Contra Costa Herald

News Of By and For The People of Contra Costa County, California

Los Medanos College celebrates “50 years of excellence in education”

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Unveils anniversary logo

By Juliet V. Casey, Director of Marketing, Los Medanos College

Pittsburg, Calif. – Los Medanos College (LMC) this year celebrates its golden anniversary, and to kick off recognition of its 50 years of excellence in education, workforce training and innovation, the college released its 50th Anniversary logo.

The golden logo harkens back to LMC’s retired brand. At the center, the stylized compass rose in which each direction spells LMC is indicative of its mission to help students find their future. While that mark has gone out of use, it remains a sentimental favorite among alumni and long-time residents of the East Bay community.

The anniversary logo’s looping five and zero of the 50 touching the inner golden circle conveys the infinite search for knowledge and truth, and unwavering service for the greater good. The Contra Costa Community College District (4CD) opened Los Medanos College in Pittsburg in 1974 to serve east Contra Costa County. Today, its service area includes Pittsburg, Antioch, Bay Point, Clayton, parts of Concord, Brentwood, Oakley, Knightsen, Bethel Island, Byron, and Discovery Bay. It is the third of three colleges within 4CD.

“Over the past five decades, LMC has grown and adapted to the needs of our students and the greater community,” President Ralston said. “Our program offerings have grown to over 90, we’ve added the new state-of-the-art Brentwood Center, and we have established ourselves as a cultural focal point for the community. Looking ahead to the next 50 years, we are focused on continuing this legacy with our alumni leading, innovating and shaping a sustainable and equitable future for generations to come.”

For LMC, 2024 will be a golden year of celebrating its collective successes and achievements. LMC in the past year has emerged in the Top 150 U.S. Community Colleges for the fifth consecutive time. The college is among the best community colleges for math, according to BestAccreditedColleges.org, and LMC athletes consistently win the conference and make it into post-season play.

Stay tuned for upcoming events throughout the year.

About Los Medanos College (LMC): LMC is one of three colleges in the Contra Costa Community College District, serving the East Contra Costa County community. Established in 1974, LMC has earned federal designations as a Minority-Serving and Hispanic-Serving institution. It offers award-winning transfer and career-technical programs, support services, and diverse academic opportunities in an inclusive learning environment. With exceptional educators, innovative curriculum, growing degree and certificate offerings, and state-of-the-art facilities, the college prepares students to succeed in their educational pursuits, in the workforce, and beyond. LMC’s Pittsburg Campus is located on 120 acres bordering Antioch, with an additional education center in Brentwood.

LMC to honor five recipients of 2024 César Chávez: Honoring a Legacy awards April 5

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Award for Exemplary Community Service, East County Educator Award, Spirit Award

By Juliet V. Casey, Director of Marketing, Los Medanos College

Los Medanos College (LMC) is pleased to announce honorees of the 2024 César Chávez: Honoring a Legacy Awards Celebration. Honorees will receive recognition at 5 p.m. on Friday, April 5 in the Student Union Conference Center, 2700 E. Leland Road in Pittsburg.

This event celebrates the life of labor leader and human rights activist César Chávez and recognizes East Contra Costa County community members who follow his example of service, activism, and non-violent social change. Event details are posted at www.losmedanos.edu/chavez.

 

This year’s honorees:

Concepcion James, chair of United Latino Voices of Contra Costa County, earned the César Chávez Award for Exemplary Community Service forher long-standing commitment to service and for demonstrating the core values modeled by César Chávez: Service to Others, Sacrifice, Help the Most Needy, Determination, Non-Violence, Acceptance of All People, Respect for Life and the Environment, Celebrating Community, Knowledge, and Innovation.

Rosa Armendáriz, interim dean of Equity & Inclusion at LMC, and Jessica Linares Boyle, Puente counselor at LMC, earned the East County Educator Award for demonstrating the qualities of César Chávez and a commitment to student success and equity, particularly for students of color and those from low-income families.

Teyoltlahui Gonzalez, a student leader from Pittsburg High School and Gabriel Perez-Cano, a student leader from LMC, earned the César Chávez Spirit Award in recognition of their efforts over the past year to affected change through advocacy and social justice.

About Los Medanos College (LMC): LMC is one of three colleges in the Contra Costa Community College District, serving the East Contra Costa County community. Established in 1974, LMC has earned federal designations as a Minority-Serving and Hispanic-Serving institution. It offers award-winning transfer and career-technical programs support services, and diverse academic opportunities in an inclusive learning environment. With exceptional educators, innovative curriculum, growing degree and certificate offerings, and state-of-the-art facilities, the college prepares students to succeed in their educational pursuits, in the workforce, and beyond. LMC’s Pittsburg Campus is located on 120 acres bordering Antioch, with an additional education center in Brentwood.

Maya Cinemas Pittsburg holds scholarship drive through April 15th

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Get free passes for donating to Maya Community Foundation

By Greg Heckman, Director of Marketing, Maya Cinemas

Maya Cinemas, known for developing movie theatres in underserved communities with state-of-the-art presentation, first-class amenities and community involvement, is offering free movies passes for donations to the Maya Community Foundation. Beginning on April 1st and running through April 15th, movie-goers can make a donation at any Maya Cinema and receive 1 free movie passes (valid 4/1/24 – 5/15/24) for every $10 they donate and 3 passes for every $25. One hundred percent of donations will be granted as college scholarships to members of the communities surrounding the theaters. Scholarship applications are live at wearemaya.org/scholarship-applications.html and will be open until May 30th.

