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Community college faculty call for union to take stance against accused professor

Fresno City College campus.

Credit: Ashleigh Panoo / EdSource

The post has been updated to correct the position held by one of the union leaders mentioned in the story and to say that 50% of senators must be present and 75% must vote to remove the president.

Some professors in the State Center Community College District are calling for their union leaders to be transparent about their knowledge of the 2020 sexual misconduct findings against a colleague at Fresno City College who formerly taught at California State University, Fresno.

“Shocked” by EdSource’s report of the “alarming” allegations involving Tom Boroujeni, Laurie Taylor, an anthropology professor at Clovis Community College, which is also part of State Center, said she questioned union leadership and called for leaders to resign during a Dec. 1 meeting. Two professors at the meeting confirmed Taylor demanded union leadership resignations. Boroujeni is a Fresno City College communication instructor and also president of the school’s academic senate.

Union president Keith Ford forwarded EdSource’s interview request to the union’s executive vice president Ria Williams; Williams has not yet responded. Lacy Barnes, the union’s immediate past president and the Secretary Treasurer of the California Federation of Teachers, declined to comment.

“We, as union members, demand to know what our union leadership knew and when they knew it,” Taylor said in an interview with EdSource.

Boroujeni was found to have committed an “act of sexual violence” against a professor and colleague at nearby Fresno State in 2015 when he was a graduate student and adjunct instructor. The alleged victim is also a professor and Boroujeni’s colleague at Fresno City College. The State Center Community College District, parent agency to City College, learned of the “sexual misconduct investigation” when the alleged victim requested a no-contact order against Boroujeni, which was granted in the spring 2022 semester.

Boroujeni has taught at Fresno City College since 2015, the same year he began his academic career at Fresno State while still a graduate student. Fresno State couldn’t discipline him because he was a graduate student when the alleged violence occurred, Debbie Adishian-Astone, the school’s vice president for administration, told EdSource. Boroujeni resigned from Fresno State last year after officials said the act-of-sexual-violence report would be placed in his personnel file.

In his resignation, he agreed not to seek or accept work in the California State University system again.

But the matter had no immediate impact on his teaching career at Fresno City College, where the alleged victim teaches part-time in addition to her tenured position at Fresno State. State Center Community College District granted Boroujeni tenure in March. He assumed the academic senate presidency in May, after a two-year term as president-elect.

But the district put Boroujeni on paid leave on Nov. 30, a day after EdSource’s report.

This week, State Center officials remained tight-lipped over Boroujeni’s administrative leave because of “personnel matters subject to legal considerations related to privacy and to protect the integrity of any ongoing investigations,” a district spokesperson, Jill Wagner, wrote in an email.

A person familiar with the matter said the decision to put Boroujeni on administrative leave was because his presence on campus was disruptive and impacted the college’s ability to serve students, following EdSource’s report on the alleged sexual violence. Three instructors canceled class in response to the report.

Union response

The State Center Federation of Teachers represents faculty in the community college district. According to a statement obtained by EdSource, union officers would not comment on the sexual misconduct allegations publicly but could talk with members individually.

“We cannot comment specifically on this case or any other,” according to the union’s formal statement. “In no way does the Federation endorse or condone acts of harassment or violence in any circumstance.”

The union’s statement, Taylor said, seemed “dismissive and placating,” and “more could have been said.”

And Liz Romero, an early childhood education instructor at Clovis Community College, said she is also angry with the union over their response. She said she expected the union to take a position on the allegation of sexual violence against Boroujeni. Romero said it was “disheartening” that the union, through its statement, said their responsibility was to “defend the contract” and “defend the faculty’s rights to due process.”

“It seems like a disparity in power structure with a full-time faculty versus a part-time faculty,” Romero said about the union’s statement, “a man versus a woman, a person in leadership versus a person not in leadership. It feels very unbalanced.”

Academic Senate response

Professors who spoke to EdSource also directed their frustration at the Fresno City College Academic Senate, which Boroujeni leads.

In May 2023, Boroujeni started a two-year term as Fresno City College’s academic senate president, a role requiring that he works with the college’s administration in setting academic policy among other responsibilities. He became president-elect in May 2021 for a two-year term before ascending to the senate presidency seven months ago.

Romero, who has previously served as academic senate president at Clovis Community College, said the academic senate should remove Boroujeni as the president and hold a new election for the next president-elect. According to the bylaws of the Fresno City College academic senate, removing an officer requires a written petition detailing the rationale for the removal, with signatures from 25% of the academic senators; 50% of the senators must be present and 75% must vote to remove the president.

While Boroujeni is on administrative leave, the senate’s executive committee is using an acting president.

Past president Michael Takeda is the acting president while current president-elect Jackie Williams is on a sabbatical leave. Williams will become acting president in January if Boroujeni remains on leave.

The executive committee did not discuss Boroujeni during its Wednesday meeting.

“For now, there’s nothing really to discuss,” Takeda said.

Boroujeni did not respond to EdSource’s questions on Thursday.

As some faculty members expect more from the union, the college’s academic senate as well as the college and district, professors are finding ways to show solidarity with the alleged victim and to demand action.

For example, Romero said she won’t stay a union member if the union doesn’t take a stance on the matter.

“I don’t want my money to fund an organization that’s going to protect abusers,” she said. “That’s my only power in this situation. Everyone needs to do what they think is best for them, and I hope it’s always supporting victims of sexual assault and standing up for those with less power.”

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06/07/2025
Interactive Map: Most California high school students don’t take courses needed to apply to CSU or UC

This is a very important chart to raise awarement across schools, districts, and the state; however, I think it needs to be corrected that these are students who don’t pass these college-prep courses with a C or higher. It sends the wrong message to say that these “students don’t take courses needed to apply to CSU or UC” as I know that most students in many schools/districts do take these courses — they just … Read More

This is a very important chart to raise awarement across schools, districts, and the state; however, I think it needs to be corrected that these are students who don’t pass these college-prep courses with a C or higher. It sends the wrong message to say that these “students don’t take courses needed to apply to CSU or UC” as I know that most students in many schools/districts do take these courses — they just don’t get a passing grade, which is another systemic issue that needs to be tackled.

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13/06/2025
Should 4-year-olds have to take an English proficiency test?

Credit: Allison Shelley for American Education

Four-year-olds are crying, putting their heads on their desks or simply refusing to answer the questions during an English proficiency test they’re required to take in transitional kindergarten.

The initial English Language Proficiency Assessment for California (ELPAC) is used to determine whether new students will be designated English learners. Under current law, the test must be given to all students whose parents speak another language at home within the first 30 days of enrollment in kindergarten through 12th grade. The test measures proficiency in four domains — listening, speaking, reading and writing in English.

The test is different for each grade. But since transitional kindergarten, often referred to as TK, is classified as the first year of a two-year kindergarten program, and not as a separate grade, schools have had to administer the test to students as young as 4 years old.

