Scotts Valley Unified School District
Six candidates are competing for three seats on the Scotts Valley Unified School District Board of Trustees in the Nov. 5 election. Voters can vote for up to three candidates.
Stephanie Espinola
Age: 59.
Occupation: Community volunteer.
Tuka Gafari
Age: 55.
Occupation: Real estate agent, UNIX systems administrator.
Gary Redenbacher
Age: 69.
Occupation: Attorney.
Michael Shulman (incumbent)
Age: 66.
Occupation: Product safety engineer at UL Solutions. Shulman is board president of Scotts Valley Unified School District and has served as a trustee since 2008.
Erica B Turzak
Age: 47.
Occupation: Business consultant at Amplify Strategy & Consulting.
Mitali Hindia Weiglein (incumbent)
Age: 38.
Occupation: Health care operations manager at Salud para la Gente. Weiglein has served as a Scotts Valley Unified School District trustee since she was appointed to fill a vacancy in 2023.
SVUSD candidates on the issues
What experience qualifies you for this position?
I have volunteered for over 15 years as a PTA president at the Brook Knoll Elementary School, Scotts Valley Middle School and Scotts Valley High School, I worked as an instructional aide and technical recruiter in human resources at Watkins-Johnson Co., an electronics manufacturer. I currently volunteer with Omega Nu Ducky Derby, the anti-bullying nonprofit I’m Kinder Than That and Barbie Care and Share Northern California.
My experience in finances has not only helped me, but I shared with many others who have become successful. I would like to have early financial education for our youth. Caring for our community to bring back success for our children.
Chairman of the Council for Children at the Children’s Advocacy Institute at the University of San Diego School of Law. Experience in education law including school discipline and special education and coaching for many years in the district.
I’ve served on the SVUSD Board since 2008. Both of my kids went through Vine Hill Elementary, Scotts Valley Middle School and Scotts Valley High School.
With a professional background in business strategy, communications and finance, coupled with classroom and parent volunteerism, I will bring constituent groups together in advocacy for our schools and help drive necessary strategic and financial decisions, keeping our students in the forefront.
My mother was a special ed teacher for 30+ years. I have two kids in the district, one with special needs. I work in behavioral health in the community health care industry. I understand that school districts have complex operations and my experiences help me support SVUSD in the best way possible.
What local issues affect you that make you want to run for office?
I’m running because I want to make a difference for all our children in the community. I want to continue this district’s high quality education to improve our schools by communication, funding, facilities, teacher retention, inclusivity and managing AI technology.
A deeper financial education for our youth. By high school, students should be able to follow the school budget for the State of California or at least for our local school district. Also, keeping boys and girls bathrooms separated by gender at birth, and a non-gender specific bathroom for anyone who identifies otherwise. One key issue is using electronics as a tool as needed and not become dependent on such devices.
I’m running not because of what affects me, but what affects the teachers and students. The teachers remain severely underpaid. Covid significantly impacted student progress and perhaps most significantly, the pervasive problems schools and students face with technology, especially cellphones.
Maintaining the stability and responsiveness of this vitally important local public institution during dynamic times. My experience can help our schools adapt to changing needs without overreacting.
I value fiscal responsibility, transparency, and equal access to decision making. We must work to enhance communication and build stronger partnerships within the district as well as with the community to best serve our students, educators and families.
(a) Ensuring our district culture honors diversity, equity, inclusion, and allyship; (b) Elevating our state-level and national-level academic achievement; and (c) Championing programs that protect our children’s mental health and wellness.
What’s your plan to recruit and retain teachers and staff? What would you cut from the budget to allow increased compensation for teachers?
I will continue to review the budget for any unallocated monies that could be used for teacher pay. I would lobby the state for increased [Americans with Disabilities Act] monies.
Taxes collected from citizens should be used for programs that benefit the public, including schools. Working with higher members of government at the state level for funds allocated to our school district needs to be examined. There is plenty of tax revenue but not spent where it should be. Increasing taxes is not the answer, but rather working with a budget and not waste taxpayers funds.