The Maya Community Foundation is dedicated to the development and enrichment of the lives of people in the community in which Maya Cinemas’ theatres serve. The foundation is dedicated to fostering and supporting under-served, low-income communities through a variety of programs.

Donations can be made in-theatre at any of Maya’s six locations:

Pittsburg, CA – 4085 Century Boulevard

Salinas, CA – 153 Main Street

Delano, CA – 401 Woollomes Avenue

Fresno, CA – 3090 East Campus Pointe Drive

Bakersfield, CA – 1000 California Avenue

North Las Vegas, NV – 2195 North Las Vegas Blvd.

“Support of higher education is an important building block. The Maya Community Foundation and Maya Cinemas endeavors to enrich the community through several efforts with education being a primary focus.” said Heidi Garcia, Maya Community Foundation.

ABOUT MAYA CINEMAS

Maya Cinemas was chartered in 2000 with a mission to develop, build, own and operate modern, first-run, multi-plex movie theaters in underserved, family oriented, Latino-dominant communities.  Maya Cinemas offers first-run Hollywood movies and unique content through its Canal Maya program in high-end theaters focused on quality of design, state-of-the-art film presentation technology, and providing first-rate entertainment with superior customer service.  The Maya Community Foundation is dedicated to the development and enrichment of the lives of people in the community in which Maya Cinemas serve.

Dozens of educators to be laid off in West Contra Costa

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The total number of layoffs won’t be finalized by the school board until May

WCCUSD says preliminary layoffs due to county Office of Education directive for “fiscal solvency”

By Monica Velez, EdSource.org

Dozens of educators in the West Contra Costa Unified School District (WCCUSD) will be laid off in the upcoming school year, including grant-funded positions the district can’t afford to absorb.

The district plans to eliminate 104 positions, nearly 40 of those grant-funded, according to district officials. Assistant principals, instructional specialists, psychologists, bilingual paraprofessionals, academic support providers, special education and general education teachers are among the positions being eliminated.

Although some educators received preliminary layoff notices on March 15, the board won’t finalize the total number of eliminations until May, officials said. Some of the eliminated positions were already vacant.

“We understand the community’s concerns about the impact of these layoffs on classroom staffing,” district spokesperson Raechelle Forrest said in an email. “It is important to note that the district is committed to hiring and maintaining qualified and credentialed individuals and that classroom teachers have not received preliminary notices.”

The school board approved layoffs at a meeting earlier this month. Dozens of parents, educators and students spoke during the public comment period, pleading with the board to vote against the layoffs. In particular, many people spoke about the importance of school community outreach worker positions that will be eliminated.

School community outreach workers serve as liaisons between schools and families. Many of those workers are bilingual and can help with translations and teaching non-English speaking parents and students how to navigate the school system. Outreach workers also connect families with resources and can help facilitate meetings when there are language barriers.

Outreach workers were among the grant-funded positions district officials said they couldn’t afford to keep without the extra money. The district would need about $9.4 million to keep the nearly 40 positions that are being axed, district data showed. Many of the positions relying on grant money provided extra support for students: bilingual instructional aides, graduate tutors, coordinators, academic support providers and bilingual paraprofessionals.

In the 2022-23 school year, nearly 32% of students in West Contra Costa Unified were English learners, according to data from the California Department of Education. The percentage of English learners in the district who became fluent in English has dropped significantly since 2018, data shows, dropping from nearly 13% to about 3% in the 2020-21 school year, the most recent data available.

The majority of English learners speak Spanish, about 27% or nearly 8,000 students in the 2022-23 school year. About 30,000 students are enrolled in West Contra Costa Unified.

During public comment, parents and teachers spoke about the vital role outreach workers have for schools and the community. Without them, people contemplated how some families would continue to stay engaged in school communities.

Educators were also outspoken about how the lack of staffing in schools has been affecting learning. Because of larger classes, there are fewer one-on-one opportunities; there’s an uptick in behavioral issues in classes with consistent substitutes, and teachers are losing prep periods in order to fill in for other classes. One student said he hasn’t had permanent teachers in core classes in recent years and, as a result, he hasn’t learned much.

Three complaints were filed with West Contra Costa Unified earlier this year alleging some schools failed to provide students with qualified teachers. The complaints also allege there’s been a pattern of filling vacancies with long-term substitutes, which attorneys at Public Advocates, a nonprofit civil rights law firm, say is illegal.

WCCUSD Says Preliminary Layoffs Due to County Office of Education Directive for “Fiscal Solvency”

Dr. Kenneth Chris Hurst, WCCUSD Superintendent and all five board trustees were asked via email for their perspective.

In response, Forrest, the district’s Interim Communications Director, wrote, “It’s important to clarify that the recent preliminary staff layoff notices are not due to declining enrollment or a shift in priorities, but rather a response to the directive from the Contra Costa County Office of Education to improve our fiscal solvency. We are making difficult decisions with complete transparency and integrity, striving to reduce the impact on classrooms.”

