Questions from the Press, Friday, Nov. 15, 2024. Responses regarding Sonoma School Consolidation Questions.

Sonoma Valley Unified is bringing its school consolidation process to a close, and I answered a series of questions from the Santa Rosa Press Democrat/Sonoma Index-Tribune regarding the process today. I publish the answers for the public below.  The picture is of my oldest daughter Siena, a junior at Sonoma Valley High, out on a hike with me. 

---

1. Did you expect that the board would make a decision on consolidation at yesterday’s meeting?

I thought a decision might have been made at yesterday's meeting, but I’m not surprised it didn’t happen. The original plan was to consider this matter in December, and while we moved the timeline up to facilitate an earlier decision, it’s clear the community and the board need more time to address all the issues thoroughly. Governance in a democracy depends on meaningful discussion, and everyone should have the opportunity to engage fully in the process. Last night’s discussions brought some previously less-considered options into focus, which now require proper evaluation. The board has recognized this and is planning additional study sessions and discussions to ensure we proceed thoughtfully. Still, if the District is to follow the advice of our attorneys, my understanding is that any decision must be made at the regularly scheduled December meeting, or be delayed by another year.

2. Several board members and people speaking during public comment seemed to think that more time is needed for the board to make a decision on consolidation. What are your thoughts on this?

Both board members and the public are rightly emphasizing the importance of thorough discussion, which is at the heart of democracy. Additional conversations are necessary, as the process is narrowing in focus, much like a gardener pruning a thriving plant to direct its growth. Some options are being set aside as the board and community collectively determine the best path forward. While there appears to be a 3-2 split among trustees regarding whether to consolidate at Adele Harrison or Altimira, the prevailing sentiment is shifting toward Altimira. This may not align with my personal preference, but it is vital that trustees listen, engage, and make independent judgments based on the input and deliberations.

Even when there is disagreement, a unanimous or near-unanimous decision would signify that trustees respected and fully engaged in the process, rather than implying that everyone agrees with every aspect of the decision. This distinction is important for the community to understand. None of us want to close schools, but the reality is that some difficult decisions must be made. The focus must remain on ensuring the process is robust, inclusive, and reflects the collective effort to arrive at the best possible outcome.

3. As I understand it, the board now plans to have staff members provide, among other things, more detailed information regarding making one school both dual immersion and standard, the costs of closing and consolidating schools, and whether or not students currently in the dual immersion programs would continue with the programs if they were moved to another campus. What information would you like to see the staff members provide before board members meet again this coming Monday, Nov. 18?

The idea of making one school both dual immersion and “standard” is not practical and detracts from our immediate priorities. As another trustee noted, successful programs like the dual immersion program are not typically strengthened by merging them with another school at a different site. Two years ago, I suggested dedicating Altimira as a K-8 campus to enhance Flowery, and while current considerations about closing Prestwood and Adele might create opportunities for future homes for the dual immersion program, our immediate focus should remain on consolidation.

At this stage, the District's task is to determine which sites will cease offering educational services, not to address the relocation or merging of programs. Those decisions require robust community engagement through processes such as the 7-11 committee and should not be made unilaterally by the board. Moving programs is a significant administrative challenge, far more complex than deciding which sites to close. Our experience with the Dunbar closure and Woodland Star’s relocation demonstrated the difficulties of handling closure and program relocation simultaneously. Focusing on one step at a time is essential.

Program relocation discussions are premature and risk overcomplicating the current process. For now, the board must focus on identifying which sites will close, deferring discussions about moving programs to a later stage when we can engage stakeholders effectively and plan comprehensively.

4. Will the meeting on Monday be considered a study session, with public access in person and on Zoom? What time will it start?

The meeting on Monday is a study session, with public access both in person and via Zoom. It is currently scheduled to begin at 4 p.m. at the District Office. However, there is a possibility of a closed session taking place before or after the study session, which could adjust the start time to 5 p.m. or later. At this point, the meeting remains set for 4 p.m., and the public is encouraged to attend.

5. Will the board be able to make a decision on consolidation before the next regular meeting on Friday, Dec. 13?

The board will not make a decision on consolidation before the next regular meeting on Friday, December 13. This decision must be made at a regularly scheduled meeting, and that date is the final opportunity to take timely action for the 2025-26 school year. By then, Jason Lehman, the trustee-elect, will have been sworn in and will participate in the decision-making process.

To prepare for that meeting, any resolution the board intends to present must be drafted in advance. I expect the upcoming study session on Monday to be pivotal in shaping that resolution. By the time we reach December 13, I would be surprised if the board's intentions remain unclear. The study session will likely address decisions about which elementary school to close, while discussions about Altimira and middle school consolidation appear to be moving toward consensus. Monday’s meeting will be an essential step in resolving these questions.

6. Trustees have previously stated that the board needs to make a decision by December to allow enough time for a consolidation to take place in the 2025-26 school year. Do you believe that a decision needs to be made by December?

Yes, a decision must be made by December. Our attorney, Harold Freiman, a recognized expert on public school consolidation in California, has confirmed that the December 13 meeting is the final regularly scheduled opportunity to act in time for the 2025-26 school year. I have full confidence in his expertise, and there is no practical alternative timeline.

The board appears to be coalescing around a decision regarding the schools under consideration, even if the implementation is phased over multiple years. This has been a thorough and extended process, and I am confident that the board will take the necessary action at the December 13 meeting to ensure progress.

7. Board members seem to be nearing a consensus on closing Adele Harrison in 2026-27 and consolidating its students at Altimira. Do you think this is the best idea for middle school consolidation, and why couldn’t this consolidation happen in the 2025-26 school year?

