KEEPING YOU INFORMED - Negotiations Update By Ruben Mancillas
I attended the district Health and Safety Committee meeting this week and was reminded that the first five Keenan Safe Schools training videos should be completed by today, October 4. The bargained contract language states that unit members will be given the appropriate amount of time during their duty day to complete this annual state mandatory training.
The remaining three videos are due on November 1.
I received a question recently regarding golden handshakes. ABCFT negotiated a retirement incentive, or golden handshake, in the 2020-2021 school year. This was structured as a one-time payment based on a percentage of your salary. The negotiating team has proposed them since then, but we have been unable to come to an agreement.
The rationale is that teachers near the top of the salary scale in terms of seniority and pay would receive additional compensation to retire and be replaced by a less expensive teacher near the beginning of the salary schedule.
The district position will be driven mainly by the numbers. They will use the scattergram, or the data of how many teachers are where on the salary scale and how many years of service they have. Depending on how many teachers are deemed likely to retire compared to the proposed savings while also taking into account the cost of the incentive itself are the factors that will have to be bargained. There has also been a stated concern about the consequences of this incentive, which is the loss of our most experienced teachers.
The negotiating team will meet soon to work on a calendar survey. Our goal is to have this survey ready to send out by the end of October.
In Unity,
GETTING TO KNOW YOUR EXECUTIVE BOARD
Middle School Matters: Collaboration
By Jamie Kenyon, ABCFT Vice President of Middle Schools
I’m excited to share the highlights from our recent Middle School collaboration day held via Zoom/Google Meet during our Friday Professional Development time. The collaboration day reminded me of the days of Common Core planning and creating the units of study as we awaited the adoption of new curriculum while overwhelming the time creating the units allowed for an opportunity to work with colleagues from different sites. As a newer English teacher transitioning from Social Studies, the planning and time working with the other sites was completely symbiotic and the connections created continue today from sharing lessons to teachers planning together for summer school and checking in on curriculum. When the administrators were bouncing the idea of a collaboration day around during the PAL retreat, I explained how much I benefited from and enjoyed my previous collaboration time and would love to see this happen.
Our collaboration day discussion topics were based on survey results from each site, with site administration teams serving as facilitators. A key focus was the integration of technology in our classrooms. The Math department shared strategies for implementing IXL, while other subject areas explored AI tools like School AI, CANVA, and Gimkit.
Grading practices were another hot topic, with approaches varying from weighted categories to skill-based grading. Despite the differences, there was a common goal across departments: finding the right balance between assessing student knowledge and encouraging participation.
Support for diverse learners emerged as a priority across all subjects. Teachers shared valuable strategies for Special Education and EL students, focusing on visual aids, vocabulary support, and differentiated instruction.
Each department had its unique highlights. Math teachers delved into IXL implementation and strategies for 7th grade accelerated placement. The English department explored skill-based grading and novel integration. Science introduced innovative policies like "Retake/Remake/Reach Fridays," while Social Studies leveraged AI tools for engagement and differentiation. Special Education shared valuable strategies for managing large RSP classes, and PE discussed integrating physical fitness testing into their curriculum.
Professional development needs were clear, with many teachers requesting more training on AI integration in education and desire for vertical articulation collaboration with both elementary and high school teachers. There was also significant interest in learning about project-based learning and alternative assessment methods. These requests will be shared with the PAL teams to help in planning future professional development opportunities. The enthusiasm for collaboration extends beyond our individual schools, with many teachers eager to learn from colleagues across the district and I hope that in future opportunities we are able to go even further and increase the benefits from this dedicated time.
For Middle School topics, please email Jamie @ Jamie.Kenyon@abcusd.us
ACADEMIC SERVICES TEAM
Please submit your comments and questions to the appropriate ABCFT liaison.
