May is Children’s Mental Health Month

May is Children’s Mental Health Month

By Kaylor Miles, Special to the Outlook

Frederick Douglass said, “It is easier to build strong children than to repair broken men.”

As a Licensed Mental Health Counselor and Certified School Counselor, children’s mental health is of particular importance to me. I have observed throughout my career many children suffering with mental health disorders that are often not recognized, or diagnosed. Some children simply lack basic social skills. Schools have a unique opportunity to provide mental health services and social and emotional learning (SEL) using the school as a place to obtain these lifelong skills.

According to The American School Counselor Association (ASCA), School Counselors are to help students focus on academic, career, social and emotional development, so they achieve success in school and are prepared to lead fulfilling lives as responsible members of society. Unfortunately, as a former School Counselor, duties may not include working with students in small groups, or providing individual counseling sessions. I served in the following capacities:

  1. Testing Coordinator
  2. English Speaking Other Language (ESOL) Coordinator
  3. Response to Intervention (RTI) Coordinator
  4. Scheduling
  5. Academic Advisor
  6. Coordinating Parent and Teacher Conferences and
  7. Hall Duty

These duties and responsibilities don’t allow for opportunities to work with students who may be struggling with mental health or social and emotional issues. According to the American School Counseling Association (ASCA), during the 2014-2015 school year, the national average for student to School Counselor ratio was 482 to 1. In Florida, the ratio was 485 to 1. The (ASCA) recommends a 250 to 1 ratio. As an Elementary and Middle School Counselor, I was the only counselor assigned to that grade level with a student population of over 500 students. As a result, many students may never see their School Counselor.

Data suggests children who receive SEL perform better academically and demonstrate improved pro-social behaviors. This is not “rocket science.” I presented a proposal several years ago to then Leon County School Superintendent Bill Montford. During our meeting, I told him we expect children to pass a standardized test, but the night before they may have witnessed their mother being beaten or had to get their younger siblings fed and ready for school. You can’t expect them to pass that test. However, if you meet their emotional needs they will perform academically. He agreed, and allowed me the privilege to work with Title I schools as a mental health counselor. The work was challenging at times, but more than rewarding. I worked with students, who were referred by school administrators, teachers and parents, who had behavioral and academic issues. This was a tremendous opportunity for me because I reminded students I wasn’t going to teach them math or reading, but would teach them skills to help them navigate life, in addition to discussing their concerns for seeing me. Some of our group topics included: importance of making good choices, bully and self-esteem and why it was important to treat people the way you wanted to be treated. In one middle school case, a teacher reported, a student was being bullied for repeating outfits. I met with the student and she confided in me that both of her parents had recently lost their jobs and the family was struggling financially. I told her I would, with her permission, speak to the other students in her class about bullying her. I always give students the option of attending these meetings. She stated she wanted to meet with her classmates. During the meeting, she told her classmates about her parents losing their job and explained to them this was the reason she was repeating outfits. I asked the students, what would happen if their parents lost their jobs? One student said “I don’t live with my parents I live with my grandmother.” Another student said “I live with my aunt.” Then another student said “we wouldn’t be able to have the things we have if our parents didn’t work.”

Finally, one student said, “I’m sorry for making fun of your clothes.” Eventually, all of the girls apologized. I reminded students there are always three parties as it relates to bullying, the victim, the bully and the bystanders. I ask them who has the most power some said the bully, some said the victim. I told them the bystander has the most power simply because of their numbers. If you see someone being bullied, stand up and say that’s not right. Several weeks later, the teacher who initially alerted me to the bully issue reported a new male student had arrived and started to bully a student. She reported that the five girls who were initially bullying in class told the young man we don’t bully here and the bullying stopped. I was so proud of those students for using their empathy and the power of numbers as bystanders to stop bullying in their classroom.

This is only one of many examples where I was able to focus on the issue and address the problem using psycho-education. Not only did we end two bullying situations, which could have escalated, but students were taught a life skill, showing empathy for others and making good choices. I always reminded my students we are all leaders and you can lead people the right way or you can choose to lead the wrong way. Again, having mental health professionals in the schools to address mental health disorders, provide consultation to school administrators, teachers and staff and consultation for parents can only help our students. We still need to use School Counselors, however, for their intended purpose of developing their social and emotional skills. Schools provide access and, in many cases, a safe place for students to thrive and grow.

For many students this is an environment that may be more conducive to therapeutic interventions and psycho-education. Moreover, some children may never see a counselor unless it’s in school, due to the cost or transportation associated with seeing a therapist in private practice.