“While it’s true that positions are being eliminated, we are working to retain as many positions as possible, such as SCOWS (School Community Outreach Workers) and music teachers, by making cuts in other areas of the budget,” she continued. “We also want to clarify that while 104 employees received layoff notices, it is inaccurate to state that 104 positions were affected. Of the positions, 58.9 positions were vacant.”

“We want to clarify that SCOWS and music teachers were not included in the RIFs (Reductions in Force) approved by the WCCUSD School Board,” Forrest added.

Monica Velez covers West Contra Costa Unified school district, student well-being and math.

Allen D. Payton contributed to this report.

What to know about money waiting in CalKIDS state-funded savings accounts | Quick Guide

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Photo: EdSource.org

Webinar April 17

By Lasherica Thornton, EdSource.org

Over 3.6 million school-aged children across the state qualify for at least $500 in savings with the California Kids Investment and Development Savings program (CalKIDS), a state initiative to help children from low income families save money for college or career.

Just 8.3% of eligible students, or 300,000, have claimed their accounts as many families are unaware of CalKIDS or face challenges accessing the accounts once aware.  The money is automatically deposited into the savings account under a student’s name, but families must claim the accounts by registering online.

Here is information you should know about the state-funded accounts:

What is CalKIDS?

The CalKIDS program was created to help students, especially those from underserved communities, gain access to higher education. It helps families save for post high school training by opening a savings account and depositing between $500 and $1,500 for eligible low-income students in the public school system. Gov. Gavin Newsom, who launched the program in August 2022, invested about $1.9 billion in the accounts.

Who qualifies?

Low-income students and all newborns qualify.

According to program details, low-income public school students are awarded $500 if they:

  • Were in grades 1-12 during the 2021-22 school year
  • Were enrolled in first grade during the 2022-23 school year, or
  • Will be in first grade in subsequent school years.

An additional $500 is deposited for students identified as foster youth and another $500 for students classified as homeless.

For newborns,

  • Children born in California after June 2023, regardless of their parents’ income, are granted $100.
  • Those born in the state between July 1, 2022, and June 30, 2023, were awarded $25 before the seed deposit increased to $100.
  • Newborns get an additional $25 when they claim the account and an additional $50 if parents link the CalKIDS account to a new or existing ScholarShare 529 college savings account.

The California Department of Education determines eligibility based on students identified as low income under the state’s Local Control Funding Formula or English language learners. The California Department of Public Health provides information on newborns.

How can students use the money?

The money can be used at eligible higher education institutions across the country, including community colleges, universities, vocational or technical schools and professional schools, according to CalKIDS.

The funds can be used for: tuition and fees, books and supplies, on or off-campus room and board as well as computer or other required equipment, according to the CalKIDS program guide.

Click here to search for schools that qualify as an eligible higher ed institution. 

Does the CalKIDS account have restrictions similar to those for a 529 savings account?

CalKIDS accounts are a part of the ScholarShare 529 program — California’s official tax-advantaged college savings plan — and administered by the state’s ScholarShare Investment Board.

Transportation and travel costs are usually not considered qualified expenses for 529 savings accounts.

According to the guide for CalKIDS, if a student has no account balance with their higher education institution — which receives the CalKIDS distribution check —  the institution can pay the funds directly to the student.

Does the money in the CalKIDS accounts earn interest?

The deposits grow over time because CalKIDS accounts are interest-bearing.

How aggressive that growth is depends on the age of the student, said Joe DeAnda, communications director with the California State Treasurer’s Office, which oversees the CalKIDS program.

“If it’s a newborn, (the seed deposits are) invested in a fairly aggressive portfolio that assumes 18 years of investing time,” DeAnda said. “If they are school-aged, they’re invested in a more conservative portfolio that assumes a shorter investing timeline and is a more secure portfolio.”

Even among students, the younger a child is, the more aggressive the savings portfolio will be. The investment provides “opportunity to grow savings while the child is younger and better safeguard savings against market fluctuations when the child nears college age,” according to the CalKIDS program guide.

Specifically, accounts for newborns, each new class of first graders and students in grades 1-5 during the 2021-22 school year are invested in a portfolio that corresponds to the year that they’re expected to enter a program after high school, or at age 18. The portfolio will become more conservative as the child gets older.

For students in grades 6-12 during the 2021-22 school year, the accounts are invested with a guaranteed, or fixed, rate of return on the investment.

Can I add to the account?

No, you cannot add money to the CalKIDS account. Parents or guardians can open a ScholarShare 529 account, which can be linked to the CalKIDS account so they can view the accounts in one place.

In fact, CalKIDS encourages families to open a ScholarShare 529 college savings account, which is a way for families to save even more money for their children, DeAnda said.

What if my student already graduated? What happens to unclaimed money?

The accounts remain active under a student’s name until the student turns 26 years old. Up until that age, students can claim the money.

If the account is not claimed by age 26, the account closes, and the money is reallocated to others in the CalKIDS program, DeAnda said.

What if I’m not sure if my child is considered low income?

CalKIDS has sent notification letters of program enrollment to over 3.3 million eligible students and nearly 270,000 students in last school year’s class of first graders.

