Questions from the Press, Nov. 2, 2023.

This past week, I received questions from the Press Democrat/Sonoma Index-Tribune regarding  Sonoma Valley Unified's attendance and enrollment. As these are critical questions given our work on realignment as a District, accurate data is at a premium. The information provided cited by the newspaper directly disagrees with State and County level data from SVUSD. We have, as trustees, been notified of continuing serious problems with the financial and demographic data provided by our District, which the newspaper was cautioned by me concerning in the presentation of this article. I provided the below information to the reporter, and the article as produced eliminated all of the context, as well as the graph provided to SVUSD regarding enrollment and attendance produced by the Sonoma County Office of Education (SCOE).  Below is the original information provided to the newspaper. 

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Q. [C]omparing the totals the district provided in 2022 and 2023 with the Davis Demographics report, Davis Demographics projections were lower by 99 students in 2022 and 244 students in 2023. I’m trying to understand 1) why SVUSD’s enrollment decline the past two years has been less than expected and 2) why the enrollment declined by only 12 students from 2022 to 2023.

The data provided by the Sonoma County Office of Education confirms the trend reported by Davis Demographics, as does the data reported by the California Department of Education. I have confidence in Greg Medici, the Deputy Superintendent of Business Services for SCOE, who delivered a report on this subject on September 16, 2023, to the SVUSD board, and the graphic prepared by Mr. Medici is attached. I similarly have confidence in the data produced by the California Department of Education via the California Longitudinal Pupil Achievement Data System, commonly referred to as CALPADS. This system serves as the foundation for California's K–12 education data system by maintaining individual-level data including student demographics, course enrollment, student achievement, English learner status, and other student-related data.

Regarding the information you cited, its author was Adrian Palazuelos, and his separation agreement prevents me from commenting on him or on data he provided to the Index-Tribune/Press Democrat. As for the data in the spreadsheet you sent, there is no name on that data, it does not state from which system the data was drawn, and it lacks the foundation necessary to be treated as reliable. SVUSD has a long history of producing inaccurate data, starting with 13 straight years of projecting declining revenues that never materialized, with budget misses now regularly approaching 20%. I will continue to rely on SCOE and CDE data and will not consider the spreadsheet you sent in my analysis. I deem it unreliable and believe the voters should, too.

Questions from the Press, Thursday, October 12, 2023.

On Saturday, October 7, Sonoma Valley Unified conducted a study session of its special education programs.  I received questions, per usual practice, from the Press Democrat/Sonoma Index-Tribune. Answers are below. 

I've uploaded the pdf of the presentation, because I think this is something the public should be able to review over time. There's handwriting from me on the document, noting that the parent surveys only reach parents whose children are receiving services, which I compared to searching only under streetlights for lost keys. We need to hear from parents whose children aren't receiving services, but should. 

Further, I wrote "insular minor," a reference to footnote 4 of Carolene Products. (United States v. Carolene Products Co. (1938) 304 U.S. 144 [58 S. Ct. 778; 82 L. Ed. 1234].) That footnote points out that "discrete and insular minorities" that cannot expect the normal protections of the political process deserve a heightened standard of review. In Sonoma Valley, while 2/3rds of our students are Latinx, 2/3rds of our voters are white, the type of situation I think contemplated by the court in that case. 

Photo this time is of Margie at a recent soccer practice. Without further ado: 

1-5. (answered together): Why was the meeting important? What do you feel were the main findings presented? What are some of the problems the district is having in addressing the needs of special education students? What are some specific steps that need to be taken?

Sonoma Valley Unified consistently directs Tier 2 and Tier 3 interventions (which Special Education is a part of) towards white students at double (Speech/Language Impairment) to nearly triple the rate (Specific Learning Disability) it does for Latinx students. This is a wildly disproportionate allocation of resources, suggesting that Sonoma Valley's structural racial discrimination problem is being replicated in the administration of its special education program. I believe this is almost certainly due to under-identification of Latinx students; I am not persuaded there is any "over-identification" of white students.