This is too complicated an issue to answer briefly. School funding criteria changed last year with the passage of the Local Control and Accountability Plan. Under the law, our district’s ability to increase funding from the state is severely limited. We are only eligible for General Assistance. Meanwhile, most federal dollars are restricted. If we are going to increase teacher compensation, it will likely have to come from within our community in the form of a bond measure. Teacher compensation presently accounts for the vast majority of the budget. As a result, cutting other areas of the budget would have only a minor impact on teacher salaries. With, however, the recent implementation of solar panels, it is possible that the cost of electricity, which is significant, will drop dramatically. Whether this savings is significant enough to pass through some amount to the teachers only time will tell.
Our budget has no room for cuts. Compensation (salaries + benefits) is over 80% of our expenses. The balance between salaries versus benefits is a negotiated item. What we can do is create and sustain the best possible work environment for those willing to devote themselves to this honorable profession, until such time as the state (which controls our revenue stream) and federal government (which owes much more for special education funding than they provide) step up to better value the public education system.
Identifying, attracting and retaining effective educators is paramount to the success of our students. Teacher attrition is costly, time consuming and can have detrimental repercussions on an entire school.
Teacher importance cannot be overlooked or undervalued. Teachers need to be compensated fairly, with competitive salaries that reflect the cost of living of the area. Teachers need to feel valued and be heard and supported by the administration. Parents need to support efforts outside of the classroom by reviewing homework and enforcing successful study habits. Newer teachers need access to mentoring and support. Teachers are asked to do more with less. There has been an increase in required non-instructional time, larger class sizes, and cuts to training opportunities, coupled with less time to prepare lessons, grade papers or respond to student emails.
We are fortunate to have wonderful teaching teams in Scotts Valley. I look forward to working with and advocating for them to ensure that their contributions to the success of our students are valued and appreciated.
Scotts Valley is severely underfunded and our goal is always to preserve programs and retain teachers at the same time. To prevent cutting anything out, our biggest area of focus needs to be advocating for increased special ed funding from the federal government.
What is your experience with accounting and budgets, especially school budgets? Please describe your process of how you’ll work to ensure a balanced budget and adequate reserves.
I will educate myself and seek training on how school budgets are developed. I would communicate with the district’s superintendent and [Santa Cruz] County Office of Education to learn this process and follow all legal guidelines for a balanced budget
I don’t operate with borrowing money or raising taxes but rather save and then spend. I look for solutions to plan ahead saving funds for a project. Bonds always cost 2x or more for taxpayers. If taxpayers have to live within a budget, so does the government without wasting taxpayers’ funds or create future liabilities.
I have only theoretical experience with school budgets. I am, of course, aware of the massive budget shift that occurred in the 1970s with the Serrano v. Priest decisions that pulled school funding largely away from local property taxes to the current system and the ensuing double whammy of Prop. 13 on school budgets. While the current system is euphemistically called a Local Control and Accountability Plan, the reality is that the “local control” is heavily restricted by mandates coming down from the state. Grants for specific items (like solar panels) do, however, become available every year. It is time consuming to apply for these grants, and they are not always available to SVUSD, but it is important for the board and administration to monitor them for any that may be applicable to SVUSD. Any supplemental funds help our constrained budget.
School finances are horribly complicated, and governing board members are never going to become experts in them unless they are a former [Chief Business Officer]. They should avoid pretending to have this expertise and step all over their district’s CBO. Good trustees ask probing questions and hire superintendents capable of overseeing the CBO function. It is up to the CBO and superintendent to present a balanced budget (staying positive three years out, with reasonably conservative projections) and appropriate reserves. Maintaining more than the minimum required reserves sounds like a good idea but it means less dollars in the pockets of staff, so these competing needs must be thoughtfully discussed.
I have an extensive professional background in business strategy, communications and finance. I started my career with economic modeling and international tax strategy for Ernst & Young. Furthering my education, I graduated from Notre Dame with an MBA, took on the role of director of business development and strategy for Toys “R” Us Inc. – working through budgets, planning and financial projections. Outside of work, I was the captain of an ambulance squad dealing with budgets, personnel, equipment expenditures and bureaucracy of the U.S. Department of Health and Human Services. Later, I volunteered on PTA/PTOs, again working on budgeting, fundraising and assisting with school programming. All these experiences, educational, professional and volunteer have prepared me to be a knowledgeable and capable member of our school board. I have the experience necessary to bring constituent groups together in collective advocacy for our schools, make financial decisions that reflect the needs of our schools, demand common sense decision making keeping our students at the forefront.
