Spring 2022
Interest in independent study and virtual academies brought on by pandemic
by Heather Kemp
Districts examine how traditional grading practices affect equity
by Kimberly Sellery
Small districts partner with local tribes to support Indigenous youth
by Alisha Kirby
by Vernon M. Billy
by Keith Bray
by Angelena Pride, Amy Christianson and Monika Moulin
by Amanda von Moos
by Erin Asheghian, Lori Cunningham and Meg Cutuli
Interview with Maritza Flores-Travanti
Bruce Fuller
by Vernon M. Billy
New CSBA research shows that governing boards have allocated federal funds to support student needs, despite structural, labor market and regulatory challenges
his spring, CSBA and our partners at the Association of California School Administrators (ACSA), had the honor of leading the inaugural edition of the Coast2Coast Federal Advocacy Trip in Washington, D.C. It was a richly rewarding experience and the first of what will become annual event.
It was inspiring to see CSBA’s members in our nation’s capital, demonstrating their deep knowledge of California schools and their tremendous passion for public education. Participants advocated for solutions to a wide range of issues including the educator shortage, special education school nutrition programs, student privacy and cybersecurity, broadband access and flexibility for Elementary and Secondary School Emergency Relief funds (ESSER). This work is essential to ensure that California’s education system receives the respect and resources befitting a state that educates one of every eight public school students in the United States.
Region 1, Del Norte County USD
Sherry Crawford
Region 2, Siskiyou COE
A.C. “Tony” Ubalde, Jr.
Region 3, Vallejo City USD
Renee Nash
Region 4, Eureka Union SD
Alisa MacAvoy
Region 5, Redwood City ESD
Darrel Woo
Region 6, Sacramento City USD
James Aguilar
Region 7, San Leandro HSD
Region 8, Manteca USD
Tami Gunther
Region 9, Atascadero USD
Kathy Spate
Region 10, Caruthers USD
Sabrena Rodriguez
Region 11, Ventura USD
William Farris
Region 12, Sierra Sands USD
Susan Henry
Region 15, Huntington Beach Union HSD
Karen Gray
Region 16, Silver Valley USD
Region 17, Solano Beach SD
Wendy Jonathan
Region 18, Desert Sands USD
Devon Conley
Region 20, Mountain View Whisman SD
Tanya Ortiz Franklin
Region 21, Los Angeles USD
Nancy Smith
Region 22, Palmdale SD
Helen Hall
Region 23, Walnut Valley USD
Leighton Anderson
Region 24, Whittier Union HSD
Director-at-Large African American,
Monterey Peninsula USD
Crystal Martinez-Alire
Director-at-Large American Indian,
Elk Grove USD
Amy Koo
Director-at-Large Asian/Pacific Islander,
Belmont-Redwood Shores SD
Michael Teasdale
Director-at-Large County, Riverside COE
Joaquín Rivera
Director-at-Large Hispanic, Alameda COE
Joe Ross
CCBE President, San Mateo COE
Region 1, Del Norte County USD
Sherry Crawford
Region 2, Siskiyou COE
A.C. “Tony” Ubalde, Jr.
Region 3, Vallejo City USD
Renee Nash
Region 4, Eureka Union SD
Alisa MacAvoy
Region 5, Redwood City ESD
Darrel Woo
Region 6, Sacramento City USD
James Aguilar
Region 7, San Leandro HSD
Stephen J. Schluer
Region 8, Manteca USD
Tami Gunther
Region 9, Atascadero USD
Kathy Spate
Region 10, Caruthers USD
Sabrena Rodriguez
Region 11, Ventura USD
William Farris
Region 12, Sierra Sands USD
Susan Henry
Region 15, Huntington Beach Union HSD
Karen Gray
Region 16, Silver Valley USD
Debra Schade
Region 17, Solano Beach SD
Wendy Jonathan
Region 18, Desert Sands USD
Vacant
Region 20
Tanya Ortiz Franklin
Region 21, Los Angeles USD
Nancy Smith
Region 22, Palmdale SD
Helen Hall
Region 23, Walnut Valley USD
Leighton Anderson
Region 24, Whittier Union HSD
Bettye Lusk
Director-at-Large African American,
Monterey Peninsula USD
Crystal Martinez-Alire
Director-at-Large American Indian,
Elk Grove USD
Amy Koo
Director-at-Large Asian/Pacific Islander,
Belmont-Redwood Shores SD
Michael Teasdale
Director-at-Large County, Riverside COE
Joaquín Rivera
Director-at-Large Hispanic, Alameda COE
Joe Ross
CCBE President, San Mateo COE
legal insights
Hear that? Your local community needs you
ince the first school board met in Boston in 1712, individuals serving their community on school boards have been a beacon of public service. Being a public servant means committing time out of one’s personal life, work life, home life and spiritual life to serve others.