 

Our District needs to identify those students who SVUSD should have known require services (our "child-find" obligation). The existing data suggests that we are failing to pinpoint at least 50 Latinx students who require Tier 2 and Tier 3 support. If the prevalence of Speech/Language Impairment and Specific Learning Disabilities is akin to that in our White population, the number in our Latinx community could reach as high as 350 missed students. Based on my experience reviewing student disciplinary files as a trustee over the past seven years, which is often where the unidentified students are revealed, I estimate that the actual figure is likely between the two numbers, probably around 170-190 students, equating to approximately 10-15 students per grade.

 

To provide those services, Sonoma Valley Unified should fully implement Universal Design for Learning ("UDL") strategies. These form the cornerstone of our multi-tiered systems of support ("MTSS"). Our Tier 1, our general education program, serves as the initial instructional approach and is expected to address the needs of approximately 85% of students. Our Tier 2 supports, partly administered by our special education department, are designed to support roughly 10%, whereas the remaining 5% should be obtaining Tier 3 support.

 

Overally, Sonoma Valley Unified is a wealthy basic aid school district that nonetheless exhibits poor performance across a range of measures. This situation is unusual, considering that rich districts like Sonoma Valley make up only about 9-10% of the approximately 1100 districts in the State, and are anecdotally known for their good results. Likely, the persistent poor performance despite ample resources is linked to how many students are not receiving the services they deserve. I believe this has probably led to behavioral issues that fester over time, as students are not being educated in a fashion consistent with their rights under the law.  

 

Further, the situation has been exacerbated by a footprint that is too large for the current student population, which has declined nearly 35% in the past decade. Realignment is urgently needed to focus resources on our at-need students. Spreading out Tier 1 implementation across too many sites, while not effectively supporting any of them, robs Tier 2 and Tier 3 of the resources to identify and serve students who are at need.

6. Would you like to say anything else?

On a personal note, I had a very hard time reviewing this information, and anyone who would like to view the Youtube video of our meeting is welcome to go and see that. I do not apologize for my emotional reaction. This is a situation that should shock our consciences. We all should be upset, together, to see that this situation has been allowed to develop, and to continue, for so long. Only concerted action will begin to address the situation and right the wrongs that have persisted without remediation, which will take action by the entire community. 

Questions from the Press, Friday September 22, 2023.

Per my usual practice, I have answered questions from our local newspapers below in writing. The subject of this week's questions concerns attendance. To underscore the importance of physical presence, the theme that runs through this subject, I have included a photo collage of my daughter Siena, with me as we recently attending a Taylor Swift concert.

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1. What was your overall impression of the content of the presentation?

Ironically for something that seems so simple, attendance is the source of the stream of benefits that flow from education. Empirical data on the point is beyond question. Further, school for our students is the place where they have permission to let what is within their nature be and allow it expression. In school, we affirm our students' struggles and encourage them to live rich, full lives. They learn every day that their lives are in their own hands, that each has a spiritual summons to be honored, and that when they miss days, they miss another opportunity to bring out their more developed selves to share. I hope every student feels that a day at school is an opportunity to be seized, not something given.

As a community-funded school district (so-called "basic aid"), Sonoma Valley's finances are largely unaffected by attendance. Our community is wealthy and successful, and our school district has been running surpluses for years and is solidly in the black. We care about attendance because it matters for our kids, not because it affects how much money is available. This common misconception should regularly be debunked, as it creates cynicism about why SVUSD cares so much about seeing our students every day.

2. In your opinion, what were some of the positive things in the report?

Our District is engaging in exactly the type of program I would hope it would implement to encourage attendance, and our very strong staff in this area, particularly Ms. Jillian Beall, has taken the academic research and translated it into a fun (indeed, sometimes hilarious) effort to encourage kids to be excited about coming to campus. Attendance Works' Attendance Awareness Campaign (which our staff has been implementing) underlines the need for a supportive and caring response with an emphasis on making students feel valued and establishing trust-based relationships. The campaign reiterates the importance of creating a secure, caring and engaging environment for learners.

