CSBA Summer 2019
Winter 2019
CSBA Summer 2019
Winter 2019
California Schools Logo
Volume 78, Number 2
Winter 2019
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
features
Rules of engagement

by Andrew Cummins

Disproportionate discipline

How racial biases take a toll on California youth

by Alisha Kirby

departments
CEO’s note
by Vernon M. Billy
5
BoardWise
by Steve Ladd, Teri Vigil and Arati Nagaraj
7
Legal insights
by Kathryn Meola
9
CSBA at issue
by Amy Boles
13
From the field
By Andrew Cummins
15
Member profile
Interview with Walter Muneton
17
Vernon M. Billy, CEO & Executive Director, CSBA
CEO’s note
by Vernon M. Billy
The brain and implicit bias
Recognition is the first step in helping students

Our brains are fascinatingly powerful tools that have the capacity to go beyond our own imagination. The brain has an unsurpassed ability to create, interpret, suppress and disassociate ideas and feelings.

Recently, as I was sifting through my seemingly endless pile of paperwork, I came across several old articles I had flagged about the power and mysteries of the human brain. One article that caught my attention highlights the fact that every second of every day, roughly 100,000 chemical reactions occur in the brain. These chemical reactions can influence everything from happiness to depression, and ultimately how we interpret and cope with the rapid influx of information and experiences of daily life.

CSBA 2019 board of directors
Frank Magarino
Region 1, Del Norte County US
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
Vacant
Region 17
Wendy Jonathan
Region 18, Desert Sands USD
Albert Gonzalez
Region 20, Santa Clara USD
Kelly Gonez
Region 21, Los Angeles USD
Nancy Smith
Region 22, Palmdale SD
Helen Hall
Region 23, Walnut Valley USD
Donald E. LaPlante
Region 24, Downey USD
Crystal Martinez-Alire
Director-at-Large American Indian,
Elk Grove USD
Gino Kwok
Director-at-Large Asian/Pacific Islander,
Hacienda La Puente USD

Bettye Lusk
Director-at-Large African American,
Monterey Peninsula USD
Heidi Weiland
Director-at-Large County, El Dorado COE
Joaquín Rivera
Director-at-Large Hispanic, Alameda COE
Dana Dean
CCBE President, Solano COE
Chris Ungar
NSBA Director, San Luis Coastal USD

Steve Ladd, Board Member
Teri Vigil, Board Member image
Arati Nagaraj, Board Member image
BoardWise
by Steve Ladd, Teri Vigil and Arati Nagaraj

BoardWise is a forum for board members and superintendents across the state to share questions about governance and board-superintendent relations. Send your questions to boardwise@csba.org.

Establishing governance agreements
Dear Boardwise:

What are ways that our board can establish governance agreements and honor them to hold ourselves accountable?

Steve Ladd: The work of a governance team involves important relationships and honest communication among — and between — the board members and the superintendent. The “how,” and equally important the “why,” the governance team operates influences how the team will function. The development of governance agreements is an excellent way to provide guidance to the interactions of board members and the superintendent.

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
Andrew Cummins, acummins@csba.org
Alisha Kirby, akirby@csba.org
Aaron Davis, adavis@csba.org

Graphic Design Manager
Kerry Macklin, kmacklin@csba.org

Senior Graphic Designer
Mauricio Miranda, mmiranda@csba.org

Circulation and Advertising
csba@csba.org

CSBA OFFICERS
President
Emma Turner, La Mesa-Spring Valley SD

President-elect
Xilonin Cruz-Gonzalez, Azusa USD

Vice President
Tamara Otero, Cajon Valley Union SD

Immediate Past President
Mike Walsh, Butte COE

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.

Kathryn Meola image
legal insights
by kathryn meola
Assembly Bill 218
What board members should know about the new childhood sexual assault law
T

here is an expectation that come Jan. 1, 2020, AB 218 (Gonzalez, D-San Diego) — which expands the statute of limitations for filing claims of childhood sexual assault — will result in the filing of many civil actions against school districts and county offices of education. Local educational agencies (LEAs) should prepare themselves to receive childhood sexual assault claims from the past, as well as going forward.