School district staff and advocates for English learners and young children say the test was not designed for 4-year-olds, may not be accurate for assessing language acquisition and may misidentify children as English learners when they are simply too young to answer questions correctly.

“We’re assessing children on reading and writing when we know that children that are young 4-year-olds are not reading and writing,” said Carolyne Crolotte, director of dual language learner programs of Early Edge California, a nonprofit organization that advocates for early education.

A new bill, Assembly Bill 2268, introduced by Assemblymember Al Muratsuchi, D-Torrance, would exempt transitional kindergartners from taking the test until they enter kindergarten.

Brett Loring, student services coordinator for Vallecito Union School District, a tiny district in the Sierra Nevada foothills of Calaveras County, said giving the ELPAC to a transitional kindergartner was “probably the most frustrating test administration I’ve ever given.”

Loring said the 4-year-old spoke Spanish at home, but he had seen that she understood some English in the classroom. Still, she was intimidated by having to leave her classroom to take the test.

After a few questions, the child said “No want to. No more,” crossed her arms and put her head down on the table.

“Why are we making kids do this?” Loring asked. “Let them develop in the TK year, get them used to the classroom, get them used to socializing. That’s the purpose of TK. It’s really a developmental year. Don’t throw this heavy test on them and expect that you’re going to get good results.”

Concerns have grown as transitional kindergarten is being expanded to all 4-year-olds, meaning younger children are taking the test each year. This school year, children as young as 4 years and 4 months were eligible to enter transitional kindergarten. By 2025, all children who turn 4 years old by Sept. 1 will be eligible.

“Why are we making kids do this? Let them develop in the TK year, get them used to the classroom, get them used to socializing. That’s the purpose of TK.”

Brett Loring, student services coordinator, Vallecito Union School District

The English proficiency test for kindergartners, which is also administered to transitional kindergartners, requires students to read and write simple words like “cat”, “pan” and “dip”, and identify the first letters in words, based on their sounds.

“My experience is ELPAC is very challenging for all kinder and TK students,” said Bernadette Zermeño, multilingual specialist at Oakland Unified School District. “Even if kids were monolingual and only speaking English, it would still be a very hard exam.”

Proponents of the bill said districts should instead use the home language survey, observations by teachers and conversations with families to assess what language help transitional kindergartners need. This would be similar to how school districts and other state-subsidized providers assess students enrolled in preschool programs.

Muratsuchi said he does not believe that students who are English learners could fall through the cracks if not tested in transitional kindergarten.

“All of these children are going to be assessed in kindergarten, so I’m confident that those who really do need the support will be properly identified in kindergarten, but in the meantime, we want to make sure we’re not over-identifying students,” Muratsuchi said.

The state funding formula gives districts more funding based on how many students are English learners, low-income, homeless or in foster care, so this bill could potentially cost districts some funding, but Muratsuchi and proponents of the bill said the loss of funding would be minimal.

“I think more important than funding is making sure that we’re serving our students well with developmentally appropriate assessments,” Muratsuchi said. “We don’t want kids to be having meltdowns over tests that are not appropriate for their age.”

Crolotte said if students are misidentified as English learners when they actually speak English, resources could be allocated for children that don’t need English language development services.

In addition, Crolotte said she’s worried students could be identified as English learners “and then get in the hamster wheel and not be able to get out of EL status.” Once identified as English learners, students must take the ELPAC every year until their test results, both on the ELPAC and on academic English language arts tests, show they are proficient in English. Some advocates believe many districts have set the bar too high for students to show they are fluent in English.

Crolotte said that Early Edge California has been researching other ways to test young children, including how other states assess young students. She pointed out that Illinois and Virginia only assess English skills in listening and speaking during the first semester of kindergarten, since many children have not yet learned to read or write. Both states wait to begin testing reading and writing skills until the second semester of kindergarten.

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06/06/2025
Through comedy, students can take ‘big swings’ for mental health
Teaching artists lead students through improv exercises during a Laughing Together workshop at San Joaquin County Office of Education’s Peer-to-Peer Summit in September 2024.
Top Takeaways

Many school districts are using comedy and improv workshops to teach students social-emotional skills, encourage self-expression and foster social connection.

Through the comedy program Laughing Together, professional comedians and mental health clinicians develop workshops based on exercises that can improve student mental health.

Game-based learning and interactive play can engage students who might have fallen behind academically or socially during the pandemic.
“If you were an object, what object would you be?”

Chris Gethard, a veteran comedian and improv teacher, posed this question to a group of high school students in Northern California at a Laughing Together workshop he was leading. He remembered one who identified as a fruit.

“When I was a kid, I convinced myself that I hated avocados,” Gethard remembered the student saying. “And then I tried one, and I actually love ’em. And that’s been my experience the past few years as I’m learning to love and embrace myself.”

It quickly became obvious to Gethard that the improv wasn’t about avocado or any fruit for that matter. It was a big moment, and the student was taking a big risk to figure out something about themselves — their gender identity in real time.

“Young people right now are living in a world where those experiences are often held up in the spotlight and politicized,” Gethard said. “So to see a kid being able to take a comedy exercise, which feels light and accessible and not too heavy, they can let their guard down and take a big swing like that.”

Many school districts are turning to comedy as a way of supporting student mental health. In 2023, Gethard co-founded Laughing Together, a program based on research that comedy can be an effective tool for students’ social-emotional learning and social connection with their peers.

Nearly 6,500 students and educators across 26 different schools, districts, or youth organizations, have taken part in their workshops since Gethard co-founded the program with Marlon Morgan, CEO of parent nonprofit Wellness Together.

“One of the reasons that we [partnered with Gethard] is that he had already shared about his own mental health through his comedy special on HBO,” said Morgan, who is also a former school counselor. “He can make dark and scary things funny, which really helps students gain insight into their own emotions and become better at connecting with each other.”

‘Taking chances in the spotlight’

Research shows that students who practice social-emotional skills in safe environments with well-defined goals have improved social behavior, emotional regulation and academic performance.

“We have clinical psychologists who go through all the improv exercises,” Gethard said. “They get to say — ‘these ones are about making people funny, and they also prioritize nonverbal communication, strengthening eye contact, being comfortable with failure and taking some chances in the spotlight.’”

Christina Patterson, a senior and peer counselor at Lincoln High School in Stockton, said pandemic shutdowns forced her to spend nearly entire days scrolling through social media, hoping for something new to interact with (“But, there never is anything new,” she added).

For the first time since her school implemented a cellphone ban, Patterson said taking part in the Laughing Together workshop, even for an hour, met the level of engagement she had always been looking for on her phone. Like Patterson, students in recent years report better cognitive, social and academic outcomes through game-based learning and interactive play, compared to lecture-based instruction.

“I feel engaged with people who are interactive — they’re not trying to teach at you, but they’re trying to teach with you together,” Patterson said.