Using a data-driven, solution-oriented approach is another essential aspect of this campaign. The welfare and health of students, families, and school staff is emphasized. Additionally, the campaign calls for a joint effort among the wider community, families, and schools to overcome entrenched obstacles to student attendance and engagement. 

Specifically, Sonoma Valley Unified employs a system called multi-tiered systems of support (MTSS), which encompasses a variety of strategies aimed at promoting student attendance. The first level includes approaches such as Positive Behavior Interventions and Supports (PBIS), proactive communication through various channels, creating welcoming school environment, utilizing attendance data, conducting empathy interviews, and making phone calls home. 

The second tier consists of interventions that provide a more individualized approach, such as School Attendance Team Problem Solving Meetings (SART), forming belonging groups, promoting consistent two-way family communication, and regular monitoring of attendance. The third tier applies strategies for students with chronic absenteeism issues, which includes collaborative problem-solving, a program called Keeping Kids in School (KKIS), School Attendance Review Team Meetings (SARB), and conducting home visits.

At the core, though, our staff has managed to inject life into the program, by making it fun in the way experienced teachers know best. A small example was the theme days used to get kids excited and through the door in the morning. As a parent, I was particularly amused and gratified that they managed to do it without turning to "crazy hair day," which as the father of three daughters, has been something of an issue in the past. I include below the listing of the days, to illustrate exactly how our team is making this happen. 

 

3. What do you feel were some of the troubling things in the report?

What troubles me more is the information we received Saturday in our finances overview, rather than the information in the attendance presentation. There has been a significant deviation between enrollment and attendance for some time in SVUSD. 

Our attendance is, and has been for some time, about 2,800 students per day, as the below graph from Saturday's presentation showed. We have been narrowing the gap recently (to be expected with the transition from pandemic to endemic COVID), but the figures illustrate just how small the student population of our Valley has become. Sonoma Valley's enrollment peaked at 4,673 students in 2012, and attendance  at 4,022. The decline shows just how serious the issues are for our District in terms of realignment -- we are staffing a system designed for another era, and the entirely reasonble complaints from our teachers and staff regarding the waste that creates is a continuing issue I am committed to addressing for our community. 

4. Do you feel confident about the approach the district is taking to improve overall attendance and reduce the number of students who are chronically absent?

Yes. Staff are doing exactly what I would expect to narrow the enrollment/attendance gap and the objective data show that they are getting results.

5. How can the board help to improve overall attendance and reduce the number of students who are chronically absent?

We have made addressing this issue a priority for our staff, and in doing so, the board has exercised the leadership role the community expects of us. We, as board members, take attendance seriously. As a parent myself, I know just how hard it can be to encourage students to go to school sometimes. From a tired high-school-aged teenager to a stressed-out middle schooler, to a slightly-under-the-weather first grader, all of whom I support on a regular basis. In that capacity, we are doing what we have advocated. Finally, the most important thing we, as a board, can do, having set the direction and being in the process of ourselves following the advice, is to let our staff implement the program they have devised with fidelity -- which I think is happening.

6. Would you like to say anything else?

No, thank you. 

Bus Driver Shortages and the Baumol Effect.

William Baumol
Namesake of Baumol Effect

In an August 17 article for The New York Times, Colbi Edmonds covered the critical shortage of bus drivers in the Jefferson County Public School District, in Louisville, Kentucky, that threw the first day of school into chaos. With the district encompassing around 100,000 students, this resulted in children mistakenly misplaced or stranded without transportation, creating near-panic levels of anxiety for parents. The Superintendent, Marty Pollio, acknowledged that bus driver scarcity is a nationwide issue, and pledged to work to resolve it, considering options such as a wage increase.