Let’s capitalize on this opportunity by using School Counselors to develop social and emotional skills and bringing in Mental Health Professionals to address disorders.

Kaylor Miles is the Executive Director of the Bethel Family Counseling Center and a Ph.D. Candidate in Educational Leadership at Florida A&M University.

STEAMFest showcases students and technology giants

STEAMFest showcases students and technology giants

By Dennis J. Freeman,Contributing Writer

COMPTON — As a foster kid growing up in Compton, Google software engineer Anthony D. Mays felt awkward in social settings, sometimes not believing that he could be an achiever.

Today, after overcoming personal challenges, Mays is encouraging young people that they can be all that they believe they can be.

Mays represented Google at the Compton Unified School District second annual STEAMFest, and found more than a handful of students seeking his advice. A crowd estimated at 8,000 people filled the Dollarhide Community Center for a few hours as they took in the latest technology from the likes of Apple, Boeing, Cemex, Carrot Group, Hacker Fund, Google, Charles Drew University, and other vendors.

Mays said he was more than happy to share what he has learned with students.

“I’m telling the kids that they have an opportunity unlike any other,” Mays said. “They can learn coding, they can learn engineering. They can learn science, medicine and math and apply their art skills. They can do all that stuff.

“They have the tools. They just have to use them and be willing to work hard. If I can spark inspiration in that regard, then I would love to,” he added.

There was a time that Mays didn’t feel he could be successful in anything. It wasn’t until his foster parents went out and bought him a computer that he figured out he could make something of himself.

Mays, who brought that computer to the STEAMFest event, learned to code off that technological instrument. He would later hone his coding skills from mentors that took him under their wings in middle and high school.

That proved to be the foundation Mays needed to jump headfirst into the technology field. That discovery certainly boosted his self-confidence.

“I didn’t feel like I was the smartest growing up,” Mays said. “I didn’t feel like I was the most capable. I struggled. I felt like I was an imposter every time when I went to college and all this other kind of things.

“I know that I may run into kids that are foster kids or going through the process of losing their family or during abuse or whatever that is. I’ve been through those things.  So I want to be able to share with the students, ‘Hey, I’ve been there and done this. You can do the same thing. You can do it even better than me. You can go out and start your own business.’”

Part of the showcase at STEAMfest was featuring the art, robotics, science and the technology innovation of Compton students that highlighted photography, artwork and astute craftsmanship.

“It’s an opportunity to showcase what’s going on in Compton Unified School District and to show that parents and the students that the turnaround is real,” Superintendent Darin Brawley said. “It’s really an opportunity to say, ‘Hey, this is the new Compton. These are the things that are happening. Your kids can be exposed to robotics, coding, arts, performing arts, you name it. The sky is the limit in Compton.”

The post STEAMFest showcases students and technology giants appeared first on Wave Newspapers.

Is Silicon Valley Standardizing ‘Personalized’ Learning? – Education Week

Is Silicon Valley Standardizing ‘Personalized’ Learning? – Education Week

Education Week logoWith more than 2 billion monthly active users worldwide, Facebook has an effective monopoly on digital news and information distribution. Any troubling behavior on the site has the power to affect many lives. The recent case of Cambridge Analytica’s mining of Facebook data for political means is an invasion of personal privacy on a whole new level. But Facebook founder Mark Zuckerberg’s seemingly helpful support of technology-driven personalized education represents a different kind of monopolizing threat that we shouldn’t overlook.

Personalized learning, or tailoring curricula and instruction to students’ academic needs and personal interests, seems to mean a lot to Zuckerberg and his wife Priscilla Chan—at least according to their investment moves. More than two years ago, they announced plans to invest hundreds of millions annually in whole-child personalized learning through their limited-liability company, the Chan Zuckerberg Initiative. Just this month, they gave $14 million to support schools in Chicago, both public and private. And they recently teamed up with the Bill & Melinda Gates Foundation to fund and develop a host of “state of the art” education initiatives, including personalizing math instruction.

Read full article here, may require subscription to ED Week

Can Districts Use the SAT or ACT for School Accountability Without  State OK?

Can Districts Use the SAT or ACT for School Accountability Without State OK?

Education Week logoDo districts need state permission to take advantage of new ESSA flexibility to substitute a nationally recognized, college-entrance exam (like the SAT or ACT) instead of the state test for high-school accountability purposes?

The short answer: Yup.