Laughing Together workshops are led by one of the program’s teaching artists, including professional comedians, actors and performers, alongside children’s psychologists, drawing on art, play and game therapy research, to develop social-emotional learning and communication skill-building into each exercise. For Gethard, a workshop is successful if he can teach students something without them realizing it.

“We want kids to leave feeling more connected and comfortable with each other, not like they just watched a slide show or that they were just spoon-fed these lessons,” he said. “We want them to feel that they’re allowed to at least throw an idea out there, and no one’s going to judge them, pick them apart, or criticize them.”

Sofia Stewart-Lopez, a senior and peer counselor at Lincoln High School, helped set up a peer-to-peer summit, where she and other student mentors took part in a Laughing Together workshop. She remembered starting the day anxious about a big presentation about mental health resources she had later in the day, but after a few skits and improv games, she felt more confident, relaxed and connected to the people around her.

“I learned that a big part of balancing heavy topics of mental health, like anxiety, depression or substance abuse, is learning how to combat them with things that can help you with those feelings,” Stewart-Lopez said.

Markus Alcantar, a senior and a peer counselor at Lincoln High School, said his favorite part of the workshop was one in which he got to become an apple. He had to think on his feet about why he felt like one, and then he improvised a skit with someone who had decided they were a tree. In another exercise, he said a volunteer started with juggling a ball, after which students added another ball, followed by another, and then another — until they couldn’t keep up anymore.

“It was a fun representation of how you can have a lot of things going on in your head mentally, and that you can learn to unravel those thoughts and organize them for yourself and other people,” Alcantar said.

About 1 in 5 teenagers, and most of Stewart-Lopez’s friends at school, she said, have experienced symptoms of anxiety or depression. So the workshop, she said, was particularly helpful in understanding how laughter exactly works in the brain — like how endorphins and serotonin receptors can alleviate some feelings of sadness or anxiety — to be able to have fun and build healthy coping skills with friends at school.

“The [improv exercises] also taught us that thinking on our feet better prepares us to be able to respond in different types of situations,” Stewart-Lopez said. “We learned that different people need different types of support, which betters us as mentors.”

Middle school students attend a Laughing Together workshop at San Joaquin County Office of Education’s Peer-to-Peer Summit in September 2024.

Most recently, Gethard completed nine workshops at a high school where over half of the student body are on Individualized Education Plans (IEP), or accommodations for students with learning, developmental, or behavioral disabilities. During the first workshop, he noticed most students reaching for their phones in the middle of an exercise or while on stage. To ease students into the experience, he’d tell them to simply take a breath and try to be present.

“After the first few workshops, a teacher came up to me and said, ‘their ability to lock in and focus on that is leaps and bounds compared to week one,” Gethard said. “She said, ‘they just never got their ability to focus back after Covid, but if we can keep going with this, it’s going to change the game for these kids in the room.’”

Rates of anxiety and depression — which shot up by 70% among California children between 2017 and 2022 — are the top health-related drivers of absenteeism since the onset of the pandemic. Research indicates that reduced social interaction, coupled with overreliance on screen time, also worsened students’ social cognition skills, such as cooperation and communication, and executive functions, such as attention and memory.

Alcantar was in seventh grade when schools shut down, and when he returned to in-person instruction as a high school freshman, he said he found it difficult for him to initiate conversations with people around him. Stewart-Lopez said that after schools lifted mask mandates, she kept hers on for a while because she was worried about meeting social expectations about what she should look like.

“The pandemic had added to my sense of anxiety about, ‘What if I don’t fit in? What if I’m different from everybody else?” she said.

For Stewart-Lopez, laughter feels like home. It’s how she and her sisters got through their parents’ separation and also how she plans to take new risks with new people at college this year.

“We’re creating that safe place for students to get real-time responses to the risks they’re taking — and everyone’s taking risks — which makes it okay,” said Morgan, the CEO of nonprofit Wellness Together.
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05/06/2025
We must take better care of our home-based child care providers

Credit: iStock / Christopher Futcher

I retired from the practice of family child care last December after 29 years. That same month, I attended a funeral for Deanna Robles, an amazing family child care provider and early care and education advocate who was 53 years old.

In January, I attended another funeral for another family child care provider in her mid-60s. Renaldo Sanders was not only a professional who had done this critical work for over 25 years, but also a dear friend. Both died from “natural causes,” but there is nothing natural about working 60, 70, or 80 hours a week for 20 or 30 years.

These were women who worked in a field with little, no, or all-too expensive health care, who struggled to provide for themselves and their families on wages far below the minimum. These were women who couldn’t get a good night’s rest trying to figure out how to take pennies and create a million-dollar early learning environment within the walls of their homes. These were women who sacrificed and gave their lives to children and early learning.

The reality is, California’s 24,700 home-based family child care providers, 71% of whom are women of color, earn the least of the state’s early childhood educators. These small business owners typically work very long hours with little pay. Smaller programs with a licensed capacity of six to eight children earn on average just $16,200 to $30,000 annually, according to the Center for the Study of Child Care Employment at UC Berkeley. Larger programs may enroll up to 12 or 14 children, yet these provider-owners earn on average just $40,000 to $56,400 a year. Many experience stress and depression and health issues, the latter often caused by the job’s need to constantly lift, carry, and keep up with several young children.

There is no way those conditions did not contribute to my friends’ deaths. I am 64 years old, and, sadly, I have suffered the same concerns, pains and pathetic wages as they did during their working lives. I got out just in time, perhaps adding a few more years to my life span.

Something has got to change. I do not want to attend another funeral for a child care professional who has died too young.

So how can we fix this mess and begin to support the women who are preparing our youngest learners for success? To start, we must treat early care and education as a public good and fund programs to reflect the true cost of care instead of relying on what parents can pay. Public preschool and infant-toddler teachers would then be paid similarly.

Yet, public funding has not come despite President Joe Biden’s efforts, so I won’t hold my breath for that to happen. Meanwhile, here are some steps to move us closer to supporting early childhood educators:

Step 1: Center and involve educators of color when creating child care policies. The absence of Black and brown women sitting at the table when these policies are being discussed, informed and written is shameful. As is the absence of family child care providers. When policymakers listen to and hear the women who do this work, and include them as they discuss and craft regulations, we will see different outcomes.

Just look at last year’s landmark win by Child Care Providers United (CCPU), an effort led largely by educators of color, myself included. Together, we fought for and won a contract for family child care providers who accept state subsidies for low-income families. We secured $2.8 billion in payment enhancements over the next two years and an $80 million annual investment in a newly established provider retirement fund. This would never have happened without our active involvement.

Step 2: When updating California’s reimbursement rate-setting methodology, include salary standards that consider education level, tenure and job role. This can ensure fair compensation regardless of program type, location, or an educator’s race and ethnicity. And, it would begin to reduce the vast pay gaps between Black educators and their peers of other races and ethnicities with similar education and experience. The planned switch to rate-setting based on the true cost of care was a key component of our union agreement. Once approved at the federal level, the new approach will need to be implemented promptly, and with educators of color at the decision table to address inequity and promote effective solutions.