Board members do appear to be nearing a consensus on closing Adele Harrison in 2026-27 and consolidating its students at Altimira. However, I remain uncertain whether this is the best approach for middle school consolidation. One significant challenge is that Altimira requires geotechnical earthquake retrofits, identified in the Facilities Master Plan years ago, which have yet to be addressed. Staff estimate the cost of these upgrades to be between $4 and $9 million and suggest the work could be completed in one to two years, but based on my experience, such projects often take longer and cost more than anticipated. The Division of the State Architect and the complexities of school construction rarely allow for the speed we hope for.

This is why Adele Harrison should have been considered more seriously as an alternative. As a newer school, it does not require construction work prior to consolidation. While completing the upgrades at Altimira may not be strictly necessary from a structural or legal perspective, public confidence likely demands it. Moving forward without addressing these issues could undermine trust in the Board and District. This need for construction work at Altimira means middle school consolidation will likely be a protracted process.

To realize cost savings more quickly, we might have considered options like K-6 school sites and consolidating grades 7 and 8 at Adele Harrison. However, the board seems to favor Altimira, and even the school consolidation committee has stated that construction must be completed before using that site for consolidation. While this may not be the ideal solution, it represents progress. Sonoma Valley’s economic strength provides a foundation to manage the District's finances through a phased approach if necessary.

The critical step now is for the board to make a decision and begin the process. Consolidation involves significant administrative work, and the sooner we start, the sooner we can complete it. As the saying goes, the best time to plant a tree was yesterday; the next best time is today.

8. Regarding elementary schools, board members seem to most seriously consider 1) closing Prestwood; 2) closing Sassarini; or 3) closing Flowery and moving its dual immersion program to another campus. What are your thoughts on these three options?

The District is considering the closure of some of its most successful programs and sites, which I believe is a mistake. Prestwood has historically been the primary elementary school for the City of Sonoma, with Sassarini originally serving as an expansion to accommodate a larger student population. While the city's current student numbers may not justify maintaining both schools, folding Sassarini back into Prestwood could be a more viable approach. Similarly, Flowery, once considered a struggling school, has been revitalized by its dual immersion program, which has thrived for years. Its location, in the heart of a Spanish-speaking community, is integral to the program's success. Moving it elsewhere could undermine its progress and disrupt a well-established community.

The concerns raised about Flowery’s facilities reflect historical inequities in funding, not the value of its program or the dedication of its community. Closing a successful program like Flowery's dual immersion or displacing the Prestwood community would create instability and negatively impact the District and the broader Sonoma Valley. Prestwood is deeply tied to the identity of the City of Sonoma, and its closure would erode the community's sense of itself. Trustees should prioritize preserving and strengthening successful programs and minimizing disruption rather than making decisions based on convenience or limited District-focused criteria.

If the board were to close Prestwood, I believe it is essential to ensure that educational services continue at that site. For example, the District should consider engaging with Sonoma Charter School to explore whether they could offer programs at Prestwood, maintaining its role as a center for education in the community. Overall, the community is seeking less change than what is currently being considered, and the District should respect that sentiment in its decision-making process.

9. Do you think the board should still consider K-8 and K-6 options?

Considering K-8 and K-6 options is no longer practical. The opportunity to implement K-6 could have been viable if it had been coordinated with keeping Adele Harrison open, but the board does not seem to be moving in that direction. Our priority must now be to simplify this process into something administratively manageable.

Reducing the number of steps, sites, and changes involved increases the likelihood of a successful outcome. The focus should be on making decisions that are realistic and can be effectively implemented. At this stage, closing one elementary site and one middle school site and proceeding from there appears to be the most practical approach. Anything more complex risks overcomplicating the process and delaying necessary action.

10. It seems that contracts with the VMTA and CSEA will have a huge impact on the board’s consolidation decision. Is the board waiting on its decision to ratify the contract with VMTA and CSEA until a consolidation decision is reached?

No, the board is not delaying decisions on ratifying the contracts with VMTA or CSEA based on consolidation. The CSEA (California School Employees Association) contract is progressing as expected, and there is already a mutual understanding between the District and CSEA. Consolidation decisions have no direct impact on this contract, and the District's relationship with classified staff remains strong.

The VMTA (Valley of the Moon Teachers Association) contract is currently in mediation, governed by confidentiality provisions that the District is strictly adhering to, even as VMTA has chosen to engage publicly. In California, such confidentiality provisions often apply asymmetrically, creating some confusion for the community and challenges for the District’s negotiating team. Despite this, I am confident the District is meeting its obligations regarding transparency and public statements.

I commend Dennis Housman, co-president of VMTA, for his significant efforts toward finding common ground, and I appreciate Superintendent Jeanette Chien’s professionalism in collaborating with him. Their partnership exemplifies how teachers and administrators can work together effectively. While the VMTA contract does carry financial implications, it remains a separate matter from consolidation. Neither process is driving the other, and both are proceeding independently. I think the board is committed to resolving the VMTA contract as soon as possible while ensuring consolidation decisions are handled appropriately.

11. Would you like to say anything else?

This consolidation process has been ongoing for nearly four years, and I recognize that those just now engaging may not be familiar with its full history or the extensive data presented to the trustees. This has been a deliberate and methodical effort, rather than rushed, and it is understandable for the community to have questions about such significant matters.

