Education California | The official newspaper of the Association of California School Administrators
Volume 49 | Number 14 | January 21, 2019
First Latina sworn in as CDE chief deputy
superintendent of public instruction
Lupita Cortez Alcalá was sworn
in as chief deputy to California State
Superintendent of Public Instruction Tony
Thurmond at the most recent State Board
of Education meeting. She will be the first
Latina to serve in the position.
“Lupita is a proven education leader
with the experience, dedication, and talent
to serve effectively as chief deputy super-
intendent of the California Department of
Education,” Thurmond said. “She has deep
knowledge of education policy and a record
filled with achievements.”
Alcalá has 20 years of experience in
education. Most recently, she served as
executive director of the California Student
Aid Commission, and has been a prominent
voice in the statewide discussion on college
cost and financial aid reform. She also served
as chair of the California Commission on
the Status of Women and Girls.
“Lupita brings a wealth of experience
on a wide range of issues, from early child-
hood education to high school career pro-
grams, and, recently, higher education,” said
Michael Kirst, outgoing president of the
See ALCALÁ, page 2
State ed officials
oppose federal
changes on gender
ACSA Senior Directors Naj Alikhan, left, and Edgar Zazueta discuss the top five items for educators to
know in the budget proposal. The video they taped can be seen at https://youtu.be/KPTEy4asv9g.
Newsom releases budget
proposal for 2019-20
Gov. Gavin Newsom has released his
January budget proposal for the 2019-20
fiscal year, offering an ambitious plan
that also proposes to continue building
the state Rainy Day Fund. Education
leaders are certain to find much to like
in the proposal.
New Superintendent of Public
Instruction Tony Thurmond charac-
terized Newsom’s budget proposal as
a “home run in his first budget in
education.” Assembly member Kevin
McCarty said he was pleased as well
with the education portion of the budget,
and, “as Chair of the Assembly Budget
Subcommittee on Education Finance, I
look forward to working with my legisla-
tive colleagues and the governor to pass
an on-time, balanced budget that will
fulfill California’s promise of creating a
world class educational system.”
ACSA Legislative Advocate Martha
Alvarez provided the following analysis
of the budget proposal:
At Newsom’s news conference unveil-
ing his proposal, he framed the budget as
one that prepares for uncertain economic
times, while paying down debts and also
making major investments on issues that
had not been prioritized before.
Consequently, Gov. Newsom’s budget
seeks to achieve a balance between meet-
ing some of the state’s priorities with
limited ongoing resources, while recog-
nizing the volatility of the state’s pre-
dominant revenue stream. This “boom
and bust” trend in the state’s revenues
prompted the passage of Prop. 2 by
California voters in November 2014 to
set aside money in the state’s reserve. By
the end of 2019-20, the state could have
$15.3 billion in the constitutional Rainy
Day Fund, which are reserves available
for future budget emergencies.
To demonstrate his commitment
to the causes championed during the
gubernatorial campaign, key investments
include:
• $1.8 billion for early childhood
education and childcare.
• $1 billion to double the existing
Earned Income Tax Credit by investing
See BUDGET, page 6
In one of his parting acts as he left
office, former Superintendent of Public
Instruction Tom Torlakson partnered with
the top education officials from Oregon and
Washington to send a letter opposing fed-
eral attempts to redefine the concept of sex
and gender government-wide, making that
definition purely biological. The joint letter
was sent to the U.S. Department of Health
and Human Services in coordination with
Oregon Department of Education Director
Colt Gill and Washington Superintendent
of Public Instruction Chris Reykdal.
“This damaging proposal would seriously
harm our nation’s children and eliminate the
ability for some people to fight back against
discrimination,” Torlakson said. “Policies
and facilities that assume individuals fall
strictly within two categories and assume
that identity is a visually identifiable risk
excluding and alienating individuals. This
policy would allow discrimination against
those whose gender identity does not line
up with their biological sex.”
“Washington state law explicitly prohibits
discrimination based on a student’s gender
expression or identity in our public schools,”
said Washington State Superintendent of
Public Instruction Chris Reykdal. “To our
students who are transgender: We hear
you. We see you. We support you. We will
protect you.”
“It is our responsibility to create car-
ing school environments that are safe and
welcoming for all students,” said Oregon
Department of Education Director Colt
Gill. “Denying a person’s gender identity
or forcing conformity to this federal rule
change is disrespectful, discriminatory, and
harmful. Each of our children deserve more.
They deserve schools that accept, respect,
and serve them well.”
The assumption underlying California
policy is that gender is a spectrum that is
not necessarily linked to biological sex. State
legislation allows all individuals, including
Write on. ACSA’s Leadership
Magazine is currently seeking article
submissions for the March/April edi-
tion, focusing on Emerging Media
Literacy. Topic ideas can include social
media, classroom devices, video and
more. Submission guidelines and more
topic suggestions can be found at
www.acsa.org/publications. Deadline
is Feb. 1.
CAAASA academy. Breaking The
Glass Ceiling next leadership acad-
emy training in northern California,
is an African-American Leadership
Academy by the California Association
of African American Superintendents
and Administrators will take place
Jan. 26 at the Solano County Office
of Education in Fairfield. This event
is being co-sponsored by ACSA.
For more information, go to www.
caaasa.org or register at https://conta.
cc/2TMZe9W.
SAAS available. CDE has
announced that the State Assessment
Apportionment System, the online cer-
tification application, is now available.
The SAAS makes data certification
required in order for districts to receive
apportionment reimbursement easier
and more efficient. District coordina-
tors simply need to log in at www2.
cde.ca.gov/saas with the district’s
unique PIN and follow instructions.
College scholarships.
The
College Board is investing $25 million
in a new scholarship program, with
students earning $5 million in scholar-
ships each year, beginning with the
class of 2020. The scholarships will be
based not on test scores or grades,
but rather on taking the actions that
point towards postsecondary educa-
tion. At least half of the scholarship
dollars will be provided to students
who are identified as low-income. Find
out more and sign up for notifications
at cb.org/opportunity.
See GENDER, page 5
Romoland SD shares system for
English Learner reclassification
The following article was written by
Michelle Wise, Romoland School District inter-
im assistant superintendent of Educational
Services.
Romoland School District serves a
diverse population of students, of which
22 percent are English learners. English
learners who meet English language profi-
ciency and are reclassified as fluent English
proficient prior to high school are offered
increased opportunities for achievement in
high school and beyond.
Their academic and enrichment oppor-
tunities are expanded with increased access
to a-g courses that meet the requirements
for college admittance, whereas students
who remain English learners in high school
must continue to take English Language
Development courses and are thus limited
in opportunities to complete a-g courses.
Romoland School District is committed
to reclassifying English learners as fluent
English proficient prior to completion of
grade eight. This is achieved through the
implementation and monitoring of inten-
tional strategies to increase student lan-
guage acquisition, achievement, enrichment,
and goal-setting success.
While all school districts in California
are mandated to have a process for reclas-
sifying English learner students to English
language proficient, Romoland School
District has been strategic in the multi-
faceted system used. It is worth noting
Romoland School District’s 2017-18 annu-
al EL Reclassification Rate of 21.7 per-
See ROMOLAND, page 3
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