Edmonds is correct in pointing out that Louisville is not the sole sufferer of the bus driver crunch. Numerous school districts are grappling with similar predicaments due to reasons like insufficient pay, hard hours, and the after-effects of the pandemic. For instance, the Tampa, Florida, school district still has 203 driver vacancies even after the school year has begun. Other institutions have resorted to public transportation or last-minute hires, highlighting the intensity of the problem.

At the commencement of the 2023-2024 school year, the Sonoma Valley Unified School District (SVUSD)—where I serve as a trustee—has also faced a lack of bus drivers, as reported by Dan Johnson in the August 18 Sonoma Index-Tribune. This shortfall critically impacted high school students' transportation. Despite the district's advertising for four full-time openings with a fairly competitive hourly wage ranging from $22.51 to $24.83, recruitment efforts have been met with little success, as noted by Superintendent Dr. Jeanette Chien.

Compensation inadequacies and work-hour incompatibilities contribute to the driver shortages surfacing throughout the nation. SVUSD has sought assistance from Sonoma's city manager, David Guhin, in addition to reaching out to the Sonoma County Office of Education, neighboring districts, and private entities to help with staffing. Fellow trustee Celeste Winders encouraged applicants to explore the full-time openings, promising competitive wages and impactful roles in facilitating students' success.

Despite these efforts, as noted in the New York Times article, a comprehensive solution appears distant. The job's negative factors, including often low wages and occasional confrontations with parents or students, reduces its appeal. Erica Groshen from the Cornell University School of Industrial and Labor Relations suggests increasing pay as a direct solution. Jefferson County use of AlphaRoute, though, a routing software, actually made the impact of driver shortages worse. As those knowledgeable of the Baumol Effect are aware, there are few productivity gains available for jobs, like nurse, teacher, and school bus driver, that hinge on the quality of interpersonal connections, and the cost of such employees will continue to rise. These industries must compete for labor with those sectors that do see productivity gains, simply to continue to offer the same level of service.  Hence, for struggling families, the seemingly distant prospect of a return to regular transportation for schooling remains a continuing concern.

From Franklin to DeJoy: Navigating the Future of the USPS and the Potential of Postal Banking.

Benjamin Franklin

1st United States Postmaster General.

Today's post concerns The Economist's recent article on the United States Postal Service (USPS). The article begins with a wry allusion to Benjamin Franklin's role in starting the post office, but moves quickly to an evaluation of Louis DeJoy, the 75th Postmaster General. He has embarked on significant reforms for the financially troubled USPS. Upon taking office during a politically fraught period, he was faced with an institution projected to lose $160 billion by 2030, a problem exacerbated by declining first-class mail and burdensome regulations. DeJoy's efforts have resulted in efficiency improvements and bipartisan postal-reform legislation, though controversial measures such as consolidation and price increases lie ahead in his “Delivering for America” plan, while making sure we protect the letter carriers the United States had depended on since before the Revolution. 

The article alludes to one notable potential reform for the USPS, the introduction of postal banking. This concept has proven successful in places like Japan, where post offices offer routine check clearing and banking services. The existing infrastructure of the USPS provides an opportunity to extend essential banking functions to underserved communities, without the volatility often associated with the traditional banking industry. By offering a stable and accessible alternative, postal banking could present significant benefits to the American public.

Questions from the Press, Thursday, June 29, 2023.

Margaux Kelly.

The Press Democrat/Sonoma Index-Tribune asked questions today about the Supreme Court's rejection of race-conscious college admissions, and the impact on Sonoma Valley Unified's students. Answers are below. Photo is Margie, clowning around with her sisters at the Leaning Tower of Pisa.

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1. What do you think about the Supreme Court's Decision?

62% of Americans now lack confidence in the Supreme Court, with only 37% expressing a great deal or quite a lot of confidence in the institution. Decisions like the one today, and the increasingly common revelations of corruption amongst the conservative justices, continue to destroy the bench's hard-earned reputation. Undisclosed gifts from wealthy right-wing donors who have business before the court are anathema to the maintenance of the public's trust. When coupled with further anti-democratic policymaking from the court, the justices are continuing to act in a fashion inconsistent with Americans' belief in due process. The justices should have left the matter to the President and to the Congress, rather than reigniting yet another culture war. I expect there will be little of benefit to show for their most recent detour into legislating from the bench. 