For Elementary curricular issues, please email Megan at Megan.Mitchell@abcusd.us
For secondary curricular issues, please email Catherine at Catherine.Pascual@abcusd.us,
For secondary PAL topics please email Megan at Megan.Harding@abcusd.us
For Special Education PAL topics please email Brittney at Brittney.Parker-Goodin@abcusd.us
PAL Update - Special Education: Call for PROPS participation
Dr. Verduzco sent out a Purple Paper Process memo and Google form application to all special education staff seeking teachers and SLPs to represent your respective area on the PROPs committee. This is your chance to learn more about district systems currently in place as well as have a voice in how our department moves forward in addressing one of –if not the most– taxing issues we have all been facing in our classrooms.
This is a “rebranding” of the original PROPs committee after a year hiatus to restructure and develop what the vision of this committee is and how it can be more effective at its mission. One big change is sub days/paid time dedicated throughout the year to have both deeper conversations and active collaboration on an action plan specifically to address staffing rather than giving up after school time for bimonthly meetings. The committee will also include district personnel from HR and Academic services, a welcome addition as these are key partners in solving many of the current issues affecting staffing.
The PROPS committee, short for Proactive Problem Solvers, is a dedicated group of special education staff and administrators committed to addressing the pressing challenges facing our field. Our goal is to collaboratively identify and solve issues impacting the organization, with a particular focus on staffing needs for both teachers and paraeducators. By prioritizing the well-being and effectiveness of our staff, we aim to ensure that our students with special needs receive the highest quality education possible. We seek various staff members to represent the following: Full Inclusion, RSP elementary, RSP secondary, SDC Mild/Moderate, SDC Mod/Severe, APE, SLP and EIP/TIC.
PROPS Committee Requirements:
A minimum of three year’s teaching experience
Willingness to learn about the issues faced due to staffing shortages
Work collaboratively with others to develop a plan to support staff and paraeducators
Revise and develop this plan based on feedback from key educational partners
Experience with working with paraeducators is preferred but not required
A commitment to attend committee meetings which include up to 4 sub days throughout the year and up to 20 hours of additional pay.
Meeting Dates: December 11, 2024 (9:00-11:30 - Tech Lab); February 27, 2025 (9:00-11:30 - Tech Lab) and April 30, 2025 (9:00-11:30- Conference room A).
The application is due by Monday October 7 at 4 PM.
Click Here For This Month’s Full Report
ABCFT PRESIDENT’S REPORT - Ray Gaer
Consistent and regular communication is a union’s most important tool for advocating for its members at the bargaining table. Every conversation with members is focused on the result of negotiating for the future prosperity and well-being of ALL ABCFT members. This weekly report informs members about issues impacting their working/learning conditions and mental well-being. Our work as a Union is a larger conversation and united, we make the YOUnion.
“ I’m glad it's almost Thanksgiving!” was my opening line last week as I presented with Dr. Zietlow. Although it got a few chuckles, it was a call to how exhausted many are feeling right now.
Here are this week's highlights:
On Tuesday, there was a school board meeting, and since the pandemic, we have had a monthly chat tied to one of the board meetings for the month. At the height of the pandemic, we had over 400 participants and held weekly virtual meetings. Post-pandemic, there was a continued desire to have monthly virtual chats to continue engaging those interested with the hot topics of the month and predictions as to what will happen later in the evening at the ABC School Board meeting.
In this month's chat, the most pressing topics focused on TK/Kindergarten and Special Education issues. It was brought to our attention that there was concern from TK/Kindergarten teachers about a series of “empathy interviews” at various schools across the district. It was vocalized that teachers were apprehensive about the interviews and their purpose, which is understandable. It’s not often that an Assistant-Superintendent of Academic Services comes to speak with you, and to top off the union president will also be in attendance. What’s this all about, right? Dr. Castro and I seek solutions and input from those closest to the issue. You are the experts in the classroom, constantly adjusting and adapting to fit the needs of your students. Why wouldn’t a school district treat its teachers like we scaffold and adjust for our students? We need to model communication and collaboration at all levels. Titles and positions should never give anyone a pass on ground truth and the input of those teaching it daily in the classroom.