I have been on the [Scotts Valley Unified School District] board for a year and a half now. I have participated in many trainings and webinars to understand the complexities of school finances, however there is always more to know. The [Chief Business Officer] of the district communicates with the school board monthly regarding the budget and reserves. I will continue to work collaboratively with other trustees and the superintendent to ensure we make informed decisions and increase our reserves over the next four years.
What will you do to ensure that allegations of inappropriate behavior by staff members are investigated thoroughly and training or other corrective actions are taken?
If elected I would take the California School Boards Association training on staffing issues, investigation issues and corrective actions issues. I would work together with the full board and superintendent on these important issues.
Ensure there is staff and tools for a rapid response to investigate properly. Maintain fairness for both sides and they are heard. If safety is of concern, keeping separation is also key, depending on the allegation(s).
SVUSD presently has comprehensive complaint and Title IX investigative processes. These processes have undergone iterative improvements over the years. As an attorney who has been through these processes multiple times, the present procedures are much more thorough and comprehensive than even a few years ago. Both due process and requirements for investigation used to be quite lacking. That has improved substantially. I would encourage anyone interested to check out the current board policies.
It’s always unfortunate when such things happen. Allegations can be made anytime, anywhere, and there’s always a struggle to maintain confidentiality until the fact pattern becomes clear. Some issues might be easily contained within the realm of personnel; others might rise to criminality. Most are handled first within the administrative team. Whether an issue rises to the level of the governing board will be situational, and the response at that point needs to be related to the facts known at the time. This is an easy question to ask but it defies a uniform answer.
Implementing and reinforcing best practices for workplace behavior are helpful in mitigating inappropriate conduct. Set a clear code of conduct, inform staff of expectations and consequences, and establish a culture of respect. Ensure expectations are understood and reinforced through training. Invest in workshops on diversity, inclusion and communication. This will both educate staff and underscore their importance to the board. Be open and responsive to concerns in a timely manner. Reporting staff members should feel heard and respected. Concerns should be taken seriously, investigated thoroughly and held confidentially. Empower employees to come forward without fear of retaliation. Remain impartial during investigations, without making assumptions. Employ mediation and open dialogue, if possible, to resolve a conflict. A school board sets the tone for workplace culture. The board must lead by example. Leading by example, setting expectations, treating others with respect and acting swiftly with corrective action establishes that inappropriate behavior is simply not tolerated.
The board of trustees collectively supervise and support the superintendent in matters relating to staff performance. It is the role of the superintendent to ensure that all allegations of misconduct are thoroughly investigated and resolved appropriately, while protecting the privacy of all involved parties. For my part, I will ensure that the superintendent has the resources they need to handle any such situations.
How will you advance racial and ethnic equity and address gaps in advanced class enrollment, test scores and graduation rates?
I support inclusivity in our school district. I would work with the full board and superintendent to implement and approve academic content that meets state standards. I would advocate for academic assistance programs where applicable to help with test scores and improved graduation rates.
Everyone is treated the same. We are all Americans, united together. I see everyone as equal. When you start seeing a color or ethnic difference, then divisions are created. Being united together is the very fabric of this community, state and nation. We can accomplish more together by treating everyone the same and not a certain group or ethnicity. If tools are created to favor a group, you are actually hurting the potential of learning and becoming a positive strength in society. No one on a program got rich. People who have struggled in life have found solutions to make them successful. Catering to them is actually hurting any such group. If there is a group that is struggling, then programs to help get them back on track, or advance should be made available open for anyone, not just one group.
Scotts Valley presently has very good test scores with graduation rates above 95%. Racial minorities comprise about 25% of the student population. SVUSD is proud that these students, overall, achieve on par with the majority. This doesn’t mean, however, that one doesn’t address individual needs. All students who show difficulty in achievement must be afforded whatever services they need to reduce that educational gap, whether they be a minority or a majority.