Last, but certainly not least:

Step 3: Create a state-funded program to reward and sustain family child care providers for their commitments. Currently, there are no awards to recognize and retain these amazing women, and this lack of formal recognition while they dedicate their blood, sweat and tears for pennies contributes to burnout.

Here are a few ideas. Award a $500 bonus for small capacity licensees that become large capacity child care homes after one year. Present “longevity bonuses” to providers who remain in business in good standing based on their years of operation, such as $5,000 for 10 years, or $10,000 for 20 years.

Finally, develop significant bonuses for providers who stay in the business longer than 20 years and create a bonus for downsizing from large- to small-capacity programs. This is one way of supporting seasoned early childhood educators to live longer lives.

Implementing these steps would create a different world for family child care providers, their own families, and for the children and families they serve. If we take these recommendations seriously, families and children will receive optimal attention from the educators who touch their lives, and providers could see their life spans grow.

●●●

Tonia McMillian is a just-retired family child care provider in Southern California.

The opinions in this commentary are those of the author. If you would like to submit a commentary, please review our guidelines and contact us.

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04/06/2025
Getting California kids to read: What will it take?

https://www.youtube.com/watch?v=0Xd4Alvvblo

Leading literacy experts agreed that more young California students need to learn how to read, but they couldn’t reach a concensus on how to make it happen.

While several participants in EdSource’s May 14 Roundtable discussion, “Getting California Kids to Read: What Will It Take?” suggested they would work together to pass a literacy bill, they also acknowledged that their disagreements remain in the details.

Moderated by EdSource reporters John Fensterwald and Zaidee Stavely, the lively hourlong roundtable focused on how to achieve literacy for California children. The panel grappled with a myriad of thorny issues including state policy dynamics, the needs of dual-language learners and long-standing disagreements over how best to teach reading amid rising illiteracy rates.

Putting the needs of children and their teachers first should be the North Star when trying to solve the deepening literacy crisis, panelists agreed.

The bottom line is grim. In 2023, just 43% of California students were reading at grade level by third grade, state data shows. Worse still, far fewer Black and Latino students met that standard.

“This is also a matter of civil rights,” said Kareem Weaver, an NAACP activist, co-founder of the literacy advocacy group FULCRUM and a key figure in the “The Right to Read” documentary, who has long argued that literacy is a matter of social justice too often obscured by esoteric debates about pedagogy. “Kids need access to prepared teachers, and communities like ours, I feel like we’re bearing the brunt.”

Against the backdrop of an ongoing battle over state policy and crippling pandemic learning loss, the stakes are perilously high for children who graduate from high school unable to read. They struggle to navigate the world, from job applications to rental agreements, and studies point to the connection between illiteracy and incarceration.

“We’re counting on reasonable people to come together and figure this stuff out,” said Weaver. “These decisions that are made, they do fall on real kids, real communities.”

What will it take to make sure that all kids, including English learners, read by third grade?

While the state has taken some steps to get all kids to grade level, such as funding for tutors and testing students for dyslexia, a reading disability, there is no comprehensive plan. Given local control policies, districts decide how reading is taught, and many use methods that have been debunked by some experts. That’s a problem because consensus is key to reform, experts say.

“You want to make sure that whether you’re in the district office or you are a teacher in the classroom, you’re singing the same song,” said Penny Schwinn, former Tennessee education commissioner, who led that state’s renowned reading reform initiative, Reading 360. “The curricular materials are aligned, the professional development is aligned. All of that has to row in the same direction. Otherwise, you have people who are all doing different things in different ways and kids get confused.”

What’s standing in the way of systemic change in California? One key question underpinning this debate is whether a statewide approach can meet the needs of English learners.

“I do have to say that many times students and biliteracy programs are not included in the literacy conversation,” said Martha Hernández, executive director of Californians Together, an advocacy group. “Our literacy policy must have a focus on student-responsive teaching. I will say that multi-literacy is really the way of the future, particularly for our diverse state in this 21st century. It must be a cornerstone of literacy, biliteracy education policy in California.”

Another key obstacle is the resistance to any top-down mandate that the state imposes on schools.

“When you do not have educators at the center of this, along with parents and students, it is set up to fail,” said David B. Goldberg, president of the California Teachers Association. “Frankly, going and passing legislation that reinforces a top-down approach, it’s antithetical to what all of our goals are about: really having all students succeed.”

In hopes of giving the state a comprehensive plan focusing on phonics and other skills like vocabulary and reading comprehension, supporters backed Assembly Bill 2222 authored by Assemblymember Blanca Rubio, D-Baldwin Park. It also had the support of the California State PTA, state NAACP and more than 50 other organizations. But the bill died last month in committee before it could even get a hearing, succumbing to opposition from the state teachers union and English language advocates.

Getting a literacy bill passed, as hard as that may be, is just the beginning, experts warn.

“That is the easiest part of the process,” said Schwinn. “You can pass legislation, but implementation is the hardest thing you’ll ever do, because you have to win hearts and minds and you have to make sure you do it with respect and make sure you are operating with extreme dignity and professionalism and with a high quality bar for the people who are in the profession every day.”

In a state as big and diverse as California, consensus can be elusive, noted Claude Goldenberg, emeritus professor of education in the Graduate School of Education at Stanford University. While almost everyone agrees that literacy instruction should be culturally relevant and content-rich as well as foundational, there remain disagreements about what exactly that looks like in the classroom.

“One of the big problems is when we speak at this level, there’s a lot of agreement,” said Goldenberg, “but we know the devil is in the details. … Time is limited in schools. Six hours tops, maybe six and a half, maybe five and a quarter. … We’ve got to make some choices and we’ve got to make some priorities at different stages of reading development. And that’s where the conversation kind of breaks down, because it gets very weedy, it gets very difficult. … We end up looking like we agree, but the subtext here is we’re still disagreeing.”

One of the big hurdles is over whether the state should embrace what is known as the science of reading, which refers to research on how the brain learns how to read. In response to a question from moderator Fensterwald on what is irrefutable about that research, Goldenberg said there was no doubt about how children need to be taught how to read.

“We have research on what to do when kids are having difficulty getting traction in beginning reading, whether they’re in Spanish reading programs or in English reading programs as English language learners,” said Goldenberg. “We know that there’s a reason they’re called foundational literacy skills. Because if you don’t have these skills, it is extremely difficult, if not impossible, to become literate.”

While she agreed on many broad themes, Hernandez pointed out that children have differing needs.

“Of course, you know, science is never settled,” said Hernandez. “What works for one student may not work for another.”

As the president of the state’s largest teachers union, Goldberg, for his part, noted that any approach that does not center the expertise of teachers is likely to be a non-starter. Teachers must have a seat at the table, he argued.