But now, during this time in America when our political divisions and distrust of public servants are being expressed in so many ways, board members are being confronted with behavior at their meetings, on the sidewalk in front of their homes, and on social media that was unimaginable just a few years ago. Being called criminals, child abusers, Marxists and yes, even traitors by those who disagree. Whoever would have thought these nouns would be used to describe a school board member?
Chief Information Officer
Troy Flint, tflint@csba.org
Editorial Director
Kimberly Sellery, ksellery@csba.org
Marketing Director
Andy Rolleri, arolleri@csba.org
Staff Writers
Heather Kemp, hkemp@csba.org
Alisha Kirby, akirby@csba.org
Director of Graphic Design and Branding
Kerry Macklin, kmacklin@csba.org
Senior Graphic Designer
Amanda Moen, amoen@csba.org
Circulation and Advertising
csba@csba.org
CSBA OFFICERS
Dr. Susan Heredia, Natomas USD
President-elect
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
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.
How can boards ensure success for each and every student?
Angelena: Since the start of the pandemic school board members have faced multiple issues, including the transition to online learning, returning to campus and navigating constantly changing guidelines from the federal, state and local levels, just to name a few. Now that most districts have returned to campus they face another challenge, how to address the social and emotional well-being of students while still achieving academic success for all.
class act Best practices in action
Best practices in action
Best practices in action
To identify students who need reading support, the entire student body is tested, according to Kristi Forshee, program director and the lab’s main teacher. Once students are in the lab, which is also staffed with four paraprofessionals, they are separated according to their needs into groups, ideally made up of four or fewer students each.
CSBA’s District and County Office of Education Legal Services Program is here
oard members and district and COE staff are accustomed to reaching out to CSBA’s team of experts in the legal office, governmental relations and policy for guidance on tough issues and complex questions. We pride ourselves on responding with helpful information and general guidance, but when the questions called for legal advice, our hands were tied. Without an attorney–client relationship between CSBA attorneys and our members, we were unable to provide confidential advice and services. That has all changed with the introduction of our newest program.
For the first time in CSBA history, our attorneys can provide confidential legal services to subscribing members through an attorney–client relationship. From advice and counsel to independent investigations, our CSBA attorneys are here to provide your local educational agency with the confidential legal services you need, at a price you can afford.
Strengthening substitute teaching in California
his school year has not turned out as expected. Substitute teaching systems faltered throughout the pandemic and failed during the omicron wave. Keeping schools staffed has required district leaders to solve a moving puzzle, often by filling in themselves.
If we are honest with ourselves, the system never really worked all that well. It wasn’t designed for student learning or to create good jobs. In pre-pandemic times, just 80 percent of teaching jobs were covered and that varied dramatically by school, reflecting systemic inequality. Substitute teaching is the original gig economy job, characterized by high autonomy and flexibility, little to no training or support, a high degree of professional isolation with no guarantee of income or professional growth. Its chief strength has been keeping costs low.
CSBA members provide testimony in Legislature hearing on recall elections
They suggest practical reforms to ensure the process reflects community sentiment
In early December, the California Legislature held a joint informational hearing of the Assembly Elections Committee and Senate Elections and Constitutional Amendments Committee, “Evaluating California’s State and Local Recall Process,” to review the recall process.