Editor’s note: More than 40% of students in SVUSD are non-white, state authorities reported.
This is also a very generalized question that is easy to ask but the circumstances of each school are different. There’s a lot of data analysis that goes on these days, and that drives any number of actions (some of which are driven by law and the Local Control and Accountability Plan.) In general, we try to provide the best educational experience for every student. There’s not a particular thing or action any individual trustee is going to do to change the reality on the ground — students are different, they have different challenges, and the public schools try their best to meet all of their individual needs.
School boards need to be committed to the success of every student, period. Federal studies suggest that gaps in advanced class enrollment and overall preparedness for college and career success stem from racial or socioeconomic isolation. Students who feel underrepresented in their academic environments or who lack structured after [school] care are more likely to dissociate from their studies.
The readiness gap starts as early as [Transitional Kindergarten]. Research indicates that students who fall behind early in their academic careers are less likely to close the gap. School boards need to continue to provide and support opportunities for all learners to have meaningful TK or pre-K learning experiences and offer supplemental instruction at the end of the traditional school day. We must support homework clubs at each school site and equal access to after-school child care that provides instruction, tutoring or mentoring. Additionally, school boards should seek to increase staff diversity, where appropriate, continue to celebrate all cultures and differences that make our community vibrant and strong.
For this upcoming academic year, I will be the board liaison to the Scotts Valley DEIA [Diversity, Equity, Inclusion and Allyship] group. I will be working directly with community leaders to support racial and ethnic equity in all areas of district operations, including enrollment, test scores, and graduation rates. Academic performance of the students in our district is one of my primary focus areas.
What is the school board’s role in reducing bullying in schools?
The school board’s role in reducing bullying is to lead by example and engage all stakeholders in the community to educate all students appropriately regarding bullying.
Ensure schools have the tools and education to include a thorough investigation and help the parties involved. In a civil way, both educators, staff and parents can work on solutions together and diffuse any friction. This is our role in society to help and foster positive behavior but not be afraid of using discipline. Don’t ignore any party in these occurrences, including parents, teachers and students. Teachers should be empowered to use discipline. Teachers should be supported. Allowing poor behavior to be unchecked creates an environment that would grow into a larger problem for society itself. This includes the power for discipline even for a principal of a school too. Kids bully for reasons that have been shown by social media. This is a key problem. For example, the Stanley Cup. A kid brought in a cup that was not a Stanley Cup and she was bullied. Teaching kids to make smart financial decisions, not paying high costs for something as simple as a cup can stop such harassment. It really is a cup in this example.
The board sets policies that are designed to eliminate bullying. Since much bullying occurs these days through cellphones — such as taking pictures of students in bathrooms, posting AI adulterated memes, etc., — it is vital for the board to set a strong policy and procedures to curtail cell phone use during school. Frankly, the state needs to intervene with a statewide law so schools have a better weapon to control detrimental cell phone use. With the effects of bullying being so severe, the disciplinary procedures adopted by the board must assure swift and effective discipline on the bully. To a large extent, disciplinary procedures are constrained by state law, but individual schools can assure that procedures are quickly and effectively carried out.
School boards oversee policy and to some extent culture. Scotts Valley has made great strides in making our campuses safe and welcoming, with lots of behavioral support programs operating at multiple tiers of intervention depending on the incidents that occur. We train, encourage, and empower our students to look out for and support each other. But they’re all human and from human households, and preventive activities cannot stop the unexpected. Most bullying occurs outside of school, but the school system still seeks to respond to those incidents.
Schools play a central role in creating a safe and supportive space for all students to learn and grow. The board must be a beacon for respectful, open communication in which all feel included, welcomed and appreciated. There is a zero-tolerance policy for bullying. The board must create a positive school and social climate. Lead with inclusion and open communication. Endorse opportunities for bullying prevention. Effective prevention and intervention efforts may stop bullying behavior before it begins. Support school staff in their commitment to dissuading bullying behavior with resources and training. Provide staff with policies and procedures to recognize, prevent and report suspected behaviors. Follow all state and local law requirements about policies. Respond quickly and consistently when bullying occurs and follow up with appropriate parties (parents, counselors, and mental health professionals). Be public with the board’s stance on and response to bullying in a way that lends itself to the needs of the community and the opportunity for a respectful social climate.
