EdCal EdCal v49.15 1/28/19

Education California | The official newspaper of the Association of California School Administrators Volume 49 | Number 15 | January 28, 2019 SPI Thurmond appoints leaders within CDE Superintendent of Public Instruction Tony Thurmond announced two new appointments. He has appointed a new deputy superin- tendent, Khieem Jackson, for the California Department of Education’s Government Affairs Division. Jackson will lead the Government Affairs Division and serve as CDE’s liaison with local, state, and federal elected officials and government agencies. Jackson brings a wealth of expertise to CDE, with a diverse background in federal, state and local gov- ernment advocacy, along with extensive international experience as an officer in the United States Marine Corps. “I am thrilled to have Khieem Jackson join our team as deputy superintendent of Government Affairs,” Thurmond said. “He is a strong advocate for students who need the most assistance, and brings invaluable insight from throughout the world support- ing service members and their families.” Jackson recently served as director of Government Relations for San Diego Unified School District, where he pro- vided executive level policy and legislative guidance on critical issues such as curricu- lum, transportation, and energy. While at SDUSD, Jackson also advocated for career technical education incentive grants and increased support for school districts with refugee students. Prior to SDUSD, Jackson served as director of Federal Legislative Affairs with the USMC in Oceanside. In that role, Jackson worked with Gov. Brown’s office to establish a monitoring process to measure See THURMOND, page 5 Janus advisory revisited With many districts entering into col- lective bargaining negotiations, ACSA has received a number of inquiries as to the effect of the recent Janus ruling by the Supreme Court on such talks. In the wake of the ruling, EdCal ran the following joint advisory issued by ACSA and CTA regarding Janus. The full advi- sory and other resources are also available at www.acsa.org/advocacy. It should all help provide some clarity on the issue. This could help as negotiations in the wake of the Los Angeles USD strike seem to be taking a more contentious turn. CTA and ACSA Joint Advisory JANUS v. AFSCME and its impacts Val Verde USD Superintendent Mike McCormick presents on his district's work during the 2018 ACSA Leadership Summit. Building toward “All Means All” with MTSS One district's approach to helping students Val Verde USD Superintendent Mike McCormick wrote the following article which is a synopsis of a presentation he and district leaders made at ACSA’s Leadership Summit. With a graduation rate of more than 96 percent, Val Verde Unified School District has achieved steady academic growth over the last few years by provid- ing comprehensive academic supports for students. Building on this success, the district is now focused on pair- ing academic supports with climate and culture supports to expand equity and access for all students. As part of this work, Val Verde partners with Panorama Education’s surveys to capture student voice pertaining to perceptions of climate, culture, Growth Mindset, and social-emotional learning. With this critical data, educators are better able to support the whole child within the dis- trict’s Multi-Tiered System of Support (MTSS) framework. Val Verde’s journey of building an MTSS culture started with noticing that the systems already in place were work- ing independently of each other and pri- marily targeting students identified as at risk or having special needs. Sites knew they had many students not so labeled but needing supports. MTSS became the framework to guide teachers in creating one cohesive system with a continuum of supports for all students, with or without a label. Sites also realized that there is not a “one size fits all” solution for defin- ing MTSS. Each must develop its own MTSS culture and system of support to fit its own unique needs. See MTSS, page 2 On June 27, 2018, the United States Supreme Court issued a 5-to-4 decision in Janus v. AFSCME Council 31 that over- ruled more than 40 years of law allowing public sector unions to charge fair share fees to employees who, though represented by those unions in the workplace, chose not to become union members. The Janus deci- sion has continued to generate questions among school employers, administrators, and employees. In addition, recent legisla- tive changes in California have affected the rights and responsibilities of public employ- ers and the unions who represent public employees. The California Teachers Association and ACSA provide this joint guidance regarding Janus’ meaning and recent legislation related to union membership. This joint document also discusses rules that might apply when outside, non-union entities seek to obtain contact information for union-represented public employees. ACSA and CTA are pleased to col- laborate on this guidance, and we are proud See JANUS, page 3 Sisterhood event. Registration is open now for ACSA’s Sisterhood Leadership Symposium on May 18 in Alhambra. The symposium, co- sponsored by ACSA, CAAASA and CALSA, is an inclusive space that brings together women in the educa- tion profession, women in leadership positions, and women leaders seeking to advance their career for a one-day event focusing on leadership, diversity, and empowerment. Session content addresses relevant topics within the education field and provides practi- cal tools and resources for attendees to implement at work right away. For registration, go to www.acsa.org/sis- terhoodsymposium. Janus info. ACSA Legislative Advocate Laura Preston will present information on the Supreme Court’s ruling in Janus vs. AFSCME at a Region 6, Diablo Managers Association meeting, March 18. Free to all Region 6 members. Go to https://dma-acsa- janusruling.eventbrite.com. CAAASA conference. The California Association of African American Superintendents and Administrators is holding their annual Statewide Professional Development Summit March 27-29 in Garden Grove. This year’s conference, “Creating an Equitable Education for African American and Other Students of Color,” will focus on highlighting poli- cies and practices that promote educa- tion equity for African American and other students of color. ACSA and a number of other education groups are co-sponsors of the event. Please go to www.caaasa.org to register. Accreditation agenda. The Committee on Accreditation will meet on Jan. 31. The COA is responsible for implementing the CTC's accreditation system, making determinations about the accreditation of approved program sponsors in California, and ensuring quality in preparation programs. The meeting agenda can be seen at www. ctc.ca.gov/commission/meetings.   Sanger USD a featured district in college- and career-ready study Education Resource Strategies has pub- lished a study of four school systems from throughout the nation, and from California, Sanger USD is represented. The study, Connected Professional Learning for Teachers, looks at how these school systems are redesigning professional learning for the age of high academic standards. The study brief on the ERS website notes the introduction of college- and career-ready standards profoundly raises the bar for teaching and learning in American schools – and for professional development. The brief noted the study looked at school systems that are rising to the challenge and seeing growth in student achievement, even as they work with large populations of high- need students. Each system took a different path, but they all relied on three elements: •  Rigorous, comprehensive curricula and assessments. • Content-focused, expert-led collabo- ration. •  Frequent, growth-oriented feedback. These school systems made these com- mon, research-backed practices power- ful by integrating the elements in one cohesive strategy, tightly connected to the work teachers do every day. ERS calls this “Connected Professional Learning.” It requires significant shifts in how school systems organize resources – mov- ing away from one-size-fits-all workshops and pay for advanced degrees – toward time and instructional leaders to help teachers engage with the curriculum and adjust to student results. In “Igniting the Learning Engine: How school systems accelerate teacher effectiveness and student growth See ERS, page 2 Periodicals Dated Material