The longer answer: ESSA does indeed allow districts to use a college-entrance test instead of the state test for high school accountability. But the state has to be OK with it. Districts can’t just do this on their own, without the state’s approval.

This guidance, from the U.S. Department of Education, makes that crystal clear: “A state has discretion as to whether it will offer its [local education agencies] this flexibility.”

And at least one district, Long Beach,Calif. has sought its state’s permission to use the SAT instead of the state test and was told no dice.

In general, states have been reluctant to offer districts this flexibility.

Read the entire article here. May require and Education Week subscription. 

Protecting Our Community during National Foster Care Month

Protecting Our Community during National Foster Care Month

By Congresswoman Karen Bass (D-Calif.)

In the late 1980s and early 1990s, our community was under a full-fledged attack. Crack was in our streets, it was in our schools, it was in our parks, it was in our playgrounds, and for some, it was in our homes. The epidemic wasn’t just affecting one part of the community; this impacted the entire community, leaving sons without fathers, daughters without mothers, and parents, ultimately, alone.

But the carnage didn’t stop there. Policies enacted during the crack epidemic exacerbated the destruction. Children in South Los Angeles were ripped away from their parents and shipped off into the child welfare system, some to never see their parents, or their families, again. It was at the height of the crack epidemic when the number of kids in foster care exploded and the percentage of Black youth in the system skyrocketed.

Now, the country, not just our community, faces a new epidemic. Our child welfare system is already becoming increasingly populated due to the consequences of the opioid epidemic. The current crisis is starting to devastate families and our already over-worked and under-resourced child welfare system. This time, we must apply the lessons learned from the crack epidemic: if you want successful policy, you must include the affected communities in the formulation of new policy. We cannot afford to turn our backs on those impacted again.

At the end of this month, the Congressional Caucus on Foster Youth will host its 7th annual Foster Youth Shadow Day, a program that brings foster youth from all over the country to meet and shadow the very Members of Congress who represent them in Washington, D.C.

No one knows more about the pitfalls of our nation’s child welfare system than those who grew up in it. These young people are travelling thousands of miles to come to D.C. to share their stories—both their challenges with abuse, trafficking, overmedication, or homelessness—as well as their successes with mentorship, adoption, family reunification, community activism and independent living.

The result of these visits is a better understanding of how to improve the child welfare system and fight against this epidemic. The FY 2018 omnibus bill that was passed earlier this year had the single biggest increase in investment in child welfare funding history along with a large investment in funds to combat the opioid crisis. Despite this progress, there will always be more work to be done and this month, I look forward to continuing this fight. National Foster Care Month is a month to honor the successes and challenges of the more than 400,000 foster youth across the country and to acknowledge the tireless efforts of those who work to improve outcomes for children in the child welfare system.

Making sure that all children have a permanent and loving home is not a Democrat or Republican issue – it should be an American priority. Our society is judged on how we treat the most vulnerable amongst us. We must invest in life improving foster care services, praise foster families, caregivers, and relatives for their selflessness to others, and continue to provide a hand up so that foster youth can realize their full potential.

Congresswoman Karen Bass represents California’s 37th Congressional District. She is the 2nd Vice Chair of the Congressional Black Caucus and the co-chair of the Congressional Caucus on Foster Youth. Follow her on Twitter at @RepKarenBass.

BOOK CORNER: ‘Claretta Street’ offers a tale of Black America

BOOK CORNER: ‘Claretta Street’ offers a tale of Black America

By Marissa Wells Contributing Writer

“Claretta Street” follows the lives of four young African-American girls living in Pacoima as they navigate the turbulent change of the 1960s, coming of age in the decadent and destructive 1980s.

Through the lenses of the young women, the sound and textures of life unfold as the devoted friends provide vivid accounts of one of America’s greatest periods of social change.

This work of historical fiction is the first novel by Pacoima native Colette Barris, who was inspired to write her debut book as a testimony to the struggle and triumph of Africans in America.

“Much is written about the African-American experience, most of which purposely spins black achievements as not much more than snippets of missteps, one depicted (often) as simple and jovial,” Barris said. “While in actuality, the black experience is one of unbelievable intelligence and courage.”

In “Claretta Street,” Barris explores America’s black past without marginalization. The author hopes readers gain “knowledge and appreciation of black female sisterhood and comradery” and “depth and insight of the African-American experience in the development of America further dismantling the mythology of American development.”