The mental health and wellness of all students is another one of my priorities as a trustee. I have experienced being bullied as a teen and this is an issue that is personal for me. I understand the long-term impacts of bullying and have seen it first hand. The role of the board is to set goals for the superintendent’s performance on an annual basis. I will advocate to include this topic as part of an ongoing district improvement process.
What policies and training would you support to address COVID-era learning and developmental delays?
I would advocate for assistance programs to establish benchmarks that then could target academic weaknesses with additional programming.
Need input from teachers, evaluate test scores and if the children are behind, we need to bring up in a positive way solutions for kids to advance. For example, not mandatory, but as bonus learning or such, kids can enroll, or further their education. Giving options such as summer classes, after school tutoring available or there may be other solutions. Create programs to help bring kids back not only on track, but for kids to advance. Having after-school programs for learning as well as fun. Create contests that encompass such learning. Bring kids together and not on a computer.
There is controversy in the research on whether COVID led to significant developmental delays in young children. Regardless of what is true, high-quality preschool experiences, such as Head Start, make a measurable difference. As for learning delays, teachers will tell you, almost without exception, that COVID led to learning delays. A board will of course support teacher training and services to address these delays, but there is the never ending issue of dollars to pay for increased services and training. A low-cost effective strategy, however, is training parents to be more involved with their children’s education. Studies consistently show that children whose parents are highly involved with their children’s education do much better in school. Teachers can try to close the learning gap, but that gap will close much quicker and more effectively if parents know how to better help their children.
Much of that has been addressed over the past couple of years; all of the federal financial support for extra programs has now ended. We’re maintaining as large a footprint of counselors as we can, and we’ve institutionalized opportunities for pull-out learning, tutorial, and whatever other academic intervention an individual student needs. There is a ton of data sharing that goes on between teachers within a grade and from grade-to-grade as students advance.
If elected, I would advocate for group tutoring to be made available to all students. Both Scotts Valley High School and Scotts Valley Middle School have integrated tutorial instruction into their weekly bell schedules. Students have the ability to visit a teacher and ask questions during this time. Could this program be expanded to specifically address learning loss with a subset of students who would most benefit from group tutoring? Students who would most benefit from this small group learning environment could meet with the intention to focus on the specific skills or concepts that they may have lost during times of remote instruction. It would be wonderful to expand upon the successes of the tutorial time and offer similar concepts at the elementary schools, offering small group tutoring with trained educators with a focus on literacy and math would help minimize the learning loss experienced during COVID.
If elected, I would support professional development training for our teachers to specialize in closing the gaps of learning loss specifically due to the impacts of COVID and remote learning.
The board of trustees has been monitoring student performance as a matter of routine because we recognize that student learning was adversely affected during COVID. We have seen tangible improvements in academic achievement since returning to school and recognize that this improvement is largely due to the dedication of our teachers and staff. While attendance continues to be an important area of focus, the overall positive movement is promising. I would support any policies that would empower our teachers to continue driving this success.
What will you do to address student mental health and prevent suicides?
I would advocate district wide educational curriculum programs that would address these issues at all levels of schooling including all stakeholders in the education community.
Smaller classrooms are key. Teachers are very in tune with the kids. We need some type of educational materials for parents as well. When parents are not paying attention to their kids at home. Adults are on their cellphones engaged in social media instead of their kids. They are not engaged with their children. Then children learn this is the way of life, which I disagree. Then kids resort to their devices. We have become a separated society within the family itself. Parents need to be more involved. Having tools for parents, educational or support groups at school to share with parents the issues with such devices has created frustration with kids that they resort to such violence. These social media sites are taking control of the very little time we have with our kids. Having parents and teacher events to engage together creates a stronger sense of belonging when there is family time. Empower and involve parents, not the government.
Much of this goes back to preventing bullying, but also restricting social media. More and more evidence concludes that the addictive algorithms social media companies bury in their programs to keep children glued to their screens result in significantly increased stress and mental health issues, especially for girls. The schools can only do so much as most screen time takes place off campus. Again, educating parents on the need to limit access to social media is necessary, but this is more the realm of mental health organizations. Happily, children’s organizations across the country are getting legislation passed that addresses the harmful consequences to children of addictive programming in social media.