“We have had decades of disinvestment in public education,” said Goldberg. “So when we hear educators, when our voice is constantly not listened to … when educators do not feel like their agency is respected, like the fact that we are educating many kids with diverse language needs, all kinds of issues, not the flavor of the month … it has to have deep engagement at the very base level to get educators to buy in.”

He is also concerned that the voices of students of color will be overlooked in the debate.

“As a bilingual educator, how it comes across is that bilingual students, students of color in particular, their needs are always being pushed into silence,” said Goldberg. “And so I hear what you’re saying, but if these programs have any legitimacy, they must put the needs of the most vulnerable people at the center.”

Megan Potente, co-state director of Decoding Dyslexia CA, an advocacy group, suggested that a statewide literacy initiative could be more akin to guardrails than a mandate. Certainly, many other states, including those with substantial bilingual populations, from Florida and Mississippi to Tennessee, have already launched comprehensive state policy reforms to change the way reading is taught, with impressive results.

“It’s not about one-size-fits-all because, just like in other states, there would be many choices of reading professional development and instructional programs,” said Potente. “And the choices would be vetted by state experts to ensure that they provide what California kids need to learn.”

She argues that it’s actually the most vulnerable kids who may have the most to gain from a comprehensive literacy plan. Her organization fought long and hard for dyslexia screening legislation, for example, that only recently passed.

“It took eight years and four bills to make it happen. We are in this for the long haul because we know that matters,” said Potente, a veteran teacher and the mother of a dyslexic child. “We talk about structured literacy a lot. … It really needs to be the standard of care. Non-negotiable. Why is it not? That’s really what sticks with me. Why is it so hard to find access to evidence-based instruction that works for all kids? Why?”

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29/05/2025
County Office of Education can take over West Contra Costa school budget

Credit: Thomas Galvez/Flickr

The West Contra Costa Unified School District may be on the verge of turning over control of its budget to the county after the school board rejected the district’s Local Control Accountability Plan on Wednesday night, limiting the chance of passing a 2024-25 district budget by July 1, as required by state law.

Without passing a Local Control Accountability Plan (LCAP) — a document that sets district goals to improve student outcomes and how to achieve them — the board cannot vote on the proposed budget, said Kim Moses, associate superintendent of business services at West Contra Costa Unified School District (WCCUSD). The two are linked; the LCAP is a portion of the budget and gives the district a road map on how to allocate funding for its $484 million budget. The district risks losing local control over funding decisions. Trustees voting no said it didn’t reflect priorities of the community and was not transparent.

It’s a rare situation. Districts routinely pass budgets at the end of June to close the fiscal year and start a new one.

District and Contra Costa County Office of Education officials warn that a failure to pass a budget and LCAP by July 1 will cede financial control to the county office. The district can still act by midnight Sunday to avert a takeover, but district officials are assuming that will not happen. The board would still need to vote on the budget presented by the county.

The district also would face difficulties getting the county’s approval of the budget. The state Fiscal Crisis and Management Assistance Team (FCMAT), which focuses on helping districts solve and prevent fiscal challenges, found in a recent analysis that the district had overspent, and concluded that the school board had been unable or unwilling to make cuts.

In a statement to EdSource, Moses wrote she was “deeply disappointed” that the board didn’t pass the LCAP. The responsibility to adopt the LCAP and 2024-25 school year budget will be in the hands of county officials. Until they impose the new plan and budget, Moses said, the district will revert to operating under last year’s budget.

“We are confident that the county will review our circumstance with a student-focused lens and do what is necessary to support our students,” the statement said. “In the interim, we will be able to continue processing payroll without interruptions, and we will be able to maintain all expenses related to the general operating costs within the district, such as utilities, required materials and supplies, and other operational necessities.”

But because the district is functioning on last year’s budget, some schools won’t receive the funds they need, and the district can’t move forward with new goals set, said Javetta Cleveland, a school business consultant for West Contra Costa.

“This is really serious to go forward without a budget — the district cannot operate without a budget,” Cleveland said during the meeting. “The district can’t meet or establish priorities without a budget.”

Cleveland asked the board to reconsider approving the LCAP and have the Contra Costa County Office of Education approve the LCAP with conditions that would allow revisions after receiving feedback from parents. But that didn’t happen.

Budget shortfalls

District officials are projecting a $31.8 million budget deficit over the next three school years, with about $11.5 million in shortfalls projected for the upcoming school year. The plan was to use reserve funds over three school years to make up the shortfall.

To address budget shortfalls, the board has also had to eliminate more than 200 positions since last year. The most recent cuts were voted on in March. But at the same time, the district was dealing with three complaints, including allegations that the district is out of compliance with the law because teacher vacancies have not been filled and classes are being covered by long-term or day-to-day substitutes, which district officials acknowledged was true.

“While the result of last night’s board meeting complicates an already challenging financial situation, members of the community should know that WCCUSD schools will continue to operate, and employees will continue to be paid as we work through the LCAP approval process,” said Marcus Walton, communications director for county office. “At this point, it is the role of the Contra Costa County Office of Education to support WCCUSD staff to address the board’s concerns and implement a budget as soon as possible.”

FCMAT conducted a fiscal health risk analysis on West Contra Costa in March and found the district is overspending.

While the FCMAT analysis concluded the district has a “high” chance of solving the budget deficit, it highlighted areas it considers high-risk, including some charter schools authorized by the district also being in financial distress; the district’s failure to forecast its general fund cash flow for the current and subsequent year, and the board’s inability to approve a plan to reduce or eliminate overspending.

FCMAT’s chief executive officer, Michael Fine, was not available for comment.

The vote

President Jamela Smith-Folds was the only trustee to vote yes on the LCAP. She said she wants to see more transparency but that it’s important to keep local control over the LCAP and budget.

“I would be remiss if I didn’t say that there are things we need to do differently, but I think everyone is acknowledging that,” Smith-Folds said. “Now the next step after you acknowledge that is to show change and consistency.”

Trustees Leslie Reckler and Mister Phillips voted down the LCAP. Phillips said it was because he doesn’t believe that what the community asked for is reflected in the document.

“I have consistently advocated for a balanced and focused budget since joining the school board in 2016,” Phillips said in an email. “The proposed budget was neither. With my vote, I invited our local county superintendent to the table. I hope that she will work with us to create a balanced and focused budget that prioritizes the school district’s strategic plan.”

Reckler said that for the last two years, she had continued to ask staff to show how programs and the LCAP performed, how community feedback is being incorporated, and how money is being spent.

“I’m frustrated I have to spend an entire weekend trying to figure out the changes in the LCAP. It should be self-evident,” Reckler said during the meeting. “This document seems to be less transparent than ever before. I don’t know how else to get your attention, and I won’t be held hostage. For these reasons, I am voting ‘no.’”

Trustee Otheree Christian abstained, saying that there needs to be more transparency in the LCAP but did not elaborate further or respond to requests for comments on why he chose not to vote.