Colette Barris

Colette Barris

“I wanted to bring up the element of sisterhood for young African-American women because they need to know that they have it within them,” Barris said. “It’s in their DNA and they can reach out to one another for support.”The author’s favorite character is Denise, the protagonist, because of her love and appreciation for family and sisterhood.

“Claretta Street” is the first installment of Barris’ trilogy. The second book is set to debut in early 2019.

In addition to being an author, Barris is a science teacher in Los Angeles. She lives in the San Fernando Valley.

“Claretta Street” is available for $19.99 (paperback) and $4.99 (kindle) at bookstores and online on

MAKING A DIFFERENCE: Friends of the Children offers mentor program for foster kids

MAKING A DIFFERENCE: Friends of the Children offers mentor program for foster kids

Childhood and adolescence were anything but easy for Duncan Campbell.

He was neglected by his alcoholic parents from a young age, and his father spent years in and out of jail.

Knowing he couldn’t rely on them, Campbell worked several jobs to get through school. In his 20s, he worked in a juvenile court in Oregon as a child care worker, where he built strong bonds with the children in his unit.

After a stint as a successful businessman, Campbell sold his timber firm to focus on helping at-risk children break out of generational poverty. That’s when he started Friends of the Children, a nonprofit that soon grew nationally.

But the nonprofit’s recent presence in Los Angeles is particularly apt, said Thomas G. Lee, executive director of the organization’s local branch. And that’s because Los Angeles has the largest child welfare system in the country.

“[Friends of the Children L.A.] is about building strong networks with children,” Lee said. “Networks matter. As children form networks with families, it’s important if we’re going to break cycles of poverty and get them out of the welfare system. We have to connect children with families and individuals in a meaningful way and with depth.”

And that’s what the organization does: connect at-risk children with caring adult mentors.

The nonprofit identifies kindergarten children living in poverty and matches them with an adult mentor –– or friend –– until the child graduates from high school.

Mentors spend two hours a week in the children’s classroom and two hours one-on-one, totaling 16 hours a month together.

“Our focus is making sure the child is meeting educational outcomes, social and emotional outcomes, and to expose and get them connected to the array of sources [available to them] in L.A. County,” Lee said.

Thomas Lee

Although L.A. has countless resources for foster children, they are often underused because individuals don’t know about them, Lee said.

“Our mentors become a bridge to those resources,” getting families and children connected to a larger network of support.

But it’s not just foster youth that Friends L.A. advocates for. It’s also youth exiting the foster care system that are parenting.

Lee said the local organization wants to focus on enrolling the 128 children of foster youth into their program. By doing so, it hopes to serve “that population in a real and intentionally meaningful way.”

And their program seems to be working. The organization’s website reports that 83 percent of its children graduate from high school; 93 percent stay out of the the juvenile justice system; and 98 percent avoid parenting, even though 85 percent were born to a teenage parent.

While Friends L.A. is just planting its feet in the county –– particularly in East and South L.A. –– communities and organizations have warmly received it, Lee said, and already it is looking to extend a broader hand to more children in need.

“Foster youth have much skepticism about adults in their life, and for good reason,” Lee said. “But developing a deep level of trust between us and them was really important. … It requires a level of humility, thoughtfulness and care, especially for kids who have been failed by a lot of people.”

But Friends of the Children L.A. is changing that, one friend and one child at a time.


L.A. Executive Director: Thomas G. Lee

Years in operation: national: 25; L.A.: 7 months

Annual budget: $3 million

Number of employees: 7

Location: 672 S. Lafayette Park Place, Suite 33, L.A. 90057

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CALIFORNIA: SBE Agenda for May 2018

CALIFORNIA: SBE Agenda for May 2018

Agenda for the California State Board of Education (SBE) meeting on May 9, 2018.

State Board Members

  • Michael W. Kirst, President
  • Ilene W. Straus, Vice President
  • Sue Burr
  • Bruce Holaday
  • Feliza I. Ortiz-Licon
  • Patricia A. Rucker
  • Niki Sandoval
  • Ting L. Sun
  • Karen Valdes
  • Trish Williams
  • Jaden Gray, Student Member

Secretary & Executive Officer

  • Hon. Tom Torlakson

Executive Director

  • Karen Stapf Walters
Schedule of Meeting Location
Wednesday, May 9, 2018
8:30 a.m. Pacific Time ±STATE BOARD OF EDUCATION
The Closed Session will take place at approximately 8:30 a.m.. (The Public may not attend.)
California Department of Education
1430 N Street, Room 1101
Sacramento, California 95814

Please see the detailed agenda for more information about the items to be considered and acted upon. The public is welcome.

