May 20, 2019
EDCAL 3
As the school year begins to wind
down, I love seeing the celebra-
tions and honors bestowed upon
our students, staff and colleagues.
We should be celebrating suc-
cess much more frequently in our
profession. Instead, we strive for
big gains and notable improvement
to measure growth. The reality is,
those short-term gains are the key
to long-term results.
Similar to the old fable “The Tor-
toise and the Hare,” it can be hard
to see that the path we are on is
going to lead to change, especially
when the going is slow. The po-
tential to win the race, however,
increases with slow, methodical
focus and a clear direction.
Members of the public wait for their turn to speak during public comment at the State Board of Education’s May 8 meeting. More than 200 people signed up to voice
their support and opposition to the Health Education Framework.
SBE
Continued from page 1
was largely composed of teachers, met
six times and held two rounds of public
comment that generated more than 3,000
phone calls, letters and emails to the CDE.
These comments centered on support
for inclusivity, the California Healthy
Youth Act and its parental opt out pro-
vision, religious diversity, and language
choices, according to staff.
Some parents who spoke during public
comment expressed that they wanted to
decide what and when to teach children
about sex and gender. The often emotion-
al comments centered on the referenced
books being uncomfortably explicit, with
cartoon depictions of male and female
anatomy that some viewed as “pornograph-
ic.” Speakers, many from religious groups
that mobilized in advance of the meeting,
shared concerns that the framework is a
“document of indoctrination” on LGBTQ
identities.
One teacher spoke about being afraid
the framework could cause an “exodus”
out of public schools and teachers who are
afraid of being accused of discrimination
if they don’t use appropriate non-binary
language.
Others testified in support of the
framework, stating that many students
may not receive sexual education at home
despite needing this information to make
healthy decisions. Public commenters who
are LGBT shared personal stories that
had they been exposed to inclusive sex-
ual health lessons, it might have reduced
stigma and saved them from self-harm.
Supporters said the framework gives teach-
ers, even those without health education
backgrounds, the resources to answer real
questions that students have about sex,
gender and sexuality.
Although the books were provided sole-
ly as resources, the Instructional Quality
Commission recommended removing the
books from the framework in its March 28
meeting.
“Misinformation about these books has
created panic that California is mandating
the use of certain books, which is not true,”
said Board Member Feliza I. Ortiz-Licon.
“It’s important to note that the board is
not trying to ban books, we’re not saying
that the books are bad.”
The framework also includes updates
that cover numerous other health issues,
including obesity, safety, drugs/alcohol/
tobacco, mental health, violence, health
disparities, sexual consent, and an appendix
State Board of Education Member Matt Navo listens to public comment during the board’s May 8 hearing on
the Health Education Framework.
“Misinformation about
these books has
created panic that
California is mandating
the use of certain books,
which is not true.”
Feliza I. Ortiz-Licon
State Board of Education Member
on sex trafficking and sexual abuse that is
meant to be a resource for educators and
the community.
“Equipping our students with the tools
they need to protect themselves from these
challenges requires honesty, accuracy and
thoroughness,” said Ortiz-Licon.
In other business, the State Board of
Education also:
• Approved transitioning to comput-
er-based testing for the English Language
Proficiency Assessments for California.
CDE staff reported that computer-based
tests for both the Initial and Summative
ELPAC will result in a number of ben-
efits, including faster turnaround time,
with results available around two weeks
earlier. In public comment, speakers raised
concerns about students with little or no
experience with computers being able to
take the assessments. According to CDE
staff, practice tests for all grades will allow
screeners to assess if the student can take
the tests independently on the computer.
Students will also take computer tests one-
on-one with test examiners in grades K-2.
Writing tests will remain in the paper/
pencil format for grades K-2. The switch
to computer-based assessments will take
place in the 2019-20 school year for the
Summative ELPAC and the 2020-21
school year for the Initial ELPAC.
• Approved development of an
Alternate ELPAC for students with the
most severe cognitive disabilities. This
assessment would be administered one-on-
one for all students. A pilot study for this
assessment will begin in January 2020.
• Approved the California
State Transition Plan 2019-20 for
Strengthening Career and Technical
Education for the 21st Century Act, and
Request to Extend Waiver of Section 132
Funds Distribution Formula.
• Approved the California Computer
Science Strategic Implementation Plan,
which will facilitate the equitable expan-
sion of computer sciences in education.
• Approved a one-year waiver for size
and scope requirements that will allow the
creation of two single-district SELPAs
for the Hacienda La Puente USD and
the Rowland USD. Because these types
of requests are increasing in frequency, the
board asked staff to develop criteria by
which it can evaluate whether single-dis-
trict SELPAs can provide better service to
students. “It’s because there’s an absence of
real criteria that you really have no basis to
say no,” said Board member Ting L. Sun.
“I do agree that we do need to look at our
policies approving SELPAs overall.”
It is exciting and heartwarming
to hear the stories of success.
Whether it is a student overcoming
adversity or an administrator hon-
ored by their peers, it is essential
for our own well-being to recog-
nize achievements, no matter how
small.
The Harvard Business Review
published an article entitled “The
Power of Small Wins” in 2011.
The research conducted by Teresa
Amabile and Steven Kramer clearly
showed the importance of celebrat-
ing success, no matter how small.
In fact, they found that doing so
resulted in a “feedback loop” with
the discovery that “… by support-
ing people and their daily progress
in meaningful work, managers
improve not only the inner work
lives of their employees but also
the organization’s long-term perfor-
mance, which enhances inner work
like even more.” By the sheer act
of managing progress, the man-
agement of people becomes much
more feasible. If people really love
their jobs and where they work, the
organization will thrive.
As educational leaders, it is imper-
ative we find those small wins and
publicly celebrate them. Ensure
your team knows how much you
appreciate them and the progress
they are making. Encourage them
to take risks, to take chances to be
the very best. We should not wait
for an end of the year celebration
or a specific week to recognize our
people. Celebrate all year long – it
is not only allowable, but highly
encouraged!
Congratulations to our Adminis-
trators of the Year from across our
state. We celebrate your wins, no
matter how large or how small –
you are making a difference for
students, for teachers and staff, for
parents and loved ones, and for our
communities. Let’s keep celebrat-
ing all year long!
– Holly Edds
ACSA President