Board member Demetrio Gonzalez Hoy was absent because of personal family reasons, according to his social media post. He called the vote a failure of the board, including his absence.

In a recent meeting with the District Local Control Accountability Plan Committee (DLCAP), made up of parents and members of community organizations, committee members shared their frustrations, saying they didn’t feel heard and needed more information about programs, Superintendent Chris Hurst said. Gonzalez Hoy said he agreed with the committee that there needs to be more transparency and in regards to spending priorities, community leaders need to be heard.

“With that said, what we should have done is ensure that this does not happen in the future and that the DLCAP committee is taken seriously in their charge,” Gonzalez Hoy’s post said. “Unfortunately, instead of advocating for that and ensuring this occurs, I believe that some on our board want certain adults leading our district to fail and that’s really what led to a vote last night.”

During Wednesday night’s meeting, many community members asked the board to stop making staffing cuts and to reject the LCAP and budget proposals, saying that both proposals didn’t meet student needs, and disenfranchised low-income, English learners, and students of color. Some speakers questioned if the LCAP complied with the law.

The district team that put together the LCAP said the planning document complies with the law, according to Moses, as do the officials at the county office of education that reviewed the document. The county gives the final stamp of approval after the board passes the LCAP, and if something needs to be fixed, they can approve the document with conditions, she added.

“I do know, with any large document, nothing is perfect in the first draft,” Moses said during the meeting. “I’m not sure if there is something we need to take a look at, but if so, I’ll restate this is a living document; if we do find that there is an area that needs more attention, we’ll give attention to that area.”

Moses said she agrees with the advocates — the district needs to serve students better. She and the district are committed to strengthening communication with the community and explaining how the strategies in the 203-page document are helping students.

As of Thursday evening, an emergency meeting has not been scheduled. The next board meeting is scheduled on July 17.

The story has been updated to clarify how operations of the district will proceed moving forward.

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24/05/2025
What will it take to implement the English Learner Roadmap in all California schools?

Children complete a grammar worksheet in Spanish at a dual-language immersion program in a Glendale elementary school.

Credit: Lillian Mongeau/EdSource

California published a guide for how districts should serve English learners seven years ago. It’s called the English Learner Roadmap Policy, and it’s largely seen as groundbreaking.

But many districts still haven’t used that road map to change their practices, advocates say.

“It’s not systemic across the state,” said Shelly Spiegel-Coleman, strategic adviser to Californians Together, a coalition of organizations that advocates for English learners. “You can go to school districts and ask teachers, ‘Have you ever heard of the road map?’ And they look at you like you’re from Mars. They’ve never heard of it.”

Lawmakers are now pushing to fully implement the road map, by passing Assembly Bill 2074, introduced by Assemblymembers Al Muratsuchi, D-Torrance, and David Alvarez, D-Chula Vista. If signed by Gov. Gavin Newsom, the bill will require the California Department of Education to create a state implementation plan for the English Learner Roadmap with goals and a system to monitor whether those goals are met.

The department will have to first convene an advisory committee, made up of district and county offices of education, teachers, parents of English learners and nonprofit organizations with experience implementing the English Learner Roadmap Policy. The department will have to submit the final implementation plan to the Legislature by Nov. 1, 2026, and begin reporting on which districts, county offices of education and charter schools are implementing the plan by Jan. 1, 2027.

A lack of funding changed the scope of the bill. An earlier version would have also created three positions in the state Department of Education to develop, plan and then support districts to implement the English Learner Roadmap Policy. However, those positions were cut from the bill by the Senate Appropriations Committee due to costs. A separate bill that would have created a grant program to implement the road map, Assembly Bill 2071, failed to pass the Senate Appropriations Committee, because there was no money allocated in the budget.

You can go to school districts and ask teachers, ‘Have you ever heard of the road map?’ And they look at you like you’re from Mars. They’ve never heard of it.

Shelly Spiegel-Coleman, strategic adviser, Californians Together

The California English Learner Roadmap Policy was first approved by the California State Board of Education in 2017 as a guide for school districts, county offices of education and charter schools to better support English learners.

For many, the road map represented a pivotal change in the state’s approach to teaching English learners. It was adopted just months after voters passed Proposition 58 in 2016, which eliminated restrictions on bilingual education put in place by Proposition 227 in 1998. In stark contrast to the English-only policies in place under Proposition 227, the road map emphasizes the importance of bilingual education and bilingualism and of recognizing the assets of students who speak other languages, in addition to emphasizing teaching that “fosters high levels of English proficiency.”

Anya Hurwitz, executive director of SEAL, a nonprofit organization that trains teachers and district leaders and promotes bilingual education, called the English Learner Roadmap a “comprehensive, visionary, research-based policy.”

“It’s aspirational. It’s very much written for a future state, when California can center the student population that is so much at the core of who we are as a state and yet has this history of being treated as an afterthought or a box at the end of a curriculum,” said Hurwitz. “And nonetheless the state needs an implementation plan. Things don’t get done unless we have methodical plans.”

The Legislature has twice created grant programs for districts to get help implementing the English Learner Roadmap Policy. In 2020, the California Department of Education (CDE) awarded $10 million to two grantees, Californians Together and the California Association for Bilingual Education, each of which worked with other organizations, county offices of education and school districts. In 2023, the department awarded another $10 million to four county offices of education, in Sacramento, Los Angeles, San Bernardino and Orange counties.

These programs, however, were optional, and not all districts participated in the training or assistance.

“We feel it’s really necessary for CDE to be very vocal and in the center of stating how important the English Learner Roadmap is, and how important it is to implement,” said Martha Hernandez, executive director of Californians Together. “When CDE says the road map is a priority, it begins to filter down to the districts. But we’re not really hearing that it’s that important from CDE.”

Graciela García-Torres, director of multilingual education for the Sacramento County Office of Education, said the English Learner Roadmap brings her hope, as a former English learner herself and as a parent.

“As a parent, I also see that it supports me in my endeavor to have children that grow up bilingually, knowing their culture and language is just as beautiful and important as English,” García-Torres said.

García-Torres said the Sacramento County Office of Education has worked hard to help districts implement the road map, but a state implementation plan and more funding are needed.

“I’m afraid that without another grant or an implementation plan, it may go back to being pretty words on the page,” García-Torres said.

Debra Duardo, Los Angeles County superintendent of schools, said the English Learner Roadmap has made a big difference in some districts.

“Some of the things I’ve seen changing is the philosophy around English language learners and really moving from this deficit mentality, of ‘these are children who can’t speak English,’ to really celebrating the fact that they’re speaking multiple languages,” said Duardo.

She said having clear goals and requiring districts to report how they’re implementing the plan will be crucial, so that the state can see where districts are struggling and how CDE can help them.

“There are always going to people who feel like this is one more thing that you’re placing on us and it doesn’t come with funding attached to it,” said Duardo. “Districts are struggling. They don’t have their extra pandemic dollars, they didn’t have a very big COLA, and just finding the resources to implement anything can be a challenge.”

