Board considers first-read proposal to turn C3 student aides into an elective course at La Cañada High School

District staff presented a first-read proposal to create a one-period elective at La Cañada High School that would formalize an existing student-leader role in the College & Career Center (C3). The course would provide elective credit (A–G), include units on peer mentoring, career pathways and college transitions, and assign students to present lessons to advisories and support C3 events.

The proposal was introduced by a presenter identified as Mr. Cardinal and described in detail by Jennifer Niebuhr and Lisa Chung, who the transcript identifies as the school’s counseling/CTE staff. Chung developed a similar model at another school and has run TA-type leadership sections; the proposed course would expand and formalize that work into a single, grade-12 course with an explicit curriculum and assessments.

Why it matters: If adopted, the course would convert volunteer or TA-based leadership into a graded elective with A–G approval benefits for seniors, add a structured leadership pathway for students who are not in ASB or peer support, and provide more formal support for college-and-career programming at LCHS.

Key points from discussion

- Purpose and structure: The course would prepare roughly 15–20 seniors to act as C3 leaders, delivering advisory lessons, supporting events (Resume & Ramen, College 101), and providing peer-to-peer assistance (resume building, college-essay brainstorming, scholarship searches). It would be one section, estimated at about 20 students, and include projects and presentations tied to monthly units.

- Credit and equivalency: Students currently receive teacher-aide credit for similar work; the proposal would change that to an elective granting A–G credit, with a more formalized curriculum and in-class readings and discussion.

- Timing and sequencing concerns: Multiple board members questioned whether offering the course only to seniors is the best timing, given that many college-application tasks occur early in senior year or even before (summer) and that early-decision deadlines can be in the fall. Board members suggested that juniors could also benefit and asked whether peer-support activities might be more impactful later in the year after seniors complete initial application tasks.

- Quality control and counselor follow-up: The presenters said the C3 leaders would deliver information and tools while counselors would handle individualized follow-up; the board asked about risks of inaccurate information being shared by student leaders and how counselors would ensure fidelity.

- Student voice and program benefits: A student who has taken the TA-style program testified that peer review from trained seniors helped her with personal statements and that C3 leaders also run events and manage logistics.

- Enrollment, selection and workload: The course would be limited (about 20 students), with interviews to select participants (similar to ASB), and presenters expect that A–G credit may increase interest. Staff said the course would require a modest additional time for planning but likely be comparable to current TA support time.

Outcome and next steps: The item was taken as a first read. Board members asked staff to collect feedback, refine the course sequence and consider pilot or timing options (including potentially opening the course to juniors or running a pilot with existing TAs). One board member suggested assigning a board liaison to work with staff between meetings. Staff said they would gather feedback and return for a second read.