Without the letters, to check student eligibility, families must enter students’ Statewide Student Identifier (SSID), a 10-digit number that appears on student transcripts or report cards, according to the CalKIDS website.

The California Department of Education provides CalKIDS with data on first graders in the late spring or early summer and asks parents to wait until then before checking for their child’s eligibility.

How do I access that SSID number to check eligibility or to register the account?

The SSID may be found on the parent’s or student’s school portal, transcript or report card.

The CalKIDS website instructs families to contact their child’s school or school district if they’re unsure of how or unable to locate the number.

How do I access or ‘claim’ the account?

The notification letter that CalKIDS sends families contains a unique CalKIDS Code that can be used to register the accounts. Even without the code, families can register the accounts.

To claim the student account:

  1. Visit the CalKIDS registration page to claim the account. Click here to register. 
  2. Enter the county where the student was enrolled (for a student in grades 1-12 in the 2021-22 school year; for a first grader, where the student was enrolled in 2022-23 or subsequent years)
  3. Enter student’s date of birth
  4. Enter the SSID or CalKIDS Code from the notification letter
  5. Click Register
  6. Set up the account, either as the child or as the parent/guardian, with a username and password

To claim the newborn account, which should be available about 90 days after birth:

  1. Visit the CalKIDS registration page to claim the account.
  2. Enter the county where the child was born
  3. Enter child’s date of birth
  4. Enter the Local Registration Number on the child’s birth certificate or CalKIDS Code from the notification letter
  5. Click Register
  6. Set up the account, either as the child or as the parent/guardian, with a username and password

I still need help. How do I get additional support?

Contact CalKIDS at (888) 445-2377 or https://calkids.org/contact-us/

The CalKIDS team is also hosting an April 17 webinar to outline the program, eligibility, account registration, fund distribution and benefits. To sign up for the webinar, click here. 

How does my high school graduate make a withdrawal to use the money?

According to the CalKIDS program guide, to request a distribution, log into the claimed CalKIDS account and request a distribution, which doesn’t have to be for the entire amount. The funds are tax-free for the qualified expenses of tuition, books, fees, computers and equipment.

The student must be at least 17 years old and enrolled at an eligible institution.

The CalKIDS money, which will be sent to the institution, is considered a scholarship from the state of California.

 

 

30th Contra Costa Annual César E. Chávez commemorative celebration & 2024 Youth Hall of Fame Awards presentation March 26

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Ballet Folklórico Netzahualcoyotl dancers will perform accompanied by Mariachi Monumental. Photo from Contra Costa County District 5 Chief of Staff David Fraser.

Únase a nosotros el martes 26 de marzo de 2024 para la 30ª Celebración Conmemorativa Anual de César E. Chávez.

During Contra Costa County Board of Supervisors meeting

This year’s theme: Perseverance & Progress – Perseverancia y Progreso.

By Kristi Jourdan, PIO, Contra Costa County

(Martinez, CA) – The Contra Costa County Board of Supervisors will honor César E. Chávez in a celebration recognizing his commitment to social justice and respect for human dignity. The 30th Annual César E. Chávez Commemorative Celebration will be at 11 a.m., Tuesday, March 26, in Board Chambers at 1025 Escobar Street in Martinez.

“We honor César E. Chávez and recognize his legacy of fighting injustice and improving the lives of farmworkers, their families, and so many others. We are inspired to once again commit ourselves to service to others,” said Board Chair Supervisor Federal Glover. “We also recognize our 2024 Youth Hall of Fame awardees whose commitment to service and community are to be celebrated and are the force moving forward Cesar Chavez’s legacy.”

The theme for this year’s celebration is Perseverance & Progress – Perseverancia y Progreso. The festival will feature keynote speaker Contra Costa Community College District Trustee Fernando Sandoval who was raised in the City of Pittsburg where he also attended school. Fernando joined the U.S. Navy like Cesar Chavez. Fernando played an instrumental role aboard the USS Enterprise during the Vietnam War, where his expertise in data systems previewed the vital importance of STEM education, a field he continues to support passionately. Fernando’s book, “From Tortilla Chips to Computer Chips,” is a testament to his life’s work and an educational and motivational touchstone for students and educators alike. Fernando continues to embody the value of education, community, and family like Cesar Chavez.

The event will include presentation of the 2024 Youth Hall of Fame Awards to students who make outstanding community contributions, live performances by Mariachi Monumental and Ballet Folklórico Netzahualcoyotl, spoken word performance by Jose Cordon, and celebratory remarks from members of the Board of Supervisors.

County’s 2024 Youth Hall of Fame Awards winners:

High School Awardees:

Volunteerism: Mariella Cajina, Carondelet High School

Teamwork: Neil Chandran, Monte Vista High School

Perseverance: Aditya Narayan, Dougherty Valley High School

Leadership & Civic Engagement: Morelia Gil-Cubillo, Antioch High School

Good Samaritan: Nitya Varanasi, California High School

Innovation and Empowerment: Alice Zhou, Miramonte High School

Middle School Rising Stars:

Volunteerism Rising Star: Samhita Chikoti, Gale Ranch Middle School

Leadership & Civic Engagement Rising Star: Dhruv Subramanian, Windermere Ranch Middle School

The annual celebration honors the diversity and richness of our community. Community members can also join the event live on Contra Costa Television channels and the County’s website.

