[{"_1":2,"_124":-5,"_125":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100,112],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6250224,"mediaKeyId","3204177-a819eb53110fec2965e3f2f162f5d9fa","parentId",3204177,"title","Student editors urge board to protect Oracle print newspaper and hands‑on journalism program","audioSeconds",175,"startMs",6063000,"endMs",6238000,"viewUrl","/Search/View?dp=1&key=3204177-a819eb53110fec2965e3f2f162f5d9fa&start=6063&end=6238","thumbnailUrl","https://assets.pipeline.soar.com/3204177-a819eb53110fec2965e3f2f162f5d9fa/thumbnail_6063000.jpg","articleUrl","/articles/6250224/California/Student-editors-urge-board-to-protect-Oracle-print-newspaper-and-handson-journalism-program","mediaUrl","https://secure.pipeline.soar.com/6250224-1e14ac3dbca2b012dd531f3b42006b1f/orig.mp4?Expires=1771168836&Signature=RsjDAtQa81kAzkdOAazsDwy5ptHLzxEAClUhoZYR4dNRPeUO~h5WtoYiboyfl~JZcxvqBgZuDIj5rBaLoF68HKvFgxTQjFIhopEILVu-Na1rQEyLP683r2zC~cKEAKSAwMqWLfaHsCISnGId9LM3NH~H5NP7N3Tcnazpn4pig7qF1IeluKhJ3BElYMNzpVaRG9DssXDztJjJBJ6xxdyXxBCe8ElX3Qr02FuFTYe7AnXjATBphe29fGrVdTXqgvffndq9t9hyyctxCJNlvzZI1st0HZxsHe2Zy9tM3oicouPTcd2inm6tEibQ0Dknj~PqKazdCY~tUX3VPKaKCw62Tg__&Key-Pair-Id=KUT5TJCACFTXG","author","Mountain View-Los Altos Union High","date","2025-05-06T17:07:52Z","article","Mountain View High student editors spoke during public comment on May 5 to ask the board to preserve the Oracle, the school’s student newspaper, and the class structure that produces a six‑issue printed paper distributed to the community.

Why it matters: students said the Oracle provides leadership opportunities and a civic record of campus life; they complained past years’ program changes — including removal of an advisor and the creation of a dual‑enrollment structure — have repeatedly threatened the print program.

What the student said
- Carter Nishi, a senior and one of three editors in chief of the Oracle, told the board the print paper is produced six times a year and mailed or distributed to about 1,300 recipients; he urged the board to “place journalism at the forefront” and to allow the print paper to continue.
- Nishi said the Oracle’s learning is hands‑on: students write, edit, design and publish a physical news product and that those responsibilities provide leadership and civic skills.

Discussion vs. decision: the comments were part of public communication; trustees did not take action during the meeting but were addressed later in the agenda by district leaders.

Ending: the student said archives of the Oracle serve as a local historical record and that the paper operates as a public service. He asked the board to consider the educational value of preserving the print format and the student‑led structure when the district finalizes course or program changes.","mediaType","Video","parentTitle","MVLA Study Session & Board Meeting: May 5, 2025","oneSentenceSummary","Mountain View High student editors told trustees that the Oracle newspaper faces repeated disruptions — advisor changes and shifting course structures — and asked the board to preserve the student‑led print publication and its educational benefits.","taxTitle","Mountain View-Los Altos Union High, School Districts, California","taxId",65606,"location","California","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6250229,"Freestyle Academy highlights facilities, guest speakers and May 22 exhibition; calls for wider student outreach",405,7055000,7460000,"/Search/View?dp=1&key=3204177-a819eb53110fec2965e3f2f162f5d9fa&start=7055&end=7460","https://assets.pipeline.soar.com/3204177-a819eb53110fec2965e3f2f162f5d9fa/thumbnail_7055000.jpg","/articles/6250229/California/Freestyle-Academy-highlights-facilities-guest-speakers-and-May-22-exhibition-calls-for-wider-student-outreach","https://secure.pipeline.soar.com/6250229-aadba62d2004d1dde2722bf4c3d48f5a/orig.mp4?Expires=1771168836&Signature=PCmT6iAeKB4diUtZLi7-d5u3jOLlLTMoNSj75uKIL0QtANcXVzJRVt~z2boo-SybhMavQOxyr6wRmDbauIT2hCol54zGDdnsYb05Rt4HiaKbHwnGoNz3a5FRZETmr2xlbC6WWc7QvKQWkxhnl5Q69IForxGARZfyI-A65zUYMmA4JvXDEsT7Ob6Sxj-eYoJggszTUKJ7K18CNT6UZOFs6D7jnoLLcrWNb4sECPdk5DR~EwsslVQRMAgb65n4bf3TSaitqRLtAy8KoDf-DFog0PoxWbwov2mV0tgI5QupWllcH09gIG1VS4N58-4LnlStNd~dMkqwVLeP2xK5HL5~aA__&Key-Pair-Id=KUT5TJCACFTXG","Freestyle Academy staff told the board on May 5 that the program has expanded facilities and industry partnerships, and invited the board to its end‑of‑year exhibition on May 22.