Our schools have implemented a Hope Squad, at both Scotts Valley High School and Scotts Valley Middle School, with peer-to-peer counseling. We have had our share of tragedies and it is inspiring to see how the kids have stepped up to help each other. Student (and parent) mental health is a societal issue that requires constant vigilance.
My background experience is not in mental health, but I am a concerned parent and am aware of the current mental health crisis, especially in teenagers. In fact, student mental health is amongst the most pressing issues faced by schools.
We must work as a collective of parents, students, teachers, counselors and mental health professionals to not only recognize the signs of mental health challenges but to offer support and provide resources. The board must ensure that all school sites are appropriately staffed with trained mental health professionals and continue to support programs like the Hope Squad. We need to heighten our awareness of the needs of our students, promote open dialogue, and to normalize asking for help in a mental health crisis or asking for help for someone else who is perceived to be in crisis without fear of violating trust.
There are national resources to consider: teen Mental Health First Aid (tMHFA) is a training offered by the [National] Council for Mental Wellbeing to help teens identify the signs of and respond to the needs of an impending mental health challenge.
I am a huge proponent of the new Wellness Center at Scotts Valley High School. Resources such as this are integral to ensuring students have a safe space in the schools. I bring my expertise as a health center operations manager to develop the Wellness Center’s services and financial sustainability.
Do you support the expansion of ethnic studies curriculum?
Yes, learning different cultures, people, language, food, arts, history is very key. America is made up of so many different people from around the world that should be embraced. We are not different people. When kids don’t learn about these things, they don’t respect such cultural differences. We need to share and not keep separated of such topics. Include everyone by education.
Certainly. A better understanding of different cultures, ethnicities, etc. leads to greater acceptance and tolerance.
Yes. Students should be exposed to the wide range of perspectives that come forward when history is told from the viewpoint of those who haven’t traditionally written history textbooks. There is nothing to fear in providing a well-rounded education.
Yes, absolutely. The general guidelines of this initiative under the California Department of Education are to: promote the values of civic engagement and responsibility, encourage cultural understanding of how different groups have struggled and worked together, and promote diversity and inclusion within higher education as well as “critical thinking and rigorous analysis of history, systems of oppression, and the status quo in an effort to generate discussions on futurity, and imagine new possibilities.” The curriculum supports all students and their backgrounds and aims to educate through a unified understanding and celebration of differences.
Yes, absolutely. It is important for our students to learn about other cultures and ethnicities to help them become responsible global citizens.
What will you do to decrease fights and other violence in schools?
I would make this a component of the anti-bullying, mental health educational curriculum to treat all students and staff with respect.
Would need further information. If there have been fights for people stealing electronic devices, then that issue can be addressed. Set the rules and students need to understand. Also, there should be an open door for schools to listen to kids. Any concerns or such should be taken seriously. Meeting with the kids, parents, staff and/or faculty ahead of time is better than after the fact. Physical contact is not tolerated. Empower teachers and the principles to use discipline. Having adults ignore shows kids they can get away with such behavior. If there is a kid that needs help, teachers should be empowered to call out and get help for any kid that needs it. More attention, help with class studies or involve the kid to teach something in class with their classmates. Kids want attention and they want responsibilities. If we treat them like adults, they will embrace the trust and take such responsibly. If we don’t, then they won’t learn to become a good member of society. This is their chance now.
SVUSD is fortunate that violence is a very minor problem.
We work closely with Scotts Valley Police Department to have a very effective and friendly School Resource Officer at the high school. Violence is a very abnormal occurrence on our campus. As a trustee, I don’t feel a particular need to specifically address this.
The goal is to establish a safe and supportive learning environment for all students. Maintaining this environment begins with cultivating respectful communication and promoting dialoguing of issues to prevent escalation into violence. There should be a zero-tolerance policy with clear expectations of behavior and consequences for misconduct. A school board must support staff in understanding the warning signs that often precede a situation and the training to successfully avert or manage a situation. Engagement with and understanding of the sensitivities of the student body may be helpful in the prevention of tensions that lead to fights. Teachers and staff are on the frontlines of knowing the students and we must support them in this effort. If intervention is necessary, having swift and consistent consequences that echo the guidelines and expectations for behavior is critical. We must be prepared. Schools with action plans for violence prevention, coupled with a crisis management training, are more prepared to identify and avert potential problems or respond to a crisis.