To learn more about the César E. Chávez Ceremony, visit www.contracosta.ca.gov/6039 on the Contra Costa County website. The community can also watch the event live online at www.contracosta.ca.gov/6086 or www.contracostatv.org. The celebration will broadcast live on Contra Costa Television channels: Comcast Cable 27, ATT/U-Verse 99, and Astound 32 & 1027.

CCC College District Ward 5 Trustee Sandoval issues report on the district

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Ward 5 Trustee Fernando Sandoval official photo. Source: 4CD

I thought I would update our communities. In this day and age, it’s so important that we continue to provide accessible quality education for our communities so we can build and sustain a skilled and educated workforce.

Heading into 2024 and final year of my term as a Trustee for Ward 5 in Contra Costa Community College District I would like to underscore my role and the successes of the District.

Coming onto the board I brought my experiences as a positive collaborator, consensus builder, positions in Technology and Finance and understanding the issues in the communities we serve. Coming out of  the pandemic my role is to contribute to support increasing enrollment, oversight of policies, helping set priorities, educational quality, financial review’s for approval of budget, selection of our Chancellor  and approve key leadership positions.

Education is a key to helping our communities improve as valued members of our workforce. Beyond Associate Degree Transfer programs we continue to support pre-apprenticeship and apprenticeship programs as part of our wide array of CTE programs with valuable skills certifications.

Some of our priorities included Leadership Stability, Educational Quality and Equity, Workforce Development and Community Partnerships. I am sharing the results of these efforts as the recent President of the Governing Board of Trustees and overall, as a key member of the board.

I worked to create a respectful approach in building relationships with fellow board members and restoring the trust of the 3 Academic Senate bodies as we together moved forward in a shared governance model.

Our faculty and staff are the heart of the District and we worked closely with United Faculty and Local 1 on new contract agreements to ensure the needs of its members were addressed and aligned with our priorities and ensuring financial stability for the future.

Leadership Stability: Having a transformative leadership team drives our mission, prepares us to meet the challenges of the future and provides stability for our faculty, staff and for student success.  Approvals completed for the following key positions:

Chancellor – Mojdeh Mehdizadh

Executive Vice Chancellor – Micaela Ochoa

Chief Finance Officer – Tony Wold

Director of Human Resources – Dan Cueva

President Los Medanos College – Pamela Ralston

President Contra Costa College – Kimberly Rogers

Educational Quality and Equity:  Our Colleges continue to receive recognition and here is a snapshot of these recognitions. The commitment of our faculty and classified professionals are underscored in the way students thrive and rise to succeed.

Los Medanos College – Aspen Institute Award – Recognized as 1 of the top 150 colleges for Community College excellence. The 6 critical areas reviewed for this award are teaching and learning, transfer and bachelor’s attainment, workforce success, access, and equity for students of color and students from low-income backgrounds. Received 2021 Equity Champion Award for transferring students.

Diablo Valley College – Ranked as #1 in the state in transfers to UC Berkeley, Saint Mary’s College, and Cal State Maritime Academy.

Additionally, DVC ranked in the top 5 for large schools Community Colleges in California based on graduation and transfer rates.

Contra Costa College – Chosen as one of the 10 US Colleges to participate in Achieving the Dream (ATD), a program that uses high-level coaching and other resources to help community colleges collect and analyze data, then use those findings to help students succeed.

Recognized for their Center for Science Excellence and Green Energy Programs and also offering the only Hybrid Technician Certification in the Bay Area. CCC continues to be a leader in Culinary Arts and Journalism.

Equity– The District was awarded a grant by the State Chancellor’s office to research and create the framework for a Diversity, Equity, Inclusion and Belonging framework as part of an Institutional Effective Plan to improve our culture of belonging and improve student success.

Los Medanos College and Contra Costa College are recognized as Hispanic Serving Institutions with robust STEM programs. The Puente, Umoja, and African American Male Leadership programs thrive in the District and lead to a unique experience for students and faculty.

Partnerships and Community Engagement: I diligently provided the details needed to have Diablo Valley College partner with United Latino Voices and the Mount DIablo School District to increase enrollment and pilot an augment outreach and enrollment through culturally and linguistically diverse approaches.

The pilot may lead to DVC submitting and receiving a Hispanic Service Institution (HSI) designation allowing for additional grant proposals. LMC and CCC are existing HSI colleges in our District.

Working on partnerships with the East Bay Leadership Council, Contra Costa School Board Association, Dual Enrollment, Concurrent Enrollment and Non-profits continue to reap benefits.

Workforce Development: The Colleges offer unique leadership opportunities and continue to innovate in the area of workforce development for future jobs to support the growing needs of the county. Our new Learning Aligned Education Program (LAEP) offers for-profit employers 50% reimbursement and non-profits 90% reimbursement for the cost of internships if they invest in our students. Our advanced robotics program in which we partner with Tesla provides the skills for immediate employment.

Certifications for Firefighting, Process Power Technology, Nursing, Early Childhood Education and Police Services continue to provide valuable skills.