Megan Hopkins, professor and chair of UC San Diego’s department of education studies, said many states struggle with implementation of guidance around English learners. She said a statewide plan for implementing the road map is needed, in part because many teachers and administrators don’t think English learner education applies to them.

“English learners are often sort of viewed as separate from, or an add-on, to core instructional programs. I think what happens is people are like, ‘Oh, that’s nice, but it’s not related to what I do over here in math education,’ when in fact it is,” said Hopkins.

Aleyda Barrera-Cruz, executive director for multilingual learner services at the San Mateo-Foster City School District, south of San Francisco, said she has attended professional development sessions on the English Learner Roadmap Policy with EL RISE!, the coalition led by Californians Together, and read through every guidance document they’ve written about the road map.

“Where it gets tricky is sometimes things are written in a way that are not very implementation friendly. They’re written in a very theoretical way like, ‘These are the recommendations,’ so we as districts have to decide what that would look like in our district. There’s a lot of room for interpretation,” Barrera-Cruz said.

She said principals and teachers sometimes interpret the guidelines in different ways at different schools. She would like to see CDE make it very clear how to do things like teaching English language development (teaching English to children who do not know the language), including examples of lesson plans and videos of best practices in the classroom.

“I’m working with a very diverse group of educators. Some have learned this in their teaching credential program; some have not,” Barrera-Cruz said.

Elodia Ortega-Lampkin, superintendent of Woodland Joint Unified School District, near Sacramento, said superintendents and school board members need training to understand why the English Learner Roadmap is needed.

“People watch what you value and the message you send,” Ortega-Lampkin said. “It’s very hard for a principal to do this on their own without the district support. It’s got to come down from the top, including the board.”

She said Woodland Joint Unified required all administrators and teachers to attend training about the English Learner Roadmap. They also have to use the road map when writing their mandatory annual school plans for student achievement.

“It was not an option. It was an expectation. If we have English learners in Woodland and we’re serious about helping them succeed, we need to use a framework that is research-based and provides support for districts. Instead of piecemealing, it’s all in one to help guide those conversations in our schools,” Ortega-Lampkin said.

Before training with the English Learner Roadmap, Ortega-Lampkin said not everyone understood how to teach English language development, often referred to as ELD.

“It was hard to get everyone to buy in and teach ELD. We don’t have that anymore. It’s not a discussion. People just know that ELD needs to happen. I think it’s helped change the mindset and build a better understanding,” Ortega-Lampkin said.

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14/05/2025
Trump’s Unprecedented Threat to Take Away Harvard’s Tax-Exempt Status

Trump’s war on higher education is similar to his war on every other major institution. He wants everyone to be afraid of him. He wants no critics to escape his wrath. He wants dissident voices silenced. He wants to be our king, our emperor, our dictator.

He has threatened to punish law firms that have represented his opponents, such as his 2016 challenger Hillary Clinton and Special Counsel Jack Smith, who gathered evidence of Trump’s crimes but was ultimately defeated by Trump’s delaying tactics.

He has threatened the news media, hitting CBS News “60 Minutes” with a $10 billion lawsuit for editing its interview with Kamala Harris (which is standard practice) and suing ABC News for a remark by George Stephanopoulos that he didn’t like. Both of these are frivolous lawsuits, but CBS is negotiating a settlement and ABC paid out $15 million to end the lawsuit. In a pre-emptive conciliatory move, Amazon (Jeff Bezos) bought the rights to a documentary about Melania Trump for $40 million, which will be produced by Melania. Bezos owns The Washington Post, where he has told the editorial board to go easy on Trump. The Post lost some of its best journalists after Bezos groveled to Trump.

He has threatened to cut off federal funding to universities if they don’t meet his demands. The ostensible reason for targeting universities is to compel them to combat anti-Semitism on their campuses, but it’s hard to credit Trump’s sincerity. He has defended anti-Semites, dined with them, and received their support. His best friend Elon Musk supported Germany’s far-right AfD party in the recent elections. A man who cares so little about civil rights, who attacks academic freedom, who defunds education and social services, who belittles minorities, who threatens democracy, and who is so utterly lacking in compassion–is no friend of Jews.

Last Friday, Trump said on his “Truth Social” account:

“We are going to be taking away Harvard’s Tax Exempt Status,” Trump wrote in a social media post. “It’s what they deserve!”

The President of the United States cannot take away the tax-exempt status of any individual or organization. That is a decision made by the IRS, and it is illegal for the President or Vice-President or any other government official to interfere in that decision. Such a decision is made by the IRS, must be made for cause, and the institution has the right to defend itself. The process can take years.

If the President could order the IRS to audit or investigate his enemies, it would be a very dangerous policy. He can’t. With Trump, the law is a minor inconvenience, so who knows what he will do. The Supreme Court told him he has absolute immunity so maybe he can disregard the law.

The Trump administration is blasting away at Harvard on multiple fronts. The Department of Homeland Security has threatened to revoke Harvard’s ability to enroll international students, who are 27 percent of Harvard’s enrollments.

The Education Department has demanded that Harvard supply the names and email addresses of all foreign students who were expelled since 2016. The Department also wants the names of all scholars, researchers, students and faculty associated with any foreign government. Just a few days ago, Secretary McMahon informed Harvard that it is no longer eligible for new funding so long as it continues to oppose the president’s agenda. That would mean allowing Trump’s agents to take control of admissions, hiring, and curriculum. The nation’s most prestigious university would have to abandon its independence to Trump.

The Department of Health and Human Services and the National Science Foundation have suspended over $2 billion in grants to Harvard for medical and scientific research. Studies that are focused on causes and cures for tuberculosis and ALS, for example, have come to a halt. Another $7 billion in research funding could be suspended. This could damage the research and work of hospitals across the Boston metro area, and the economy of Massachusetts as well. Since Massachusetts is a blue state, Trump doesn’t care.

If this looks like harassment, that’s because it is.

Trump is certainly no libertarian. He is using every federal source of funding to compel universities, colleges, schools, cities, and states to follow his commands.

That’s not democracy. That’s dictatorship.

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08/05/2025
Wellness coaches take on youth mental health problem in rural California

Students work on homework during an after-school program in Chico, the largest city in Butte County. (File photo)

Credit: Julie Leopo / EdSource

At 14, Charlotte Peery dropped out of high school.

“I was one of those silent sufferers,” Peery said. “I was battling with addiction, and once I finally decided I couldn’t go to school anymore, there wasn’t anyone around to say, ‘Well, let’s see what we can do’.”

It took another four years for Peery, raised in rural Tehama County, to return to school and enroll in an alternative education program. There, she met a counselor who provided the academic guidance and mental health counseling she needed to graduate from high school. Peery has since started earning her bachelor’s degree in social work and has become one of Tehama County schools’ first certified wellness coaches.