This new law not only allows for a much greater expansion of the statute of limitations resulting in claims that may be filed decades later, it also requires LEAs to take reasonable steps or implement reasonable safeguards to avoid acts of childhood sexual assault when district employees are on notice or had reason to know of such a risk.

class act: Best practices in action
class act:
Best practices in action
class act:
Best practices in action
Contra Costa County Office of Education’s Safe Schools for All initiative

At the beginning of 2018, the Contra Costa County Office of Education was looking to identify a focus for its next countywide initiative. The COE met with representatives from each of the county’s 18 school districts and found many were looking for support in addressing school violence and student mental health and wellness. In March 2018, the Contra Costa county office decided on a “Safe Schools for All” initiative.

The next step was to survey programs that could help address the critical issues that would create meaningful support countywide and that districts could take ownership of. The county office identified the nonprofit organization Sandy Hook Promise — recommended to the county by then-State Assemblymember Tony Thurmond of Richmond (now State Superintendent of Public Instruction) — after deciding its Know the Signs programs were the right fit for the county.

Magnifying Glass
csba at issue
By Amy Boles
Bilingual teacher development grant takes root in 10 districts
I

n November 2016, California voters overwhelmingly passed Proposition 58, a state ballot initiative that creates more opportunities for students to become bilingual and biliterate. The measure passed with 73.5 percent of the vote and was supported across all 58 counties.

A report released in June 2017 by Californians Together, Unveiling California’s Bilingual Teacher Shortage, said that the wide support reflects the high regard that the public holds for the educational, cognitive and economic advantages of bilingualism for its citizenry. However, the report also found that “California has seen a massive decline in teachers with bilingual authorizations since the passage of Proposition 227, a 1998 state ballot initiative that enacted major restrictions on bilingual education and severely curtailed its availability across the state. This shortage needs to be remedied expediently to ensure the education system can catch up to and align with the strong evidence about the powerful impacts of bilingual education on student outcomes.”
Melissa Crick
Richard Gingery Jr
Mike Greer
from the field
By Andrew Cummins
Paradise Unified School District board members: Melissa Crick, Richard Gingery Jr. and Mike Greer
Helping make sure Paradise wasn’t lost
A

mid all the chaos, loss and grief impacting their family, friends and community during and after the Camp Fire, a top priority has persisted for Paradise Unified School District board members — providing students with a place to attend school in the town they call home. “We did not want to shut down,” board member Rich Gingery Jr. recalled. “That was the talk in the beginning. And we as a board said, ‘no, we’re not going anywhere.’”

One year after the devastating November 2018 wildfire that left 86 people dead, a town largely destroyed and more than 1,000 students and staff displaced, students — significantly more than anticipated — are several months into the academic year at school sites in the town of Paradise. That fact, combined with the success of last spring’s graduation ceremony at Paradise High School and the powerful first day at campuses this fall, served as emotional but validating moments for board members. They recently looked back on the highs and the lows, while acknowledging there is years of work left to do.
Members Profile Walter Muneton

What inspired you to become a school board member?
I was inspired to serve as a board member through my own experiences as a student of the Garden Grove Unified School District. I was an “at-risk youth” who struggled academically and always found myself being disciplined by school administrators. After I graduated, I knew I wanted to help all students achieve their dreams. Soon after graduating from college, I knew that I would run for school board to be a representative for the underserved.

What unique perspective do you bring to the table as a professional social worker?
As a social worker, I am able to focus in on student’s social-emotional growth. I understand that academics are important, however, I am also aware that a student cannot concentrate on their studies when they may be dealing with extreme poverty, mental illness, etc. One of my first actions as a school board member was to start a pilot school social worker program, which led to our district hiring the first cohort of social workers. I have also championed our “Be Well Campaign,” which will increase our focus on educating our students, families and staff about general wellness awareness, stigma reduction for mental illness (including seeking treatment) and methods to refer individuals for additional support when needed.