Why it matters: Freestyle serves students across the district with hands‑on media, animation, film, music and design pathways; staff said stronger outreach and transportation could boost Los Altos student participation.

What presenters said
- Freestyle representative (Leo Florendo) said the program is in its 19th year, described new studio resources (green‑screen room, production studios) and said the program recently moved into new campus space that improves student production capacity.
- Florendo said a student film produced by the program was nominated among the top three finalists for a California media festival; the awards ceremony is May 17.
- The program has added guest speakers this year, including a Sony film producer (credits cited by presenter), a game‑studio animator and a local graphic designer who taught design fundamentals (contrast, repetition, alignment, proximity — \"CRAPT\" in the presenter’s shorthand). Freestyle also ran a poet‑in‑residence and is using industry guests to reinforce classroom messages.
- Freestyle invited trustees and the public to an exhibition on May 22 from 5:00–8:30 p.m. (films showing 6:00–8:00 p.m.).

Discussion and follow up: trustees asked about applicant pools and outreach; Freestyle staff said the program’s typical applicant pool is 60–170 depending on the year and noted Los Altos students are underrepresented relative to Mountain View students. Staff said adding two‑way transportation to/from Los Altos High could increase Los Altos participation but would carry a cost.

Ending: Freestyle leaders asked the board to attend the May 22 exhibition and said they will continue to explore outreach, internships and employer partnerships to expand student opportunities.","Freestyle Academy staff reported on upgraded production facilities, upcoming student exhibition on May 22 and new industry guest speakers; staff and trustees discussed outreach and transportation barriers for Los Altos students.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6250233,"Parents urge district to block cars from Los Altos High’s East Drive after tally shows many students using the path",524,5522000,6046000,"/Search/View?dp=1&key=3204177-a819eb53110fec2965e3f2f162f5d9fa&start=5522&end=6046","https://assets.pipeline.soar.com/3204177-a819eb53110fec2965e3f2f162f5d9fa/thumbnail_5522000.jpg","/articles/6250233/California/Parents-urge-district-to-block-cars-from-Los-Altos-Highs-East-Drive-after-tally-shows-many-students-using-the-path","https://secure.pipeline.soar.com/6250233-3b1272a36854f4482fc97125998e91e9/orig.mp4?Expires=1771168836&Signature=fN3tcr68NFiB7fwXaA~ypZB7Z5vHNHFtOl1Ha4xwsdUc7slApNNOiDzySjKM8ZNbKXo-4vCgEt4x7JrOPFkmnIvOqJBfdzUWaLFeUdJNCaADhQ6eapdO2Axewl3a8OpqG7uQLumjzcBSWuvnICN9dC7j4uanIaMZ0s60jEWZR~dbvlEGjQjsU66P4go6LNVgT7ayDi86I5LHxw9XmP9B0xW9MaxPwUzT-nGGGnIp5VqPXD9xpfiu3KmnrY4nacOBOLuF1pxyxMPE7LM2JOOpWEeOhxlo2oY17UEhFcRUrMd7GaIGrd3x304DFle0t6awwaL-hc6n3drJrb0urRn2iw__&Key-Pair-Id=KUT5TJCACFTXG","Parents and residents urged trustees to take quick safety steps at Los Altos High School’s East Drive during public comment on May 5, describing the corridor as a heavy student circulation area where a single vehicle can cause catastrophic harm.