“When I had the opportunity to apply to be a wellness coach — it was everything I’ve always wanted to do — to provide the kind of support that I lacked when I needed it most,” Peery said.

As an entry-level wellness coach, Peery provides students with nonclinical support such as quick check-ins, screenings, referrals to specialists, structured mental health curriculum and outreach to their families.

Peery’s role is part of the state’s $4.6 billion Children and Youth Behavioral Health Initiative, for which the Department of Health Care Access and Information received $278 million to recruit, train and certify a diverse slate of mental health support personnel, known as certified wellness coaches, for schools and community-based organizations. Since February 2024, the department has hired over 2,000 certified wellness coaches.

“The wellness coach program helped define what coping skills and home-to-school services I could focus on,” said Jacque Thomas, who serves as a certified wellness coach II and is able to provide more in-depth services to students, such as individual 30-minute sessions focused on coping skills, goal-setting and life skills.

According to a 2021 study, 45% of California youth between the ages of 12 and 17 reported having struggled recently with mental health issues. The overall suicide rate in Tehama and neighboring counties is more than twice the state average, and according to a 2017-2019 survey, more than a third of 11th graders in Tehama County reported feelings of depression.

Research shows that children ages 2 to 8 in rural communities consistently have higher rates of mental, behavioral and developmental disorders than children in urban communities, largely due to financial difficulties and geographic isolation. Students in Tehama County tend to start struggling with mental health issues at a younger age, said Savannah Kenyon, a parent to a fourth grader and an education behavior assistant at Red Bluff High School.

“Our neighbors could be acres and acres away, and we don’t know them by name — so there’s a lot less socializing,” Kenyon said. “A lot of our students also come from a family of addiction or have to be the providers for their families.”

In Tehama County, nearly 1 in 5 children, and a third of children under the age of 5, live below the poverty line. The county also ranks sixth in California for the number of children who have experienced two or more adverse childhood events, such as abuse, neglect, substance use or mental health problems, known to have lasting impacts on health and well-being.

“It’s hard to see our children dealing with adult problems, and as a result, adult mental health problems, way younger,” Kenyon said.

Wellness coaches like Thomas and Peery try to understand students’ needs as they evolve. Thomas said that in the past school year, they saw an increase in students referred for substance use intervention, mirroring troubling rates of adolescent drug use and fatalities in the U.S.

In response to the increase in referrals, Thomas and Peery decided to become trained in Mindfully Based Substance Abuse Treatment, a program focused on building emotional awareness and examining cravings and triggers in youth substance use. In the process, they also learned about students dealing with unhealthy relationships or domestic violence at home. In response, Peery developed and ran a 16-week curriculum in three schools and a juvenile detention center, teaching students how to identify and respond to issues like abuse and family trauma.

Charlotte Peery, certified wellness coach I in Tehama County.

Peery is often the first point of contact for a student struggling with mental health issues. On paper, her job spans the next two or three steps in the process — a mental health screening, a mindfulness and stress reduction session, or a referral to a specialist. But in practice, she hopes to strengthen the long-term network of care available to students. She has partnered with the Tehama County Department of Behavioral Health, which provides substance use recovery treatment, and Empower Tehama, which helps victims of domestic violence, for example.

“I’m making connections with drug and alcohol counselors and becoming more aware of which clinicians are accepting new clients once students transition out of our program,” Peery said. “To have that open communication, I’ve seen a huge shift in the way all of our partners are working together.”

School-based support is likely the most effective way to reach Tehama County students in need, she said, because most families cannot easily access major services, in part due to a disproportionate shortage of mental health providers,

“We’ve been able to provide more services to the farthest outreaches of our community and helped build rapport with every school,” Thomas said. “We go out to all 33 schools in the county to provide check-ins and open up the doors for our clinicians to meet with high-need students.”

Early intervention matters

After her daughter’s school shut down at the onset of the Covid-19 pandemic, just as she was starting transitional kindergarten, Kenyon noticed that her daughter was missing some key developmental milestones.

“We were realizing that the kids were not socializing at some of their peak times when they should be learning social skills,” Kenyon said. “I knew at an early age that she was going to be struggling with her ADHD (attention deficit hyperactivity disorder), so we knew that starting young was going to be the best way to help her in the long run.”

Early intervention for Kenyon’s daughter began with a screening and diagnosis of ADHD. From there, she said, her daughter’s counselor and teacher helped with little things like — motivating her through action-oriented feedback on her work, or teaching her mindful, deep breathing when she feels anxious — that allowed her daughter to handle emotional distress as well as social expression and inattentiveness in the classroom on a day-by-day basis.

“We’re always having open communication with the counselor or teacher. Being able to tell them, ‘We struggled last night, so she might be a little tired today; she might be a little bit emotional,’ has been imperative to her success,” Kenyon said.

Research shows that early, multidisciplinary interventions, such as a combination of school-based programs and family support initiatives, significantly reduce the risk of carrying mental health disorders into adulthood.

School shutdowns during the pandemic compounded the youth mental health crisis in California. About 65% of young people with depression did not receive treatment during the pandemic, while the rate of suicide among adolescents rose by 20%.

“We saw heightened anxiety, depression and delays in social development for students that had gone longer without intervention than they typically would have if they were on a school campus,” said JoNell Wallace, school mental health and wellness team coordinator at the Tehama County Department of Education. “We’re now starting interventions in third or fourth grade that we would’ve caught in second grade.”

Jacque Thomas, certified wellness coach II in Tehama County.

Despite the additional support, Thomas said she has been flooded with students approaching her for help (“which is amazing,” she adds) and that students’ needs in Tehama County are still outpacing available staff and services at schools. She frequently eats in her car on the way to a counseling session, or sometimes skips lunch altogether, to fit another student into her schedule.

“You start to get stretched thin, and I don’t want any one student to have to be on a waitlist,” Thomas said.

Understaffing has also underscored the weaknesses of the referral system, a process through which schools assess students and refer them to wellness coaches, depending on the level of support they need. Schools do not always connect students to the support they need because of how time-consuming referrals can be.

“I think schools would much rather prefer it if we were on site,” Thomas said. “And that’s the goal — that more schools are qualified to have more wellness coaches, so their referral process will be in-house, and those services can start happening with a lesser barrier.”

There will be some relief starting this fall, when five additional certified wellness coaches will be placed at elementary and middle schools in Tehama County. Kenyon said the expanded service is a win for students like her daughter.

“She used to hide under the table if she got any type of feedback or if she felt like she had done something wrong,” Kenyon said. “But she hasn’t done it this entire year, which is such a big change from how she would try and escape her feelings.”

Now, with help from her counselors, coaches and teachers, her daughter comes home excited to talk about her day, feeling more confident and self-assured.

“Knowing that she’s coping, and for me to have help beyond just parental help — I know she’s a hundred percent supported through these programs,” Kenyon said.

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07/05/2025