2. How will it affect Sonoma Valley students who are planning to attend colleges and universities?

The long-term impact is probably greater than the short-term one. Racism is real in American society, and, as Barack Obama has noted, generations of students have been systematically excluded from most of America’s key institutions. Students will continue to be discriminated against in their efforts to get the seats at the table they deserve. As a country and as a society, we must work to end the horrible effects of prejudice on the basis of race, sex, or ethnicity.

In the short term, it is important to note that the vast majority of Sonoma Valley's high school students attend California's public institutions of higher education. California's voters have prohibited state governmental institutions from considering race, sex, or ethnicity in the areas of public employment, public contracting, and public education since Proposition 209 was passed in 1996. That policy was for practical purposes reaffirmed with the defeat of Proposition 16 in November 2020, 57%-43%, despite the Proposition enjoying near-universal support from a wide range of educators, civil rights leaders, and California businesses.

Initially, there were stark consequences for California's flagship public universities from the end of affirmative action. However, those institutions have worked hard to restore diversity to their campuses. In 2021, for example, UCLA's in-state first-year class included more Black students — 346, or 7.6 % — than their 1995 numbers of 259, or 7.3%. The same is true for Latino students, whose numbers grew to 1,185, or 26%, from 790, or 22.4%, during that same period. This is generally attributed to recruiting diverse students, and working relentlessly to persuade those students to accept admission offers. 

The California State University system, with 23 campuses, never experienced the same dramatic drop in Black and Latino students after Proposition 209. Indeed, CSU currently closely mirrors the state's diversity. As of fall 2021, 47% of its 422,391 undergraduates are Latino, 21% are white, 16% are Asian, and 4% are Black, which aligns closely with the demographic breakdown of California high school students who met UC and CSU eligibility standards in 2020-21.

My sense is that the hard work done in California since Proposition 209 will protect this year's class from the destabilizing and destructive consequences of a Supreme Court that has decided to impose its policy preferences on the country at large. Again, California is at the forefront of ensuring all of our citizens' civil rights are protected, regardless of the continuing ridiculous behavior in Washington. 

3. How will this affect their pursuit of careers?

The long-term consequences of the destructive and backward imposition of conservative policy preferences via unelected judges should alarm all Americans. As we have seen over the past few years, civil rights long protected under Federal law, rights recognized and supported by the majority of Americans, are susceptible to reversal by an institution that continues to be plagued by crass corruption that is unacceptable and illegal at virtually every other level of government. 

I idealized our Supreme Court as a student in school, and the belief that justice under our Constitution was available for all Americans was amongst the strongest of reasons that motivated me to study law at the highest level, despite the hardship incident to that effort. To see those principles undermined for mere political advantage despite the empirical evidence in support of their continuance, and in the face of the overwhelming support of those policies by leaders from across our society, strikes at the same idealism that motivates our students today. There is nothing so valuable to the future of our country as the belief of our students that the values America is founded upon will be supported and fought for by those in positions of power. I can only imagine the discouragement and cynicism that today's decision will foster. 

We increasingly seem to live in a country that believes the strong should be allowed to do what they will, and the weak deserve to suffer what they must. That ancient maxim has led to the destruction of civil society wherever it has been instituted. The hope of all Americans is that this madness can end, and that our enduring belief in justice, due process, and democratic self-governance, government that is of, by, and for the people, will again find its rightful place at the center of our civil discourse. 

4. Would you like to say anything else? 

No, thank you.

Questions from the Press, Tuesday, June 20, 2023.

Margaux Kelly, 2022.

I received questions from Dan Johnson of the Sonoma Index-Tribune about the Sonoma Valley Unified LCAP, which is our Local Control and Accountability Plan. The answers, in writing, are below. The photo is of my daughter Margaux, at the start of school this past year, as a contrast to the previous photo. It's amazing how fast they grow up. 