Why it matters: speakers said the path is used by hundreds of students daily and that a small number of cars present a disproportionate risk given vehicle mass and the rise in vehicle‑ramming attacks in other jurisdictions.

What speakers presented
- Mountain View resident and parent Silja Paymer said she tallied uses of East Drive between 8:00 and 8:30 a.m. on a recent day and recorded “4 cars, 99 student cyclists, 273 student pedestrians” (she said the figure likely undercounts students and that she stopped tallying at 8:32 a.m.).
- Dr. Tracy Correa, introduced as a parent, told the board, “Motor vehicle car crashes were the leading cause of death for our student age groups,” and recommended installation of bollards where students gather and yearly education about driving risks.
- Gordon Ferguson, another parent, proposed locations for bollards at the Jarden entry and urged the board to close East Drive to cars during arrival/dismissal or, at minimum, reinstate prior street‑design protections the speakers said were removed during recent construction.

Discussion vs. decision: speakers requested physical changes (bollards) and a temporary policy (close East Drive from 8:00 a.m. to at least 20 minutes after the final bell). Trustees acknowledged the concerns and advised staff follow up; no formal action or vote was taken during the meeting.

Supporting details and claims: Paymer argued that although cars comprised only ~1% of users in her tally, cars carry “energy multiple orders of magnitude higher than the cyclists” and thus threaten many more students if a collision occurs; Ferguson referenced a recent hit‑and‑run in which a driver relied on a Tesla autopilot and struck a student on a bike.

Next steps: parents asked the district to install bollards at specific locations, to coordinate with city street design staff and to enforce parking/no‑parking rules that speakers said are currently ignored. Board members referred the requests to staff for review.

Ending: the board heard the comments and asked staff for follow‑up on safety remedies; no timeline or cost estimate was provided at the meeting.","Multiple parents asked the board to install bollards or close East Drive to vehicles during school arrival and dismissal after a resident’s tally found dozens of pedestrians and cyclists but only a handful of cars in the corridor.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6250238,"District staff explain master‑schedule process, timelines and tradeoffs to trustees",230,1270000,1500000,"/Search/View?dp=1&key=3204177-a819eb53110fec2965e3f2f162f5d9fa&start=1270&end=1500","https://assets.pipeline.soar.com/3204177-a819eb53110fec2965e3f2f162f5d9fa/thumbnail_1270000.jpg","/articles/6250238/California/District-staff-explain-masterschedule-process-timelines-and-tradeoffs-to-trustees","https://secure.pipeline.soar.com/6250238-243d520b3a047f01490b7d2cc84e0201/orig.mp4?Expires=1771168836&Signature=bnjzea~vjTWOXBPPogpGBuMvI0uYNTll2f6NA-6hERagAZprKzbxt6Zb2KoAXUJR8iyMRTV-mdGnKMhvTkZfWivvbgjyLrDMkfZqU20hg6ZfiUxlrMSVHisZjf8OoZbhNlf09AJfBDnsfs84L5~SWyyIY9mH99gXUZmDdeh7v1vBal1cL6ZHG7nBkOvOEDGKlHB1unzFb78CPWKrR5dM0MXvPgn2LuHJvV7m16qi6jTRpvqdSJMTWLGsDAkEUGHfR0UkPnwpfrqK9ddR6XRqBFSKSLP69cAQ4nrXVonjFRVnV-KxnjlJ-~dxrtBjxNDgYiJ0kc-15rDSiy9HjBWifw__&Key-Pair-Id=KUT5TJCACFTXG","District staff told the board on May 5 that building the high school master schedule is a multi‑month, iterative process that starts in the fall and involves balancing student course requests, staffing, room availability, contractual caps and program‑specific targets.

