Across California, school districts and county offices of education are shattering enrollment records for summer school while simultaneously preparing for full-time classroom instruction in the fall. Transitioning from hybrid instruction to robust summer schools with expanded learning and social support opportunities is challenging. Doing it while concurrently laying the foundation for a 2021–22 school year that will require more interventions and greater student support than any in memory is an especially delicate balancing act.

“Meeting” under the Brown Act

very few years, it becomes necessary to clarify certain aspects of the Brown Act, California’s open meetings law applicable to school district and county boards of education. The clarification is almost always due to the turnover of trustees after an election and to new situations to which the Act may apply. With more than 950 new trustees elected in 2020 and the virtual meeting experience forced upon boards by the COVID-19 outbreak, these twin factors are currently at play.

“It is a program that provides rich opportunities for students to develop literacy skills with a STEM [science, technology, engineering and math] connection,” Clendineng said. “During this fun and engaging program, students participate in hands-on lessons that integrate rigorous and high-interest literacy activities, science and technology. As part of these units of study, students receive targeted instruction in reading comprehension and writing skills as well as opportunities to participate in inquiry-based science and engineering tasks.”

In a poll commissioned last fall by the Education Trust-West, 38 percent of low-income families and 29 percent of families of color said they were concerned about distance learning because they lack reliable internet at home. In rural areas, only one-third of California households are subscribed to internet service, according to an EdSource analysis of data from the California Public Utilities Commission. And even in urban areas that have access to the internet, network speeds are frequently too slow to make distance learning practical, and the more expensive internet plans simply aren’t feasible for many families.

Californians have been advocating for ethnic studies at institutional, district and state levels for more than 50 years. More recently, school boards around the state, led by board members such as Rosie Torres in Oakland, AngelAnn Flores in Stockton, and Darrel Woo of Sacramento have been reviewing and passing resolutions supporting ethnic studies and in some cases adding ethnic studies courses as requirements or electives.

And with good reason: research has documented academic and social value for all students taking ethnic studies classes.

I came to the field of education as a career-changer, if you will. I was a journalist, I was an editor and a reporter. I was able to get my master’s degree in special education through an alternative certification program, in terms of people transitioning from careers into education, and really start teaching alongside of that. Actually, I was a paraprofessional at the time, then I was a special ed teacher, special ed administrator, so on and so forth. And so, I think for me, having been someone that really enjoyed being in the classroom, that really has been something that drives me, even to this day, in terms of really ensuring that our students receive the best, highest-quality supports possible. And really looking at and examining issues from a teacher’s lens or teacher’s perspective at times as well.