Graduates and Certificates: The most recent graduating class in 2023 conferred completions for 7,702 degrees and certificates, including 2,133 Associates in Science, 2,204 Associates of Arts and 3,365 Certifications across our District.

Enrollment: The efforts of the colleges to regain students as part of outreach and enrollment associated with the pandemic and economy continues to show results. Year to year enrollment has continued to increase FTE’s enrollment is up by 9.3% across the district prior year point in time.

Our work is not done. We need to keep our bar raised to improve enrollment and provide educational services for our communities to support our labor needs.

Financial Stability: The recent audit just completed showed strength in our finances and no issues with our Bond Oversight continuing to ensure that our expenditures are in alignment with policies and practices and align with the voters expectations as we invest in our facilities and as we review future needs.

Modernization: Bonds passed by our residents resulting in a new Science Building at Contra Costa College, a new Student Union and Kinesiology Building at Los Medanos College as well as modernizing facilities at Diablo Valley College. This investment will support the future needs of our students.

Advocacy: We continue to work with our legislators to aid in support and this resulted in a $1,000,000 grant by Congressman DeSaulner and Senator Padilla to the District for driving our Open Educational Resources program to reduce the cost of books for our students.

Thank you, again for support in my role

Fernando Sandoval

Ward 5 Trustee

Past President- Governing Board of Trustees

Contra Costa Community College District

CTA-sponsored legislation would remove one of state’s last required tests for teachers

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First grade teacher Sandra Morales discusses sentences with a student. Credit: Zaidee Stavely / EdSource

State could retain unpopular written literacy test

By Dana Lambert, EdSource.org – Republished with permission

Newly proposed legislation sponsored by the California Teachers Association would eliminate all performance assessments teachers are required to pass, including one for literacy that it supported three years ago. The result could leave in place an unpopular written test that the literacy performance assessment was designed to replace.

Senate Bill 1263, authored by state Sen. Josh Newman, D-Fullerton, would do away with the California Teaching Performance Assessment, known as the CalTPA, through which teachers demonstrate their competence via video clips of instruction and written reflections on their practice.

Eliminating the assessment will increase the number of effective teachers in classrooms, as the state continues to contend with a teacher shortage, said Newman, chairman of the Senate Education Committee.

“One key to improving the educator pipeline is removing barriers that may be dissuading otherwise talented and qualified prospective people from pursuing a career as an educator,” Newman said in a statement to EdSource.

The bill also would do away with a literacy performance assessment of teachers and oversight of literacy instruction in teacher preparation programs mandated by Senate Bill 488, authored by Sen. Susan Rubio, D-West Covina, in 2021.

The literacy performance assessment is scheduled to be piloted in the next few months. It is meant to replace the Reading Instruction Competence Assessment (RICA) set to be scrapped in 2025.

New law could leave RICA in place

The proposed legislation appears to leave in place a requirement that candidates for a preliminary multiple-subject or education specialist credential pass a reading instruction competence assessment, said David DeGuire, a director at the California Commission on Teacher Credentialing.

“At this time, it is unclear what that assessment would look like, but it could be that the state continues to use the current version of the RICA,” he said.

Newman will present the legislation to the Senate Education Committee in the next few months. Discussions about whether the RICA remains in use are likely to take place during the legislative process.

Rubio recently became aware of the new legislation and had not yet discussed it with Newman.

“For three years, I worked arduously and collaboratively with a broad range of education leaders, including parent groups, teacher associations and other stakeholders to modernize a key component of our educational system that in my 17 years as a classroom teacher and school administrator I saw as counterproductive to our students’ learning,” Rubio said of Senate Bill 488.

Teachers union changes course 

The California Teachers Association, which originally supported Senate Bill 488, now wants all performance assessments, including the literacy performance assessment, eliminated.

“We are all scratching our heads,” said Yolie Flores, of Families in Schools, a Los Angeles-based education advocacy organization. “We were really blindsided by this (legislation), given the momentum around strengthening our teacher prep programs.”

The results of a survey of almost 1,300 CTA members last year convinced the state teachers union to push for the elimination of the CalTPA, said Leslie Littman, vice president of the union. Teachers who took the survey said the test caused stress, took away time that could have been used to collaborate with mentors and for teaching, and did not prepare them to meet the needs of students, she said.

“I think what we were probably not cognizant of at that time, and it really has become very clear of late, is just how much of a burden these assessments have placed on these teacher candidates,” Littman said.

Teacher candidates would be better served if they were observed over longer periods of time, during student teaching, apprenticeships, residencies and mentorship programs, to determine if they were ready to teach, Littman said. This would also allow a mentor to counsel and support the candidate to ensure they have the required skills.

California joins science of reading movement

California has joined a national effort to change how reading is being taught in schools. States nationwide are rethinking balanced literacy, which has its roots in whole language instruction or teaching children to recognize words by sight, and replacing it with a method that teaches them to decode words by sounding them out, a process known as phonics.

Smarter Balanced test scores, released last fall, show that only 46.6% of the state’s students who were tested met academic standards in English.

Last week Assemblymember Blanca Rubio, D-Baldwin Park, introduced Assembly Bill 2222, which would mandate that schools use evidence-based reading instruction. California, a “local control” state, currently only encourages school districts to incorporate fundamental reading skills, including phonics, into instruction.