Why it matters: master schedule choices determine students’ access to courses, staffing levels, and whether students are enrolled in their first‑choice classes. Staff said the schedule is the operational backbone for graduation pathways, interventions and enrichment programs.

Key timeline and process items
- Work begins in October–December (program proposals, enrollment review, articulation with middle schools).
- January–February: course selection window, counselor outreach, middle‑school articulation and enrollment verification.
- February–March: tally sheets and preliminary FTE requests (sites calculate sections needed from student sign‑ups); examples showed departments translating student requests into section counts and FTE needs.
- April–May: build and refine the conflict matrix to avoid course collisions (e.g., AVID students who need trigonometry), finalize staffing and communicate assignments; work continues over summer for late enrollments and adjustments.

Current scale and numbers described
- District enrollment: roughly 2,100 high school students across both sites.
- Number of course offerings listed: roughly 80 distinct courses across the two high schools.
- Sections reported in the presentation: Mountain View roughly 604 sections; Los Altos roughly 546 sections (presentation slide used these site totals).
- Average class size cited: presented as 20.6 (including ELD and special education classes); presenters said the average excluding those smaller classes is closer to 26.
- Percentage of students scheduled into a first‑choice course: about 94% reported during the session.

Tradeoffs and constraints
Staff emphasized three persistent constraints: available FTE (teacher full‑time equivalents), legally required or negotiated caps (e.g., smaller caps for foundational freshman English and some math courses funded by foundation grants), and scheduling conflicts that cause domino effects when a course period is moved.

Questions from trustees included software choices (district uses Aeries; Mountain View piloting Losendo for scheduling and conflict matrices), the process for proposing new courses (new‑course proposal routed through department coordinators, principal and ed services with an added extended‑cabinet review), and how athletics and after‑school commitments are handled (coaches handle missed classroom work; athletics do not change slotting for courses).

Discussion vs. decision: this was an informational presentation; no policy or budget vote occurred. Trustees asked for follow‑up details including counts of students who change schedules after initial placement and clarification about software pilots and interoperability.

Ending: staff asked for trustees’ continued support of the multi‑stakeholder process; principals and counselors were acknowledged for detailed scheduling work that runs from fall planning through late summer adjustments.","Administrators walked the board through the district’s master‑schedule timeline, the factors that shape course and section decisions, and the tradeoffs involved in allocating full‑time equivalency (FTE) and setting class caps.",{"_33":113,"_35":36,"_37":38,"_39":114,"_41":115,"_43":116,"_45":117,"_47":118,"_49":119,"_51":120,"_53":121,"_55":56,"_57":58,"_59":122,"_61":62,"_63":64,"_65":123,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6250243,"Parents, teachers and AP instructors debate whether world history requirement can be met by AP Human Geography",665,388000,1053000,"/Search/View?dp=1&key=3204177-a819eb53110fec2965e3f2f162f5d9fa&start=388&end=1053","https://assets.pipeline.soar.com/3204177-a819eb53110fec2965e3f2f162f5d9fa/thumbnail_388000.jpg","/articles/6250243/California/Parents-teachers-and-AP-instructors-debate-whether-world-history-requirement-can-be-met-by-AP-Human-Geography","https://secure.pipeline.soar.com/6250243-7bbe6e0490b01f87f4792af7fc8397de/orig.mp4?Expires=1771168836&Signature=MFL8IeM4SaFYDl3WM2lLD53BbRWrMUKU66CX94TlVFJzT6QzA4QA3~jLx5R8cS4XiBKM6i~SAmS~LlnRL8uUZNOR11RJGm8zd4DaZQXqUoY8NJqt0Emp0QjLMigQVwx9XIi4cAeSt3YhDev9KYXokiCjRHqEdrApYkrK60bVBW909eVNnCyfJR0invSXK2eNW6iJFHFn0u5fOt4~OlqQfcYKYpwUnnP2~XaUdLdu8sl3hTwivqOFaHz5N07-ilTmN1HlyIeHe9-fvCnkeQFss9emmK-eV6S30S7NJcP4zu5r3TXUlgXWrtJyBU6AqsWLadW7MS-qgCsstOlPfHxiRQ__&Key-Pair-Id=KUT5TJCACFTXG","Trustees and district staff heard more than an hour of public comment and a multi‑course presentation on May 5 as the district reviewed how four courses offered to sophomores satisfy the state’s world history, culture and geography graduation requirement.

