding 12 months

7,357

Actual no. copies of single issue published nearest to filing date

7,176

Free distribution by mail, carrier, or other means, samples, complimentary and other free copies

Free distribution by mail, carrier, or other means, samples, complimentary and other free copies

Outside-country as stated on Form 3541

Average no. copies each issue during preceding 12 months

0

Actual no. copies of single issue published nearest to filing date

0

Free distribution by mail, carrier, or other means, samples, complimentary and other free copies

In-county as stated on Form 3541

Average no. copies each issue during preceding 12 months

0

Actual no. copies of single issue published nearest to filing date

0

Free distribution by mail, carrier, or other means, samples, complimentary and other free copies

Other Classes Mailed through the USPS

Average no. copies each issue during preceding 12 months

0

Actual no. copies of single issue published nearest to filing date

0

Free distribution by mail, carrier, or other means, samples, complimentary and other free copies

Free distribution outside the mail

Average no. copies each issue during preceding 12 months

0

Actual no. copies of single issue published nearest to filing date

0

Free distribution by mail, carrier, or other means, samples, complimentary and other free copies

Total free distribution

Average no. copies each issue during preceding 12 months

0

Actual no. copies of single issue published nearest to filing date

0

Free distribution by mail, carrier, or other means, samples, complimentary and other free copies

Total paid and/or requested circulation

Average no. copies each issue during preceding 12 months

7,357

Actual no. copies of single issue published nearest to filing date

7,176

Free distribution by mail, carrier, or other means, samples, complimentary and other free copies

Copies not distributed

Average no. copies each issue during preceding 12 months

643

Actual no. copies of single issue published nearest to filing date

824

Free distribution by mail, carrier, or other means, samples, complimentary and other free copies

TOTAL

Average no. copies each issue during preceding 12 months

8,000

Actual no. copies of single issue published nearest to filing date

8,000

Free distribution by mail, carrier, or other means, samples, complimentary and other free copies

Percent paid and/or requested circulation

Average no. copies each issue during preceding 12 months

100%

Actual no. copies of single issue published nearest to filing date

100%

I certify that the statements made by me above are correct and complete:
Debbie Stephenson, Accounting Specialist

Thanks for reading our Spring 2018 issue!