The practice of empathy interviews started a couple of years ago from discussions between Dr. Carol Castro and myself as we discussed math data and the disconnect between what the data was saying and the lack of teacher input into why students were struggling in math, especially when transitioning from different grade levels. Dr. Castro and I met with a number of fifth grade teachers and heard valuable feedback about the individual challenges teachers are facing in their classrooms in delivering math curriculum. We could talk anecdotally about student strengths and challenges, what trends teachers were seeing, what strategies were helping, and most importantly, how teachers felt about math materials and supports. Every one of those fifth grade teachers was heard and their input has been reflected in the LCAP priorities, the adoption of materials, and the focus of professional development.
The following year Dr. Castro and I agreed that we would do a follow up series of empathy interviews with secondary math teachers. These meeting were just as informative as the previous year's interviews with elementary teachers. There is a domino effect of these conversations with teachers as all parties are forced to be introspective and specifically clear in describing what they are experiencing and seeing in the classroom. How are students skills changing, where their strengths lie and how teachers are navigating so many changing situations. Last year, I wrote how profound it was to hear a twenty-year veteran math teacher thank us for the interview, stating, “In twenty years, no one has ever really sat down and asked me how I was doing.” That statement profoundly impacted us so profoundly that Dr. Castro and I knew we were doing something needed for all educators.
Transitional Kindergarten and kindergarten teachers are facing unique challenges, and many of them are overwhelmed by the needs of their students. ABCFT is reaching out directly to TK/Kindergarten teachers to help bridge any communication that needs to happen between teachers and administrators by advocating for curriculum and behavioral supports that meet the needs of students and teachers.
Those of you who are TK/Kindergarten teachers or Special Education teachers, I hope that you are able to participate in the upcoming series of empathy interviews. Your voices are what we need as a district to peel this onion and create dynamic, responsive, and supportive classrooms for both teachers and students.
Congratulations to the teachers who were honored at the school board meeting for completing the two-year Induction Program that ABC provides for free (most districts require the teacher to pay for the program).
In YOUnity,
Ray Gaer
President, ABCFT
CALIFORNIA FEDERATION OF TEACHERS
The latest CFT articles and news stories can be found here on the PreK12 news feed on the CFT.org website.
AMERICAN FEDERATION OF TEACHERS
Follow AFT President Randi Weingarten: http://twitter.com/rweingarten
----- NEWS STORY HIGHLIGHT-----
California makes it harder to ban books in public libraries
California is the latest state to pass a law making it more difficult to ban books in all public libraries. Gov. Gavin Newsom signed the legislation Sunday.
Assembly Bill 1825, authored by Assemblymember Al Muratsuchi, D-Torrance, prohibits banning books because of the race, nationality, religion, gender identity, sexual orientation, disability, social economic status or political affiliation of a book’s subject, author or intended audience.
It also requires libraries to develop and make public a policy governing how library staff select, acquire and manage library materials. The policy must include a process for the public to challenge library materials.
The new law will protect library staff from being fired or disciplined if they are following the policy when they make programming decisions or refuse to remove a book.
Illinois and Maryland passed similar laws this year, and New Jersey is currently considering one.
“In California, we know that our freedom to read is a cornerstone of our democracy,” Muratsuchi said in a statement. “Unfortunately, there is a growing movement to ban books nationwide, and this bill will ensure that Californians have access to books that offer diverse perspectives. Those diverse perspectives include books containing the voices and lived experiences of LGBTQ and communities of color.”
The American Library Association reports that 4,240 book titles were targeted for censorship nationwide in 2023– an increase of 92% over the previous year. Books about LGBTQ and communities of color made up 47% of those targeted.