What do you see as the role of public education?
I see the role of K-12 public education as a platform for students to grow academically as well as personally. Whether it be through preparation for college or a career, the goal is to help students find a passion that they are truly happy about.

Who inspired you when you were growing up?
My inspiration growing up was my high school history teacher, Loan Wu. She helped me find my confidence and challenged me to be the best Walter I could be. Teachers are amazing, and to this day, I always credit my favorite educator, Dr. Loan Wu.

What do you see as the biggest issues facing schools today?
I firmly believe that public schools are under attack from special interests and politicians who have never stepped inside of a public school classroom. As a nation, I believe we must invest in our neighborhood schools and stop attacking teachers.

What advice do you have for new or aspiring school board members?
I would suggest visiting as many classrooms as possible, hosting community meetings and talking to the students. This allows new board members to be fully ingrained in the community and make the best decisions that impact students, families and communities.

Would you like to participate in an upcoming Member Profile? Contact us at editor@csba.org.
Members Profile Humberto Gurmilan
Members Profile Walter Muneton

What inspired you to become a school board member?
I was inspired to serve as a board member through my own experiences as a student of the Garden Grove Unified School District. I was an “at-risk youth” who struggled academically and always found myself being disciplined by school administrators. After I graduated, I knew I wanted to help all students achieve their dreams. Soon after graduating from college, I knew that I would run for school board to be a representative for the underserved.

What unique perspective do you bring to the table as a professional social worker?
As a social worker, I am able to focus in on student’s social-emotional growth. I understand that academics are important, however, I am also aware that a student cannot concentrate on their studies when they may be dealing with extreme poverty, mental illness, etc. One of my first actions as a school board member was to start a pilot school social worker program, which led to our district hiring the first cohort of social workers. I have also championed our “Be Well Campaign,” which will increase our focus on educating our students, families and staff about general wellness awareness, stigma reduction for mental illness (including seeking treatment) and methods to refer individuals for additional support when needed.

What do you see as the role of public education?
I see the role of K-12 public education as a platform for students to grow academically as well as personally. Whether it be through preparation for college or a career, the goal is to help students find a passion that they are truly happy about.

Who inspired you when you were growing up?
My inspiration growing up was my high school history teacher, Loan Wu. She helped me find my confidence and challenged me to be the best Walter I could be. Teachers are amazing, and to this day, I always credit my favorite educator, Dr. Loan Wu.

What do you see as the biggest issues facing schools today?
I firmly believe that public schools are under attack from special interests and politicians who have never stepped inside of a public school classroom. As a nation, I believe we must invest in our neighborhood schools and stop attacking teachers.

What advice do you have for new or aspiring school board members?
I would suggest visiting as many classrooms as possible, hosting community meetings and talking to the students. This allows new board members to be fully ingrained in the community and make the best decisions that impact students, families and communities.

Would you like to participate in an upcoming Member Profile? Contact us at editor@csba.org.
Rules of Engagement
by Andrew Cummins
Since the first rendition of Local Control and Accountability Plans in the 2013–14 school year, the phrase “authentic stakeholder engagement” has taken on a litany of meanings at school districts across California.

For some, the process offers a new tool to bolster already-strong parent and community relationships. For others, the phrase has proven more challenging, representing a goal that can seem somewhat intangible, serving as more of a compliance checkpoint in the annual cycle of prioritizing academic services and identifying funding.

Concerns and questions about what constitutes stakeholder engagement have addressed issues such as reaching parents and community members beyond the “usual suspects” involved in school activities and groups, balancing input and suggestions with program and budgetary limitations, and, particularly in smaller districts, finding staff with the time and expertise to lead engagement efforts.

Mother and daughter walking to school together
by Andrew Cummins
Since the first rendition of Local Control and Accountability Plans in the 2013–14 school year, the phrase “authentic stakeholder engagement” has taken on a litany of meanings at school districts across California.