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1. The board approved the LCAP, 5-0, correct?

 

Yes, that is my recollection.

 

2. Why is the LCAP report important?

 

The Local Control and Accountability Plan (LCAP) requirement was created during Jerry Brown's governorship as a part of a reform of school finances in 2013–14. Required by law to be approved prior to the school district's budget, and perhaps originally intended as a planning document, the LCAP now resembles more of a compliance instrument. However, with its objective metrics over a three-year window, the LCAP contains valuable information regarding the performance of a district that is often hard to find in one place elsewhere. It is a significant piece of work for our staff, and I commend the SVUSD employees who worked hard to ensure fidelity to the facts in this year's LCAP.

 

3. Trustees expressed concerns about the LCAP, though. What do you feel were the main concerns expressed?

 

I hesitate to speak regarding the concerns of other trustees. I feel I need to let their comments speak for themselves.

 

4. What are your main concerns with the LCAP?

 

The demographic characteristics of the District drew my attention to begin. The 2021 American Community Survey conducted by the US Census Bureau showed 68% of SVUSD's 38,732 residents identify as White, while 25% identify as Hispanic/Latinx, roughly a 3:1 ratio. However, the demographics within our schools presents a contrasting picture. SVUSD schools have 1,156 White students and 2,305 Hispanic/Latinx students, nearly a 1:2 ratio in the opposite direction.  This translates to roughly 22 White residents for every White student, and about 3 Hispanic/Latinx residents for each Hispanic/Latinx student. The significant difference between the composition of our electorate and our student body is an important point to keep in mind to understand SVUSD.

 

Moving on to measures of performance, our LCAP reveals several key issues that need immediate attention. First, we are faced with significant staffing shortages. The district is managing with only 1.4 full-time equivalent English Learner Support Teachers. This shortfall, in addition to the statewide teacher shortage, particularly impacts our special education department, requiring us to resort to virtual instruction in some cases.

 

Second, we are witnessing an alarming trend in chronic absenteeism. During the 2021-22 academic year, there has been a notable increase in this concern, especially among our English Learner and Low Income students. In fact, our overall attendance rate has slipped from 94% in 2020-21 to 88% in 2021-22. This trend is evident in our target schools too, with Dunbar experiencing the most significant drop in attendance. 

 

Third, our student performance in key areas is declining. In the 2021-22 academic year, only 21% of 11th-grade students met or exceeded the math standards, down from 24% in the previous year. We've also noted a drop in our English Learner reclassification rates, from 15% to 12% over the same period.

 

Fourth, our Local Control Accountability Plan (LCAP) analysis has revealed a significant discrepancy between our local data and state testing data. This gap is particularly pronounced for our English Learner and Socioeconomically Disadvantaged students in state tests. Furthermore, a decrease in the percentage of students in grades 3-8 and 11 meeting or exceeding standards in English Language Arts and Math, as per the 2021 CAASPP data, compounds this concern.

 

Fifth, we are grappling with legal compliance issues in our special education department, specifically concerning Individualized Education Programs (IEPs) for our English Learner special education students. Coupled with this, our students with disabilities are not meeting the proficiency goals in STAR Reading and Math.

 

Finally, our attempts at professional development have encountered challenges. For instance, our Orton-Gillingham training program had no participants in Fall 2022, indicating a need to reassess our approach and make professional development more accessible and engaging for our staff.

 

The array of issues identified above illuminates the necessity for a comprehensive, targeted approach to surmount these challenges while keeping in mind the welfare of our diligent staff and students. They bear the real brunt of these issues, and their resilience in the face of such obstacles inspires our persistent efforts to enhance SVUSD's performance. However, the enduring inaccuracies in our budget have unfortunately sown seeds of mistrust in the data reported about educational outcomes. Critics have a valid point in their concerns that if our budget regularly underestimates revenues, could it be possible that our student performance metrics are similarly discounting student performance? This lack of trust only magnifies the complexities of the educational reform work we strive to undertake for our Valley. I think the Board understands the emotional toll this can take on our community, students, and staff, making our mission to restore trust even more urgent. This is especially poignant given a historical pattern of misinformation and distrust which has not only increased polarization but has also undercut accountability and degraded the quality of our public discourse. The impact of this on our students and staff is not lost, and I think reinforces our Board's commitment to transparency and accuracy.