Governance requires a substantial time investment, and it is unrealistic to expect community members to have attended the 200 or more hours of meetings that have shaped this process. The trustees have thoroughly reviewed all the aspects of the decision, and the framework and requirements of this effort are well understood. The District continues to involve the community through democratic discussion, and as is consistent with our representative system of government, the ultimate responsibility for these decisions will rest with the Board of Trustees. I am confident they will meet this responsibility at the meeting on Friday, December 13.

Fred Allebach on Sonoma's General Plan Meeting, June 25, 2024.

I received an email this morning from my friend, Fred Allebach, about tonight's City of Sonoma General Plan meeting, emphasizing the need for integrating equity into the city’s long-term planning. Fred stresses that "the General Plan is a 20-year blueprint for Sonoma planning and policy." He urges the City to ensure that the plan includes more explicit equity policies and accurate local data, particularly on demographics and socioeconomics, to address systemic discrimination effectively. He points out that "[t]he city proclaimed that systemic discrimination is a social ill and needs to be remedied in its recent Juneteenth Proclamation," serving as a foundation for these calls to action.

Fred argues that "the General Plan process is now a chance to walk the talk," referring to the opportunity to reflect these equity commitments in tangible planning policies. He highlights deficiencies in the current General Plan’s data and analysis, pointing out the lack of comprehensive local studies and the over-reliance on general data sources that do not accurately reflect local conditions. Fred is right when he asserts that accurate local data is vital for creating policies that genuinely address the needs of disadvantaged communities in Sonoma.

A significant concern he raises is the omission and underplay of local demographic, economic, and educational equity issues in the existing conditions baseline report. He warns that "if the existing conditions baseline report as initially written omits and underplays local demographic, economic, and educational equity issues, this will stand for 20 years," perpetuating existing inequities. Allebach cites the example of socioeconomic demographic stats from the 2023 Housing Element analysis, noting the  acknowledgment of disadvantaged communities in Sonoma Valley, which is not adequately addressed in the current General Plan.

Fred also questions the motives behind the apparent lack of detailed local data analysis in the General Plan and Housing Element. He notes that there are community fairness concerns, stating, "it's my contention that the Housing Element and General Plan are intentionally underplaying local equity issues." He believes that addressing these issues might disturb the status quo preferred by influential city stakeholders.

Fred calls for a comprehensive revision of the General Plan to include more localized and accurate data reflecting equity issues. I'm glad we have Fred doing this important work, and his meticulousness in addressing all the concerns comprehensively. More information on the meeting, including how to participate, is at the following link: 

https://www.sonomacity.org/special-meeting-to-continue-discussion-on-general-plan-update-on-june-25th-6-pm/

Questions from the Press, Friday, April 12, 2024, Community Resource Officer.

On Thursday, March 11, Sonoma Police Chief Brandon Cutting provided a comprehensive overview of the Community Resource Officer (CRO) program to the Sonoma Valley Unified Board, highlighting its development and the strategic focus on enhancing community and school interactions. He explained, "In 2022, the city agreed with the county, the Sheriff's Office, to add a community resource officer or community-oriented policing position to handle several different points of focus." This initiative was part of a broader response to community needs that evolved due to staffing changes and emerging local issues. The role was specifically designed to "develop relationships with our community residents, attend and provide crime prevention events at city events, and be a resource to provide referrals to support residents, our community partners, and business owners." Moreover, the CRO aims to "deter crime on or around campuses and build relationships with school staff and students," ensuring a supportive environment conducive to educational success.

Addressing potential concerns about the CRO's role in the schools, Chief Cutting clarified that the CRO's presence is fundamentally different from traditional School Resource Officers (SROs). He stated, "This position will not police the students as this role is only proactive in being a positive model of what law enforcement represents in the community." Emphasizing the non-punitive nature of the CRO, he reassured the community and school board, "We really need to have this agreement so we can have some general guidelines and some rules... The only thing we wanna do is continue that feeling of safety on the campus." The commitment to maintaining a safe and non-disruptive presence in schools was underlined by his promise of transparency and ongoing dialogue: "The Chief of Police will provide statistics and situational updates monthly at School Board meetings as requested." These efforts underscore a dedicated approach to fostering a secure and supportive environment for students, staff, and the wider community. After the presentation and public comment, the board discussed the matter and voted 4-1 to approve the MOU as presented, with Trustee Winders against.

Below, I answer questions from the Sonoma Index-Tribune/Santa Rosa Press Democrat regarding the meeting. The photograph is of my mom, Joyce, with my youngest daughter, Margaux Joyce Kelly,.

Questions 1 and 2 (combined): It seemed to me that you initially were in support of approving this item at the meeting, but later had some strong reservations. Is that a correct assessment? Please explain. You, along with three other trustees, voted to approve the item, correct? If so, why did you vote to approve it?

My position was the same the whole time. As I said last night, "[o]n balance, I'm inclined to support tonight the fact that we would adopt this MOU. Alternatively, I would be prepared for us to take a second read of it. But I think we need to make clear the relationship with law enforcement going forward." 

We have a critical need for stability and safety on our campuses, which has been underscored by my personal experiences and professional understanding of the benefits of having a well-defined relationship with law enforcement. That support is despite concerns about the sustainability and consistency of funding for the Community Resource Officer (CRO) program. I was also concerned about ensuring that contractual responsibilities were properly aligned and that the program's objectives were transparent and well-understood by all stakeholders. My emphasis on having everything in writing reflects my legal background and my commitment to clarity and accountability in how we implement such significant policies. 