For some, the process offers a new tool to bolster already-strong parent and community relationships. For others, the phrase has proven more challenging, representing a goal that can seem somewhat intangible, serving as more of a compliance checkpoint in the annual cycle of prioritizing academic services and identifying funding.

Concerns and questions about what constitutes stakeholder engagement have addressed issues such as reaching parents and community members beyond the “usual suspects” involved in school activities and groups, balancing input and suggestions with program and budgetary limitations, and, particularly in smaller districts, finding staff with the time and expertise to lead engagement efforts.

Two students

who attend the same middle school act out in similar ways — they were texting or doodling in class instead of taking notes, despite repeated warnings — and both are sent to the principal’s office. One child’s parents are called and a meeting is scheduled to discuss how his misbehaviors can be better addressed, or if there is something happening at home that is affecting his behavior in school. The second student’s parents receive a very different phone call — a parent or guardian needs to pick the boy up now, and he is being suspended for two days. This is his second suspension of the year for minor infractions.

Two students

who attend the same middle school act out in similar ways — they were texting or doodling in class instead of taking notes, despite repeated warnings — and both are sent to the principal’s office. One child’s parents are called and a meeting is scheduled to discuss how his misbehaviors can be better addressed, or if there is something happening at home that is affecting his behavior in school. The second student’s parents receive a very different phone call — a parent or guardian needs to pick the boy up now, and he is being suspended for two days. This is his second suspension of the year for minor infractions.

How racial bias takes a toll on California youth
by Alisha Kirby
How racial bias takes a toll on California youth
by Alisha Kirby
Two students

who attend the same middle school act out in similar ways — they were texting or doodling in class instead of taking notes, despite repeated warnings — and both are sent to the principal’s office. One child’s parents are called and a meeting is scheduled to discuss how his misbehaviors can be better addressed, or if there is something happening at home that is affecting his behavior in school. The second student’s parents receive a very different phone call — a parent or guardian needs to pick the boy up now, and he is being suspended for two days. This is his second suspension of the year for minor infractions.

Two students

who attend the same middle school act out in similar ways — they were texting or doodling in class instead of taking notes, despite repeated warnings — and both are sent to the principal’s office. One child’s parents are called and a meeting is scheduled to discuss how his misbehaviors can be better addressed, or if there is something happening at home that is affecting his behavior in school. The second student’s parents receive a very different phone call — a parent or guardian needs to pick the boy up now, and he is being suspended for two days. This is his second suspension of the year for minor infractions.

this example, the only evident difference between the two students is their race. Nearly 10 years ago, the U.S. Department of Education reported that African American students across the country were 31 percent more likely to be disciplined for the same discretionary violation as white students. In 2018, upon finding highly disparate discipline rates based on race continued to exist, the U.S. Government Accounting Office reported that “implicit bias on the part of teachers and staff may cause them to judge students’ behaviors differently based on the students’ race and sex.”

These findings reflect the reality in California public schools as well. While African American students account for less than 6 percent of the state’s public school enrollment, they account for 17.8 percent of students who are suspended and 14.1 percent of those who are expelled, according to a 2018 study by researchers at the University of California, Los Angeles and San Diego State University.

Super business woman illustration
Did Your Legislator Stand Up For Local Governance? typography

In 2018, the Legislature sent a total of 1,217 bills to then-Gov. Jerry Brown’s desk for his consideration in his final year. That was a notably hefty stack of legislation, even for the second year of a two-year legislative session; it is typical to see a higher count of bills passed in the second year of a session than in the first.

In 2019, Gavin Newsom’s first year as governor and the first year of a new two-year session, it would appear the Senate and Assembly were quite eager to throw all they could his way to see what would stick — a total of 1,341 bills. That does not include measures that were introduced and not passed, many of which can still be passed in 2020 (more on this later).

While only a fraction of these bills affect education, it’s time now for CSBA’s annual look at how your Senators and Assemblymembers voted on key legislation that will impact public schools.

