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Parents raise concerns about math instruction, a $1.1M counseling contract and ethnic-studies transparency
Summary
Two public commenters told trustees they were worried about classroom grading and student CAASPP math results, questioned a roughly $1.1 million counseling contract and vendor transparency, and urged the district to publish ethnic-studies lesson plans and consultant lists for parent review.
Two speakers used the public-comment period to press the board for greater instructional accountability and curriculum transparency.
Shane Polar told trustees his 11th‑grade son received a score of "one" on the CAASPP math assessment and said the son's prior D‑average and classroom grading practices meant teachers had not helped him retake courses. Polar said teachers told parents his son demonstrated "procedural fluency" and that homework was being counted even when not checked; Polar urged more frequent, unannounced observations of classroom practice by administrators.
Polar also questioned a district contract he said amounted to roughly $1.1 million for an outside counseling service. He alleged the company listed a mailbox address at a local UPS store and said the firm is described as a nonprofit; he asked the board to explain how public-school funds are being used for the service and requested clarity on survey costs tied to the vendor.
An additional commenter who did not identify themselves by name asked the board and administration to publish the high-school ethnic-studies and ethnic-literature lesson plans, reading lists and the names of consulting groups and subject-matter experts who helped create the curriculum. The speaker contrasted what they characterized as an "ideologically driven" critical-ethnic-studies framework with an alternative they called "constructive ethnic studies," arguing for neutral content and for parents to have the materials before students enroll. The commenter cited AB 101and noted the billrequires state funding to make the course a graduation requirement; without funding, the commenter said districts are not required to offer the classes.
Neither public speaker requested immediate board action beyond transparency and review. Trustees did not take specific policy action during the public-comment period but received the remarks as part of the public record.