I voted to approve the item along with three other trustees because, on balance, I believe the benefits of having a CRO on campus—especially in terms of building trust and safety among students—outweigh the potential drawbacks. The decision to support the initiative also came from a recognition of the immediate need to address security concerns and foster a positive relationship between students and law enforcement. I felt that approving the MOU was a necessary step to move forward, even as we continue to address and refine the program's funding and operational details. 

I did so being cognizant of the fact that the contract is for 18 months, without an out-of-pocket expenditure by the District, and should the program not work out, the District can exit on 30 days' notice with no financial penalty. This gives us a year and a half to evaluate the program, make necessary changes, and be in a position to, I think, have SVUSD shoulder some of the costs after that period should this initial timespan work as expected. As it was the City of Sonoma that defunded the program, that the costs of restarting not be borne by the District strikes me as fair, but after this period of re-engagement, I would expect the financial relationship to be along the lines of what existed previously, with SVUSD bearing a third of the cost. 

3. Do you think having a CRO is a good idea? Why or why not?

I believe that having a Community Resource Officer is a good idea. On January 8, 2020, two of our middle school students were sexually assaulted on the way to school and, given the close working relationship between our school staff and law enforcement, the perpetrator was identified and detained within approximately 90 minutes. The clear and well-understood relationship between our school staff and our sworn peace officers was something we relied on that day and, when in December 2020 that contract with the police was disrupted, SVUSD's resources to address school safety issues were seriously impacted; I observed this directly in the interim. 

Going forward, I believe the program will have a positive impact on the safety and well-being of our students. From my personal history and from observations within the district, the presence of a dedicated law enforcement officer can deter violence and provide a fundamental sense of security for a conducive learning environment. Moreover, a CRO can play an important role in educating students about law enforcement, thereby building a foundation of trust and understanding that can extend beyond the school grounds. However, for such a program to be successful and sustainable, it must be backed by clear policies, consistent funding, and ongoing community engagement to ensure it meets the needs and expectations of all involved. I had hoped that we could unanimously back the program, and I encouraged the trustees to take steps that might have allowed that, but on balance the trustees, I think, felt the time for action was now, and given that, my choice is to support the program. 

4. Do you think that the position, as described by Chief Cutting, is a good idea? Why or why not?

The position as described by Chief Cutting seems fundamentally to be a good idea, particularly due to the proactive approach of integrating law enforcement within the educational environment in a way that builds trust and security. This is in accord with my belief in the importance of establishing a safe and secure learning environment where students can thrive without the fear of violence. Chief Cutting's description emphasizes a collaborative and educational role for the Community Resource Officer (CRO), which is at the core of fostering positive relationships between students and law enforcement. This preventive approach can help mitigate issues before they escalate, contributing to a healthier school climate.

5. Do you feel that any areas of the job, as described by Chief Cutting, need to be changed or reconsidered?

While the description of the job by Chief Cutting covers many important aspects, one area that might need continued monitoring is the extent of the officer's involvement in disciplinary actions within the school. The CRO's role must remain focused on safety and education rather than disciplinary enforcement, to avoid any potential negative perceptions among students, except in those situations that are both criminal and disciplinary. Additionally, the mechanisms described for accountability and regular feedback from the school community, including students, parents, and faculty, should help ensure that the officer's presence is positively integrated and remains in line with the educational goals of the schools.

6. Now that the position has been approved, do you still see a need for additional input?  If so, from whom?

Yes. These 18 months are not funded by SVUSD, but past that point in time, the district will probably be called upon to shoulder some of the expense, and frankly, I think the school district should bear some of the cost. The next time this MOU is reviewed, I therefore think a price tag will be attached, and ongoing input will be needed to ensure the program evolves in response to the community's needs and concerns. Continuous engagement with a broad spectrum of stakeholders—students, parents, teachers, and community leaders—is necessary to assess the effectiveness of the CRO's role and make adjustments as needed. Particularly, student input is vital, as they are the most affected by the officer's presence. Their feedback can provide insights into how the officer is perceived and the impact on the school environment. Additionally, regular reviews and discussions should be incorporated to ensure that the CRO's integration supports not only physical safety but also contributes positively to the psychological well-being of our students.

7. Do you have concerns that the CRO will cause some of the same concerns among students that an SRO did?

There are valid concerns that the Community Resource Officer (CRO) could evoke some of the same apprehensions among students that were previously associated with the School Resource Officer (SRO) program. One of the primary concerns is the perception of the officer's role—whether it is seen purely as a safety measure or as an extension of disciplinary action within the school. To mitigate these concerns, we must communicate that the CRO's role is primarily supportive and educational, rather than punitive. The integration of the CRO should be handled with sensitivity to student diversity and with proactive measures to build trust, such as engaging students in discussions about their safety and rights. Continuous feedback from students should be sought to adjust the program and address any issues promptly.

8. Do you have concerns about approving an MOU that was somewhat different than the funding document that was approved by the Sonoma County Board of Supervisors? Why or why not?

Approving a Memorandum of Understanding (MOU) that differs from the funding document approved by the Sonoma County Board of Supervisors does raise concerns, particularly regarding transparency and consistency in implementation. It is essential that all documents related to such significant roles as the CRO align to prevent confusion and to ensure that all stakeholders—the school district, the law enforcement agencies, our students, and the community—have the same understanding of the program’s scope, responsibilities, and funding. Discrepancies between the MOU and the funding document can lead to challenges in accountability and might complicate future funding or program adjustments. Therefore, it is necessary to reconcile these documents to ensure they accurately reflect the agreed terms and conditions, especially when school district dollars are, I believe, inevitably called upon to support the program. This alignment also supports a clear, unified approach to the program's implementation and evaluation, fostering greater trust and cooperation among all parties involved.

