UCLA Center for the Transformation of Schools

How can districts sustain counseling supports beyond short-term funding cycles?

This month, our Community Schools Research Library, we are featuring “Leveraging LCFF Funding to Implement Comprehensive School Counseling: A Case Study of Livingston Union School District” from UCLA’s Center for the Transformation of Schools. This case study examines how Livingston has used Local Control Funding Formula (LCFF) resources to build and sustain a comprehensive school counseling model aligned with the ASCA National Model.

Through dedicated funding, clearly defined counselor roles, and strong cross-sector collaboration, the district has improved school climate, reduced suspensions, earned recognition as a chronic absenteeism “Bright Spot,” and helped foster a strong sense of belonging among students.

For community schools implementing the California Community Schools Partnership Program, this case study offers valuable lessons on sustaining integrated student supports and advancing whole-child approaches through strategic, long-term investment.
Read the full case study in our Community Schools Research Library at https://transformschools.ucla.edu/research/community-schools-scale-up-in-la-county/

Is California prepared to meet the growing demand for bilingual teachers?

As dual language immersion programs expand across the state, our new brief examines how district and university leaders are preparing bilingual educators, and whether the teacher pipeline can keep pace with Global California 2030's goal of having half of all K-12 students proficient in two or more languages by 2030.

The findings point to:
🎓A need for deep pedagogical expertise and supervised clinical experience
📋Stronger California standards, but uneven implementation, evaluation, and accountability
📍Geographic pipeline gaps, placement shortages, mentor shortages, and cost barriers
🏫Structural staffing challenges, including seniority rules and reliance on emergency permits
🌐Expanded pathways, sustained funding, and better data needed to meet multilingual education goals

The brief maps opportunities to strengthen the pipeline and support high-quality programs.

Read CTS’ new brief, “Building a Robust Bilingual Teacher Workforce for California”: https://transformschools.ucla.edu/research/building-a-robust-bilingual-teacher-workforce-for-california-teacher-preparation-for-dual-language-immersion-programs/

“For many young people, they don't care what you know; they want to know that you care.”

That was the message CTS Faculty Co-Director Tyrone C. Howard shared with future educators during the 2026 Edgar W. Couper Lecture at Binghamton University, where he spoke with doctoral students in Educational Theory and Practice about the ways schools can better support children of color, low-income students, and immigrant youth.

Howard highlighted how trauma, mental health challenges, cultural stigma, fear within immigrant communities, and gaps between families and providers can contribute to students being misidentified or underserved in school settings.

He also emphasized that meaningful support starts with relationships: “Part of our training around teacher education has to be rooted in building relational capital with students so that they see teachers as true advocates and allies as they attempt to navigate the world around them.”

Read the full article at https://www.binghamton.edu/news/story/6234/tyrone-howard-delivers-annual-couper-lecture-on-educational-equity

🏳️‍🌈🏳️‍⚧️ Pride Month is an opportunity to celebrate the LGBTQIA+ students, educators, families, and communities who help strengthen our schools and enrich our society. It is also a reminder of the importance of creating learning environments where every student feels valued, respected, and empowered to succeed.

Research continues to show that a sense of belonging matters. When students feel seen and supported, they are more likely to engage in learning, build meaningful connections, and thrive both inside and outside the classroom. As we celebrate Pride Month, we reaffirm our commitment to advancing educational equity and supporting schools where all students can learn, grow, and be their authentic selves.

This month, the Community Schools Resource Library features a new book focused on the future of teaching, learning, and system transformation in public education.

📘 “The Future of Public Education” by Barnett Berry, Mike Matsuda, and Michael Fullan explores how school systems can better prepare students for a rapidly changing world through collaboration, innovation, and community-centered change.

Drawing from the decade-long transformation journey of Anaheim Union High School District, the book presents the “8 Factors for System Change” as a roadmap for redesigning teaching, learning, and leadership in the age of AI. Centering educators, students, and families, the authors offer both practical strategies and a compelling vision for creating more responsive, equitable, and future-ready schools.

The book reinforces many of the core principles of community schools, including local engagement, cross-sector collaboration, and system-wide approaches that support student success and well-being.

Explore our Community Schools Resource Library at https://transformschools.ucla.edu/research/Community-Schools-Scale-Up-in-LA-County

Purchase the book from Amazon or Corwin.