 

5. Melanie Blake said that it is important to view the LCAP as one part of the district’s strategic plan. Do you agree? What are the other important components of the plan?

 

I leave Melanie Blake's public comments to her, which I think speak for themselves.

 

6. When was the district’s last strategic plan created? What is its purpose and how often are they created?

 

My recollection is that the last two strategic plans were created in 2005 and 2013, and that SVUSD began the creation of a new strategic plan in 2018. The board received updates on the strategic planning process based on listening circles and other information solicited in February of 2019. On April 27, 2019, the Board held a study session on this subject. In the fall of 2019, the process was continuing, when it became clear at the resignation of Nicole Abate Ducarroz, that the trustee areas were out of compliance with California law, and that redistricting had not occurred after the 2010 census. At that time, Sonoma Valley Unified engaged Davis Demographics to complete a demographic study to allow redistricting, which did, in fact, occur in 2020. My recollection is that the board thought an accurate demographic study was also a prerequisite to completing a new strategic plan. 

 

The onset of the pandemic in February and March of 2020 interfered with the continuation of the strategic planning process, as District resources were shifted to handling the transition to distance learning. The District investigated restarting the process in the fall of 2022. There was disagreement between the then-sitting trustees about the nature and scope of that work. Further, as no facilities master plan had yet been completed, and because SVUSD was again considering realignment in the context of that facilities master plan, the District chose to focus on its facilities plan. 

 

That facilities master planning process in many respects came to reflect a hard-nosed recognition that waste on so many underutilized sites required attention prior to implementing new programs across a portfolio of campuses constructed for a different student population, residing in different places, in different times. The facilities master plan should be complete this fall and that, along with our demographic data, will likely supply the necessary supporting materials for SVUSD to again conduct listening circles and surveys regarding the strategic plan. 

 

The strategic plan can be thought of as a process of documenting and establishing the direction of our District by assessing where we are, and envisioning where we want to be. I have compared the process at times to painting the Golden Gate Bridge, a continuing task that is never completed, but which is essential to serving our community. Ten years is a bit long between plans, but given the serious problems with redistricting and facilities, and the changing demographics of the District, coupled with the impact of the pandemic, I think the time frame since the last strategic plan is understandable. 

 

7. Do you think it is time to create a new strategic plan? Why or why not?

 

With the completion of the facilities master plan in the fall, yes, I believe we are in a position to undertake this work. 

 

8. What do you feel were the most encouraging and most disappointing findings in the LCAP report?

 

The LCAP data paints a sobering picture, a reflection of the challenges our school community is navigating. There are both inspiring and disheartening elements. On a positive note, it is heartening to acknowledge the dedication and professional integrity of our staff in ensuring the accuracy of the information. They have not shied away from presenting unvarnished facts, a testament to their commitment to our students' education and well-being.

 

However, it is deeply concerning that enduring distrust over budget misinformation and consequent polarization in our community threatens to overshadow these efforts. Such a climate does not just cast doubt on the credibility of our reports, but it also hampers accountability and efforts to create a higher-performing institution. It's distressing to consider that this mistrust could adversely affect the morale of our hardworking staff and the educational experiences of our students.

 

It's vital that we work to resolve the trust issues stemming from underestimated revenues. We need to create a shared understanding that our commitment to transparency and accuracy extends equally to our financial and student performance metrics. By doing so, we can foster a more supportive and trusting environment for all members of our community, especially our students, who deserve nothing less than our best efforts.

 

9. Would you like to say anything else?

No, thank-you.