9. Would you like to say anything else?

Yes, in the meeting last night, I shared some personal information, and it informed my decision-making. The quote is below. 

"When I was a kid, I was a victim of pretty severe domestic violence for many years. I don't know if I got it worse or my mom did, but it was awful. And I can tell you what it meant when a police officer showed up. It meant it was over. It meant the violence was over. That's what it meant. And thank God. Because when you're a small child and you're encountering violence, your entire world is turned upside down, and nothing works anymore. And that's the way it is on our school campuses when there's violence. Just one incident can prevent everyone from learning. It prevents everyone from doing what we are trying to do. Violence is an anathema to everything we do in education. And so when I see that officer, what I see is is that the violence is over. And that's what I knew as a kid about school. That's one of the reasons I loved school. Because I knew when I went to school, it was safe. That was the place it was safe. And for many of our kids at home, it's not safe. And we need to know in the future that they're going to be able to reach out to law enforcement when they need to to get the protection that they need to make sure that their life is protected. My mom eventually did that. And thank God it ended. And it took that to do that. So when I see the officer, I have to, as a person elected to do this job, draw on my personal experience to know what's going to happen. And so when I look at it on balance and I see us doing this, what I see is us starting to make sure that our students are able to build up that trust reservoir that will allow them to reach out in their lives and be able to make sure that they get the protection that they deserve."

Questions from the Press, March 25, 2024, Equity Centered Student Schedules.

On Thursday, March 14th, the Sonoma Valley Unified Board of Trustees received an information item on changes to our schedules at our middle and high schools. The discussion on equity-centered student schedules highlighted a transformative approach aimed at enhancing fairness and inclusivity within the educational framework of Sonoma Valley High School (SVHS), Creekside High School, and our middle schools. The presentation, led by Dr. Christina Casillas along with Principals Molly Kiss and Elizabeth ("Liz") Liscum, outlined a strategic shift towards schedules that accommodate the diverse needs and interests of all students, emphasizing the critical importance of offering a broad spectrum of electives and ensuring that the composition of AP classes reflects the diversity of the student body. Dr. Casillas underscored the commitment that "schedules should be based on student interest and student need," aiming to align the educational offerings more closely with students' aspirations and potential.

Public comment further enriched the discourse, with educators and community members voicing support for the initiative while also raising concerns about practical implementation aspects, such as the need for adequate funding and staffing to sustain the expanded elective options. Laura Hoban, co-union president, particularly highlighted the popularity of farm-to-table classes, stressing the necessity of instructional assistance to ensure these classes' success. 

In essence, the move towards equity-centered schedules at SVHS, Creekside, and our middle schools represents a significant step forward in creating a more inclusive and responsive educational environment. By prioritizing student interests, diversifying elective offerings, and addressing scheduling equity, the District aims to foster a learning atmosphere where every student has the opportunity to excel and pursue their passions. This shift is grounded in the belief that our scheduling approach can profoundly impact students' academic and personal growth, contributing to a more equitable and vibrant school community.

Below, I answer questions from the Sonoma Index-Tribune/Santa Rosa Press Democrat regarding the course. Photo is of Margie, enjoying some froyo. 

1. What were your general impressions of the presentation and discussion regarding equity centered student schedules at the last board meeting?

The presentation on equity-centered student schedules conveyed a thoughtful and comprehensive approach to redesigning school schedules to better meet the diverse needs of all students in the Sonoma Valley High Schools and Middle Schools. The focus on student-centered scheduling, as discussed by Dr. Christina Casillas, our Associate Superintendent of Educational Services, and principals from Sonoma Valley High School and Creekside, emphasized a commitment to reflect on the school's visions, values, and beliefs. It highlighted the extensive process involving professional learning, community engagement, and iterative planning to ensure schedules support all students, especially those requiring interventions, electives based on interest, and multilingual learners. 

The mention of adjusting schedules to comply with state requirements while aiming to release students early for extracurricular or personal obligations showcased an intent to balance educational mandates with students' holistic needs. I was particularly cognizant of Trustee Winders’ underscoring the civil rights implications of equitable scheduling, highlighting the transformative potential of these changes on students’ access to diverse learning opportunities and their ability to find their passion in elective subjects.

2. How do you define equity centered schedules?

My understanding from the presentation is that equity-centered schedules are designed to ensure that all students, regardless of their background, abilities, or needs, have equal access to quality educational experiences, support services, and opportunities to pursue their interests. These schedules are crafted with a deliberate focus on dismantling barriers that prevent equitable participation and achievement. They incorporate elements such as interventions for students needing additional support, access to a wide range of electives reflecting student interests, and provisions for multilingual and special education learners. 

The goal is to create a learning environment where every student, especially those historically marginalized, can succeed academically and personally. As outlined by Dr. Casillas, equity-centered schedules aim to reflect the diversity of the student body in class compositions, adhere to instructional minutes with flexibility, and integrate social-emotional learning to promote a sense of belonging among all students.

3. Why and in what ways aren’t school schedules equitable currently at a) SVHS high schools and b) SVHS middle schools?

The current scheduling system in our high schools does not fully accommodate the diverse needs of our student body, particularly for students requiring special education services, English learners, and those from marginalized communities. The presentation highlighted a desire for schedules to allow for interventions, access to Advanced Placement (AP) classes, and elective offerings based on student interests. Trustee Winders’ pointed out how the previous scheduling model limited students with disabilities from participating in elective courses, a critical area for excelling outside traditional academic subjects. The limited access to elective courses due to scheduling constraints represents a significant equity issue, denying students the opportunity to explore diverse interests and potential career paths.