The California Constitution requires the Legislature to “provide for recall of local officers.” For most local jurisdictions that means that local officers may be recalled by submitting a petition signed by at least 10 percent to 30 percent of the registered voters eligible to vote for the targeted official, with the exact percentage depending on the number of registered voters. The timeframe for collecting petition signatures varies from 40 to 160 days depending on the number of registered voters. If the relevant signature threshold for the recall is met, the governing body has 14 days after the meeting at which it receives a certificate of sufficiency to order the recall election, which must be held between 88 and 125 days later.
What inspired you to become a school board member?
There were several reasons, but the most important was that, at the time I decided to run, the school board was made up of five males and no Hispanics. Being Latina and a parent of a school-age child, along with my experience in government civil service, I knew I could make a positive impact and provide much-needed representation.
What motivates you to continue serving during these tumultuous times?
The children of Monrovia, first and foremost. It’s during these times, especially, when leaders become true leaders. Stability and steadfast leadership help a community stay resilient. That is where I believe my strength and sound judgment has helped during these challenging times.
What advice do you have for new or aspiring school board members?
I believe it is critical for anyone having aspirations to be a school board member to do the research, talk to current board members, and understand the commitment and the pressures. Walk a day in their shoes and, more importantly, get involved. Start at the PTA or school site council level. It is so rewarding knowing you can make decisions that have a positive impact for all children of your community and for years to come.
What is something you wish the general public knew/understood about district governance?
I sometimes think the public doesn’t understand all of the behind the scenes work that goes into being a school board member. It isn’t just a biweekly meeting the public sees. It is constant reading; researching legislation and legal opinions; engaging with the public, students and staff; and discussions that are difficult and complex. Also, the public sometimes does not realize when our hands are tied due to decisions made by a higher governing agency, which has been a constant throughout the pandemic. I’ve always believed local-level decisions are representative and unique to our own communities, but being part of a large county such as Los Angeles presents some frustration when decisions seem to be out of touch with the needs of our community.
What do you see as the role of public education?
I strongly believe in public education — it provides opportunities for all children, regardless of their background and economic status. But I also see the need for public education to evolve as the rest of the world has. The pandemic has taught us many lessons, one of which is the need for technology. California must provide funding to invest, modernize and require tech training for credentials to ensure teachers are ready to teach in a variety of ways, which includes online platforms. The future depends on students being “tech ready,” not just “college and career ready.” This means equipping K-12 students and teachers with the right technology.
Who was one adult you looked up to as a child and why?
My mom. She immigrated from Mexico as a child and endured food insecurity, home instability and was forced to marry young in order to leave a difficult home situation. Through hard work, my mom went back to school and obtained her GED and an associate degree while working two jobs and raising three children. She began her career as a border inspector and worked her way up the ranks to a director in Sacramento for US Citizenship and Immigration Services. She is now enjoying the fruit of her work in a very comfortable retirement life.
Who or what inspires you as an adult?
There are many people I admire in my life, from my husband to colleagues and friends, but I have to say my two daughters are who I admire most. Both are successful in their own ways and are good and kind human beings. They face things I never faced as a teen or young person, yet they find ways to succeed despite the challenges. I am so blessed.
What inspired you to become a school board member?
There were several reasons, but the most important was that, at the time I decided to run, the school board was made up of five males and no Hispanics. Being Latina and a parent of a school-age child, along with my experience in government civil service, I knew I could make a positive impact and provide much-needed representation.
What motivates you to continue serving during these tumultuous times?
The children of Monrovia, first and foremost. It’s during these times, especially, when leaders become true leaders. Stability and steadfast leadership help a community stay resilient. That is where I believe my strength and sound judgment has helped during these challenging times.
What advice do you have for new or aspiring school board members?
I believe it is critical for anyone having aspirations to be a school board member to do the research, talk to current board members, and understand the commitment and the pressures. Walk a day in their shoes and, more importantly, get involved. Start at the PTA or school site council level. It is so rewarding knowing you can make decisions that have a positive impact for all children of your community and for years to come.
What is something you wish the general public knew/understood about district governance?