In California there were 52 challenges to 98 book titles in public libraries and school libraries in 2023, compared to 32 attempts to ban 91 titles in 2022, according to the American Library Association website.
Last year, Newsom signed a law making it more difficult for school districts to ban textbooks or instructional materials. The bill requires a two-thirds vote of the school board to remove books or other instructional materials.
https://edsource.org/updates/california-makes-it-harder-to-ban-books-in-public-libraries
----- NATIONAL NEWS -----
Nationwide Shortage Of Special Educators Plagues Districts
As the school year kicks off, there are not nearly enough teachers trained to support students with disabilities across much of the country.
A new report from the U.S. Department of Education shows that 39 states and Washington, D.C. have a shortage of special education teachers.
The only states that have not reported shortages in this specialty for the 2024-2025 school year are Arkansas, California, Colorado, Idaho, Indiana, Louisiana, Massachusetts, New Hampshire, Oklahoma, Utah and Vermont.
“We do hear that the lack of qualified educators is an ongoing and serious concern,” said Denise Marshall, CEO of the Council of Parent Attorneys and Advocates, or COPAA, a nonprofit that advocates for the rights of students with disabilities and their families. “I know that many districts are reallocating resources, finding creative ways to use existing staff and temporary staff, partnering with local community organizations or teacher prep programs, creating para to teacher pathway training and other such strategies.”
The situation does suggest some improvement over this time last year when all but eight states said they lacked enough special educators. Still, some districts have been trying to fill dozens or even hundreds of positions in the weeks leading up to their first day.
----- STATE NEWS -----
California bans derogatory native names
California Gov. Gavin Newsom has signed several bills aimed at addressing issues affecting Native American communities, including Assembly Bill 3074, which prohibits derogatory terms for Native people as school mascots by July 2026. Assemblyman James Ramos, who co-authored the bill, commented: “We can't just let the state of California and local jurisdictions use offensive mascot names.” Other significant legislation includes AB 1821, which mandates K-12 education on the mistreatment of Native Americans, and AB 2695, which improves data collection on the Missing and Murdered Indigenous People crisis. Despite these advancements, challenges remain, such as the high rate of unsolved cases and the effectiveness of the Feather Alert system. Ramos emphasized the ongoing struggle for justice, saying: “Indian people in the state of California still feel invisible in many cases.”
California schools risk returning unspent COVID relief funds as deadline nears
Some California school districts are at risk of returning unspent money to the government now that the September 30 deadline to commit federal COVID-19 relief funds has passed. Despite receiving $13.5bn in pandemic relief through the Elementary and Secondary School Emergency Relief Act, many districts have struggled to allocate their funds, with $1.8bn still unspent by late August. Tatia Davenport, CEO of the California Association of School Business Officials, highlighted the complexity of spending the relief funds due to stringent guidelines and reporting requirements, which particularly impacted districts with smaller administrative staffs. “The guidelines and reporting requirements were complicated, which was a big strain on districts,” Davenport explained. Several districts, including Long Beach USD, still face significant unspent funds, while others like Fresno USD remain unclear about their spending status. Districts like Kings Canyon USD, however, have successfully invested in infrastructure improvements and avoided layoffs. Kings Canyon Assistant Superintendent Jose Guzman said: “We knew we had to be really smart about how we use this money, because we’ll never see this kind of funding again.” While some districts used relief grants to lower class sizes and expand summer programs, they now face challenges in maintaining these initiatives without federal aid.
New law targets unhealthy school snacks
California Gov. Gavin Newsom signed a bill on Saturday that prohibits schools from selling snacks containing synthetic food dyes, including Flamin' Hot Cheetos. The legislation, introduced by Assemblyman Jesse Gabriel, aims to protect children from potential hyperactivity linked to dyes like Red No. 40 and Yellow 5. Set to take effect in 2028, the bill received bipartisan support and endorsements from educators and health professionals. Newsom emphasized the importance of access to nutritious food, saying: “Our health is inextricably tied to the food we eat.” Gabriel praised the law as a significant step in safeguarding children's health and encouraging manufacturers to eliminate harmful additives.