In our middle schools, the inequity in schedules similarly manifests through a lack of sufficient opportunities for students to engage in electives and interventions tailored to their interests and academic needs. The move towards a seven-period day aims to address these disparities by offering more elective choices and ensuring interventions for students who need extra support, such as English language learners and those requiring academic support. The emphasis on providing electives based on student requests, as Dr. Casillas mentioned, signifies an effort to make the middle school experience more inclusive and responsive to student interests, promoting a more equitable educational environment where students have the freedom to explore and develop their passions.

4. Why is it important to offer equity centered student schedules?

It acknowledges and addresses the diverse needs, interests, and backgrounds of all students, ensuring that every student has access to quality education and opportunities to explore their passions. These schedules prioritize the removal of systemic barriers to educational access and success, especially for marginalized and underrepresented students. As highlighted in the presentation and discussion, integrating equity into scheduling practices aligns with a broader commitment to civil rights, ensuring that educational opportunities are not just available but are also equitable and inclusive. This approach supports social-emotional learning, promotes belonging, and prepares students for a more diverse and global society by reflecting the student body's diversity in class compositions and offerings.

5. Will implementing equity centered student schedules offer students more opportunities to take electives? If so, what classes will they no longer take?

Implementing equity-centered student schedules will offer students more opportunities to take electives that align with their interests and passions. By restructuring the schedule to include more periods and block scheduling, students can access a wider range of elective courses without sacrificing core academic requirements or interventions. For example, the shift to a seven-period day in middle schools expands elective offerings, allowing students to explore new areas such as fitness, rhythm and beats, and Spanish classes. These changes may reduce the need for students to take multiple intervention classes simultaneously, providing them with the flexibility to enroll in electives they previously had to forego due to scheduling constraints. Consequently, students will have a more balanced and enriching school experience, focusing not just on academic achievements but also on personal growth and exploration.

6. What groups of students will benefit most by offering these schedules in a) SVHS high schools and b) SVHS middle schools?

All students across our schools stand to gain from the implementation of equity-centered schedules. At its core, a schedule serves as a fundamental mechanism for distributing limited resources, specifically teacher time and attention, across various subjects to meet our students' diverse needs. When any group of students' needs are unmet, the institution as a whole fails to address the entire community effectively. Among the feedback we, as trustees, receive concerning our schools, a recurring theme stands out: the imperative obligation we carry to ensure that every student is afforded the chance to realize their full potential. This principle underpins the drive towards equity-centered scheduling, emphasizing that the success of our educational system is measured by the empowerment and inclusion of every student within our educational community. By adopting schedules that prioritize equity, we commit to a more inclusive, responsive, and effective educational environment where every student can find the support, opportunity, and encouragement needed to unlock their unique potential.

7. How will other school programming be affected by offering equity centered schedules?

By focusing on a more inclusive and responsive allocation of time and resources, these schedules require a review of existing. This might lead to expanded intervention programs, enhanced support for multilingual learners, and increased emphasis on social-emotional learning within the curriculum. Additionally, it could stimulate innovation, such as integrated learning experiences and interdisciplinary projects, to maximize educational outcomes within the available instructional time. The shift towards equity-centered scheduling thus acts as a catalyst for broader educational reform, encouraging schools to reevaluate and potentially reconfigure to better serve the needs of our student body.

8. Do you feel that electives should be offered based only on student preferences?

Elective courses offer students the opportunity to explore interests, develop new skills, and engage with subjects that might not be covered in the core curriculum. Student choice is important in creating an engaging and relevant educational experience, in the context of the school’s responsibility to provide a balanced curriculum that exposes students to a broad range of disciplines and perspectives. This includes courses in the arts, technology, physical education, and career and technical education (CTE), that are essential for a well-rounded education. 

9. It seems that the school district will need to hire new teachers to teach some of the new electives. Will this require the district to simply have more teachers, or will it result in some teachers losing their jobs?

Introducing new electives involves optimizing the current teaching staff's skills and potentially providing professional development to help empower educators in new subjects and teaching methods. The goal is to enhance the curriculum, encouraging a dynamic and flexible teaching environment that responds to student interests, by enriching our educational offerings through careful planning and resource management, so in short, no.

10. Do you foresee problems in accommodating all needs and preferences of students during each school day?

Our schedule requires thoughtful planning, that often necessitates compromise. The reality of budget constraints means that not every preference can be accommodated to the fullest extent desired, leading to a continuing dialogue with students and families to manage expectations. We’re always seeking ways to refine the scheduling process to better serve the community.

11. Do you think zero periods should be available to students? Why or why not?

If zero periods can be offered in a way that is truly discretionary, without inadvertently pressuring students to extend their school day to remain competitive or meet graduation requirements, they can serve as a positive addition to the school schedule. However, their implementation should be carefully considered, weighing the potential benefits against the impact on student wellness, including adequate sleep and work-life balance.

12. Will any groups of students be negatively impacted by these schedules?

Each student has a unique set of strengths and challenges they bring to our schools, and our schedule will in some cases play to or coincide with either, for the exact same student. That change is the core concern we must manage as an institution, through robust support systems and through the flexibility to address individual concerns as they arise.

13. During public comment, one caller seemed to think it is more critical to put more emphasis on teaching basics rather than offer electives. What is your opinion about that?