The Closed Session (1) may commence earlier than 8:30 a.m.; (2) may begin at 8:30 a.m., be recessed, and then be reconvened later in the day; or (3) may commence later than 8:30 a.m.


Conference with Legal Counsel – Existing Litigation: Under Government Code sections 11126(e)(1) and (e)(2)(A), the State Board of Education hereby provides public notice that some or all of the pending litigation follows will be considered and acted upon in closed session:

  • California Parents for the Equalization of Educational Materials, et. al v. Tom Torlakson in his official capacity and members of the State Board of Education, in their official capacity, et. al, United States District Court (No. Dist. CA), Case No. 4:17-cv-00635
  • California School Boards Association, San Jose Unified School District v. California State Board of Education, State Department of Education, Promise Academy, Real Party in Interest, Sacramento County Superior Court, Case No. 34-2018-80002834
  • Cruz et al. v. State of California, State Board of Education, State Department of Education, Tom Torlakson et al., Alameda County Superior Court, Case No. RG14727139
  • Devon Torrey-Love v. State of California, Department of Education, State Board of Education, Tom Torlakson, Department of Public Health, Dr. Karen Smith, Director of the Department of Public Health, Placer County Superior Court, Case No. CV-0039311
  • D.J. et al. v. State of California, California Department of Education, Tom Torlakson, the State Board of Education, Los Angeles Superior Court, Case No. BS142775,CA Ct. of Appeal, 2nd Dist., Case No. B260075 and related complaint from the U.S. Department of Justice
  • Ella T et al. v. State of California, State Board of Education, State Department of Education, Tom Torlakson et al., Los Angeles County Superior Court, Case No. BC685730.
  • Emma al. v. Delaine Eastin, et al., United States District Court (No.Dist.CA), Case No. C-96-4179
  • Options for Youth, Burbank, Inc., San Gabriel, Inc. Upland, Inc. and Victor Valley, Notice of Appeal Before the Education Audit Appeals Panel, EAAP Case Nos. 06-18, 06-19- 07-07, 07-08 OAH Nos. L2006100966, L2006110025, L20070706022, L2007060728, Los Angeles County Superior Court, Case No. BC 347454
  • Reed v. State of California, Los Angeles Unified School District, State Superintendent of Public Instruction, Jack O’Connell, California Department of Education, and State Board of Education, et al., Los Angeles County Superior Court, Case No. BC432420, CA Ct. of Appeal, 2nd Dist., Case No. B230817, CA Supreme Ct., Case No. 5191256




Time is set aside for individuals desiring to speak on any topic not otherwise on the agenda. Please see the detailed agenda for the Public Session. In all cases, the presiding officer reserves the right to impose time limits on presentations as may be necessary to ensure that the agenda is completed.


Pursuant to the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, any individual with a disability or any other individual who requires reasonable accommodation to attend or participate in a meeting or function of the California State Board of Education (SBE), may request assistance by contacting the SBE office at 1430 N Street, Room 5111, Sacramento, CA 95814; by telephone at 916-319-0827; or by facsimile at 916-319-0175.



Public Session

Wednesday, May 9, 2018 – 8:30 a.m. Pacific Time ±

California Department of Education
1430 N Street, Room 1101
Sacramento, California 95814

  • Call to Order
  • Salute to the Flag
  • Communications
  • Announcements
  • Report of the State Superintendent of Public Instruction
  • Special Presentations
    Public notice is hereby given that special presentations for informational purposes may take place during this session.
  • Agenda Items
  • Adjournment


PLEASE NOTE: Individual speakers will be limited to one minute each for public comment for all items on Wednesday. For item 2 only, a group of five speakers may sign up together and designate one speaker who will be allocated a total of three minutes for the group.

Item 01 (DOCX)

Subject: Update on the Development of California’s System of Support for Local Educational Agencies and Schools.

Type of Action: Action, Information

Item 02 (DOCX)

Subject: Developing an Integrated Local, State, and Federal Accountability and Continuous Improvement System: Approval of a Student Growth Model and the One-Year Graduation Rate for Schools with Dashboard Alternative School Status, and Update on the California School Dashboard.

Type of Action: Action, Information

Item 03 (DOCX)

Subject: California Assessment of Student Performance and Progress: Update on Program Activities Related to the California Assessment of Student Performance and Progress System.