I sometimes think the public doesn’t understand all of the behind the scenes work that goes into being a school board member. It isn’t just a biweekly meeting the public sees. It is constant reading; researching legislation and legal opinions; engaging with the public, students and staff; and discussions that are difficult and complex. Also, the public sometimes does not realize when our hands are tied due to decisions made by a higher governing agency, which has been a constant throughout the pandemic. I’ve always believed local-level decisions are representative and unique to our own communities, but being part of a large county such as Los Angeles presents some frustration when decisions seem to be out of touch with the needs of our community.
What do you see as the role of public education?
I strongly believe in public education — it provides opportunities for all children, regardless of their background and economic status. But I also see the need for public education to evolve as the rest of the world has. The pandemic has taught us many lessons, one of which is the need for technology. California must provide funding to invest, modernize and require tech training for credentials to ensure teachers are ready to teach in a variety of ways, which includes online platforms. The future depends on students being “tech ready,” not just “college and career ready.” This means equipping K-12 students and teachers with the right technology.
Who was one adult you looked up to as a child and why?
My mom. She immigrated from Mexico as a child and endured food insecurity, home instability and was forced to marry young in order to leave a difficult home situation. Through hard work, my mom went back to school and obtained her GED and an associate degree while working two jobs and raising three children. She began her career as a border inspector and worked her way up the ranks to a director in Sacramento for US Citizenship and Immigration Services. She is now enjoying the fruit of her work in a very comfortable retirement life.
Who or what inspires you as an adult?
There are many people I admire in my life, from my husband to colleagues and friends, but I have to say my two daughters are who I admire most. Both are successful in their own ways and are good and kind human beings. They face things I never faced as a teen or young person, yet they find ways to succeed despite the challenges. I am so blessed.
istance learning during the COVID-19 pandemic uprooted the decades’ long status quo of in-person instruction and opened families’ eyes to alternative education formats. Once thought of as continuation schools for students who didn’t fare well in traditional settings, alternative education has expanded to acknowledge the fact that “one size doesn’t fit all.”
Whether it is due to newfound interest in remote instruction, because they are not quite ready to return full time to physical classrooms as new variants continue to emerge, or because of vaccine hesitancy, more K–12 learners are enrolling in independent study and virtual academies.
“We have a whole generation of students and parents who saw the pros and cons of virtual learning. I have two teenagers and there were parts of it that were great and there were parts that were very challenging,” said Davis Joint Unified School District Interim Superintendent Matt Best. “I think that as we think about our path forward with this generation of students and future generations, finding the best of those practices in a system that doesn’t change all that much over time is going to be really critical because the students evolved during this pandemic.”
David, a high school senior, struggles to complete his homework assignments weekly due to his part-time job and other responsibilities like watching his younger siblings while their parents work. He performs well on in-class quizzes and tests, but does not often participate in class discussions due to feelings of shyness and exhaustion. When his teacher offers extra credit, it often involves attending events outside of school time — an impossibility with all of David’s other commitments. Due to all these factors, David has a low GPA and worries he might not get into college.
Small districts partner with local tribes to support Indigenous youth
History, when explored fully, is often uncomfortable. But acknowledging it is the first step toward rebuilding relationships with Native American families and addressing students’ academic and social-emotional needs.
Klamath-Trinity Joint Unified School District trustee Laura Lee George, a Karuk tribal member born and raised on the Hoopa Valley Reservation in Humboldt County, said it’s crucial that relationships be built upon understanding of both history and culture. “Unless you understand Indian families, their relationships with schools, the traumas they’ve endured and where the strengths of the family are, it’s hard to get people to take [Native students] seriously,” she said.
by Alisha Kirby
eorge, now in her final term on the board, is a lifelong advocate for Native youth and education. A graduate of California State Polytechnic University, Humboldt’s Indian Tribal and Educational Personnel Program, she taught courses including History of Indian Education at Humboldt State and served as director of the ITEPP before entering Klamath-Trinity as the district’s assistant superintendent of business/personnel.
In some ways, a lot has changed since the original Indian Teacher Education Project was established in 1969 through grassroots efforts by local tribal members and college faculty to provide a teacher preparation program for 18 American Indian students at Cal Poly Humboldt.