California revamps teacher assessment process
California Go. Gavin Newsom has signed Senate Bill 1263, which mandates the California Commission on Teacher Credentialing to form an expert panel aimed at enhancing the Teacher Performance Assessment. The assessment is the final licensure test for teacher candidates in California. Initially, the bill sought to eliminate the requirement for candidates to submit video clips of classroom instruction and other materials. However, following advocacy from education groups, the bill was amended to maintain the assessment while requiring a working group of teachers, college faculty, and assessment experts to review and suggest improvements. The commission must approve these recommendations by July 1, 2025, and implement them within three years, along with providing annual reports to the Legislature.
----- TECHNOLOGY -----
AI revolutionizes K-12 school administration
At the recent Association of School Business Officials International annual conference held from September 18-20, school district finance officials discussed innovative ways to leverage generative artificial intelligence (AI) tools for their administrative roles. Sessions highlighted the use of AI in grant writing, budget narratives, and improving communication strategies. Bill Sutter, CFO of Boulder Valley School District, emphasized the importance of using enterprise-level AI services to ensure data privacy and security, cautioning against free tools like ChatGPT due to potential privacy risks. Howard Barber, assistant superintendent from Massachusetts, demonstrated how AI can enhance grant applications by generating creative responses and streamlining research processes. Other speakers discussed best practices for crafting effective AI prompts and the need for careful review to avoid misinformation. Mary Ellen Normen of Lincoln Public Schools noted that AI can help prepare administrators for community budget discussions and provide critical feedback on budget memos. Overall, the conference underscored the growing role of AI in K-12 education administration while highlighting the need for ethical considerations in its use.
Empowering principals with AI support
Students with disabilities could receive better support if school administrators had more time to focus on their needs. Embracing artificial intelligence (AI) can alleviate the administrative burdens that keep principals from engaging with teachers and students. The Association of California School Administrators (ACSA) has highlighted the need for streamlined accountability to allow leaders to spend more time in classrooms. AI tools like SchoolAI and TeachAI can automate routine tasks, enabling principals to dedicate more time to fostering inclusive learning environments. While concerns about data privacy and job displacement exist, AI should be viewed as a tool to enhance human capabilities, not replace them. By leveraging AI, schools can empower leaders to create supportive and effective learning environments for all students.
School finance officials embrace AI for administrative tasks
At the recent Association of School Business Officials International annual conference, school district finance officials discussed innovative ways to leverage generative artificial intelligence (AI) tools for their administrative roles. Sessions highlighted the use of AI in grant writing, budget narratives, and improving communication strategies. Bill Sutter, CFO of Boulder Valley School District, emphasized the importance of using enterprise-level AI services to ensure data privacy and security, cautioning against free tools like ChatGPT due to potential privacy risks. Howard Barber, an assistant superintendent from Massachusetts, demonstrated how AI can enhance grant applications by generating creative responses and streamlining research processes. Other speakers discussed best practices for crafting effective AI prompts and the need for careful review to avoid misinformation. Mary Ellen Normen of Lincoln Public Schools noted that AI can help prepare administrators for community budget discussions and provide critical feedback on budget memos. Overall, the conference underscored the growing role of AI in K-12 education administration while highlighting the need for ethical considerations in its use
----- WORKFORCE ----
Schools scramble to fill vacancies
Staffing shortages in education have become a pressing issue, with 44% of public schools starting the year with teaching vacancies, particularly in high-poverty areas. The Institute of Education Sciences has launched a new center to analyze the teacher workforce and improve staffing strategies. Dan Goldhaber, principal investigator for the center, highlighted that while some areas may see a decline in K-12 enrollment, the demand for qualified teachers, especially in STEM and special education, remains high. The center will evaluate various recruitment and retention policies over the next five years, aiming to bolster the pipeline of new educators. Goldhaber noted: “You could have declining [full-time employees] in elementary ed., at the same time that you're still struggling to hire enough STEM teachers.”