Type of Action: Information

Item 04 (DOCX)

Subject: English Language Proficiency Assessments for California: Approval of the Operational Initial Assessment Preliminary Threshold Scores and Composite Weights for the English Language Proficiency Assessments for California.

Type of Action: Action, Information


The following agenda items include waivers that are proposed for consent and those waivers scheduled for separate action because CDE staff has identified possible opposition, recommended denial, or determined that they may present new or unusual issues that should be considered by the State Board. Waivers proposed for consent are so indicated on each waiver’s agenda item; however, any board member may remove a waiver from proposed consent and the item may be heard individually. Action different from that recommended by CDE staff may be taken.

Charter School Program (Geographic Limitations – Non-classroom Based)

Item W-01 (DOCX)

Subject: Request by four local educational agencies to waive portions of California Code of Regulations, Title 5, Section 11963.6(c), relating to the submission and action on determination of funding requests regarding nonclassroom-based instruction.

Waiver Numbers:

  • Acton-Agua Dulce Unified School District 22-2-2018
  • Acton-Agua Dulce Unified School District 23-2-2018
  • Enterprise Elementary School District 14-2-2018
  • Evergreen Union School District 12-1-2018
  • New Jerusalem Elementary School District 13-1-2018
  • New Jerusalem Elementary School District 14-1-2018

(Recommended for APPROVAL)


Item W-02 (DOCX)

Subject: Request by San Diego Unified School District to waive portions of California Education Code Section 47652, relating to the grade level expansion requirement for continuing charter schools and the capping of average daily attendance in the special advance apportionment.

Waiver Number: 6-2-2018

(Recommended for DENIAL)


Item W-03 (DOCX)

Subject: Request by Manteca Unified School District to waive portions of California Education Code Section 48663(a), relating to community day school minimum instructional minutes.

Waiver Number: 27-1-2018



Item W-04 (DOCX)

Subject: Request by Encore High School for the Arts – Riverside under the authority of the California Education CodeSection 47612.6(a), to waive Education Code Section 47612.5(c), the audit penalty for offering less instructional time in the 2015–16 school year for students in grades nine and ten (shortfall of 5,400 minutes) at the charter school.

Waiver Number: 20-1-2018



Item W-05 (DOCX)

Subject: Request by the Albany City Unified School District to waive a portion of California Education Code sections 15106 and 15270(a) to allow the District to exceed its bonded indebtedness limit. Total bonded indebtedness may not exceed 2.5 percent of the taxable assessed valuation of property for unified school districts. Depending on the type of bond, a tax rate levy limit to $60 per $100,000 of assessed value for unified school districts may also apply.

Waiver Number: 13-2-2018


SCHOOL DISTRICT REORGANIZATION (60 day Requirement to Fill Board Vacancy)

Item W-06 (DOCX)

Subject: Request by Happy Camp Union Elementary School District to waive portions of California Education CodeSection 5091, which will allow the board of trustees to make a provisional appointment to a vacant board position past the 60-day statutory deadline.

Waiver Number: 12-3-2018

(Recommended for APPROVAL)

SCHOOL DISTRICT REORGANIZATION (Elimination of Election Requirement)

Item W-07 (DOCX)

Subject: Request by thirteen local educational agencies to waive California Education Code Section 5020, and portions of sections 5019, 5021, and 5030, that require a districtwide election to establish a by-trustee-area method of election.

Waiver Numbers:

  • Apple Valley Unified School District 21-2-2018
  • Barstow Unified School District 17-1-2018
  • Central Elementary School District 5-2-2018
  • Chaffey Joint Union High School District 12-2-2018
  • Hesperia Unified School District 2-3-2018
  • Inglewood Unified School District 26-2-2018
  • Irvine Unified School District 18-3-2018
  • Lowell Joint School District 15-2-2018
  • Morongo Unified School District 9-3-2018
  • Santa Rosa City Schools 38-3-2018
  • Ventura Unified School District 22-1-2018
  • Victor Elementary School District 21-1-2018
  • Victor Valley Union High School District 42-3-2018

(Recommended for APPROVAL)

SCHOOLSITE COUNCIL STATUTE (Number and Composition of Members)

Item W-08 (DOCX)

Subject: Request by five local educational agencies under the authority of California Education Code Section 52863 for waivers of Education Code Section 52852, relating to schoolsite councils regarding changes in shared, composition, or shared and composition members.