Parental partnership is paramount to supporting student behavior in schools. As a trustee, my role in this is to ensure the superintendent and the school administrators have good relationships with parents so they can partner effectively to implement restorative justice practices in schools. Social-emotional learning embedded into the day-to-day practices and curriculum has been shown to decrease fighting, isolation, and disengagement, while improving students’ sense of physical and emotional safety.
Our district staff already does a great job with this thanks to existing policies in place, and I recognize that there is always room for improvement. I will continue to develop policies that improve these supports so that students and parents feel safe and confident when they entrust the district with their children.
What do you see as the school board’s role in preparing students for life after high school?
A trustee’s role is to see that all the children in this district are educated to state standards and are prepared to become active contributing members of our community
Financial education. Proof is seeing about 3% of Americans can retire and that is not something I like to hear. The schools have failed. People have run into excess debt nor have they saved up or planned for their future (buying a home, savings for retirement, starting a business if they wanted to, living within a budget, living within their limits, etc). Saving to spend versus spending and paying interest makes a big difference in life. Want proof? The money credit card companies have made could have been in the hands of people had they not purchased on credit. Kids need to learn in life to live within their limits and money is finite. High school kids should learn personal finance, and case studies of successful people. High school seniors can review the school budget on a state level, or even at a local level before they graduate. None of this is taught, and people vote for such things. We have not educated our youth and we have created a society dependent on government instead of financially successful people in life.
A state level curriculum for exactly this purpose was drafted over 20 years ago. It was, however, an unfunded curriculum so was largely ignored. Over the past decade or so, however, more and more schools have realized that students need a life skills class. A school board can require its high school(s) to review and recommend one of the many life skills curriculums now available and offer it as either an elective or, preferably, mandatory subject.
Support them and challenge them, give them plenty of different opportunities and experiences.
The board plays a role in ensuring that a student is ready to transition from high school to either higher education, the workforce, a gap year or another meaningful post-high school experience. An effective elementary to high school career should be one that prepares the student for life — not just another presumed step in academia. Students should have societal preparedness — whether that is living with roommates, interviewing for a job or just being self-reliant.
A board should support school-level opportunities for a holistic approach to life after high school. For example: supporting the college and career office in providing trade school opportunities, global volunteerism, career workshops, and even life skills workshops that are critical for a students’ independence. Financial skills like budgeting, debt management or taxes are essential life skills that are often learned out of necessity rather than in planning. We should advocate for the success of our students in whatever path they choose.
Schools boards should be representative of the communities they serve through social, economic, racial, and ethnic diversity. As trustees, we want to use our diverse, lived experiences to inform the decisions we make at the 50,000-foot level. We recognize that schools play a vital role in preparing students for life, and we hope that high school graduation is just the beginning of a rich, fulfilling life for each of our students.
It is my hope that when students graduate, as a district, we have collaboratively imparted values of curiosity, critical thinking, and a good work ethic. I hope that we have provided them with a solid math and language foundation that they can build further upon, regardless of what path they embark upon moving forward.
Background on the SVUSD board
The Scotts Valley Unified School District is an elected body accountable for ensuring that the school district is responsive to the community’s values. The board has the power to:
- Set budgets for the district, including teacher pay.
- Hire and fire the superintendent.
- Develop goals for programs.
- Set policies and approve staffing related to mental health, campus safety and other areas.
- Setting a direction for the district with input from the community, parents, students and staff. Read more about the board’s responsibilities.
The Scotts Valley Unified School District includes the City of Scotts Valley and some surrounding unincorporated areas. View a district map.
Qualifications include
- An ability to manage complex school budgets and allocate resources equitably.
- A willingness to work with other board members to craft policies.
Compensation
- Trustees are eligible to receive employee health insurance, but must pay the full cost of premiums.
Other Scotts Valley elections