“It (Newman’s SB 1263) goes against not only the movement, but everything we know from best practices, evidence, research, science, of how we need to equip new teachers and existing teachers, frankly, to teach literacy,” Flores said. “And that we would wipe it away at this very moment where we’re finally getting some traction is just very concerning.”

Lori DePole, co-director of DeCoding Dyslexia California, said the proposed legislation would cut any progress the state has made “off at the knees.”

Among her concerns is the elimination of the requirement, also authorized by Senate Bill 488, that the California Commission on Teacher Credentialing certify that teacher preparation programs are teaching literacy aligned to state standards and a provision that requires the commission to report to the state Legislature annually on how stakeholders are meeting the requirements of the law.

“It would be going away,” DePole said. “Everyone agreed with SB 488, all the supporters agreed, this was the direction California needed to go to strengthen teacher prep with respect to literacy. And before it can even be fully implemented, we’re going to do a 180 with this legislation. It makes no sense.”

Flores said teachers want to be equipped to teach reading using evidence-based techniques, but many don’t know how.

“We know that reading is the gateway, and if kids can’t read, it’s practically game over, right?” said Flores. “And we are saying with this bill that it doesn’t matter, that we don’t really need to teach and show that teachers know how to teach reading.”

Teacher tests replaced by coursework, degrees

California has been moving away from standardized testing for teacher candidates for several years as the teacher shortage worsened. In July 2021, legislation gave teacher candidates the option to take approved coursework instead of the California Basic Education Skills Test, or CBEST, or the California Subject Examinations for Teachers, or CSET. In January’s tentative budget, Gov. Gavin Newsom proposed eliminating the CBEST and allowing the completion of a bachelor’s degree to satisfy the state’s basic skills requirement.

Littman disagrees with the idea that there will be no accountability for teachers if the legislation passes. “There’s always been, and will continue to be, an evaluation component for all of our teachers in this state,” she said. “It just depends on what your district does and how they implement that. There’s always been a system of accountability for folks.”

New California teaching standards increase focus on family engagement, social-emotional learning

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Students at Edison High School in Fresno. Photo: EdSource.org. Credit: Fresno Unified / Flickr.

By Diane Lambert, EdSource.org

California’s Commission on Teacher Credentialing approved long-awaited revised Standards for the Teaching Profession on Thursday that emphasize culturally responsive teaching, social-emotional learning and family engagement.

The standards, which guide teachers’ professional development and evaluation statewide, broadly describe the knowledge, skills and abilities expected of effective experienced teachers. State law requires that they are updated regularly.

During the meeting (Thursday, Feb. 8, 2024), the overwhelming sentiment — from commissioners members, speakers from the public, and the letters received — supported the new standards; however, some asked the commission to push back the 2025-26 rollout of the new standards to allow university teacher preparation programs, school districts and commission staff more time to implement changes.

“The revised CSTP aims to rehumanize our system by focusing on the whole student, their identities and what’s meaningful in this world to them, not us,” said Leigh Dela Victoria, an instructional coach in the Fontana Unified School District in San Bernardino County.

“They have the potential to transform all of our classrooms into culturally and linguistically responsive and sustaining communities,” she said. “As a coach, I can tell you firsthand the impact this type of teaching has on students when their identities, assets and agency are valued.”

She told commission members that the current standards, approved in 2009, are out of touch with what needs to be taught in classrooms.

The six overarching domains of teaching in the new document are similar to the previous standards, and are parallel to other state standards, according to the commission. The elements within the domains include definitions and examples. The six domains are also used in the Teaching Performance Expectations, which outline what beginning teachers should know.

“The revised CSTP features several key shifts from the 2009 version, chief among them a more holistic approach to teaching and learning,” said Sarah Lillis, executive director for Teach Plus California, in a letter. “For example, the move from goal setting to designing learning experiences shifts the focus from results to students’ learning. Another notable shift is recognizing that all teachers, regardless of subject-specific credential areas, are teachers of literacy skills.”

Family engagement is a key element of new standards

The new standards also focus on family and community engagement, requiring teachers to find effective strategies for communicating and creating relationships with families.

“These standards provide an invaluable road map that will undoubtedly strengthen how teachers, schools and communities partner with families,” said Bryan Becker, of the Parent Organization Network.

Also new to the standards are two sections, one asking teachers to examine their personal attitudes and biases, and how these impact student learning, and the other asking them to reflect on their personal code of ethics.

After speakers expressed concern about the few references to English learners and students with disabilities in the document, Chair Marquita Grenot-Scheyer made a motion to approve the standards with amendments that would “shine a brighter spotlight” on those students.

She also asked that the amendment include direction to ensure teachers attend individualized education plan meetings. School staff and parents attend these meetings to review the education plan of students with special needs.

Revision put on hold for two years

According to the commission, the revision was a long time in coming. Originally adopted in the 1990s, the standards were most recently updated in 2009. An expert group of educators, administrators, researchers and state education staff came together in 2020 to update the standards. The group met online five times between June 2020 and May 2021, but work was paused a few months later “as Covid and other critical world events demanded pause and reflection.”