Super business woman illustration
Did Your Legislator Stand Up For Local Governance? typography

In 2018, the Legislature sent a total of 1,217 bills to then-Gov. Jerry Brown’s desk for his consideration in his final year. That was a notably hefty stack of legislation, even for the second year of a two-year legislative session; it is typical to see a higher count of bills passed in the second year of a session than in the first.

In 2019, Gavin Newsom’s first year as governor and the first year of a new two-year session, it would appear the Senate and Assembly were quite eager to throw all they could his way to see what would stick — a total of 1,341 bills. That does not include measures that were introduced and not passed, many of which can still be passed in 2020 (more on this later).

While only a fraction of these bills affect education, it’s time now for CSBA’s annual look at how your Senators and Assemblymembers voted on key legislation that will impact public schools.

New book provides guidance on effective school governance
The Governance Core: School Boards, Superintendents, and Schools Working Together by Davis Campbell and Michael Fullan Book Cover
The Governance Core: School Boards, Superintendents, and Schools Working Together by Davis Campbell and Michael Fullan is an important read for school district and county office governance teams. It provides strategies and tools for district members, superintendents and school leaders to unify and face the complex challenges of school board governance together.
Campbell is a former CSBA Executive Director and currently serves as chair of the University of California, Davis, School of Education Board of Advisors and is a senior fellow. Michael Fullan is a former dean of the Ontario Institute for Studies in Education, professor emeritus of the University of Toronto and a co-leader of the New Pedagogies for Deep Learning global initiative.

California Schools posed the following questions to the authors to gain insights on effective school board governance.

Thank you

to the 2019–20 CSBA Business Partners and Business Affiliates.
Visit them on the Trade Show Floor at the Annual Education Conference and Trade Show, Dec. 5 and Dec. 6, 2019 in San Diego!
Xilonin Cruz-Gonzalez
A conversation with …
incoming CSBA President Xilonin Cruz-Gonzalez
X

ilonin Cruz-Gonzalez is a trustee of the Azusa Unified School District in east Los Angeles County. Now in her 18th year as a school board member, Cruz-Gonzalez has been an active member of CSBA, and has served as President-elect, Vice President and on the CSBA Board of Directors representing the greater San Gabriel Valley.

As an advocate for the state’s public education system and a committed lifelong learner, Cruz-Gonzalez has also served on CSBA’s Legislative Committee and the Council of Presidents. In addition to her advocacy work through CSBA, Cruz-Gonzalez works for Californians Together, directing a project that supports immigrant and refugee students.
Statement of ownership, management and circulation
(Required by 39 U.S.C. 3685)
Title of publication
California Schools
Date of filing
10/29/2019
Frequency of issue
Quarterly
Number of issues published annually
4
Annual subscription price
$2 (member) $20 (nonmember)
Location of known office of publication
3251 Beacon Boulevard
West Sacramento, CA 95691
Location of the headquarters or general business offices of the publishers
3251 Beacon Boulevard
West Sacramento, CA 95691
Name and complete address of Editor in Chief
Troy Flint
3251 Beacon Boulevard
West Sacramento, CA 95691
Owner/Publisher
California School Boards Association
3251 Beacon Boulevard
West Sacramento, CA 95691
Known bondholders, mortgagees or other security holders owning or holding one percent or more of total amount of bonds, mortgagees or other securities
None
For completion of nonprofit organization authorized to mail at special rates
Has not changed during preceding 12 months
Extent and nature of circulation
Average no. copies each issue during preceding 12 months
Actual no. copies of single issue published nearest to filing date
Extent and nature of circulation

Total no. copies (net press run)

Average no. copies each issue during preceding 12 months

9,135

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

10,342

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

8,826

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

10,302

Paid and/or requested circulation

Paid in-county subscriptions stated on Form 3541

Average no. copies each issue during preceding 12 months

59

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

40

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

8,885

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

10,342

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

Total paid and/or requested circulation

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

8,885

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

10,342

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

251

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

Average no. copies each issue during preceding 12 months

9,136

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

10,342

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:
Kimberly Sellery, Managing Editor

Thanks for reading our Winter 2019 issue!