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Parent urges NVUSD to preserve SDC history and science courses at Napa High, warns of access and behavior consequences
Summary
A parent and student advocate told the Napa Valley Unified board that reducing or eliminating Special Day Class history and science courses at Napa High in favor of biology would narrow the curriculum for SDC students and risk behavior and access issues; the board recorded the comment during the public‑comment period.
Norma Ortiz, a parent and student advocate, addressed the Napa Valley Unified School District Board on Dec. 11 to urge that proposed changes to Special Day Class (SDC) course offerings at Napa High School preserve history and science classes for SDC students.
Ortiz said she supports inclusion but warned that "pushing these students directly into biology, often in general education settings, does not automatically create meaningful access." She told the board that many SDC students arrive from middle school with limited academic skills and that narrowing SDC curriculum to prioritize biology could leave students in classes they cannot access, which she said can lead to frustration and escalate behavior rather than reflect defiance.
Ortiz also raised concerns about staffing changes, noting many new case managers and the loss of institutional knowledge among experienced special education staff. She urged decisions about least‑restrictive environments to be individualized by IEP teams rather than applied as a one‑size‑fits‑all policy.
Why this matters: changes to course offerings and placement for students with disabilities can affect access to grade‑level content, behavior supports, and individualized services that are documented in students' IEPs. Parents and advocates urged the board to ensure that any program changes are driven by IEP determinations and adequate staffing.
The board accepted the public comment during the non‑agenda public comment period; staff indicated public comments received by email had been forwarded to trustees prior to the meeting. The transcript shows no immediate board response to Ortiz during the public‑comment period; trustees later discussed special education work in reports and committee items.