The balance between teaching the core and offering electives is a holistic approach to education that recognizes the diverse needs and potentials of students. Focusing solely on one or the other does not fully address the broad spectrum of student abilities, interests, and future aspirations. Electives foster a well-rounded education, allowing students to explore interests, develop specialized skills, and cultivate passions that can lead to emergent career paths. Electives also often encourage engagement by students, enhancing overall academic motivation and success. Integrating both the core and a rich array of electives, within equity-centered schedules, ensures that education is about nurturing well-prepared, curious, and versatile individuals ready to thrive in a complex world.

14. How will equity centered schedules impact the schools involved, in general?

 We are aiming to create a more inclusive and responsive educational environment that better aligns with the diverse needs of our student body. By prioritizing access to a wide range of courses and ensuring that scheduling does not inadvertently limit student choices or opportunities, these schedules support the goal of providing a balanced and comprehensive education to all students. The impact on schools involves a shift towards more collaborative and flexible planning processes, where student voice and fairness considerations play a central role in decision-making. This can lead to a more engaged and motivated student body, as students feel seen and supported in pursuing both their academic and extracurricular interests. Furthermore, equity-centered scheduling can contribute to closing the achievement gap by ensuring that all students have access to the resources and opportunities they need to succeed, thereby fostering a more equitable and just learning environment.

15. Would you like to say anything else?

No, thank you. 

Questions from the Press, March 15, 2024: Introduction of Ethnic Studies at Sonoma Valley High School.

On Thursday, March 14th, the Sonoma Valley Unified Board of Trustees approved an Ethnic Studies Course for Sonoma Valley High School, scheduled to begin in the fall of 2024, for 9th graders. Andy Gibson, the chair of the History/Social Science Department, highlighted the course's significance. The course explores "the rich tapestry of cultures, histories, and experiences that shape the state of California and our own community." The course itself is structured around four main units: "Exploring Identity and Diversity," "Systems and Power," "Family and Community," and "Movements." Each unit examines various aspects of ethnic studies, from personal and collective identities to historical prejudice and the role of protest movements. This approach seeks to equip students with "the skills to become informed, empathetic, and active participants in our society."

The adoption of the course responds to the educational mandate set forth by California Assembly Bill 101, requiring high school students to complete a semester-long Ethnic Studies course to graduate starting with the class of 2029-2030. It also aligns with broader educational goals of fostering awareness as part of our general civics education. The primary text for the course will be "Uncharted Territory Second Edition" by Jim Burke. This is in accord with the District's commitment to ensuring the course fits the California History/Social Science Framework and the CDE Ethnic Studies Model Curriculum.

Feedback from the student body underscores the potential impact of the Ethnic Studies course. Student surveys revealed sentiments such as, "I think this would be beneficial because multiple cultures can be represented, and it is important overall to have a broadened view of the different cultures we live with." This reflects the student interest in seeing their cultures and histories represented in the curriculum, reinforcing the course's goal of fostering a sense of belonging and engagement. The course looks to "give students a well-rounded perspective on the experiences of all while placing a strong emphasis on personal reflection." In general, the course is an example of Sonoma Valley High School's effort to create an inclusive educational environment that respects and honors all voices, while also contributing to the cultivation of a respectful and understanding community, well prepared to participate in America's strong history of democratic self-government. 

Below, I answer questions from the Sonoma Index-Tribune/Santa Rosa Press Democrat regarding the course. 

1. What is your reaction to an ethnic studies course being added to the curriculum at Sonoma Valley High School in the 2024-25 school year?

It's positive that we're introducing an Ethnic Studies course at Sonoma Valley High School for the 2024-25 school year. This addition, mandated by law, signifies a step towards meeting our educational obligation to all our students, and towards an inclusive educational environment generally.

2. Why is this course needed?

The State of California created this requirement to address the need for students to understand the cultures and histories that make up our community. It's critical for democracy that, amongst other things, we have an understanding of one another when we cast our votes. 

3. Do you think it will help to improve the overall climate on campus by increasing students’ awareness of diversity? If so, tell me how.

I think that students, staff, and the community will have a stronger awareness of and appreciation of the different cultural perspectives in our Valley. I think the goal is ultimately to cultivate a respectful and inclusive environment, and I think the implementation of this course is a step on the road to that objective.

4. Do you think it will help students in their post-high school careers? If so, tell me how.

In business, especially those that have an international component, understanding diverse cultures is often the critical element in promoting win-win solutions. The skills and perspectives gained from this course should enhance our students' ability to navigate both the workplace and society, encouraging communication and empathy.

5. As the course was presented last night, how do you feel about its scope and approach?

The scope and approach of the course, as presented, seems comprehensive and appropriate, touching on important themes of cultural organization and community, which are at the core of a deep understanding of civics.

6. Do you think that it needs to be modified in any ways?

The course is well-structured, and it will of course benefit from feedback from the community and educators, built on the solid foundation of the current framework.

7. Do you view the course as presented last night as still a work in progress that might be modified before it is implemented?

Our curriculum generally gets regularly reviewed and updated by our educators to reflect new insights and developments. Almost from the moment we approve changes to curriculum, the next set of updates begins, to maintain relevance in light of further developments, and I imagine our staff are already thinking along those lines. 

8. Do you think that it is most appropriate to provide the course for ninth graders as opposed to other grade levels? Why or why not?

Offering this course to ninth graders is strategic, and balanced between the developmental stages the students are traversing as they cross the middle-to-high school boundary. The course provides a scaffolding for cultural empathy and awareness, and should encourage critical thinking at what I think is the right time in students' high school journey. It's a moment where they are preparing for future academic and social endeavors that will necessitate the meticulous work of understanding the context of those with whom they collaborate, or, indeed, disagree.