Waiver Numbers:

  • Barstow Unified School District 25-1-2018
  • Barstow Unified School District 26-1-2018
  • Maple Creek Elementary School District 8-1-2018
  • Salinas Union High School District 3-2-2018
  • San Joaquin County Office of Education 18-2-2018
  • Tahoe-Truckee Unified School District 18-1-2018
  • Tahoe-Truckee Unified School District 19-1-2018


SPECIAL EDUCATION PROGRAM (Educational Interpreter for Deaf and Hard of Hearing)

Item W-09 (DOCX)

Subject: Requests by two County Offices of Education to waive California Code of Regulations, Title 5, Section 3051.16(b)(3), the requirement that educational interpreters for deaf and hard of hearing pupils meet minimum qualifications as of July 1, 2009, to allow Amie Denner and Heather Pedraza to continue to provide services to students until June 30, 2019, under a remediation plan to complete those minimum requirements.

Waiver Numbers:

  • San Joaquin County Office of Education 10-2-2018
  • Siskiyou County Office of Education 27-2-2018



Item W-10 (DOCX)

Subject: Request by six local educational agencies to waive California Code of Regulations, Title 5, Section 3043(d), which requires a minimum of 20 school days for an extended school year (summer school) for students with disabilities.

Waiver Numbers:

  • Hanford Elementary School 23-1-2018
  • Hesperia Unified School District 7-2-2018
  • Monterey County Office of Education 24-1-2018
  • Oceanside Unified School District 1-2-2018
  • Oroville City Elementary School District 16-1-2018
  • Paradise Unified School District 3-1-2018


SPECIAL EDUCATION PROGRAM (Resource Teacher Caseload)

Item W-11 (DOCX)

Subject: Request by two local educational agencies, under the authority of California Education Code Section 56101 and California Code of Regulations, Title 5, Section 3100, to waive Education Code Section 56362(c). Approval of this waiver will allow the resource specialists to exceed the maximum caseload of 28 students by no more than four students (32 maximum).

Waiver Numbers:

  • King City Union School District 5-1-2018
  • Newman-Crows Landing Unified School District 19-2-2018
  • Newman-Crows Landing Unified School District 20-2-2018


STATE MEAL MANDATE (Summer School Session)

Item W-12 (DOCX)

Subject: Request by three school districts under the authority of California Education Code Section 49548 to waive Education Code Section 49550, the State Meal Mandate during the summer school session.

Waiver Numbers:

  • Eastern Sierra Unified School District 5-3-2018
  • Mark West Union Elementary School District 25-2-2018
  • Wiseburn Unified School District 28-1-2018

(Recommended for APPROVAL)

State Testing Apportionment Report (CAASPP and CELDT)

Item W-13 (DOCX)

Subject: Request by two local educational agencies to waive the State Testing Apportionment Information Report deadline as stipulated in the California Code of Regulations, Title 5 (5 CCR), Section 11517.5(b)(1)(A), regarding the California English Language Development Test, or Title 5, Section 862(b)(2)(A), regarding the California Assessment of Student Performance and Progress System.

Waiver Numbers:

  • Cottonwood Union Elementary School District 1-3-2018
  • Keppel Union Elementary School District 24-2-2018

(Recommended for APPROVAL)


Item 05 (DOCX)

Subject: Approval of 2017–18 Consolidated Applications.

Type of Action: Action, Information

Item 06 (DOCX)

Subject: 2018 Science Instructional Materials Adoption: Approval of Additional Facilitators.

Type of Action: Action, Information

Item 07 (DOCX)

Subject: Consideration of Requests for Determination of Funding as Required for Nonclassroom-based Charter Schools Pursuant to California Education Code sections 47612.5 and 47634.2, and Associated California Code of Regulations, Title 5.

Type of Action: Action, Information

Item 08 (DOCX)

Subject: Consideration of Requests for Determination of Funding with “Reasonable Basis”/Mitigating Circumstances as Required for a Nonclassroom-based Charter School Pursuant to California Education Code sections 47612.5 and 47634.2, and Associated California Code of Regulations, Title 5.

Type of Action: Action, Information

Item 09 (DOCX)

Subject: Approval of the Charter School Numbers Assigned to Newly Established Charter Schools.

Type of Action: Action, Information

Item 10 (DOCX)


Including, but not limited to, future meeting plans; agenda items; and officer nominations and/or elections; State Board appointments and direction to staff; declaratory and commendatory resolutions; Bylaw review and revision; Board policy; approval of minutes; Board liaison reports; training of Board members; and other matters of interest.