The panel of teachers and multiple public commenters pressed the board to clarify whether students who take AP Human Geography will get the same historical foundation as students who previously took a ninth‑grade world history course, which the district replaced with an ethnic studies course for the current freshman class.

Why it matters: parents, retired teachers and AP instructors told the board the change could reduce students’ exposure to core historical narratives and primary‑source analysis that many colleges expect; district presenters said all four pathways meet state standards in different ways and emphasized that AP European History and AP World History carry historical thinking skills, while AP Human Geography emphasizes spatial analysis.

What presenters and commenters said
- “I just want to speak in favor of allowing students freshman year to take … world history instead of ethnic studies,” said Todd Volker during public comment, citing concerns about preparation for AP‑level courses.
- Jackie Stevens, introduced as a recently retired 30‑year public school teacher, cited California law and the state course framework and told the board, “geography is not the same as history … geography is an addition to history, not a replacement,” and referenced Education Code section 51225 to argue students must receive world history instruction.
- Kevin Hyken, representing MBLA’s AP European History program, said AP European “is really a world history class with Europe at its center,” and described how the course aligns with the California world history framework beginning with material the framework treats from about 1750 onward.
- Brooke Meghan Hinkley, AP World History teacher, described the course’s chronological structure and said AP World History “begins to dovetail with the state standards” in units that align to the modern world framework and include the Enlightenment, industrialization, imperialism and the world wars.
- Kelly Coble, AP Human Geography teacher at Los Altos High School, said AP Human Geography has become an entry point for students new to AP coursework and that the class “fulfills the UC A‑G a‑g requirement” while focusing on spatial thinking, data interpretation and thematic approaches that connect past processes to present patterns. Coble said MBLA’s Human Geography enrollment includes students from underrepresented groups and “we maintain a high pass rate — over 50% higher than the national average and over half of our students regularly scoring 5,” which she attributed to the class’s design and supports.

Discussion vs. decision: the session was a study session; trustees asked questions but took no formal action. Board members asked how each course meets the “global geographic scope” specified in the state framework, how the move of a world history course from ninth to tenth grade affects student preparation for AP courses, and whether the district should adopt a single pathway for all students.

Supporting details and data: the district presented a comparative spreadsheet (posted on the board agenda) that lists themes, time periods, enrollment and sections for each pathway; presenters said the four courses provide multiple “access points” for students to meet the world history, culture and geography requirement.

Next steps: trustees requested follow‑up materials, including the survey results the district is collecting and clarifications about alignment with state frameworks; several trustees said they want the board to consider the input and timing before changing graduation requirements or course counting for 2025‑26.

Ending: trustees did not adopt a policy or change at the May 5 meeting; the board asked staff to return with additional information on curricular alignment, enrollment impacts and timing for any implementation changes.

","At a May 5 study session the Mountain View–Los Altos Union High School District heard an extended presentation from AP instructors and multiple public commenters about whether AP Human Geography should count in place of a ninth‑grade world history course now replaced by ethnic studies.","actionData","errors"]

Article not found

Student editors urge board to protect Oracle print newspaper and hands‑on journalism program

Freestyle Academy highlights facilities, guest speakers and May 22 exhibition; calls for wider student outreach

Parents urge district to block cars from Los Altos High’s East Drive after tally shows many students using the path

District staff explain master‑schedule process, timelines and tradeoffs to trustees

Parents, teachers and AP instructors debate whether world history requirement can be met by AP Human Geography