9. Do you think that it is sufficient to offer only one semester of the course rather than multiple semesters that could include other grade levels?

This course is a start, and the discussion last night noted that the curriculum could be expanded to provide more depth and engagement. I imagine staff will explore how additional semesters could further enrich students' learning experiences, especially when informed by this initial course.

10. Would you like to say anything else?

 

I want to express my support for the initiative and thank those who put the effort into developing this course. It represents a significant step towards preparing our students to participate in civic life, through thoughtful, informed, and responsible engagement with our democratic traditions. 

Beyond Technology: The Mother Behind Silicon Valley's Birth.

Courtesy Wikimedia Commons.

A friend recently drew my attention to one of Malcolm Gladwell's Revisionist History podcasts from last October. Starting with a modest plaque at 391 San Antonio Road, Mountain View, marking the "Birthplace of Silicon Valley," Gladwell discusses the Shockley Semiconductor Laboratory, located originally there, that pioneered the first silicon devices. Gladwell then sets out to explore the reasons behind William Shockley's decision to establish his semiconductor laboratory there, especially given the alternatives available to him at the time.

Shockley was a Nobel Prize-winning physicist and the co-inventor of the transistor, and as Gladwell describes, he had the world at his feet with offers from prestigious institutions and cities across the United States. Yet, he chose to relocate to the Santa Clara Valley, dismissing opportunities in Pasadena where he had strong backing from Arnold Beckman, a wealthy entrepreneur and founder of Beckman Instruments. Gladwell notes that, "He [Shockley] finally finds a backer he likes ... who is based near Caltech in Pasadena. Beckman loves Shockley, loves his ideas... Shockley says, no. I want to be in the apricot orchards of the Santa Clara Valley."

Gladwell reveals that personal, rather than professional, reasons primarily influenced Shockley's decision. The profound impact of Shockley's mother on his life and choices becomes evident. She desired to instill in him "the feeling of force and the joy of responsibility for setting the world right on something," highlighting the emotional and psychological depths of their relationship. Gladwell challenges the conventional narratives that attribute the rise of Silicon Valley to macroeconomic forces, institutional support, or even the weather. Instead, it presents a more nuanced and personal view: "Why did the Santa Clara Valley become the birthplace of the computer age? Because someone wanted to be close to mom," he says. 

The discussion further expands on Shockley's personality, his turbulent professional relationships, and his eventual embrace of controversial public stances, which cast a shadow on his earlier accomplishments. Despite these challenges, the enduring connection with his mother remains a focal point, suggesting that even in the face of professional adversity and personal turmoil, the desire for familial proximity played a critical role in his decision-making.

Gladwell's larger thesis seems to be that personal motivations, sometimes dismissed by historians and analysts in favor of larger narratives, can have profound and lasting effects. The story of Shockley and the inception of Silicon Valley serves as an example of how the personal and the professional can intertwine, leading to outcomes that shape the world, at least as far as Gladwell is concerned. 

Whether Gladwell is right or not in the degree to which he asserts the primacy of this factual predicate, he is correct to draw attention to the complex interplay between personal desires, familial relationships, and their impact. "We construct a history of the greatest technological revolution of our time, and we build our theory out of macro forces, institutions, and structural advantages. We look for a grand logic, a reason big enough to match the magnitude of the outcome. But there is no grand logic. There's just an aging widow living on a quiet street in Palo Alto who wanted her golden boy next to her, and the golden boy himself stretched to the limit by his own demons, who needed her next to him." While I might not go so far, Gladwell's take is refreshing given the human character of our decisions, which is so often overlooked so quickly by so many.

Government by Podcast.

The February 22 Economist examined podcasting, which caused me to reflect on that industry's similarity to live local government broadcasts in the United States. Both provide lenses to examine the relationship between audiences and their perceptions of trust and legitimacy, and a path potentially to improved public engagement and credibility through direct audience engagement.

Since its inception in 2004, podcasting has evolved from "downloadable radio" into a cultural force, engaging listeners with long-form, conversational content. The Economist points out this evolution, noting the medium's impact on audiences with detailed narratives, as seen in the success of "Serial" in 2014. This series, investigating a murder trial, marked a significant moment in podcasting history and highlighted the medium's potential to connect with its audience through storytelling and transparency, while alluding to the importance of trust and legitimacy podcasting might play in a governmental context (here, the perception of the integrity of a criminal proceeding).

The push for live government broadcasts on platforms like YouTube reflects a demand for transparency and engagement in the public sector, particularly when coupled with the ability of audiences to participate remotely, largely a byproduct of the social-distancing requirements of COVID-19. These broadcasts provide direct access to decision-making processes, allowing the public to observe governance and indeed to participate as well. This aligns with efforts to enhance trust and legitimacy through at least the appearance of openness, demonstrating a desire for transparency in both media and government.

The integration of video in podcasting, as platforms and creators aim to expand reach and engagement, mirrors this trend toward authenticity and visibility. Platforms like Spotify and content creators moving into video podcasts adapt to a preference for visual content and tap into the audience's demand for direct access to content and narrative formation. This shift towards visual podcasting and live government broadcasts caters to the public's desire for a clear view into processes themselves.

The Economist article and observations of local government initiatives highlight a societal shift towards transparency and direct engagement in media consumption and civic participation, and the increasing necessity of the same to provide legitimacy. This approach shows a reinforcement between podcasting's evolution and governmental transparency efforts. As each grows, the hope is that the combined impact will be positive on public trust and the perceived legitimacy of the public discourse essential to the preservation of democratic institutions.