Board tables freshman ethnic-studies curriculum after hours of public comment

Trustees at the San Ramon Valley Unified School District meeting voted to pause formal adoption of a proposed freshman introduction to ethnic studies after more than three hours of public comment and detailed staff presentations.

District staff and teachers described a multi-year development process for the course, which is based on the California model curriculum and was posted online for public review. Executive Director Deb Pettish said the draft was the product of summer and in-year teacher convenings and student input; she told the board the materials were posted publicly "to make it as easy as possible for people to access." Anastasia Shinowski and other teacher-leaders described classroom projects that emphasize inquiry, student storytelling and a youth participatory-action project in the final unit.

Supporters and opponents weigh in More than 60 people spoke during the public comment period. Supporters — including students, teachers and community groups — said the course builds critical thinking, cultural competency and civic skills and can reduce bullying and exclusion by giving students tools to discuss identity and history. "This course will provide students with a new perspective that could shape their four years of high school," said student speaker Selma Barani.

Opponents raised concerns that parts of the draft emphasize systems of oppression and use language they described as politically loaded; several public speakers warned that politically charged materials could divide students or prompt litigation. Multiple commenters cited recent lawsuits or settlements in other districts and asked the board to delay action while the state and university systems clarify guidance. One public commenter noted a petition opposing mandatory adoption had gathered more than 400 signatures in a few days.

Staff response, board action Deb Pettish and Director of Educational Equity Hong Yuan said the curriculum team intended the course to emphasize community building and empathy and that teachers would receive professional development and guidance on maintaining neutral, inquiry-focused instruction. Pettish also described a commitment to continuous improvement and to revise the draft after community feedback.

After trustee discussion — in which several trustees requested more time to review materials and to see stronger guidance on teacher training and examples that reflect the district's local demographics — the board voted to table action until a subsequent meeting and directed staff to return with additional responses to the community feedback. The motion carried on a 5-0 roll-call vote.

What to expect next Staff said they will collect additional public and staff input, document proposed guidance for teachers, and return with revisions and recommendations at a future board meeting. Trustees said the pause will allow time for staff to address concerns about supplemental materials, professional development, and how the course will be communicated to families before becoming a required graduation component (the state requires districts to offer an ethnic-studies course and sets a 2030 timeline for a graduation requirement).