Over the past two years, the commission has been focused on other state initiatives that would impact the new standards, including the new PK-3 Early Childhood Specialist Instruction Credential and the implementation of revised literacy standards and literacy-related teaching performance expectations mandated by legislation. Members of the expert group returned in 2023 to review and finalize the document.

Board denies pleas for delay

The commission voted for the newly revised standards to go into effect in the 2025-26 school year, despite numerous requests by speakers to extend the rollout to give teacher preparation and induction programs and the commission staff more time to prepare for them.

Grenot-Scheyer also directed commission staff to develop an implementation plan that will support school districts and teacher preparation programs during the transition.

Audry Wiens, induction coordinator for Fontana Unified, was among those who asked the commission to delay the implementation of the standards for a year. She said programs would need to come to a common understanding of the shifts that need to take place, revise relevant documents, train mentors in induction programs and update accreditation websites.

Some wanted the standards implemented as soon as possible.

“I am not an induction program provider, but it really causes me pause to extend any sort of timelines, because we have got things to do here,” said Commissioner Megan Gross. “… I want us to capitalize on this sense of urgency that we have to do better for our kids.”

GOING DEEPER

Domain 1: Engaging and supporting all students in learning – Teachers apply knowledge about each student to activate an approach to learning that strengthens and reinforces each student’s participation, engagement, connection and sense of belonging.

Domain 2: Creating and maintaining effective environments for student learning – Teachers create and uphold a safe, caring and intellectually stimulating learning environment that affirms student agency, voice, identity and development, and promotes equity and inclusivity.

Domain 3: Understanding and organizing subject matter for student learning –  Teachers integrate content, processes, materials and resources into a coherent, culturally relevant and equitable curriculum that engages and challenges learners to develop the academic and social–emotional knowledge and skills required to become competent and resourceful learners.

Domain 4: Planning instruction and designing learning experiences for all students – Teachers set a purposeful direction for instruction and learning activities, intentionally planning and enacting challenging and relevant learning experiences that foster each student’s academic and social–emotional development.

Domain 5: Assessing students for learning – Teachers employ equitable assessment practices to help identify students’ interests and abilities, to reveal what students know and can do and to determine what they need to learn. Teachers use that information to advance and monitor student progress as well as to guide teachers’ and students’ actions to improve learning experiences and outcomes.

Domain 6: Developing as a professional educator – Teachers develop as effective and caring professional educators by engaging in relevant and high-quality professional learning experiences that increase their teaching capacity, leadership development and personal well-being. Doing so enables teachers to support each student to learn and thrive.

 

DeSaulnier announces 2024 Congressional Art Competition for high school students

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2022 District CA-11 Congressional Art Competition winner, “Growing Up” by Menglin Cai of Danville. Source: Office of Congressman Mark DeSaulnier (when he represented the 11th District)

Deadline for submittals is April 5th

Walnut Creek, CA – Today, Congressman Mark DeSaulnier (D, CA-10) announced he will participate in the nationwide 2024 Congressional Art Competition. High school artists living in California’s 10th Congressional District may begin submitting original artwork to his office virtually from now through Friday, April 5th. The winning piece will be selected by a panel of local judges who will view all artwork electronically and announced at a reception to celebrate all participants following the submission deadline.

Participants may submit one photograph or scan of their artwork, taken in the highest possible resolution, to kaylee.deland@mail.house.gov. Submissions must include the Student Release Form. Artwork entered in the contest may be up to 26 inches by 26 inches, may be up to 4 inches in depth, and not weigh more than 15 pounds. If your artwork is selected as the winning piece, it must arrive framed and must still measure no larger than the above maximum dimensions.

  • Paintings – including oil, acrylics, and watercolor
  • Drawings – including pastels, colored pencil, pencil, charcoal, ink, and markers (It is recommended that charcoal and pastel drawings be fixed.)
  • Collages – must be two dimensional
  • Prints – including lithographs, silkscreen, and block prints
  • Mixed Media – use of more than two mediums such as pencil, ink, watercolor, etc.
  • Computer-generated art
  • Photography

All entries must be original in concept, design and execution and may not violate any U.S. copyright laws. Any entry that has been copied from an existing photo or image (including a painting, graphic, or advertisement) that was created by someone other than the student is a violation of the competition rules and will not be accepted. Work entered must be in the original medium (that is, not a scanned reproduction of a painting or drawing).

The rules for the 2024 competition are available here or on House.gov.

“Every year I am so impressed by the talent of the students in our district who participate in the Congressional Art Competition,” said DeSaulnier. “I am pleased to again host this event as an opportunity for young artists to showcase and be recognized for their creativity.”

The competition is open to all high school students living in California’s 10th Congressional District. The winning piece will be displayed in the U.S. Capitol and the winner will be invited to Washington D.C. to attend a national reception honoring winners from around the country. All submissions must be emailed to Kaylee.deland@mail.house.gov no later than 5:00 p.m. PT on April 5, 2024.

The Congressional Art Competition is a nationwide high school visual art competition to recognize and encourage artistic talent in the nation and in each congressional district. Since the Competition began in 1982, more than 650,000 high school students have participated. Complete contest guidelines and submissions forms are available on the Congressman’s website here. For more information or help submitting artwork, please contact DeSaulnier’s office at 925-933-2660.