Passionate teachers at risk of leaving
Younger Black and Latino teachers within Los Angeles USD say they are facing significant challenges, with a new report revealing that about one-third of Gen Z educators expect to leave the profession. “I feel very confused and sad that I have to consider leaving something that I’m very passionate about,” shared a Latina high school teacher. The report, conducted by GPSN, highlights that 71% of these teachers plan to leave within two years, primarily due to the pursuit of higher-paying jobs and better work-life balance. Factors such as burnout, high living costs, and the need for more supportive workplace environments are contributing to this trend. Jacob Guthrie, the district’s director of recruitment, emphasized the importance of a representative workforce for student outcomes, stating: “The district is committed to providing pathways and support for our Gen Z educators of color.” Addressing these issues is crucial for retaining quality educators and ensuring diversity in the teaching workforce.
----- CLASSROOM -----
Election 2024: Discipline in schools at stake
The 2024 presidential election is poised to significantly impact school discipline policies, with stark contrasts between candidates. The GOP platform, backed by Donald Trump, advocates for immediate suspension of violent students and stricter discipline standards. In contrast, the Democratic platform, endorsed by Kamala Harris, emphasizes preventing disproportionate discipline against students of color and those with disabilities. Recent surveys indicate a rise in student misbehavior post-COVID-19, with 70% of educators noting increased issues. Richard O. Welsh, an education policy professor, stated: “We have evidence on what the problem is,” highlighting the ongoing debate over the federal government's role in addressing these disparities. As the election approaches, the candidates' differing views on discipline could shape the future of educational environments across the nation.
----- FINANCE -----
Voter stakes rise this fall
As voters head to the polls this fall, the stakes are high, particularly for school funding initiatives. California is seeking $10bn for school infrastructure, while Houston ISD in Texas is aiming for a $4.4bn bond to rebuild and renovate schools. Karin Kitchens, a political science and education professor at Virginia Tech, notes that "the simpler the language, the more likely it is that voters understand how supporting an initiative will affect their property taxes." With a passage rate of 76% for bonds this year, districts are hopeful for voter support, especially as many bond elections coincide with presidential elections, which typically boost turnout. Mark Lieberman, a reporter for Education Week, highlights the challenges districts face in securing funding amidst varying public support and complex ballot language.
HEALTH & WELLBEING -----
October: The month of teacher blues
October can be a challenging month for educators, as the initial excitement of the school year fades and workloads increase. Ellen Moir, founder of the New Teacher Center, describes this period as the “disillusionment phase” for new teachers, with veteran educators also feeling the strain. Roxanna Elden, an author and former teacher, highlighted the exhaustion many face, stating: “It's a very, very long stretch while you're tired.” To combat the October blues, teachers are encouraged to engage students with creative lessons and build relationships. Strategies include using a “Feelings Wall” for emotional expression and prioritizing mental health through breaks and celebrations.
California's $278m plan for youth wellness
Dr. Sharmil Shah, assistant deputy director of the California Department of Health Care Access and Information, discusses a $278m initiative to enhance mental health support for youth in California. The Certified Wellness Coach program aims to address the rising mental health challenges exacerbated by the pandemic, with a goal of placing around 1,500 coaches in schools and community organizations statewide. Shah emphasizes: "Students who feel better do better in school," highlighting the program's focus on early intervention and preventive services. The initiative is part of the broader $4.6bn Children and Youth Behavioral Health Initiative, which seeks to recruit and train a diverse workforce to support students' mental health needs. As of September 2023, 383 coaches have been certified, with plans to expand further. The program aims to alleviate the burden on teachers and improve student well-being, ultimately reducing absenteeism and enhancing academic performance.
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