Type of Action: Action, Information


The following Public Hearings will commence no earlier than 8:30 a.m. on Wednesday, May 9, 2018. The Public Hearings listed below will be held as close to 8:30 a.m. as the business of the State Board permits.

Item 11 (DOCX)

Subject: Petition for the Establishment of a Charter School Under the Oversight of the State Board of Education: Consideration of International Studies Language Academy, which was denied by the Los Angeles Unified School District and the Los Angeles County Board of Education.

Type of Action: Action, Information, Public Hearing

Item 12 (DOCX)

Subject: Renewal Petition for the Establishment of a Charter School Under the Oversight of the State Board of Education: Consideration of Spark Charter School, which was denied by the Santa Clara County Office of Education.

Type of Action: Action, Information, Public Hearing


Item 13 (DOCX)


Public Comment is invited on any matter not included on the printed agenda. Depending on the number of individuals wishing to address the State Board, the presiding officer may establish specific time limits on presentations.

Type of Action: Information


This agenda is posted on the State Board of Education’s Web site. For more information concerning this agenda, please contact the State Board of Education at 1430 N Street, Room 5111, Sacramento, CA, 95814; telephone 916-319-0827; and facsimile 916-319-0175. Members of the public wishing to send written comments about an agenda item to the board are encouraged to send an electronic copy to, with the item number clearly marked in the subject line. In order to ensure that comments are received by board members in advance of the meeting, please submit these and any related materials to our office by 12:00 Noon on May 4, 2018, the Friday prior to the meeting. If you do not meet the deadline, please provide 25 copies to distribute at the meeting.

Questions: State Board of Education | | 916-319-0827
Last Reviewed: Friday, April 27, 2018
Scholarships for Education

Scholarships for Education

On Saturday, May 12, 2018, the Pasadena Chapter of Alpha Kappa Alpha Sorority, Inc. is sponsoring its 30th Annual Fashionetta Salute to Mothers and Scholarship Luncheon & Fashion Show at the Glendale Hilton from 10 AM – 3 PM. This annual fundraising event will award 10 Scholarships and 5 Book Awards to college bound students from the Pasadena/ Altadena/ San Gabriel Valley area.

The Pasadena Chapter of AKA recently hosted a State of Black Pasadena Community Meeting that highlighted the importance of education in lifelong success. While the importance of an education only continues to be more important, the ability to attain this education is becoming harder. According to the College Board’s “Trends in College Pricing 2017” report, the cost of public school tuition has increased by 213% ($3190 in 1987-1988 to $9970 in 2017-2018). Per the same source, the cost of tuition at a private nonprofit was $15,160 in the 1987-1988 school year, but is now $34,740 in the 2017-2018 school year for an increase of 129%.

At the same time tuition has been increasing, the cost of room and board continues to increase along with the cost of books where a student could easily spend $400 on a single text book. The increase in the cost of textbooks has lead savvy students to take advantage of the opportunity to rent their books and/or leverage a $2500 IRS textbook tax credit.

In order to help college bound students handle these rising costs, the Pasadena Chapter of AKA has awarded scholarships to college bound students since it was chartered in 1960. They are proud to highlight that through the years they have awarded over $250,000 in Scholarships and Book Awards. Students have used these monies to help offset costs so they can attain a much needed education that puts them on the road to lifelong success.

Scholarships will be awarded in the areas of STEAM (Science, Technology, Engineering, Arts and Math), Social Justice/ Economic Development, Special Needs, Most Improved GPA and Young African American Male. Each of the awardees is impressive and come from schools in the San Gabriel Valley. If you want your heart to be fi lled with joy as you hear the amazing stories of our young adults, come out to the 30th Annual Fashionetta Scholarship and Salute to Mothers Luncheon.

You can become a Scholarship Patron and directly increase the amount of the awards that will be given to the 2018 recipients by donating $250 or more. We will give you special recognition at the event, in our Souvenir Journal and on our website. You can make your donation at ‘thepaif. org’. Please call 626.475.7710 with any questions on becoming a Scholarship Patron.

If you cannot join us at Fashionetta, but want to make a difference that is less than becoming a Scholarship Patron, you can go to ‘’ to make a tax deductible donation. Designate it for Scholarship and the monies will make a direct difference in the amount awarded to this year’s scholarship winners.

During Fashionetta, we will also honor the Mother of the Year, have unique vendors available for shopping, enjoy a beautiful luncheon and a Fashion Show. If you want to attend Fashionetta and support our youth, you can go to ‘’ to purchase a ticket. Your support is needed and appreciated. Let’s make a difference together.